Abstract
Purpose
This study aimed to develop and validate the Girls’ Disinclination for Physical Activity Scale (G-DAS) and implement the scale along with an objective measure of physical activity (PA) in a longitudinal sample of adolescent girls.
Methods
Participants were non-Hispanic White girls who were assessed at ages 13 years (n = 151) and 15 years (n = 98). Girls completed the G-DAS and the Physical Activity Enjoyment Scale and wore an accelerometer for 7 days.
Results
Results supported a five-factor solution for the G-DAS; factors represented reasons for disliking PA including low perceived competence, lack of opportunities, high perceived exertion, concern about physical appearance, and threats to girls’ gender identity. Data supported the reliability and validity of the G-DAS. Low perceived competence was the most common reason girls reported disliking PA and predicted a decreased likelihood of maintaining sufficient PA across ages 13 to 15 years.
Conclusion
Developing PA-related skills prior to adolescence may reduce declines in adolescent girls’ PA.
Similar content being viewed by others
References
Ness A, Leary S, Mattocks C, et al. Objectively measured physical activity and fat mass in a large cohort of children. PLos Med. 2007;4:e97.
Leary S, Ness D, Smith G, et al. Physical activity and blood pressure in childhood: Findings from a population-based study. Hypertension. 2008; 51: 92–98.
Biddle S, Whitehead S, O’Donovan T, Nevill M. Correlates of participation in physical activity for adolescent girls: A systematic review of recent literature. J Phys Activ Health. 2005; 2: 423–434.
Schmalz D, Deane G, Birch L, KK D. A longitudinal assessment of the links between physical activity and self-esteem in early adolescent non-Hispanic females. J Adolesc Health. 2007; 41: 559–565.
Troiano RP, Berrigan D, Dodd KW, et al. Physical activity in the United States measured by accelerometer. Med Sci Sports Exerc. 2008; 40: 181–188.
Nader PR, Bradley RH, Houts RM, McRitchie SL, O’Brien M. Moderate-to-vigorous physical activity from ages 9 to 15 years. JAMA. 2008; 300: 295–305.
Jackson E, ed. Constraints to Leisure. State College: Venture; 2005.
Wang C, Biddle S. Young people’s motivational profiles in physical activity: A cluster analysis. J Sport Exerc Psychol. 2001; 23: 22.
Lindquist CH, Reynolds KD, Goran MI. Sociocultural determinants of physical activity among children. Prev Med. 1999; 29: 305–312.
Davison K, Werder J, Trost S, Baker B, Birch L. Why are early developing girls less active? Links between pubertal development, psychological well-being and physical activity among girls at ages 11 and 13. Soc Sci Med. 2007; 64: 2391–2404.
Marshall W, Tanner J. Variations in the pattern of pubertal changes in girls. Arch Dis Child. 1969; 44: 291–303.
Brooks-Gunn J, Reiter E. The role of pubertal processes. In: Feldman S, Elliot G, eds. At the Threshold: The Developing Adolescent. Cambridge: Harvard University Press; 1990: 16–53.
ter Wolbeek M, van Doormen L, Kavelaars A, Heijnen C. Severe fatigue in adolescents: A common phenomenon? Pediatrics. 2006; 117: e1078–e1086.
Savin-Williams R, Berndt T. Friendship and peer relations. In: Feldman S, Elliott G, eds. At the Threshold: The Developing Adolescent. Cambridge: Harvard University Press; 1990: 277–307.
The Presidents’ Council on Physical Fitness and Sports Report. Physical Activity and Sport in the Lives of Girls: Physical and Mental Health Dimensions from an Interdisciplinary Perspective. The Center for Research on Girls and Women in Sport; 1997.
Ackard DM, Peterson CB. Association between puberty and disordered eating, body image, and other psychological variables. Int J Eat Disord. 2001; 29: 187–194.
Duncan P, Ritter P, Dornbusch S, Gross R, Carlsmith J. The effects of pubertal timing on body image, school behavior, and deviance. J Youth Adolesc. 1985; 14: 227–235.
Coakley J, White A. Making decisions: Gender and sport participation among British adolescents. Sociol Sport J. 1992; 9: 20–35.
Goran MI, Gower BA, Nagy TR, Johnson RK. Developmental changes in energy expenditure and physical activity in children: Evidence for a decline in physical activity in girls before puberty. Pediatrics. 1998; 101: 887–891.
