1. Self-Efficacy for Physical Activity in Special Populations Meta Analysis and Implications for Physical Education Alicia Dixon & Miyoung Lee, PhD Department of Nutrition and Exercise Sciences Movement Studies in Disability

2. - 2 - Presentation Outline Introduction –Background: Self-efficacy as a determinant of physical activity Meta-Analysis Review –Purpose –Methods –Analysis –Results Discussion –Sources of self-efficacy specific to special populations choosen Implications –Physical education strategies for increasing efficacy

3. Movement Studies in Disability - 3 - –Confidence a person has in his or her ability to perform a behavior and overcome barriers Self-Efficacy

4. Movement Studies in Disability - 4 - –One of the strongest correlates to physical activity –Stems from personal factors (age, gender, health) & environmental factors (safe facilities, transportation, social support) (Anderson, Wojcik, Winett, & Williams, 2006; Sallis & Owen, 1999) Self-Efficacy for Physical Activity Special populations have more challenges with these factors

5. Movement Studies in Disability - 5 - Purpose of Review To investigate the relationship of self-efficacy on physical activity behavior in special populations by employing a meta analysis

6. Movement Studies in Disability - 6 - Methods –Articles reviewed through Pubmed, Medline, and Ebscohost databases Keywords: physical activity, self-efficacy, older adult, intellectual disabilities, physical disabilities, and single names of disabilities (e.g., multiple sclerosis, spina bifida, spinal cord injuries, etc.) –Special populations chosen for review: Intellectual disabilities Physical disabilities Neurological disabilities Older adults (65+ years)

7. Movement Studies in Disability - 7 - Criteria for inclusion 1.Self-efficacy as a mediator to PA behavior 2.Inclusion of correlation coefficients (self- efficacy and PA ) 3.Sample size larger than 150 4.Participants over the age of 18 years 5.Recently published (2000 to current) Methods – cont.

8. Movement Studies in Disability - 8 - Data Analysis –Fisher’s (Z r ) transformed correlations –Calculated Z r transformed to average correlation coefficient (r) –Example of Data AnalysisExample

9. Movement Studies in Disability - 9 - Example: Transforming r and calculating the average

10. Movement Studies in Disability - 10 - Results –Out of 610 articles searched, the following studies met the criteria and were used for meta analysis Fisher’s (Z r ) transformed correlation Zr = 0.49 Back transformed average correlation r = 0.45 Lead AuthorPopulationSampleAgeCorrelation Coefficient Morris, K.S.(2008)Multiple Sclerosis,173(F)46.1yrsr = 0.34 Nosek, M.A. (2006)Physical Disabilities386(F)18-65yrsr = 0.50 Peterson, J.J. (2008)Intellectual Disabilities73(F) 79(M)37.2yrsr = 0.33 Resnick, B. (2000)Older Adults32(M) 155(F)85yrsr = 0.56 Table 1. Summary of Research Findings met the Inclusion Criteria

11. Movement Studies in Disability - 11 - Discussion Sources of Self-Efficacy 1.Performance attainments 2.Vicarious experiences 3.Verbal persuasion and social influence 4.Psychological states Bandura (1987)

12. Movement Studies in Disability - 12 - Self-efficacy for Physical Activity in Special Populations: Self-efficacy for Physical Activity in Special Populations: Intellectual disabilities 1) Performance attainments –Positive experiences in early environments 2) Vicarious experiences –Role modeling through peers and supports 3) Verbal persuasion and social influence –Need supports to “show them how” to be active, provide encouragement, and provide tangible support 4) Psychological states –Lack of perceived personal skills (J. Peterson et al., 2008; Temple, 2008)

13. Movement Studies in Disability - 13 - Self-efficacy for Physical Activity in Special Populations: Self-efficacy for Physical Activity in Special Populations: Physical Disabilities 1) Performance attainments –Gain knowledge and recall positive PA experiences 2) Vicarious experiences –Role modeling Observing others succeeding in PA Becoming a role model 3) Verbal persuasion and social influence –Insufficient supports –Important to be apart of a social network 4) Psychological states –Pain, fatigue, anxiety, and level of neurologic impairment or limitations –Negative beliefs about the benefits (Kersten et al., 2006; Kroll et al., 2007; Middleton et al., 2007; Nosek,et al., 2006)

14. Movement Studies in Disability - 14 - Self-efficacy for Physical Activity in Special Populations: Self-efficacy for Physical Activity in Special Populations: Multiple Sclerosis 1) Performance attainments –Previous PA attainments and knowledge prior to onset of disease –Acknowledging accomplishments w/ MS 2) Vicarious experiences –Role models seeing others with MS succeed providing confidence for others 3) Verbal persuasion and social influence –Support from others participating in a PA program –Feeling comfortable and accepted –Social supports are critical for women with MS 4) Psychological states –Symptoms (fatigue, spasticity, mobility, depression, and pain) (Kasser, 2009; Motl et al., 2006; Snook, et al., 2007 )

15. Movement Studies in Disability - 15 - Self-efficacy for Physical Activity in Special Populations: Self-efficacy for Physical Activity in Special Populations: Older Adults (65+ years) 1) Performance attainments –Previous participation in PA means continued confidence later in life Older women (today) don’t recall these experiences 2) Vicarious experiences –Role models- variability in this influence Seeing others “worse off” doing better may think negatively about their progress OR Positive influence- believe “If they can do it, I can do it!” 3) Verbal persuasion and social influence –Women tend to be more active with supports 4) Psychological states –Outcome expectations– “too old” to exercise, no benefits, may cause injury –Self-evaluation and perceptions of self –Mental and physical health (Lee et al., 2008; Resnick, et al., 2000; Resnick, 2002)

16. Movement Studies in Disability - 16 - Implications Physical education strategies for increasing self-efficacy

17. Movement Studies in Disability - 17 - Strategies for the Classroom Implications: Strategies for the Classroom 1.Be aware of previous history or experiences in PE setting 2.Reduce competition 3.Provide positive specific reinforcements and encouragement 4.Choose activities that are appropriate 5.Provide a welcoming and “safe” environment 6.Gradually decrease the use of assistance (Block, 2007) (Block, 2007)

18. Movement Studies in Disability - 18 - Alicia Dixon Oregon State University Email: dixona@onid.orst.edu

19. Movement Studies in Disability - 19 - Example: Transforming r and calculating the average