Conceptualizing a theoretical model for school-centered adolescent physical activity intervention research
Conceptualizing a theoretical model for school-centered adolescent physical activity intervention research
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DOI：
10.1080/00336297.2006.10491887
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发表时间：
2006-08-01
期刊：
影响因子：
2.8
通讯作者：
Hancock, Gregory R.
中科院分区：
文献类型：
--
作者：
Chen, Ang;Hancock, Gregory R.
青少年缺乏身体活动的情况已达到惊人的速度。一些理论框架（模型）已经被提出并在学校干预中进行了测试。结果好坏参半，表明与基于社区的身体活动干预措施中观察到的类似弱点（Baranowski、Lin、Wetter、Resnicow 和 Hearn，1997）。这些理论模型是脱离情境的，因此无法解决青少年身体活动行为的核心问题。在本文中，我们建议使用基于学校的学习行为改变研究得出的理论模型。我们回顾了青少年体育活动的相关研究，以证明使用该模型研究个人、学校课程和社区变量对青少年体育活动的动态影响的相关性。我们还将概念模型转化为可实证检验的横截面和纵向潜在增长模型，并提出研究人员可以采取的具体步骤来设计实证研究来检验它们。我们相信，以所提出的概念和实证模型为指导的研究将为我们更好地理解青少年体育活动动机和行为改变的机制提供有用的数据。
Adolescent physical inactivity has risen to an alarming rate. Several theoretical frameworks (models) have been proposed and tested in school-based interventions. The results are mixed, indicating a similar weakness as that observed in community-based physical activity interventions (Baranowski, Lin, Wetter, Resnicow, & Hearn, 1997). The theoretical models were decontextualized, thus are unable to address issues central to adolescents' physical activity behavior. In this article, we propose using a theoretical model derived from school-based research on learning behavior change. We review related research on adolescents' physical activity to demonstrate the relevance of using the model to study the dynamic impact of personal, school curriculum, and community variables on adolescent physical activity. We also translate the conceptual model into empirically testable cross-sectional and longitudinal latent growth models and propose concrete steps researchers can take to design empirical studies to examine them. We believe that research studies guided by the proposed conceptual and empirical models will provide useful data for us to better understand the mechanisms of adolescent physical activity motivation and behavior change.