Influence of parents and physical education teachers in adolescent physical activity

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InternationalJournalofClinicalandHealthPsychology(2015)15,113---120

www.elsevier.es/ijchp

International

Journal

of

Clinical

and

Health

Psychology

ORIGINAL

ARTICLE

Inﬂuence

of

parents

and

physical

education

teachers

in

adolescent

physical

activity

Pedro

R. Olivares

a

_,

_Marco

_Antonio

_{Cossio-Bola˜}

_nos

b

_,

_Rossana

_Gomez-Campos

a

_,

Alejandro

Almonacid-Fierro

a

,

Javier

Garcia-Rubio

a,∗

a_Universidad_Autónoma_de_Chile,_Chile

b_Universidad_Católica_del_Maule,_Talca,_Chile

Received22October2014;accepted23January2015 Availableonline28February2015

KEYWORDS

Extracurricular physicalactivity; Chile;

Encouragement; Descriptivesurvey study

Abstract TheobjectiveofthisstudywastoanalyzetheinfluenceofparentsandPhysical Edu-cationteachersonadolescent’sextracurricularPhysicalActivity.Datawereobtainedfromthe ChileanSystemfortheAssessmentofEducationalQualitytestwithalargerepresentative sam-pleof23,180students(11,927femalesand11,253malesaged13.7and13.8yearsrespectively). Theanalyzedvariablesweretheextracurricularphysicalactivityofadolescents,parents’and physicaleducationteachers’encouragementtodophysicalactivityandparents’physical activ-itybehavior.Associationsbetweenvariableswereanalyzedusingchi-squaredtests.Twologistic regressionmodels,oneadjustedandtheotherunadjusted,wereperformedforeachphysical activityvariable(vigorous,moderate,mildandtotal)inordertoobtainoddsratiosfromparents’ andphysicaleducationteachers’influencevariables.Resultsshowedthatparents’influenceis morerelevantthanphysicaleducationteachers’influenceinordertopromotephysicalactivity inadolescents,regardlessofage,sexandphysicalcondition.

PALABRASCLAVE

Actividadfísica extracurricular; Chile;

motivación; estudiodescriptivo medianteencuestas

InﬂuenciadelospadresylosprofesoresdeEducaciónFísicaenlaactividadfísicade losadolescentes

Resumen Elobjetivodelestudiofueanalizarlainfluenciadelospadresylosprofesoresde Educación FísicaenlaActividadFísicaextracurriculardelosadolescentes.Losdatosfueron obtenidosdelSistemaChilenodeMedicióndelaCalidaddeEducación,enunamuestra repre-sentativade23,180estudiantes(11,927niñasy11,253niños,conunaedadmediade13,7y13,8 años).LasvariablesanalizadasfueronlaActividadFísicaextracurriculardelosadolescentes,

∗_{Corresponding}_author:_Universidad_Autónoma_de_Chile,_Ricardo_Morales_3369,_San_Miguel,_Santiago,_Chile. E-mailaddress:javier.garcia@uautonoma.cl(J.Garcia-Rubio).

http://dx.doi.org/10.1016/j.ijchp.2015.01.002

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la inﬂuenciaque ejercíanlospadresylosprofesores deEducación Físicapara querealicen ActividadFísicaylaActividadFísicadelospadres.Seanalizólaasociaciónentrelasvariables atravésdelchi-cuadrado.Dosregresioneslogísticas,conysinajustedelmodelo,fueron real-izadasparacadaniveldelaActividadFísica(vigorosa,media,bajaytotal)conelobjetivode obtenerlosOddsRatiosdelasvariablesrelativasalaexperienciadelospadresylosprofesores deEducaciónFísica.Losresultadosmuestranquelainﬂuenciadelospadresesmásrelevante queladelosprofesoresdeEducaciónFísicaalahoradepromoverlaActividadFísicaenlos adolescentes,independientementedelaedad,elgéneroolacondiciónfísica.

