Behavioral and sociocultural influences on physical activity among Asian -American youth.

Abstract

Despite positive evidence for the benefits of regular physical activity on health, children and adolescents in the United States are physically underactive. Individually-tailored interventions to promote physical activity are needed in order to foster active lifestyles across all ethnic groups. Descriptive data to understand the determinants of physical activity for Asian-American youth are lacking. This cross-sectional, correlational study examined behavioral and sociocultural antecedents of physical activity among 216 Asian-American youth between 6<super>th</super> to 8<super>th</super> grades in Southern California, using the Health Promotion Model as the theoretical framework. Bivariate relationships among study variables were examined and a series of multiple regression analyses were used to complete a path analysis. Additionally, analyses were conducted to determine if level of parental acculturation moderated or mediated the relationship between youth level of acculturation and interpersonal influences on physical activity. Results of bivariate correlations and t-tests indicated no gender differences in interpersonal influences for physical activity; positive correlations between norms from teachers, social support and modeling from friends, perceived benefits of physical activity, and perceived self-efficacy and physical activity (<italic>p</italic> < .01). All of these relationships except those between interpersonal influences and physical activity also were evident in the path analysis results. Also, perceived barriers to physical activity were negatively related to physical activity. The HPM variables explained 25.1% of the variance in physical activity for this ethnic group. Not enough time, too much homework, and too tired were three perceived barriers most often identified by the youth in the current study. The influence of parental acculturation on the relationship between youth level of acculturation and interpersonal influences is undetermined because of limited variance in parental acculturation in this sample. These data provide direction for structuring intervention studies for 6<super>th </super> to 8<super>th</super> grade Asian-American youths in schools.