Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Exercise for children--Iowa--Psychological aspects; Exercise for children--Social aspects--Iowa; Motivation (Psychology) in children--Iowa; Exercise for children--Psychological aspects; Motivation (Psychology) in children; Iowa; Academic theses;
Abstract
The purpose of this study was to determine psychosocial correlates that best predict physical activity behaviors of Iowa public school children, grades 4-12. Subproblems of the study included determining psychosocial predictors of physical activity specific to gender and grade level differences. The Physical Activity Questionnaire-Children (PAQ-C) and Physical Activity Questionnaire-Adolescents (PAQ-A) were used to measure the physical activity behaviors and The Children's Physical Activity Scale (CPAC) was used to measure the psychological factors of physical activity of the 5,408 participants. Results show that males, at all ages, reported greater levels of physical activity than their female classmates. There was also a significant decrease in physical activity as grade level increased. The findings relative to the psychosocial correlates show strong correlations between the 10 individual psychosocial correlates. At the elementary level, attraction to physical activity was the single strongest predictor of physical activity for both males and females. However, at the secondary level, perceived competence was the single strongest predictor of physical activity for both males and females.
Year of Submission
2010
Degree Name
Master of Arts
Department
School of Health, Physical Education, and Leisure Services
First Advisor
Larry D. Hensley
Second Advisor
Forrest Dolgener
Third Advisor
Kevin Finn
Date Original
2010
Object Description
1 PDF file (68 leaves)
Copyright
©2010 Elizabeth Nicklay
Language
en
File Format
application/pdf
Recommended Citation
Nicklay, Elizabeth, "Psychosocial Correlates of Physical Activity Among School Aged Children" (2010). Dissertations and Theses @ UNI. 1854.
https://scholarworks.uni.edu/etd/1854
Comments
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