Adolescent Physical Activity Behavior Prediction And Intervention Study

With the rapid development of society and changes in the way of life,the lack of physical activity of adolescents has become a global public health problem.Physical education is an important channel for enhancing the physical activity level of adolescents.Starting with the relationship between situation,motivation,cognition,and behavior,this article integrated the two behavior theories of Self-determination Theory and Theory of Planned Behavior,built a trans-contextual theory model that predicts physical activity behaviors of adolescents,and then used theoretical models to design quasi-experiments to perform intervention research by using the social situation of physical education.Therefore,the first purpose of the study is to construct a theoretical model for predicting the trans-contextual physical activity behaviors of adolescents;the second purpose is to use horizontal research to test and revise the theoretical model;the third purpose is to use longitudinal intervention research to apply theoretical models.According to the purposes of the study,three layers of progressive research are used.Study 1: To construct a theoretical model for predicting trans-contextual physical activity behaviors of adolescents,sort out literature materials,and use the theoretical analysis methods of induction and deduction to propose a factor structure and hypothesis model of the trans-contextual theoretical prediction model.Study 2: To test the theoretical model for predicting physical activity behaviors for adolescents,1111 high school students aged from 11 to 18 were taken as participants,and were measured by filling in the Perceived Necd Support Scale in Physical Education,Perceived Locus of Causality(PLOC)scale,Chinese-translated Behavioral Regulation in Exercise Questionnaire-2(C-BREQ-2),Theory of Planned Behavior Questionnaire,and Godin Leisure-Time Exercise Questionnaire(GLTEQ),and then we conducted a structural equation model analysis to test the models.Study 3: To conduct a longitudinal intervention research on physical activity behaviors of adolescents by using the theoretical model,adopting a two-factor mixed experimental design,8 classes were selected randomly from a cooperative high school,4 experiments classes and 4 control classes were randomly grouped,then 4 physical education teachers were randomly assigned to the experimental classes or the control classes,each teacher taught 2 natural classes,the experimental class teachers received need-supported instructional training,the control group took regular classes,and the final 450 students completed three times of questionnaire tests,to measure students' autonomic motivation,social cognition,and changes in physical activity behaviors.The main conclusions of this three studies are:(1)The key section of curriculum reform is the social context and teaching behavior provided by the physical education teacher's classroom teaching.Physical education teaching is linked to students' learning motivation,cognition,and active sports lifestyle through the learning of sports skill,and the level of physical activities will be more effectively developed by integrating physical activities in leisure time.So the starting point of the integration of the self-determination theory and the theory of planned behavior is the link of the autonomous motivation formed in physical education and the cognitive system of belief in physical activity in leisure time.The research induces and proposes a trans-contextual theoretical model for the prediction of physical activity in adolescents.The model includes context,motivation,cognition,and behavioral variables,and has an eight-factor structural feature.(2)The social context provided by the physical education teacher's classroom teaching can predict the student's physical activity level in leisure time through the mediating effect of the student's autonomous motivation and cognitive variables of belief.The trans-contextual theory model provides a motivational sequence for converting demand-related motivations into motivational behaviors.The higher the need-support provided by teachers in physical education classes is,the higher the students' autonomous motivation level in physical education classes will be,and the level of autonomous motivation in physical education classes can be transferred from this situation to the leisure time situation.The autonomous motivation in the leisure time can improve their participation in physical activity by forming social belief cognitions such as positive attitude,ability perception,and strong will.Among this element,the autonomous motivation is the common psychological characteristic of the physical activity behaviors in the students' physical education context and leisure time context,and it is also the core factor of the trans-contextual theory model.(3)The need-support training for physical education teachers can effectively change the classroom teaching motivation style,and the change of teaching motivation style is the concrete implementation of the physical education curriculum reform.The self-support,competency support,and relationship provided by the physical education teacher's classroom teaching support the three dimensions of supportive social situations,which can effectively improve students' level of self-motivation in the learning of physical education.(4)According to the intervention study of teacher's motivation style,it is found that the autonomous motivation in physical education can be transferred from the situation to the leisure time situation,and the level of autonomous motivation of physical activity in leisure time is consistent to the attitude,perceptual behavior control,subjective norms and other social belief cognition systems of physical activity.The level of physical activity of students was effectively improved by applying the longitudinal intervention guided by the theoretical model,but the improvement is not significant,and further consideration should be given to multi-channel and long-term intervention measures.