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Studies with positive effects on self-efficacy and motor activity |
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| CHAMP1313 Robinson L, Palmer K, Bub K. Effect of the Children’s Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial. Front Public Health 2016; 4:1-9.
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Children in the CHAMP group demonstrated significant improvement in motor skills, both in the total score and in dimensions locomotion and object control (p <0.001). Children in the control group decreased the time of the bonus test in the final evaluation, which did not occur in the intervention group (p <0.05). |
High |
| Youth Fit 4 Life1414 Annesi J, Walsh S, Greenwood B. Increasing Children’s Voluntary Physical Activity Outside of School Hours Through Targeting Social Cognitive Theory Variables. J Prim Care Community Health 2016; 7(4):234-241.
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Increase in moderate to intense physical activity outside of school (p <.001), self-regulation for physical activity (p <.001), self-efficacy for exercise (p = 0.015) and negative mood (p = 0.001). Physical activity mediated both changes in self-regulation and changes in self-regulation mediated physical activity (p <0.001), revealing reciprocity. |
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| Virtual animals at YPAP 1515 Ahn SJ, Johnsen K, Robertson T, Moore J, Brown S, Marable A, et al. Using Virtual Pets to Promote Physical Activity in Children: An Application of the Youth Physical Activity Promotion Model. J Health Commun 2015; 20(7):807-815.
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Children who interacted with the virtual animal showed higher self-efficacy level (p <0.05) and greater amount of physical activity (p = 0.001). Self-efficacy had direct effect on beliefs (p <0.01) and the intention of future adherence to physical activity (p <0.05). Beliefs were predictors of greater self-efficacy (p = 0.001). |
High |
| Original Youth Fit For Life original (YFFL) and revised (YF4L)1616 Annesi J, Vaughn L. Evidence-Based Referral: Effects of the Revised “Youth Fit 4 Life” Protocol on Physical Activity Outputs. Perm J 2015; 19(3):48-53.
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Significant increase in time in moderate to vigorous physical activity in the intervention groups compared to control (p <0.001) in males, being higher in the revised YF4L group. |
Low |
| Exergame associated with health education messages 1717 Lwin MO, Malik S. Can Exergames Impart Health Messages? Game Play, Framing, and Drivers of Physical Activity Among Children. J Health Commun 2014; 19:136–151.
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Effect of negative health education messages between the physical activity group with Wii and without Wii on attitude (p <0.001), self-efficacy (p <0.01) and perceived behavior control (p <0.05).Effects of coping health education messages in relation to negative messages for children in the control group (without Wii) on attitude (p <0.01), self-efficacy (p <0.05) and perceived behavior control (p <0.05 ). |
High |
| Start For Life1818 Annesi J, Smith A, Tennant G. Effects of the Start For Life treatment on physical activity in primarily African American preschool children of ages 3–5 years. Psychol Health Med 2013; 18(3):300-309.
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Significant increase in time spent on vigorous physical activities (p <0.001) and from moderate to vigorous (p <0.05). |
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| HEIA1010 Bergh IH, Bjelland M, Grydeland M, Lien N, Andersen LF, Klepp KI, et al. Mid-way and post-intervention effects on potential determinants of physical activity and sedentary behavior, results of the HEIA study - a multi-component school-based randomized trial. Int J Behav Nutr Phys Act 2012; 9:63.
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There was an increase in self-efficacy after 8 months of intervention only in children with normal weight (p = 0.01). Reduction of self-efficacy in the intervention group (p = 0.02). Children who reported low doses of the intervention had increased self-efficacy in the final measure (p = 0.001). |
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| SIRKS1212 Keihner AJ, Meigs R, Sugerman S, Backman D, Garbolino T, Mitchell P. The Power Play! Campaign’s School Idea & Resource Kits Improve Determinants of Fruit and Vegetable Intake and Physical Activity among Fourth- and Fifth-Grade Children. J Nutr Educ Behav 2011; 43(4):S122-S129.
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Improvement in the knowledge of the amount of physical activity required (p <0.001) and the benefits of physical activity (p <0.01), expectations of results for physical activity (p <0.05), in self-efficacy to seek support performance of physical activity (p = 0.04). There was no difference in self-efficacy to overcome barriers to physical activity (p = 0.30). |
High |
| Switch Off—Get Active1919 Harrison M, Burns CF, Mcguinness M, Heslin J, Murphy NM. Influence of a health education intervention on physical activity and screen time in primary school children: ‘Switch Off—Get Active’. J Sci Med Sport 2006; 9:388-394.
