The 131st Annual Meeting (November 15-19, 2003) of APHA

Abstract #55678

Maihan B. Vu, DrPH, MPH, School of Nursing, University of North Carolina at Chapel Hill, CB #7462 Carr Mill Suite D4-A, Chapel Hill, NC 27599-7462, 919-966-8561, mvu@email.unc.edu, Vivian Gonzalez, MEd, Department of Biostatistics, Tulane University School of Public Health and Tropical Medicine, 1430 Tulane Avenue, Suite 2001, New Orleans, LA 70112, Jared B. Jobe, PhD, Division of Epidemiology and Clinical Applications, National Heart, Lung, and Blood Institute, 2 Rockledge Center, MSC 7936, 6701 Rockledge Drive, Bethesda, MD 20892, and Dale Murrie, MAT, Department of Exercise Science, University of South Carolina, 730 Devine Street, Columbia, SC 29208.

Relatively little is known about adolescents’ perspectives on physical activity in girls, and how these perspectives might relate to activity patterns. As part of the formative assessment for the Trial of Activity for Adolescent Girls (TAAG) study, adolescent girls and boys (Grades 6 to 8) with diverse racial backgrounds from six states were recruited to participate in focus group discussions and in-depth interviews. Results from 13 girls’ focus groups (N=100), 11 boys’ focus groups (N=77), and 80 in-depth girl interviews revealed more similarities than differences in themes described by boys and girls. Common themes included the perception that physical activity provides opportunities for social contacts, beliefs that girls were more likely to participate in lower physical contact and aggressive sports, and the perception that physically inactive girls were lazy. Boys viewed physically active girls as being negative and intimidating. Boys were more likely to say teasing and name calling would motivate girls to be active, whereas girls said that playing with boys encouraged them. Although boys did not view themselves as barriers, most girls discussed how boys hindered girls’ abilities to be physically active. Understanding physical activity from the perspective of both boys and girls is an important first step in developing physical activity interventions for adolescent girls.

Supported by NHLBI grants U01HL066845, U01HL066852, U01HL066853, U01HL066855, U01HL066856, U01HL066857, and U01HL066858.

Learning Objectives:

• At the conclusion of the session, the participant will be able to:
• 1.Recognize differences in adolescent girls’ and boys’ views of physical activity.
• 2.Understand concepts and issues important for informing the development of physical activity interventions for adolescent girls.

Keywords: Adolescents, Physical Activity

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.