{"id":{"repo_id":"queens","oai_identifier":"oai:queensu.scholaris.ca:1974/8114"},"canonical_url":"https://search.dev.ndltd.org/etd/queens/oai:queensu.scholaris.ca:1974/8114","repository":{"repo_id":"queens","name":"Queens University","base_url":"https://qspace.library.queensu.ca/server/oai/request"},"display":{"title":"Children's Physical Self-Efficacy and Free-Time Physical Activity","abstract":"The majority of Canadian youth are not obtaining the recommended 60 minutes of daily physical activity. These low activity levels may be partially explained by students’ physical self-efficacy in that cross-sectional research demonstrates a correlation between physical self-efficacy and children’s physical activity; however, school interventions focused on this relationship show limited success. Grounded in Social Cognitive Theory, the purpose of this two-phase mixed method study was to better understand the relationship between Grade 5/6 students’ physical self-efficacy and physical activity levels. In Phase 1 of the study, 243 students from a rural British Columbia school district completed a questionnaire on their physical self-efficacy and free-time physical activity. Results from this survey were analyzed using ANOVA to examine differences in free-time physical activity between groups based on physical self-efficacy, transport to school, access to facilities, and gender. Physical self-efficacy was found to be the only factor to demonstrate significant differences with high self-efficacious students generally participating in more free-time physical activity than low self-efficacious students. For Phase 2 of this study, 10 participants indicating high physical activity levels, .50 SD above the mean, half demonstrating low physical self-efficacy and half demonstrating high physical self-efficacy, were selected for individual interviews to examine rationales for being active. Analysis of these qualitative data revealed similarities and differences between the high and low physical self-efficacy groups in three motivational themes: sources of self-efficacy; sources of pleasure; and personal priorities and ideologies. These findings highlight the complexity of physical activity participation in youth and provide support for interventions that encourage physical self-efficacy enhancement and outcome-expectancy attainment.","abstract_html":"The majority of Canadian youth are not obtaining the recommended 60 minutes of daily physical activity. These low activity levels may be partially explained by students’ physical self-efficacy in that cross-sectional research demonstrates a correlation between physical self-efficacy and children’s physical activity; however, school interventions focused on this relationship show limited success. Grounded in Social Cognitive Theory, the purpose of this two-phase mixed method study was to better understand the relationship between Grade 5/6 students’ physical self-efficacy and physical activity levels. In Phase 1 of the study, 243 students from a rural British Columbia school district completed a questionnaire on their physical self-efficacy and free-time physical activity. Results from this survey were analyzed using ANOVA to examine differences in free-time physical activity between groups based on physical self-efficacy, transport to school, access to facilities, and gender. Physical self-efficacy was found to be the only factor to demonstrate significant differences with high self-efficacious students generally participating in more free-time physical activity than low self-efficacious students. For Phase 2 of this study, 10 participants indicating high physical activity levels, .50 SD above the mean, half demonstrating low physical self-efficacy and half demonstrating high physical self-efficacy, were selected for individual interviews to examine rationales for being active. Analysis of these qualitative data revealed similarities and differences between the high and low physical self-efficacy groups in three motivational themes: sources of self-efficacy; sources of pleasure; and personal priorities and ideologies. These findings highlight the complexity of physical activity participation in youth and provide support for interventions that encourage physical self-efficacy enhancement and outcome-expectancy attainment.","abstract_has_math":false,"creators":["Steward, Katelan"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Education","school":null,"contributors":[],"advisors":["Freeman, John G."],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-07-18","date_published":"2013-07-18","updated_at":"2026-07-27T20:35:35Z","subjects":["Social cognitive theory","Physical self-efficacy","Children","Youth","Health","Physical activity"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/1974/8114","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Education"]},{"key":"dc:contributor.supervisor","label":"Supervisor","values":["Freeman, John G."]},{"key":"dc:creator","label":"Author","values":["Steward, Katelan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-07-11 12:38:37.688"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-07-18T20:28:54Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-07-18T20:28:54Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-07-18"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social cognitive theory","Physical self-efficacy","Children","Youth","Health","Physical activity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1974/8114"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Thesis (Master, Education) -- Queen's University, 2013-07-11 12:38:37.688"]},{"key":"dc:description.abstract","label":"Abstract","values":["The majority of Canadian youth are not obtaining the recommended 60 minutes of daily physical activity. These low activity levels may be partially explained by students’ physical self-efficacy in that cross-sectional research demonstrates a correlation between physical self-efficacy and children’s physical activity; however, school interventions focused on this relationship show limited success. Grounded in Social Cognitive Theory, the purpose of this two-phase mixed method study was to better understand the relationship between Grade 5/6 students’ physical self-efficacy and physical activity levels. In Phase 1 of the study, 243 students from a rural British Columbia school district completed a questionnaire on their physical self-efficacy and free-time physical activity. Results from this survey were analyzed using ANOVA to examine differences in free-time physical activity between groups based on physical self-efficacy, transport to school, access to facilities, and gender. Physical self-efficacy was found to be the only factor to demonstrate significant differences with high self-efficacious students generally participating in more free-time physical activity than low self-efficacious students. For Phase 2 of this study, 10 participants indicating high physical activity levels, .50 SD above the mean, half demonstrating low physical self-efficacy and half demonstrating high physical self-efficacy, were selected for individual interviews to examine rationales for being active. Analysis of these qualitative data revealed similarities and differences between the high and low physical self-efficacy groups in three motivational themes: sources of self-efficacy; sources of pleasure; and personal priorities and ideologies. These findings highlight the complexity of physical activity participation in youth and provide support for interventions that encourage physical self-efficacy enhancement and outcome-expectancy attainment."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["M.Ed."]},{"key":"dc:title","label":"Title","values":["Children's Physical Self-Efficacy and Free-Time Physical Activity"]}]}],"canonical_facts":{"dc:contributor.department":["Education"],"dc:contributor.supervisor":["Freeman, John G."],"dc:creator":["Steward, Katelan"],"dc:date":["2013-07-11 12:38:37.688"],"dc:date.accessioned":["2013-07-18T20:28:54Z"],"dc:date.available":["2013-07-18T20:28:54Z"],"dc:date.issued":["2013-07-18"],"dc:description":["Thesis (Master, Education) -- Queen's University, 2013-07-11 12:38:37.688"],"dc:description.abstract":["The majority of Canadian youth are not obtaining the recommended 60 minutes of daily physical activity. These low activity levels may be partially explained by students’ physical self-efficacy in that cross-sectional research demonstrates a correlation between physical self-efficacy and children’s physical activity; however, school interventions focused on this relationship show limited success. Grounded in Social Cognitive Theory, the purpose of this two-phase mixed method study was to better understand the relationship between Grade 5/6 students’ physical self-efficacy and physical activity levels. In Phase 1 of the study, 243 students from a rural British Columbia school district completed a questionnaire on their physical self-efficacy and free-time physical activity. Results from this survey were analyzed using ANOVA to examine differences in free-time physical activity between groups based on physical self-efficacy, transport to school, access to facilities, and gender. Physical self-efficacy was found to be the only factor to demonstrate significant differences with high self-efficacious students generally participating in more free-time physical activity than low self-efficacious students. For Phase 2 of this study, 10 participants indicating high physical activity levels, .50 SD above the mean, half demonstrating low physical self-efficacy and half demonstrating high physical self-efficacy, were selected for individual interviews to examine rationales for being active. Analysis of these qualitative data revealed similarities and differences between the high and low physical self-efficacy groups in three motivational themes: sources of self-efficacy; sources of pleasure; and personal priorities and ideologies. 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