Physical activity promotion in youth: The role of the social environment

Understanding why children are physically active or inactive has been a topic of great recent concern in most developed nations. Interest in the topic is sparked by knowledge that physical inactivity is a preventable lifestyle behavior but one that is associated with many detrimental health consequences that emerge during important growth outcomes phases. The importance of identifying contributors to physical activity and inactivity in youth is underscored by knowledge that dispositions to be physically active or inactive during youth ?track? through subsequent developmental eras and it is thus imperative that children and adolescents adopt favorable physical activity orientations. In order to effectively promote pediatric physical activity we must incorporate appropriate knowledge about the social dimensions of influence on children?s physical activity. The focus of this paper will be upon parental and peer forms of influence as well as the social context of involvement, which includes considerations relative to the ?built environment? as well as the motivational climate of participation. An appropriate theoretical framework for physical activity promotion in youth is provided by self-determination theory (Ryan Deci, 2000) as this theory addresses appropriate social and motivational considerations relative that are appropriate to the design of efforts to engage youth in physical activity for a lifetime.