Comparison of perceived barriers to physical activity according to gender and physical activity level.
Abstract
Objective: To compare the perceived barriers to the practice of physical activity of adolescents, according to gender and level of physical activity. Methods: A cross-sectional study was conducted in 2018 with a representative sample of 1513 high school students from public schools. Barriers and level of physical activity were assessed using validated instruments. Adolescents were divided into three groups: inactive, insufficiently active, active. Descriptive statistics were used to verify differences in proportions regarding gender and Kruskal-Wallis for groups. Results: For girls: "having laziness" (n=470), "climate" (n=437) and "not having company" (n=428) were the most reported. For boys: "not having company" (n=186), "not having someone to take" (n=185) and "lack of places" (n=181). Among the groups (active, inactive, insufficient), only for the girls, there were differences: "finds it boring" (p=0.013), "climate" (p=0.003 and p=0.014) and "cannot pay" (p=0.005). Conclusion: Inactive girls perceive more the barriers "finds boring" and "climate" when compared to those insufficiently active and active, respectively. And, insufficiently active girls perceive more the barrier "cannot pay" when compared to inactive girls. For boys, there was no significant difference when comparing groups.
Downloads
References
Associação Brasileira de Empresas de Pesquisa (2016). Critério de Classificação Econômica.São Paulo, Brasil: ABEP. 2.Ato, M., López, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-59. https://doi.org/10.6018/analesps.29.3.1785113.
Camargo, E. M., Paiva, H. K., Pacheco, H. L. M., & Campos W. (2017). Facilitadores para a prática de atividade física no lazer em adolescentes. Revista Brasileira de Atividade Física e Saúde, 22(6), 561-67. https://doi.org/10.12820/rbafs.v.22n6p561-674.
Dias, D. F., Loch, M. R., & Ronque, E. R. V. (2015). Barreiras percebidas à prática de atividades físicas no lazer e fatores associados em adolescentes. Ciência e Saúde Coletiva, 20(11), 3339-50. https://doi.org/10.1590/1413-812320152011.005920145.
Garn, A. C., & Simonton, K. L. (2020). Young Adults' Short-Term Trajectories of Moderate Physical Activity: Relations With Self-Evaluation Processes.Frontiers in psychology,11, 2079. https://doi.org/10.3389/fpsyg.2020.020796.
Guedes, D. P., Lopes C. C., & Guedes, J. E. R. P. (2005). Reprodutibilidade e validade do Questionário Internacional de Atividade Física em adolescentes.Revista Brasileira de Medicina do Esporte, 11(2), 151-8. http://dx.doi.org/10.1590/S1517-869220050002000117.
Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2020). Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1·6 million participants. The Lancet. Child & adolescent health,4(1), 23–35. https://doi.org/10.1016/S2352-4642(19)30323-28.
Méndez, I., Ruiz-Esteban, C., & Ortega, E. (2019). Impact of the Physical Activity on Bullying.Frontiers in psychology,10, 1520. https://doi.org/10.3389/fpsyg.2019.015209.
NCD Risk Factor Collaboration. (2017). Worldwide trends in body-mass index, underweight, overweight, and obesity from 1975 to 2016: a pooled analysis of 2416 population-based measurement studies in 128·9 million children, adolescents, and adults. Lancet, 390(10113), 2627-42. https://doi.org/10.1016/S0140-6736(17)32129-310.
Organização Mundial da Saúde. (2006). Curvas de Referência da Organização Mundial da Saúde. Recuperado de: http://ebook.ecog-obesity.eu/wp-content/uploads/2017/05/ECOG-Obesity-eBook-Curvas-de-referencia-da-organizacao-mundial-da-saude.pdf11.
Organização Mundial da Saúde. (2018). Mais pessoas ativas para um mundo mais saudável.Plano de ação global para a atividade física 2018-2030. Recuperado de: https://apps.who.int/iris/bitstream/handle/10665/272721/WHO-NMH-PND-18.5-por.pdf
Piola, T. S., Bacil, E., Watanabe, P., Camargo, E., Fermino, R., & Campos, W. (2019). Sexual Maturation, social support and physical activity in adolescents.Cuadernos De Psicología Del Deporte,19(3), 125-38. https://doi.org/10.6018/cpd.34782113.
Portela-Pino, I., López-Castedo, A., Martínez-Patiño, M. J., Valverde-Esteve, T., & Domínguez-Alonso, J. (2019). Gender Differencesin Motivation and Barriers for The Practice of Physical Exercise in Adolescence.International journal of environmental research and public health,17(1), 168. https://doi.org/10.3390/ijerph1701016814.
Prochnow, T., van Woudenberg, T. J., & Patterson, M. S. (2020). Network Effects on Adolescents' Perceived Barriers to Physical Activity.Journal of physical activity & health, 1–6. Advance online publication. https://doi.org/10.1123/jpah.2019-065515.
Rech, C. R., Camargo, E. M. de, Araujo, P. A. B, Loch, M. R., & Reis, R. S. (2018). Perceived barriers to leisure-time physical activity in the brazilian population. Revista Brasileira de Medicina do Esporte,24(4), 303-9. http://dx.doi.org/10.1590/1517-86922018240417505216.
Rosselli, M., Ermini, E., Tosi, B., Boddi, M., Stefani, L., Toncelli, L., & Modesti, P. A. (2020). Gender differences in barriers to physical activity among adolescents.Nutrition, metabolism, and cardiovascular diseases : NMCD,30(9), 1582–1589. https://doi.org/10.1016/j.numecd.2020.05.00517.
Santos, M. S., Hino, A. A. F., Reis, R. S., & Rodriguez-Añez, C. R. (2010). Prevalência de barreiras para a prática de atividade física em adolescentes. Revista Brasileira de Epidemiologia, 13(1), 94-104. http://dx.doi.org/10.1590/S1415-790X201000010000918.
Santos, M. S., Reis, R. S., Rodriguez-Añez, C. R., & Fermino, R, C. (2009). Desenvolvimento de um instrumento para avaliar barreiras para a prática de atividade física em adolescentes.Revista Brasileira de Atividade Física e Saúde,14(2), 76-85. https://doi.org/10.12820/rbafs.v.14n2p76-8519.
Silva, A. A. P. de, Camargo, E. M. de, Silva, A. T. da, Silva, J. S. B., Hino, A. A. F., & Reis, R. S. (2019). Caracterização das atividades físicas realizadas por adolescentes de Curitiba, Brasil.Revista Brasileira de Medicina do Esporte, 25(3), 211-5. https://dx.doi.org/10.1590/1517-86922019250318817120.
Tremblay, M. S., Carson, V., Chaput, J. P., Connor-Gorber, S., Dinh, T., Duggan, M., ... & Zehr, L. (2016). Canadian 24-hour Movemnt Guidelines for children and Youth: an integration of physical activity, sedentary behaviour, and sleep. Applied Physiology Nutrition Metabolism, 41(6), S311-27. https://dx.doi.org/10.1139 / apnm-2016-015121.
Vasquez, T., Fernandez, A., Haya-Fisher, J., Kim, S., & Beck, A. L. (2020). A Qualitative Exploration of Barriers and Facilitators to Physical Activity Among Low-Income Latino Adolescents.Hispanic health care international : the official journal of the National Association of Hispanic Nurses, 1540415320956933. Advance online publication. https://doi.org/10.1177/1540415320956933
- 28-01-2021 (2)
- 01-01-2021 (1)
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
