Moderating effect of the neighbourhood physical activity environment on the relation between psychosocial factors and physical activity in children: a longitudinal study
Moderating effect of the neighbourhood physical activity environment on the relation between psychosocial factors and physical activity in children: a longitudinal study
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DOI：
10.1136/jech-2018-211456
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发表时间：
2019-07-01
影响因子：
6.3
通讯作者：
Pate, Russell R.
中科院分区：
文献类型：
--
作者：
Colabianchi, Natalie;Clennin, Morgan N.;Pate, Russell R.
背景很少有研究考察邻里环境对心理社会因素和身体活动之间关系的调节作用，这些研究的结果是混合的。本研究调查了636名来自美国南卡罗来纳州的五年级至七年级学生的这种关系。方法2010 - 2013年，儿童及其父母/监护人每年完成心理社会因素自我报告调查，每年佩戴加速度计1周。根据对儿童家附近设施的亲自审计和对儿童街道的挡风玻璃调查，将社区环境分为支持或不支持体育活动（PA）。通过生长曲线分析，评估社区体育活动环境（NPAE）对心理社会因素与总体育活动（TPA）之间关系的调节作用。结果：(1)时间、NPAE和家长报告的家长支持对TPA有显著的交互作用；(2)时间、NPAE和家中儿童报告设备；(3)子女报告的父母对PA和时间的支持；(4)儿童报告的父母对PA和NPAE的支持；(5)父母自我图式与时间的关系；(6)父母鼓励与时间的关系。父母的支持和支持性NPAE对TPA很重要，尤其是当孩子们过渡到中学时，而家庭设备和支持性NPAE对五年级学生的TPA很重要。结论与社会生态学模型一致，个人行为依赖于影响水平的相互作用。一般来说，支持性NPAE和积极的社会心理因素都需要支持TPA。在PA干预中应解决影响PA的多个层面的因素。
Background Few studies have examined the moderating role of neighbourhood environments on the relation between psychosocial factors and physical activity, and results of these studies are mixed. This study examined this relationship in 636 fifth to seventh graders from South Carolina, USA. Methods From 2010 to 2013, children and their parent/guardian completed annual self-reported surveys assessing psychosocial factors, and children wore accelerometers for 1 week each year. Neighbourhood environments were classified as supportive or nonsupportive for physical activity (PA) based on in-person audits of facilities near children's homes and windshield surveys of children's streets. Growth curve analyses were completed to assess the moderating effect of the neighbourhood physical activity environment (NPAE) on the relation between psychosocial factors and total physical activity (TPA) over time. Results Significant interactions on TPA were found for (1) time, NPAE and parent-reported parent support for PA; (2) time, NPAE and child-reported equipment in the home; (3) child-reported parental support for PA and time; (4) child-reported parental support for PA and NPAE; (5) PA self-schema and time and (6) child-reported parental encouragement and time. Parental support and a supportive NPAE were important for TPA, especially as children transitioned to middle school, whereas home equipment and a supportive NPAE were important for fifth graders' TPA. Conclusion Consistent with the socioecological model, PA behaviour was dependent on interacting effects across levels of influence. Generally, both a supportive NPAE and positive psychosocial factors were needed to support TPA. Factors influencing PA across multiple levels should be addressed in PA interventions.