Rees R, Kavanagh J, Harden A, et al. Young people and physical activity: A systematic review matching their views to effective interventions. Health Educ Res. 2006; 21: 806–825.
Allender S, Cowburn G, Foster C. Understanding participation in sport and physical activity among children and adults: A review of qualitative studies. Health Educ Res. 2006; 6: 826–835.
Boyington J, Carter-Edwards L, Piehl M, et al. Cultural attitudes toward weight, diet, and physical activity among overweight African American girls. Prev Chronic Dis. 2008; 5(2): A36. Available from the Centers for Disease Control, Atlanta, GA. Accessed January 6, 2010.
Webber L, Catellier D, Lytle L, et al. Promoting physical activity in middle school girls: Trial of activity for adolescent girls. Am J Prev Med. 2008; 34: 173–184.
Pate R, Ward D, Saunders R, et al. Promotion of physical activity among high-school girls: A randomized controlled trial. Am J Public Health. 2005; 95: 1582–1587.
Jackson E, Crawford D, Godbey G. Negotiation of leisure constraints. Leis Sci. 1993; 15: 1–11.
Weiner B. Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educ Psychol Rev. 2000; 12: 1–14.
Elder J, Lytle L, Sallis J, et al. A description of the social–ecological framework used in the trial of activity for adolescent girls (TAAG). Health Educ Res. 2007; 22: 155–165.
Kelley H, Michela J. Attribution theory and research. Annu Rev Psychol. 1980; 31: 457–501.
Deaux K. Sex and gender. Annu Rev Psychol. 1985; 36: 49–81.
Bem S. Gender schema theory: A cognitive account of sex typing. Psychol Rev. 1981; 88: 354–362.
Kendzierski D, DeCarlo KJ. Physical activity enjoyment scale: Two validation studies. J Sport Exerc Psychol. 1991; 13: 50–64.
Motl RW, Dishman RK, Saunders R, et al. Measuring enjoyment of physical activity in adolescent girls. Am J Prev Med. 2001; 21: 110–117.
Trost S, Ward D, Moorehead S, et al. Validity of the computer science and applications (CSA) activity monitor in children. Med Sci Sports Exerc. 1998; 30: 629–633.
Masse L, Fuemmeler B, Anderson C, et al. Accelerometer data reduction: A comparison of four reduction algorithms on select outcome variables. Med Sci Sports Exerc. 2005; 37: S544–S554.
Trost S, McIver K, Pate R. Conducting accelerometer-based activity assessments in field-based research. Med Sci Sports Exerc. 2005; 37: S531–S543.
Freedson P, Pober D, Janz K. Calibration of accelerometer output for children. Med Sci Sports Exerc. 2005; S37: S523–S530.
Trost S, Pate R, Sallis J, et al. Age and gender differences in objectively measured physical activity in youth. Med Sci Sports Exerc. 2002; 34: 350–355.
Kuczmarski RJ, Flegal KM. Criteria for definition of overweight in transition: Background and recommendations for the United States. Am J Clin Nutr. 2000; 72: 1074–1081.
Institute of Medicine. Preventing Childhood Obesity: Health in the Balance. Washington, D.C.: The National Academies; 2005.
Byrne BM. Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming. Mahwah: Erlbaum; 2001.
Bollen K, Stine R. Bootstrapping goodness-of-fit measures in structural equation modeling. In: Bollen K, Long J, eds. Testing Structural Equation Models. Newbury Park: Sage; 1993: 111–135.
Miller J. GraphPad Prism Version 4.0 Step-by-Step Examples. San Diego: GraphPad Software; 2003.
U.S. Department of Health and Human Services and Healthier U.S. Gov: 2008 Physical activity guidelines for Americans. Available at http://www.health.gov/paguidelines/guidelines/default.aspx. Accessibility verified January 8th, 2010.
Bentler P, Chou C. Practical issues in structural equation modeling. Sociol Methods Res. 1987; 16: 78–117.
Barr-Anderson DJ, Neumark-Sztainer D, Schmitz KH, et al. But I like PE: Factors associated with enjoyment of physical education class in middle school girls. Res Q Exerc Sport. 2008; 79: 18–27.
Lubans DR, Foster C, Biddle SJ. A review of mediators of behavior in interventions to promote physical activity among children and adolescents. Prev Med. 2008; 47: 463–470.
Van Der Horst K, Paw MJ, Twisk JW, Van Mechelen W. A brief review on correlates of physical activity and sedentariness in youth. Med Sci Sports Exerc. 2007; 39: 1241–1250.