Physical Activity (PA) plays a substantial and indepen-dent role in the rate of BMI increase during adolescence (Kimmetal.,2005),andithasbeenwidelyassociatedwith multiplebenefitslikereducedriskfordevelopingmetabolic syndromeinadulthood(Yang,Telama,Hirvensalo,Viikari,& Raitakari,2009)andcardiovasculardisease,amongothers. However,currentPAlevelsinchildrenandadolescentsare insufficient toachieve health benefits (Rosenkranz etal., 2012)and someguidelineshave been deliverby scientific literature(Saavedra, 2014). In Chile, the level of obesity andphysical inactivity has increased in the last decades. Currently,ithasthehighestprevalenceof overweightand obesity in all Latin America for people younger than 20 (37%and31.6%forboysandgirlsrespectively)andoneof thehighestfor peopleolder than20(67.9%and63.9% for menandwomen respectively)(Ngetal.,2014),therefore itisamajorpublichealthproblem.MaintenanceofPA dur-ingadolescencecouldbeaprimarymethodforprevention ofobesityandfuturechronicdiseases development(Kimm etal.,2005),thusitisimportanttoknowthemostimportant factorsforadolescenttobephysicallyactive.

The role of parents (Silva, Lott, Mota, & Welk, 2014) andteachers(Standiford, 2013)hasbeen establishedasa majorfactorinthepromotionofPAinadolescents.Parents’ involvementin child’s PAhas adirect impactin PA levels during childhood and in the future as adults (Thompson, Humbert,&Mirwald,2003).Parents,amongothers, deter-minewhichactivitieschildren candoandwhichresources they can access (Welk, Wood, & Morss, 2003), and they caninfluencechildren’sactivity intwoways:beinga role model or by verbal motivation (Beets, Vogel, Chapman, Pitetti, & Cardinal, 2007). Other studies have confirmed therelationshipbetweenparents’andchildren’sPAlevels, findinga higherinfluence of active parents than of those inactive (Welk et al., 2003). These results are useful to providenewstrategiesforpromotingPAinchildren. Other-wise,PhysicalEducation(PE)teachersneedtoincreasethe motivationof their students tobe physicallyactive, both inPElessonsandoutsideofschool(Spray,2002;Standage, Duda, & Ntoumanis, 2003). The improvementof teaching strategiesinordertoobtaineffective motivationis essen-tialtoachieve higherPA levels(Rosenkranz etal.,2012). Currently,some studies have proved the usefulnessof PE teachers training programs in improving their motivation styleinordertoenhancetheirstudentsmotivation, increas-ingtheirintentionstobephysicallyactive(Cheon,Reeve,& Moon,2012).

RegularPAinadulthoodisassociatedwithhealthyhabits likenotsmoking,ahealthydietandbodycomposition main-tenance.Amongadolescents,littleornoinvolvementinPAis relatedwithunhealthyhabits,asamongadults(Pate,Heath, Dowda,& Trost, 1996).Adolescenceisan importantstage where habits related to a healthy lifestyle are acquired, and thesehabits continue into adulthood (Lake, Mathers, Rugg-Gunn,&Adamson,2006),thereforeitisimportantto knowwhicharetheprincipalfactorsthatinfluencethelevel of adolescents’PA.There arenostudies that analyzethe interactiveinfluenceofparentsandteachersjointly.Inthis sense, more studies are needed comparingand analyzing whichofthesefactors,parents’orPEteachers’influence, ismorerelevanttothelevelofweeklyPAinadolescents.The students’perceptionofthebehaviorsoftheseagentscould provide usefulinformationtodevelopbetterinitiativesto increase PAamong adolescents.Forthispurpose wehave usedsomequestionsfromthequestionnaireemployedinthe Chilean System for the Assessmentof Educational Quality test(SIMCE)forPE2012.Thepurposeofthisstudy, there-fore,wastoanalyzetheinfluenceofparentsandPEteachers inadolescentséxtracurricularPA.

