Mapping the social and physical contexts of physical activity across adolescence using ecological momentary assessment
Mapping the social and physical contexts of physical activity across adolescence using ecological momentary assessment
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DOI：
10.1007/bf02872669
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发表时间：
2007-01-01
影响因子：
3.8
通讯作者：
Floro, Josh N.
中科院分区：
文献类型：
--
作者：
Dunton, Genevieve Fridlund;Whalen, Carol K.;Floro, Josh N.
背景研究试图了解环境因素如何影响青少年的身体活动，但对青少年在哪里和与谁一起进行身体活动知之甚少。目的：本研究使用电子生态瞬时评估（e。EMA）绘制青少年时期锻炼和步行的社会和身体环境。研究了不同性别、学校年级、一周中的哪一天和季节的身体活动情况的差异。研究方法：在9年级和12年级之间，每年两次，502名混合种族（55%白色）的青少年（51%女性）参加了为期4天的e.EMA间隔（周四至周日），他们的主要活动（例如，锻炼，电视，家庭作业），社交公司（例如，朋友、家人、班级），以及物理位置（例如，家庭、学校、户外）在清醒时间内每30（+/-10）分钟评估一次。结果：总体而言，与朋友，户外和学校报告的运动和步行比例更大。然而，男孩比女孩更有可能报告在户外锻炼和散步。与同学，家人和学校一起锻炼在整个高中都有所减少。与家人、朋友一起散步和户外活动也减少了。与周末相比，学生们报告说，在工作日，他们在学校锻炼和散步的比例更大。学生们在秋季和春季比在冬季更有可能进行户外锻炼和散步。结论：e.EMA表明，青少年锻炼和步行的社会和物理环境因性别、学校年级、星期几和季节而异。了解高中期间身体活动的背景可以帮助设计青春期的干预措施。
Background. Research has sought to understand how environmental factors influence adolescent physical activity, yet little is known about where and with whom adolescents are physically active. Purpose: This study used electronic ecological momentary assessment (e. EMA) to map the social and physical contexts of exercise and walking across adolescence. Differences in physical activity contexts by gender, grade in school, day of the week, and season were examined. Methods: Twice a year between 9th and 12th grade, 502 adolescents (51% female) of mixed ethnicity (55% White) participated in 4-day e.EMA intervals (Thursday-Sunday) where their primary activity (e.g., exercise, TV, homework), social company (e.g., friends, family, class), and physical location (e.g., home, school, outdoors) were assessed every 30 (+/- 10) min during waking hours. Results: Overall, greater proportions of exercise and walking were reported with friends, outdoors, and at school. However, boys were more likely to report exercising and walking in outdoor locations than girls. Exercising with classmates, family, and at school decreased across high school. Walking with family, friends, and outdoors also decreased. On weekdays compared to weekends, students reported a greater proportion of their exercise and walking at school. Students were more likely to report exercising and walking outdoors in the fall and the spring than in the winter. Conclusion: e.EMA showed that the social and physical contexts of adolescent exercise and walking vary as a function of gender, grade in school, day of the week, and season. Understanding the contexts Of physical activity during the high school years can be helpful in designing interventions during adolescence.