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Why some young people are physically active and some are not

Why some young people are physically active and some are not. Stuart Biddle School of Sport & Exercise Sciences Loughborough University, UK. Taiwan 2001. Taiwan 2005. 7. 6. 5. 4. 1. 2. 3. The Loughborough Sport Environment.

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Why some young people are physically active and some are not

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  1. Why some young people are physically active and some are not Stuart Biddle School of Sport & Exercise Sciences Loughborough University, UK

  2. Taiwan 2001

  3. Taiwan 2005

  4. 7 6 5 4 1 2 3

  5. The Loughborough Sport Environment • “this is the best integrated sports development environment in the world!” • Lord Sebastian Coe (2003)

  6. We met the Queen! • Queen’s Anniversary Prize 2002 for ‘Sport Development, Education & Research’

  7. and woman

  8. Today

  9. A behavioural epidemiology framework (Sallis & Owen) Establish links between activity & health Identify correlates Test interventions Translate into practice Measure physical activity

  10. Engineering out lifestyle activity…

  11. The ecological model/framework • Reconceptualising “the environment” • Intrapersonal environment • Interpersonal (social) environment • Physical environment • Policy environment Daniel Stokols, Am Psy, 1992

  12. The ecological model/framework policy social physical environmental individual

  13. A behavioural epidemiology framework Establish links between activity & health Identify correlates Test interventions Translate into practice Measure physical activity

  14. Reconceptualising “the environment” • Intrapersonal environment a. biogenetic b. psychological • intention • attitude • self-efficacy • goals • perceptions of control • motivation • physical self-perception

  15. Theory of Planned Behaviour (Aizen) Social Cognitive Theory (self-efficacy) (Bandura) Self-Determination Theory (Deci & Ryan) Popular intrapersonal theories for physical activity

  16. Demographic & biological Education (+) Male gender (+) Age (A -) Non-white ethnicity (A -) BMI (AG -) SES (AG +) Correlates of physical activity in young people C: children; A: adolescents; AG: adolescent girls

  17. Psychological + enjoyment (AG), intention, competence & self-efficacy, achievement orientation (A), physical/ body image (AG) - barriers, depression (A) Correlates of physical activity in young people C: children; A: adolescents; AG: adolescent girls

  18. Structure of physical self-perceptions in young people Fox & Corbin, JSEP, 1989

  19. Key barriers? Perceived lack of time Other activities (e.g., homework) Lack of interest or motivation Perceived effort required Correlates of physical activity in young people

  20. What is normal?

  21. behaviour normal abnormal target the person normal environment target the environment abnormal

  22. Behavioural Activity history + Healthy diet (C +) Sensation seeking (A +) Community sport participation (A +) Sedentary behaviour after school and at weekends (A -) Smoking (AG -) Correlates of physical activity in young people C: children; A: adolescents; AG: adolescent girls

  23. Reconceptualising “the environment” 2. Interpersonal environment • - information networks • - social support • - normative beliefs

  24. Social/cultural None (C) Parental support (A+) Peer involvement/ support (A+) Correlates of physical activity in young people C: children; A: adolescents; AG: adolescent girls

  25. Do active parents have active children? (a) (b) (c) PARENTAL PHYSICAL ACTIVITY PARENTAL SUPPORT PHYSICAL ACTIVITY OF CHILD & ADOLESCENT Gustafson & Rhodes, Sports Med, 2006

  26. Reconceptualising “the environment” • 3. Physical environment • a. natural (climate, topography) • b. constructed (architectural/urban design)

  27. Physical environment Access to facilities and programmes (C +) Time spent outside (C +) Opportunities to exercise (A +) School PA policy (+) Neighbourhood crime (A-) Correlates of physical activity in young people C: children; A: adolescents; AG: adolescent girls

  28. You need to PLAN a supportive environment for physical activity!

  29. 4. Policy & legislative environment • - creating activity promoting environments • - legislation • - zoning and land use • - building construction & facilities development • - transport incentives & priorities

  30. A behavioural epidemiology framework Establish links between activity & health Identify correlates Test interventions Translate into practice Measure physical activity

  31. Levels of interventions Society Community Organisation Group Individual

  32. Interventions Short- and medium- term outcomes, e.g., enjoyment, body composition, Longer- term outcomes, e.g., reduced risk of CHD, diabetes etc, strong social networks, positive physical self- worth PA participation Modifiable correlates

  33. School-based interventions • Increases in PA within PE lessons can be achieved • But, effect beyond PE is limited • Specialised teachers more effective in increasing PA in PE than others • Playground changes can increase break-time PA Biddle, Gorely & Stensel, JSS, 2004

  34. Community-based interventions • Often combined with school-based interventions • Limited data on effectiveness • Some evidence for primary health care interventions having an effect on moderate (not vigorous) PA, but not in follow-up Biddle et al., JSS, 2004

  35. What about sedentary behaviour?

  36. Sedentary Teenagers & Inactive Lifestyles

  37. BEFORE SCHOOL WEEKDAY 1 What are you doing? Who’s with you? Where are you? Time (Circle one number) (Write activity) (Circle one number) 1 = My bedroom, e.g., sleeping, eating, doing 1 = I’m alone 2 = Living room homework, talking with friends, 2 = Friends 3 = Kitchen watching TV, listening to 3 = Family 4 = Bathroom music, on telephone, walking 4 = Friends & Family 5 = Other room to school, etc. 5 = Other (Doctor, teacher, 6 = Friend’s house coach etc) 7 = In town 8 = At school 9 = In car, bus or taxi 10 = Other inside area (describe) 11 = Other outside area (describe) 7:00 am 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 1 7:15 am 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 2 7:30 am 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 3 7:45 am 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 4 8:00 am 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 5 8:15 am 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 8:30 am 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 7 8:45 am 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 8

  38. Mean time in TV viewing and active behaviours 3h 2h

  39. Mean time in other key sedentary behaviours

  40. Do screen-based sedentary behaviours make you fat?

  41. Relationship between sedentary behaviours, body fatness, and PA • Meta-analysis (Marshall et al., IJO, 2004) • TV-fat: k=52 • Comp games-fat: k=6 • TV-PA: k=39 • Comp games-PA: k=10

  42. “Critical Hours” • ~1500 adolescents in school years 9, 10, 11 (mean age = 14.7 yrs) • Ecological momentary assessment (time-use) diaries. 15 min intervals record behaviour, location, and who was present • Critical hours 15:30 – 18:30 • For weekdays only Atkin, Gorely, Biddle, & Marshall, in review

  43. What happens during critical hours? Minutes (Mean)

  44. What happens during critical hours: Sedentary behaviours *

  45. Critical Hours: Proportion of total behaviour • What is the contribution of behaviour conducted during critical hours to the overall total across the day? “behaviour” critical hours * 100 “behaviour” total

  46. Critical Hours: Proportion of total behaviour

  47. Clusters of active and sedentary behaviours in boys Gorely et al., JBehMed, in press

  48. Time use trends for 3-12 yr olds: 1981-1997 TV Mins/ wk School Sturm, Preventing Chronic Disease, 2005 www.cdc.gov/pcd/issues/2005

  49. Weekday TV viewing for teenagers: 1991-2001 Sturm, Preventing Chronic Disease, 2005 www.cdc.gov/pcd/issues/2005

  50. Comments • Sedentary behaviour is an important issue, BUT … • It is complex • It is multifaceted • It is not just TV viewing

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