Department of Physical Education, Federal University of Santa Catarina, Florianopolis, Santa Catarina, Brazil.
Institute of Physical Activity and Nutrition, Deakin University, Melbourne, Victoria, Australia.
J Sports Sci. 2024 Jan;42(1):17-24. doi: 10.1080/02640414.2024.2319455. Epub 2024 Mar 11.
School-based interventions are needed due to the low levels of physical activity (PA) in adolescents. The aim is to examine the mediation effects of psychosocial factors (attitude, self-efficacy, social support from parents, friends, general teachers, and PE teachers, and environment school perception) and moderation by sex, school grade, and socioeconomic level of a school-based PA intervention on the PA practice among adolescents. The Programme is a randomised controlled trial at schools in southern Brazil ( = 921 adolescents). Strategies included teacher training, educational actions, and environmental changes. Adolescents self-reported their weekly PA. Potential psychosocial mediators and moderators were investigated through validated questionnaires in a Brazilian sample. The product of the coefficients with percentile bootstrapping 95% confidence interval was performed. The Programme was related to positive changes in adolescents' perception of the school environment and social support from general and physical education teachers. Most psychosocial variables (attitude, self-efficacy, social support from friends, and social support from teachers) were associated with PA, but none mediated the impact of the Programme on PA. Results varied according to sex and school grade. The Programme increased the adolescents' perception of the school environment and social support from teachers, but no mediators were confirmed.
由于青少年的身体活动（PA）水平较低，因此需要进行基于学校的干预。目的是检验心理社会因素（态度、自我效能感、来自父母、朋友、普通教师和体育教师的社会支持以及对学校环境的感知）的中介效应，以及性别、学校年级和社会经济水平对基于学校的 PA 干预对青少年 PA 实践的调节作用。该计划是在巴西南部学校进行的一项随机对照试验（ = 921 名青少年）。策略包括教师培训、教育行动和环境变化。青少年自我报告他们每周的 PA。在巴西样本中，通过验证过的问卷来调查潜在的心理社会中介因素和调节因素。通过百分位 bootstrap 95%置信区间的系数乘积来进行分析。该计划与青少年对学校环境和普通及体育教师社会支持的看法的积极变化有关。大多数心理社会变量（态度、自我效能感、来自朋友的社会支持和来自教师的社会支持）与 PA 相关，但没有一个变量可以调解该计划对 PA 的影响。结果因性别和学校年级而异。该计划增加了青少年对学校环境和教师社会支持的看法，但没有确认中介因素。