Sollerhed A, Apitzsch E, Rastam L, Ejlertsson G. Factors associated with young children’s self-perceived physical competence and self-reported physical activity. Health Educ Res. 2008; 23: 125–136.
Steele C. Race and the schooling of black Americans. Atlantic. 1992; 269: 68–78.
Stewart C, Warhol J, Overton K, et al. Has the decline of intramural sports contributed to the youth obesity epidemic? J Phys Educ Recreat Dance. 2005; 76: 11.
Bakker R, van de Putte E, Kuis W, Sinnema G. Risk factors for persistent fatigue with significant school absence in children and adolescents. Pediatrics. 2009; 124: e89–e95.
Ghandour R, Overpeck M, Huang Z, Kogan M, Scheidt P. Headache, stomachache, backache and morning fatigue among adolescent girls in the United States: Associations with behavioral, sociodemographic, and environmental factors. Arch Pediatr Adolesc Med. 2004; 158: 797–803.
Harter S. Is self-esteem only skin-deep? The inextricable link between physical appearance and self-esteem. Reclaiming Children and Youth. 2000; 9: 133–138.
Vu M, Murrie D, Gonzalez V, Jobe J. Listening to girls and boys talk about girls’ physical activity behaviors. Health Educ Behav. 2006; 33: 81–96.
Sallis J, Hovell MF, Hofstetter C, et al. Distance between homes and exercise facilities related to frequency of exercise among San Diego residents. Public Health Rep. 1990; 105: 179–186.
Davison K, Jago R. Change in parent and peer support across ages 9- to 15-years and adolescent girls’ physical activity. Med Sci Sports Exerc. 2009; 41: 1816–1825.
Author information
Authors and Affiliations
Corresponding author
Additional information
Author Note
This study was supported by the NICHD through the following awards: RO1 HD32973; RO1 HD46567; MO1 RR10. The authors would like to thank the girls and their families for their commitment to the study.
Appendix 1: Development of the Girls’ Attitudes Toward Physical Activity Scale (G-DAS)
Appendix 1: Development of the Girls’ Attitudes Toward Physical Activity Scale (G-DAS)
I don’t like sports and physical activities because........ | Item added, deleted, or revised following pilot testing | Item deleted following PCA | Item included in CFA analyses |
Competence | |||
I am not athletic | X | ||
I am not built for it | X | ||
I don’t have the skills | X | ||
I am not good at them | X | ||
I don’t feel good playing them | Deleted | ||
I don’t know how | X | ||
I am not strong enough | X | ||
I am too slow | X | ||
I am clumsy | X | ||
Appearance | |||
My hair gets messed up | X | ||
I would have to shower and do my hair over | X | ||
I don’t want to get dirty | X | ||
I get red in the face | X | ||
I look silly doing them | X | ||
I am already thin | X | ||
I feel/look funny doing them | Deleted | ||
I don’t like to sweat | X | ||
I am too heavy to do them | Deleted | ||
They are for thin people | Deleted | ||
I don’t want to cut my nails | X | ||
Identity | |||
Other girls will think I’m a tomboy | X | ||
Boys will think I’m a tomboy | X | ||
I am not aggressive | Revised: Girls who do them are too aggressive | X | |
I am not competitive | Revised: Girls who do them are too competitive | X | |
Popular girls don’t do them | Deleted | ||
My friends don’t do them | Deleted | ||
I don’t fit in | Deleted | ||
I don’t want to get hurt | X | ||
Perceived exertion | |||
I don’t like to run out of breath | X | ||
They are too tiring | X | ||
I don’t have the energy | Added after pilot work | X | |
They are too hard | X | ||
They take too much effort | Added after pilot work | X | |
I don’t have the endurance | Revised: I am not in good enough shape | X | |
Availability | |||
Most of them are for boys | X | ||
Girls don’t play the ones I like | X | ||
The ones I want to play aren’t offered | X | ||
My friends don’t play the ones I like | Deleted | ||
There aren’t many for girls to choose from | X | ||
There aren’t enough girls to play with | Deleted | ||
There’s no coach | X | ||
I don’t like to play on co-ed teams | X |
About this article
Cite this article
Davison, K.K., Schmalz, D.L. & Downs, D.S. Hop, Skip … No! Explaining Adolescent Girls’ Disinclination for Physical Activity. ann. behav. med. 39, 290–302 (2010). https://doi.org/10.1007/s12160-010-9180-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12160-010-9180-x