Psychosocial determinants of physical activity at school among Lebanese children: an application of the planned behavior theory

• Published in: Journal of Physical Education and Sport 2017-03, Vol.17 (1), p.171
• Main Authors: Santina, Tania, Godin, Gaston, Gagné, Camille, Guillaumie, Laurence
• Format: Article
• Language: English
• Subjects: Barriers; Behavior; Behavior Theories; Beliefs; Children & youth; Cultural Context; Disease Control; Economic Status; Educational Equipment; Environmental Influences; Exercise; Gender; Grade 6; Health Behavior; Health promotion; Intention; Meta Analysis; Obesity; Physical Education; Physical Education Teachers; Puberty; Quality of life; School Health Services; Self Actualization; Semitic Languages; Social psychology; Socioeconomic Background; Socioeconomic Status; Supervision; Teaching Methods; Teenagers; Theory
• ISSN: 2247-8051; 2247-806X
• DOI: 10.7752/jpes.2017.01026

Introduction: Based on an extended version the theory of planned behavior, this survey, aimed to identify the psychosocial determinants of children's physical activity at school and intention to engage in it. Methods: 276 fifth- and sixth-grade students from two schools in Lebanon completed a self-reported questionnaire assessing psychosocial and physical activity variables. Data were collected also on sociodemographic, anthropometric variables. Results: Determinants of physical activity at school were intention, perceived behavior control, selfidentity, perceived barriers and gender. Children's beliefs associated with a positive intention were the following: to feel able to engage in physical activity at school when sport equipment is provided, despite an inclement weather, despite school restrictions on the use of physical activity facilities and equipment, and despite an inappropriate playground for some kinds of play. These should be targeted in physical activity interventions. Conclusions: These findings inform the design of culturally relevant school-based interventions in Arabic countries. Interventions should specifically support girls in recognition of the negative influence of gender on physical activity. They should also promote children's self-identification as a sporty child and enhance children's confidence in their capacity to engage in physical activity at school and to overcome barriers associated with it.