The Influence Of Family Support On School-age Children’s Exercise Adherence

The development of children and adolescents’ sports has always been an important issue of concern for the Party and the state,and the school-age period is an important stage in the growth and development of children and adolescents,and guidance during this period helps to form a correct view of sports and good habits of physical exercise.After a large number of literature search and combing,we found that many scholars have relatively little research on exercise adherence for school-age children,and due to the special physical and mental development of school-age children,the family becomes the main scope of their activities and parents are the first person to guide their behavior.Based on this,this study investigates the relationship between family support and exercise adherence in school-age children,so as to promote the development of exercise adherence in school-age children by improving the level of family support in school-age children.In this study,we used the Family Support Scale and the Exercise Adherence Scale to analyze the relationship between family support and exercise adherence of school-age children and to understand the current situation of family support and exercise adherence of school-age children by using the literature method,questionnaire method,and mathematical statistics.In addition,using qualitative research methods,we explored the internal elements of each dimension at the level of individual and family support respectively,so as to conduct in-depth analysis of their problems,and mainly came to the following conclusions.(1)School-age children’s family support was generally good,and school-age children’s physical health status and parents’ education influenced their family support level;exercise adherence was generally good,and school-age children’s physical health status,parents’ education,and family income influenced their exercise adherence level.(2)Most of the school-age children were able to achieve full exercise attendance during the training course;internal fear or physical reasons were the reasons for a small number of them to interrupt exercise,and they were basically at the stage of new exposure to sports programs;six months after the training course,about 60% of the preschool children could adhere to weekly exercise and achieve the standard weekly exercise time.(3)The nine conceptualized categories of effort engagement,motor cognition,learning motivation,emotional motivation,social motivation,psychological motivation,external motivation,physiological value gain,and psychological feeling state were extracted from the experience of school-age children’s exercise behavior;the six conceptualized categories of training cost,material conditions,family support and companionship,family sports atmosphere,encouraging education,and emotional care were extracted from the family support level.(4)Parents of school-age children have high work pressure,less parent-child time,and lack of exercise habits themselves,which restrict school-age children’s exercise behavior;encouraging education,respecting children’s interests and ideas,and active communication and guidance can promote school-age children’s exercise persistence.(5)The behavioral motivation of school-age children directly determines the degree of their exercise persistence;and it is mainly dominated by emotional motivation,followed by physical and social motivation.(6)School-age children’s fear of exercise restricts the stability of their exercise persistence behavior;while the good psychological value experience gained during exercise can stimulate the development of exercise persistence.