Determinants of Physical Activity in Active and Low-Active, Sixth Grade African-American Youth
This study compared the determinants of physical activity in active and low‐active African‐American sixth grade students (N=108, 57 F, 51 M). Objective assessments of physical activity over a seven‐day period were obtained using the CSA 7164 accelerometer. Students were classified as active if they...
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Veröffentlicht in: | The Journal of school health 1999-01, Vol.69 (1), p.29-34 |
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description | This study compared the determinants of physical activity in active and low‐active African‐American sixth grade students (N=108, 57 F, 51 M). Objective assessments of physical activity over a seven‐day period were obtained using the CSA 7164 accelerometer. Students were classified as active if they exhibited three or more 20‐minute bouts of moderate to vigorous physical activity over the seven‐day period. Relative to low‐actives, active boys reported significantly higher levels of self‐efficacy, greater involvement in community physical activity organizations, and were significantly more likely to perceive their mother as active. Relative to low‐actives, active girls reported significantly higher levels of physical activity self‐efficacy, greater positive beliefs regarding physical activity outcomes, and were significantly less likely to watch television or play video games for > 3 hrs/day. These observations provide preliminary guidance as to the design of physical activity interventions targeted at African‐American youth. |
doi_str_mv | 10.1111/j.1746-1561.1999.tb02340.x |
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Objective assessments of physical activity over a seven‐day period were obtained using the CSA 7164 accelerometer. Students were classified as active if they exhibited three or more 20‐minute bouts of moderate to vigorous physical activity over the seven‐day period. Relative to low‐actives, active boys reported significantly higher levels of self‐efficacy, greater involvement in community physical activity organizations, and were significantly more likely to perceive their mother as active. Relative to low‐actives, active girls reported significantly higher levels of physical activity self‐efficacy, greater positive beliefs regarding physical activity outcomes, and were significantly less likely to watch television or play video games for > 3 hrs/day. These observations provide preliminary guidance as to the design of physical activity interventions targeted at African‐American youth.</description><identifier>ISSN: 0022-4391</identifier><identifier>EISSN: 1746-1561</identifier><identifier>DOI: 10.1111/j.1746-1561.1999.tb02340.x</identifier><identifier>PMID: 10098116</identifier><identifier>CODEN: JSHEAZ</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Adolescents ; African American Children ; African American students ; African Americans ; African Americans - psychology ; African Americans - statistics & numerical data ; Black people ; Black Students ; Child ; Child Health ; Early Adolescents ; Exercise ; Female ; Grade 6 ; Health aspects ; Health Behavior ; Humans ; Intermediate Grades ; Male ; Middle school students ; National Surveys ; Nursing ; Obesity ; Physical Activities ; Physical Activity Level ; Physical education ; Physical education and training ; Psychosocial Factors ; Self Efficacy ; Sex Factors ; Social research ; South Carolina ; Student Attitudes ; Student Behavior ; Surveys</subject><ispartof>The Journal of school health, 1999-01, Vol.69 (1), p.29-34</ispartof><rights>1999 American School Health Association</rights><rights>COPYRIGHT 1999 American School Health Association</rights><rights>COPYRIGHT 1999 American School Health Association</rights><rights>Copyright American School Health Association Jan 1999</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c6340-432c516c142cca165b95d22d8831bdcf7f0d56f47276e875b5d107c381caff983</citedby><cites>FETCH-LOGICAL-c6340-432c516c142cca165b95d22d8831bdcf7f0d56f47276e875b5d107c381caff983</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fj.1746-1561.1999.tb02340.x$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fj.1746-1561.1999.tb02340.x$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,4024,12846,27923,27924,27925,30999,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ584866$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/10098116$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Trost, Stewart G.</creatorcontrib><creatorcontrib>Pate, Russell R.</creatorcontrib><creatorcontrib>Ward, Dianne S.</creatorcontrib><creatorcontrib>Saunders, Ruth</creatorcontrib><creatorcontrib>Riner, William</creatorcontrib><title>Determinants of Physical Activity in Active and Low-Active, Sixth Grade African-American Youth</title><title>The Journal of school health</title><addtitle>J Sch Health</addtitle><description>This study compared the determinants of physical activity in active and low‐active African‐American sixth grade students (N=108, 57 F, 51 M). Objective assessments of physical activity over a seven‐day period were obtained using the CSA 7164 accelerometer. Students were classified as active if they exhibited three or more 20‐minute bouts of moderate to vigorous physical activity over the seven‐day period. Relative to low‐actives, active boys reported significantly higher levels of self‐efficacy, greater involvement in community physical activity organizations, and were significantly more likely to perceive their mother as active. Relative to low‐actives, active girls reported significantly higher levels of physical activity self‐efficacy, greater positive beliefs regarding physical activity outcomes, and were significantly less likely to watch television or play video games for > 3 hrs/day. These observations provide preliminary guidance as to the design of physical activity interventions targeted at African‐American youth.