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Normative beliefs of school children concerning regular exercise
The Journal of School Health
|December 1, 1984
Summary
Societal norms about exercise change as children age, with active and sedentary students showing different perceptions. Teachers provide a consistent influence on exercise beliefs across different student groups.
Area of Science:
- Childhood development
- Exercise psychology
- Social norms
Background:
- Understanding societal norms is crucial for promoting physical activity in youth.
- Adolescence is a critical period for the development of health behaviors and attitudes.
- Peer and parental influences significantly shape adolescent behavior.
Purpose of the Study:
- To investigate school children's perceptions of societal norms regarding exercise.
- To examine how normative beliefs and motivation to comply change with age and activity levels.
- To identify the influence of specific social referents (parents, teachers, friends) on exercise norms.
Main Methods:
- Survey administered to 698 students in grades 7-9.
- Assessed normative beliefs concerning exercise from parents, teachers, and friends.
- Measured students' motivation to comply with these referents' beliefs.
- Compared results based on student age, sex, and physical activity levels.
Main Results:
- Significant shifts in normative beliefs and motivation to comply were observed from 7th to 9th grade.
- Distinct differences emerged between active and sedentary children's perceptions.
- Teacher-derived norms remained stable, unaffected by student age, sex, or activity.
Conclusions:
- Adolescent exercise norms evolve significantly during middle school years.
- Physical activity status is associated with differing perceptions of social norms.
- Teachers serve as a consistent source of normative influence on student exercise behavior.
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