Factors associated with compliance with physical activity recommendations among adolescents in Huesca

  1. Murillo Pardo, Berta 1
  2. García-Bengoechea, Enrique
  3. Aibar Solana, Alberto
  4. Julián Clemente, José Antonio
  5. García González, Luis
  6. Martín-Albo, José
  7. Estrada Tenorio, Sergio
  1. 1 Facultad de Salud, Universidad San Jorge
Revista:
Revista de psicología del deporte

ISSN: 1132-239X,  1988-5636

Año de publicación: 2015

Volumen: 24

Número: 1

Páginas: 147-154

Tipo: Artículo

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Otras publicaciones en: Revista de psicología del deporte

Resumen

Los centros escolares han sido identificados como los entornos idoneos para la promoción de la actividad física. Este estudio examina los factores asociados con el cumplimiento de las recomendaciones de actividad física evaluados objetivamente para los jóvenes adolescentes que forman parte de "Sigue la Huella", una intervención basada en el entorno escolar guiada por un marco social ecológico y la teoría de la Autodeterminación (Deci y Ryan, 2002). Un total de 200 estudiantes (108 chicos) de 12 y 13 años (M = 12.16; DE = ± 0.51), llevaron acelerómetros durante un período de siete días y completaron un cuestionario. A los participantes se les consideraba conformes a las recomendaciones si su actividad física moderada-vigorosa, como promedio durante los siete días, era ≥ 60 minutos al día. Como resultado, el 57.4% de los chicos y el 9.9% de las chicas cumplieron las recomendaciones. En un modelo multinivel de regresión logística, el cumplimiento fue mayor entre los chicos y los estudiantes que asisten a colegios privados, y menor para los estudiantes obesos. El cumplimiento también se asoció con una mayor percepción de competencia física, una mayor percepción de la autonomía en la educación física, mayor importancia que se le concede a la educación física y con un menor tiempo sedentario. En conclusión, a partir de la valoración objetiva, las diferencias de género en el cumplimiento de las recomendaciones de actividad física fueron mayores de lo esperado. La teoría de la Autodeterminación surgió como un marco útil para identificar los factores motivacionales que pueden ser abordados en las intervenciones y programas de actividad física en el ámbito escolar para los jóvenes adolescentes.

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