Source and Type of Support for In-School Physical Activity: Differential Patterns for Demographic Subgroups

Background: Results of prior research on social support (SS) for physical activity (PA) have been inconsistent. Purpose: The study aim was to expand the SS and PA literature by focusing on children, examining associated variables such as weight, race/ethnicity, and sex, and use objectively measured PA and inclusive targets of SS. Methods: Participants were 347 children (girls = 199; mean age = 9.4 years) enrolled in 6 schools across a large Midwestern area. Primary racial/ethnic backgrounds were African American and Caucasian. Data collection included questionnaires and accelerometry. Results: Parents provided greatest overall amount of support; however, the principal was the source most associated with in-school PA, and talking with the child about PA was the most important type of support associated with in-school PA. Though level of perceived support was similar across subgroups, SS was associated with PA for children of a higher weight status only. Discussion: SS for in-school PA may differentially benefit children. Translation to Health Education Practice: Various types and sources of support should be targeted in schools to ensure that all children benefit from efforts to increase PA during the school day, specifically emphasizing the importance of regularly talking with children about PA and school leaders' roles in encouraging PA.