Many of the self‐administered scales for measuring physical activity (PA) influences were originally developed for vigorous‐intensity exercise, focus on only one domain of influence, and have not been evaluated for both reliability and validity using population‐based samples. Objective: This study describes the factorial validity and internal reliability of scales for measuring individual‐level psychological, social, and environmental influences on leisure‐time PA among adults in the general population. Method: Constructs were identified from a literature review and formative research with a socio‐economically diverse sample. Items were generated using previously developed scales and interview data. New items were pre‐tested using reliability and principal components analyses, with data collected from a mail survey sent to a randomly selected population‐based sample. Qualitative feedback was obtained from a convenience sample and expert panel. A second mail survey provided data for principal components and reliability analyses. Results: Twenty‐eight scales were factorially derived and 24 had acceptable or marginally acceptable levels of internal consistency with Cronbach's alpha values ranging from 0.65 to 0.91. Conclusions and Implications: The 24 scales are suitable for researchers and practitioners interested in measuring individual‐level influences on PA that are consistent with Social Cognitive Theory. More research is required to assess predictive validity, sensitivity to change and test/re‐test reliability.
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Mental disorders are of major public health significance. It has been claimed that vigorous physical activity has positive effects on mental health in both clinical and nonclinical populations. This paper reviews the evidence for this claim and provides recommendations for future studies. The strongest evidence suggests that physical activity and exercise probably alleviate some symptoms associated with mild to moderate depression. The evidence also suggests that physical activity and exercise might provide a beneficial adjunct for alcoholism and substance abuse programs; improve self-image, social skills, and cognitive functioning; reduce the symptoms of anxiety; and alter aspects of coronary-prone (Type A) behavior and physiological response to stressors. The effects of physical activity and exercise on mental disorders, such as schizophrenia, and other aspects of mental health are not known. Negative psychological effects from exercise have also been reported. Recommendations for further research on the effects of physical activity and exercise on mental health are made.
Part 1 Methods and issues behavioural epidemiology understanding and changing health behaviours the health care system compliance with medical regimens. Part 2 Life stress stress and coping social support. Part 3 Chronic illnesses pain and arthritis diabetes cardiovascular disease cancer the Acquired Immune Defiency Syndrome (AIDS) injury, violence, and substance abuse. Part 4 Health behaviour and health promotion dietary risk factors and interventions physical activity smoking obesity person factors - personality and demographic influences on health community interventions. Part 5 Summary - for those interested in more information about the field of health psychology.
Abstract SPARK is a controlled field study of a multi-component elementary school program to promote physical activity. One component is a weekly classroom-based self-management program, with the goal of increasing physical activity outside of school. The curriculum included goal setting, behavioral skills training, a reward system, and parent involvement. An evaluation of curriculum implementation and association between process and outcome was conducted using direct observation of lessons, subjective ratings by 24 teachers and 391 parents, and participation records of 549 students. Teachers viewed the self-management curriculum less positively than the physical education curriculum. Teachers were observed implementing an average of 65% of curriculum elements, which may have contributed to the limited effects of the self-management program. Student participation in the program, measured by points earned for doing out of school physical activity, was correlated significantly with changes in body mass index and multiple psychosocial variables among boys but not girls. Barriers to full program implementation were identified, and a remaining challenge is to improve self-management curriculum implementation by teachers. Key Words: Program evaluationimplementation physical activityself-managementchildren.