1 / 18

Self-Efficacy for Physical Activity in Special Populations

Self-Efficacy for Physical Activity in Special Populations. Meta Analysis and Implications for Physical Education. Alicia Dixon & Miyoung Lee, PhD Department of Nutrition and Exercise Sciences Movement Studies in Disability. Presentation Outline. Introduction

Anita
Download Presentation

Self-Efficacy for Physical Activity in Special Populations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Self-Efficacy for Physical Activity in Special Populations Meta Analysis and Implications for Physical Education Alicia Dixon & Miyoung Lee, PhD Department of Nutrition and Exercise Sciences Movement Studies in Disability

  2. Presentation Outline • Introduction • Background: Self-efficacy as a determinant of physical activity • Meta-Analysis Review • Purpose • Methods • Analysis • Results • Discussion • Sources of self-efficacy specific to special populations choosen • Implications • Physical education strategies for increasing efficacy

  3. Self-Efficacy • Confidence a person has in his or her ability to perform a behavior and overcome barriers

  4. Self-Efficacy for Physical Activity • One of the strongest correlates to physical activity • Stems from personal factors (age, gender, health) & environmental factors (safe facilities, transportation, social support) (Anderson, Wojcik, Winett, & Williams, 2006; Sallis & Owen, 1999) • Special populations have more challenges with these factors

  5. Purpose of Review • To investigate the relationship of self-efficacy on physical activity behavior in special populations by employing a meta analysis

  6. Methods • Articles reviewed through Pubmed, Medline, and Ebscohost databases • Keywords: physical activity, self-efficacy, older adult, intellectual disabilities, physical disabilities, and single names of disabilities (e.g., multiple sclerosis, spina bifida, spinal cord injuries, etc.) • Special populations chosen for review: • Intellectual disabilities • Physical disabilities • Neurological disabilities • Older adults (65+ years)

  7. Methods – cont. • Criteria for inclusion • Self-efficacy as a mediator to PA behavior • Inclusion of correlation coefficients (self-efficacy and PA ) • Sample size larger than 150 • Participants over the age of 18 years • Recently published (2000 to current)

  8. Data Analysis • Fisher’s (Zr) transformed correlations • Calculated Zr transformed to average correlation coefficient (r) • Example of Data Analysis

  9. Results • Out of 610 articles searched, the following studies met the criteria and were used for meta analysis Fisher’s (Zr) transformed correlation Zr = 0.49 Back transformed average correlation r = 0.45 Table 1. Summary of Research Findings met the Inclusion Criteria

  10. Discussion • Sources of Self-Efficacy • Performance attainments • Vicarious experiences • Verbal persuasion and social influence • Psychological states Bandura (1987)

  11. Self-efficacy for Physical Activity in Special Populations: Intellectual disabilities • 1) Performance attainments • Positive experiences in early environments • 2) Vicarious experiences • Role modeling through peers and supports • 3) Verbal persuasion and social influence • Need supports to “show them how” to be active, provide encouragement, and provide tangible support • 4) Psychological states • Lack of perceived personal skills (J. Peterson et al., 2008; Temple, 2008)

  12. Self-efficacy for Physical Activity in Special Populations:Physical Disabilities • 1) Performance attainments • Gain knowledge and recall positive PA experiences • 2) Vicarious experiences • Role modeling • Observing others succeeding in PA • Becoming a role model • 3) Verbal persuasion and social influence • Insufficient supports • Important to be apart of a social network • 4) Psychological states • Pain, fatigue, anxiety, and level of neurologic impairment or limitations • Negative beliefs about the benefits (Kersten et al., 2006; Kroll et al., 2007; Middleton et al., 2007; Nosek,et al., 2006)

  13. Self-efficacy for Physical Activity in Special Populations:Multiple Sclerosis • 1) Performance attainments • Previous PA attainments and knowledge prior to onset of disease • Acknowledging accomplishments w/ MS • 2) Vicarious experiences • Role models • seeing others with MS succeed • providing confidence for others • 3) Verbal persuasion and social influence • Support from others participating in a PA program • Feeling comfortable and accepted • Social supports are critical for women with MS • 4) Psychological states • Symptoms (fatigue, spasticity, mobility, depression, and pain) (Kasser, 2009; Motl et al., 2006; Snook, et al., 2007 )

  14. Self-efficacy for Physical Activity in Special Populations:Older Adults (65+ years) • 1) Performance attainments • Previous participation in PA means continued confidence later in life • Older women (today) don’t recall these experiences • 2) Vicarious experiences • Role models- variability in this influence • Seeing others “worse off” doing better may think negatively about their progress OR • Positive influence- believe “If they can do it, I can do it!” • 3) Verbal persuasion and social influence • Women tend to be more active with supports • 4) Psychological states • Outcome expectations– “too old” to exercise, no benefits, may cause injury • Self-evaluation and perceptions of self • Mental and physical health • (Lee et al., 2008; Resnick, et al., 2000; Resnick, 2002)

  15. Implications Physical education strategies for increasing self-efficacy

  16. Implications: Strategies for the Classroom • Be aware of previous history • or experiences in PE setting • 2. Reduce competition • 3. Provide positive specific • reinforcements and encouragement • Choose activities that are appropriate • Provide a welcoming and “safe” environment • 6. Gradually decrease the use of assistance (Block, 2007) • (Block, 2007)

  17. Alicia Dixon Oregon State University Email: dixona@onid.orst.edu

  18. Example: Transforming r and calculating the average

More Related