</description><subject>Adolescents</subject><subject>African American Children</subject><subject>African American students</subject><subject>African Americans</subject><subject>African Americans - psychology</subject><subject>African Americans - statistics & numerical data</subject><subject>Black people</subject><subject>Black Students</subject><subject>Child</subject><subject>Child Health</subject><subject>Early Adolescents</subject><subject>Exercise</subject><subject>Female</subject><subject>Grade 6</subject><subject>Health aspects</subject><subject>Health Behavior</subject><subject>Humans</subject><subject>Intermediate Grades</subject><subject>Male</subject><subject>Middle school students</subject><subject>National Surveys</subject><subject>Nursing</subject><subject>Obesity</subject><subject>Physical Activities</subject><subject>Physical Activity Level</subject><subject>Physical education</subject><subject>Physical education and training</subject><subject>Psychosocial Factors</subject><subject>Self Efficacy</subject><subject>Sex Factors</subject><subject>Social research</subject><subject>South Carolina</subject><subject>Student Attitudes</subject><subject>Student Behavior</subject><subject>Surveys</subject><issn>0022-4391</issn><issn>1746-1561</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1999</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqVkl1v0zAUhiMEYt3gHyAU7QJx0RTbiR2HK0IZHaVakQYCbrBcx25d8rHZDmv_PQ6pCkWVEPaFj32eY_u8eoPgHIIR9OPFegTThEQQEziCWZaN3AKgOAGjzb1gsE_dDwYAIBQlcQZPglNr18CPNE4fBicQgIxCSAbBtzfSSVPpmtfOho0KP6y2Vgtehrlw-od221DXfSxDXhfhrLmL-u0wvNYbtwonhhcyzJXxZXWUV_JXEH5tWrd6FDxQvLTy8W49Cz69vfg4voxm88m7cT6LBPEf939EAkMiYIKE4JDgRYYLhApKY7gohEoVKDBRSYpSImmKF7iAIBUxhYIrldH4LHjW33tjmttWWscqbYUsS17LprWMZARjRLJ_gpBSknnZPHj-F7huWlP7Jhjy8lKvLfbQsIeWvJRM16pxhoulrKXhZVNLpf1xjhMUIwhij0dHcD8LWWlxjH9-wHvEyY1b8tZaRiezA3R4DBVNWcqlZF7s8fwAf9njwjTWGqnYjdEVN1sGAetMxtascxLrnMQ6k7GdydjGFz_dSdMuKln8Udq7ygNPeqCzwj59McU0oaRLv-rTd77d7X-8zKbz68su_K2ktr7N_RXcfGfEWxyzz1cTNvkyRa_J-ysG459pAPXK</recordid><startdate>199901</startdate><enddate>199901</enddate><creator>Trost, Stewart G.</creator><creator>Pate, Russell R.</creator><creator>Ward, Dianne S.</creator><creator>Saunders, Ruth</creator><creator>Riner, William</creator><general>Blackwell Publishing Ltd</general><general>American School Health Association</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8GL</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7TS</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88C</scope><scope>88E</scope><scope>8A4</scope><scope>8AO</scope><scope>8C1</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M0T</scope><scope>M1P</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope></search><sort><creationdate>199901</creationdate><title>Determinants of Physical Activity in Active and Low-Active, Sixth Grade African-American Youth</title><author>Trost, Stewart G. ; Pate, Russell R. ; Ward, Dianne S. ; Saunders, Ruth ; Riner, William</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c6340-432c516c142cca165b95d22d8831bdcf7f0d56f47276e875b5d107c381caff983</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1999</creationdate><topic>Adolescents</topic><topic>African American Children</topic><topic>African American students</topic><topic>African Americans</topic><topic>African Americans - 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Academic</collection><jtitle>The Journal of school health</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Trost, Stewart G.</au><au>Pate, Russell R.</au><au>Ward, Dianne S.</au><au>Saunders, Ruth</au><au>Riner, William</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ584866</ericid><atitle>Determinants of Physical Activity in Active and Low-Active, Sixth Grade African-American Youth</atitle><jtitle>The Journal of school health</jtitle><addtitle>J Sch Health</addtitle><date>1999-01</date><risdate>1999</risdate><volume>69</volume><issue>1</issue><spage>29</spage><epage>34</epage><pages>29-34</pages><issn>0022-4391</issn><eissn>1746-1561</eissn><coden>JSHEAZ</coden><abstract>This study compared the determinants of physical activity in active and low‐active African‐American sixth grade students (N=108, 57 F, 51 M). Objective assessments of physical activity over a seven‐day period were obtained using the CSA 7164 accelerometer. Students were classified as active if they exhibited three or more 20‐minute bouts of moderate to vigorous physical activity over the seven‐day period. Relative to low‐actives, active boys reported significantly higher levels of self‐efficacy, greater involvement in community physical activity organizations, and were significantly more likely to perceive their mother as active. Relative to low‐actives, active girls reported significantly higher levels of physical activity self‐efficacy, greater positive beliefs regarding physical activity outcomes, and were significantly less likely to watch television or play video games for > 3 hrs/day. These observations provide preliminary guidance as to the design of physical activity interventions targeted at African‐American youth.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><pmid>10098116</pmid><doi>10.1111/j.1746-1561.1999.tb02340.x</doi><tpages>6</tpages></addata></record> |
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subjects | Adolescents African American Children African American students African Americans African Americans - psychology African Americans - statistics & numerical data Black people Black Students Child Child Health Early Adolescents Exercise Female Grade 6 Health aspects Health Behavior Humans Intermediate Grades Male Middle school students National Surveys Nursing Obesity Physical Activities Physical Activity Level Physical education Physical education and training Psychosocial Factors Self Efficacy Sex Factors Social research South Carolina Student Attitudes Student Behavior Surveys |
title | Determinants of Physical Activity in Active and Low-Active, Sixth Grade African-American Youth |
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