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There was a significant increase in the time of involvement in moderate to vigorous physical activity (p = 0.03) and in the self-efficacy for physical activity in the intervention group (p = 0.03). |
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| Peer modeling – peer-coping peer-mastery99 Weiss MR, Mccullagh P, Smith AL, Berlant AR. Observational Learning and the Fearful Child: Influence of Peer Models on Swimming Skill Performance and Psychological Responses. Res Q Exerc Sport 1998; 69(4):380-394. (video) |
Peer modeling increased self-efficacy in swimming (p <0.01; post-intervention and follow-up). Fear of swimming decreased in both modeling groups, with greater effect than in the control group. The coping pair modeling group prevailed in improving the ability to swim, in self-efficacy and in decreasing fear of swimming . |
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| Peer and teacher modeling 2020 Lirgg C, Feltz D. Teacher versus Peer Models Revisited: Effects on Motor Performance and Self-Efficacy. Res Q Exerc Sport 1991; 62(2):217-224. (video) |
The modeling groups performed significantly better than the control group (p <0.009g). At follow-up, the number of steps and execution was higher than in the control group (p <0.01). The skilled model was more efficient both for number of steps (p <0.01) and for execution (p <0.001) and between attempts (p <0.01). The interest of the skilled modeling group in comparing their performance to that of the model was significant (p <0.04). Self-efficacy increased only after skilled modeling (p <0.001). In the questionnaire applied after watching the modeling video, the non-skilled model group had less self-efficacy than the control and the skilled model group (p <0.05). After performing the task, the skilled modeling group had greater increase in self-efficacy (p <0.05). Compared to the control group, self-efficacy decreased during the attempts in both skilled and unskilled modeling groups (p <0.05). |
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| JUMP-in2121 Van Stralen MM, Meij J, Velde SJ, Van Der Wal MF, Mechelen W, Knol DL, et al. Mediators of the effect of the JUMP-in intervention on physical activity and sedentary behavior in Dutch primary schoolchildren from disadvantaged neighborhoods. Int J Behav Nutr Phys Act 2012, 9:1:131.
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Increased participation in sport in the intervention group (p <0.001). The intervention group had significantly less self-efficacy than the control in baseline measurements (p <0.05). After intervention, there was a positive and significant correlation between self-efficacy and participation in sport and frequency of outdoor activities (p = 0.001). |
High |
| Self-as-a-model 1111 Clark S, Ste-Marie D. The impact of self-as-a-model interventions on children's self-regulation of learning and swimming performance. J Sports Sci 2007; 25(5):577-586.
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Physical performance improved throughout sessions (p = 0.001), with greater effect on the self-modeling group (p = 0.002), including in the retention period (p = 0.001). Self-efficacy increased over the sessions (p = 0.01), but was not statistically significant between groups (p = 0.03). Only in the retention phase, significantly higher intrinsic motivation and self-satisfaction in the self-modeling group was identified (p = 0.001). |
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Studies with non-positive effects on self-efficacy or motor activity |
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| ABC 88 Chen JL, Weiss S, Heyman MB, Lustig RH. Efficacy of a child-centred and family-based program in promoting healthy weight and healthy behaviors in Chinese American children: a randomized controlled study. J Public Health 2009; 32(2):219–229.
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There was a decrease in BMI (p = 0.001) and diastolic blood pressure (p = 0.03), with increase in the amount of physical activity (p = 0001) and knowledge about physical activity (p = 0.02). |
Undefined |
| JUMP-in2222 Jurg ME, Kremers SPJ, Candel MJJM, Van Der Wal MF, Meij JSB. A controlled trial of a school-based environmental intervention to improve physical activity in Dutch children: JUMP-in, kids in motion. Health Promot Int 2006; 21(4):320-330.
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Intervention group demonstrated greater perception of advantages over physical activity (p <0.05) and habitual practice of physical activity (p <0.05). Reduced physical activity time in the intervention group (p <0.001). |
High |
| IMPACT2323 Goran M, Reynolds K. Interactive Multimedia for Promoting Physical Activity (IMPACT) in Children. Obes Res 2005; 13(4):762–771.
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Reduction in the percentage of time in physical activity from moderate to vigorous in boys (p = 0.02), reduction in the percentage of time for boys in light physical activity, increase in time for girls in light physical activity (p = 0.052). Improvement in the outcome expectations in boys (p <0.027). |
High |
