School Influences on the Physical Activity of African American, Latino, and White Girls

Autor/inn/en	Duncan, Susan C.; Strycker, Lisa A.; Chaumeton, Nigel R.
Titel	School Influences on the Physical Activity of African American, Latino, and White Girls
Quelle	In: Journal of School Health, 85 (2015) 1, S.43-52 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12218
Schlagwörter	Social Influences; Physical Activity Level; Early Adolescents; Females; African American Students; Hispanic American Students; White Students; Educational Environment; Environmental Influences; Physical Education; Student Attitudes; Recess Breaks; Transportation; Structural Equation Models; Correlation; Racial Differences; Ethnic Groups + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; Körpererziehung; Sportunterricht; Schülerverhalten; Aktive Pause; Verkehrswesen; Korrelation; Rassenunterschied; Ethnie
Abstract	Background: The purpose of this research was to examine the impact of school-related variables on the physical activity (PA) levels of early adolescent African American, Latino, and White girls. Methods: Data were collected from 353 African American (N?=?123), Latino (N?=?118), and White (N?=?112) girls. Physical activity levels included a PA latent factor and minutes per day of moderate-to-vigorous physical activity (MVPA). School variables included hours of physical education (PE), PE enjoyment, school physical environment, recess activity, and active transport to/from school. Multiple-group structural equation modeling examined relations between school variables and PA across ethnic groups. Results: Hours of PE were positively related to higher PA factor scores. Active transport was related to higher PA factor scores for White girls only, and to greater MVPA for African American girls only. Hours of PE were related to PE enjoyment and the school physical environment for some ethnic groups. Physical education enjoyment was related to more recess activity among African American and Latino girls, and PE enjoyment was associated with more active transport to school for all girls. Conclusions: Physical education participation and active transport significantly contribute to girls' levels of PA, with differences across ethnic groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10