Early adolescents’ physical activity and nutrition beliefs and behaviours

Figures & data

Figure 1 The conceptual framework of the individual and environment, which was developed from the description of Bronfenbrenner’s ecology model (Bronfenbrenner, 1994) 

Table I. Sample characteristics

Characteristic	Male Female
	n	n
Race
Black or African American	7	7
Mixed Hispanic and White	0	1
Age in years
10	1	2
11	1	4
12	0	0
13	3	2
14	2	0

Note. This table illustrates the age, gender, and self-identified race of early adolescents in the study.

Table II. Sample codes connected to early adolescents’ physical activity and nutrition beliefs and behaviours

Code	Definition
Benefits of healthy eating	Early adolescents’ beliefs and behaviours about how healthy eating is beneficial to them.
Benefits of physical activity	Early adolescents’ beliefs and behaviours about how physical activity is beneficial to them.
Community healthy eating beliefs	Early adolescents’ perception of their community’s beliefs about healthy eating.
Community physical activity beliefs	Early adolescents’ perception of their community’s beliefs about physical activity.
Effect of sensory perception on healthy eating	How the early adolescents described that taste, smell, and appearance of healthy foods influenced their healthy eating behaviours.
Family healthy eating beliefs	Early adolescents’ perception of their families’ beliefs about healthy eating.
Healthy eating at the community organization	The types and quantities of healthy foods that early adolescents reported and that the researcher observed them consuming at the community organization.
Healthy eating barriers in the community	A person, situation, or object that makes starting, continuing, or reinitiating healthy eating difficult or impossible for early adolescents in their community.
Healthy eating behaviours in the community	The daily routine and activities involved in early adolescents’ healthy eating in their community.
Healthy eating facilitators at home	A person, situation, or object that makes starting, continuing, or reinitiating healthy eating easier for early adolescents at home.
Healthy eating in the community	Early adolescents’ perception of healthy eating and features of the community related to healthy eating.
Healthy eating information in the community	Information about healthy eating in their community that early adolescents reported.
Healthy eating preferences	The types of healthy eating that early adolescents preferred.
Healthy eating knowledge	The knowledge that early adolescents had about healthy eating.
Personal healthy eating beliefs	Early adolescents’ individual beliefs about healthy eating.
Personal meaning of healthy eating	The meaning that healthy eating had to early adolescents with respect to important aspects of their lives, such as family and health.
Personal meaning of physical activity	The meaning that physical activity had to early adolescents in important aspects of their lives, such as family and health.
Personal physical activity beliefs	Early adolescents’ individual beliefs about physical activity.
Physical activity at home	Physical activities that early adolescents reported doing at home.
Physical activity barriers in the community	A person, situation, or object in or connected with the community that makes starting, continuing, or reinitiating physical activities difficult or impossible for early adolescents.
Physical activity facilitators at home	A person, situation, or object at home that makes starting, continuing, or reinitiating physical activities easier for early adolescents.
Physical activity in the community	Early adolescents’ perception of physical activity and features of the community related to physical activity.
Physical activity information at home	Information about physical activity at home that early adolescents reported.
Physical activity knowledge	The knowledge that early adolescents had about physical activity.
Physical activity preferences	The types of physical activity that early adolescents preferred.

Bronfenbrenner, U. 1994. Ecological models of human development. T. Husen & T. N. Postlethwaite., Eds. International encyclopedia of education 2nd ed., 3, pp. 1643–1647). Elsevier Sciences. (Reprinted from Readings on the development of children, 2nd ed., pp. 3743, by M.3743, by M. Gauvain & M. Cole, Eds., 1993, Freeman)Vol. (pp)

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