School Matters: Physical Activity and School-Related Factors among Adolescent Latinas

Autor/inn/en	Espinoza, Sarah M.; Borowsky, Iris W.; Eisenberg, Marla E.; Martin, Christie L.; McMorris, Barbara J.
Titel	School Matters: Physical Activity and School-Related Factors among Adolescent Latinas
Quelle	In: Journal of Latinos and Education, 22 (2023) 5, S.1778-1789 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eisenberg, Marla E.) ORCID (Martin, Christie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2022.2043867
Schlagwörter	Hispanic American Students; Barriers; Physical Activity Level; Athletics; Physical Activities; Extracurricular Activities; Adolescents; Grade 8; Grade 9; Grade 11; Females; Physical Education; Program Effectiveness; Secondary School Students; Minnesota + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Leichtathletik; Außerunterrichtliche Aktivität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Weibliches Geschlecht; Körpererziehung; Sportunterricht; Sekundarschüler
Abstract	Hispanic/Latina students face difficulties engaging in physical activity, but schools can help by integrating activity into accrue the school day and offering sport and activity-based extracurriculars. In this study, we examined physical activity (PA) and school-related factors among adolescent Hispanic/Latina students. Participants (N = 5,539) were eighth, ninth, and eleventh grade females identifying as Hispanic/Latina on the 2016 Minnesota Student Survey. We used descriptive statistics and a generalized linear model to examine relationships between school-related variables and days of [greater than or equal to] 60 minutes of PA in the past week. Many participants engaged in no physical education (44%), sports (61%), PA lessons (84%), or after-school activities (76%). More days of physical education, sport, and PA lessons associated with higher PA levels (p < 0.001), as did more days of non-sport activities (p [less than or equal to] 0.01) and feeling safer going to/from school (p [less than or equal to] 0.05). Significant interactions demonstrated the effect of physical education on PA was strongest for eighth grade students. Hispanic/Latina students' PA and engagement in school activities are limited, and schools' practices and policies should intentionally support these adolescents' PA early and throughout their educational careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01