Method

Sample

The ChileanMinistryof Education,inanattempttoassess thequalityofEducation,hasstandardizedtheSystemforthe AssessmentofEducationalQualitytest(SIMCE)inanational representativesample.Inparticular,PEwasassessedin2012 ineighthgraders.Fitnessassessmentistheprimarytargetof theSIMCEtestforPE,butin2012aquestionnairecontaining items related to PAhabits, nutrition and questionsabout parentsandPEteacherswasincludedintheevaluation.

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InﬂuenceofparentsandphysicaleducationteachersinadolescentPA 115

thetest. SIMCE certiﬁedthe validityof the ﬁeldtest and collecteddata(MinistryofEducation,2014).

Measurements

Extracurricularphysicalactivity.InordertomeasurethePA ofstudents duringthe week,theywere askedthe follow-ingquestions:Thinkingaboutawholeweek, fromMonday toFriday,howmuchtimedoyouspendpracticingthe fol-lowing activities? (a) Go for a bicycleride or skating; (b) jumping,running,playingwithaballorothersimilargames; and(c)playing sports or attendingadance academy or a workshoponPA(apartfromPEclassesatschool).Thesame questionswereaskedregardingtheseactivities duringthe weekend.ThesequestionswereinterpretedasmildPA(a), moderatePA(b)andvigorousPA(c)accordingtothe similar-itieswiththeexamplesoftheInternationalPhysicalActivity QuestionnaireforeachPAcategory(Hallal&Victora,2004). Responses were broken down in order tohave all weekly activityforeachvariable,andanewvariablewascreated consideringthetotalweeklyPA.PEtimewasintentionally excluded.In Chile,the curriculumvariesaccording tothe schoolinstitution,changingPEhoursfrom2to4.

Inordertomeasuretheparents´andteacher’sinﬂuencein participants ´weeklyPA,thefollowingquestionswereasked: (a) Regarding your parents, do they practice sports and engageinPA?(b)Regardingyourparents,dotheyencourage youtopracticesportsandengageinPA?;(c)Regardingyour PEteacher,doeshe/sheencouragesyoutoengageinPA out-sidetheschool?AnswerswereratedonaLikert-typescale offourvalues(stronglyagree,agree,disagreeandstrongly disagree).

Additionally,participants’fitnesswasmeasured accord-ingtosixtestssubdividedintomuscleperformance(short crunches, standing long jump and push-ups), flexibility (sit and reach) and cardiovascular endurance (Cafra and Course-Navette)(Montecinosetal.,2005).Usingthescores obtainedfromthesetests,SIMCEofficecalculatedtwonew variablesinordertoclassifyparticipantsbasedontheir fit-nessperformanceaccordingtosexandage: (a)Structural Indexusingscoresfrommuscleperformanceandflexibility tests and (b) Functional Index using scores from Course-NavetteandCafratests.Participantswerecategorizedinto two possible groups according to test results. If the stu-dent wasassessedsatisfactory inallthe test ofan index, infunctionofcutoffspointforageandsex,itwillbe clas-sifyassatisfactory inthecorrespondentindex(Ministryof Education,2014).

PAvariables,parents’andteachers’inﬂuence variables werebrokendownasdichotomousvariablesinorderto per-formsomestatisticalanalysis.

Statisticalanalysis

Descriptivestatistics,withmeansandstandarddeviationor frequencies and percentages---depending on the natureof the variables---were done. The association between varia-bles wasanalyzed usingthe chi-squaredtest. Two logistic regressionmodelsweredevelopedfor everydichotomized PAvariable,namely anadjusted modelandanunadjusted model.EngaginginsomehoursofweeklyPAservedasthe

Table1 Percentageofparticipantswhodosomehourof weeklyphysicalactivitybysex.

PhysicalActivityat week

Sex ␹2

Female (n=11,777)

Male (n=11,707)

Vigorous

0 56.4 52.2 39.9*

≥1 43.6 47.8

Moderate

0 35.2 17.5 901.0*

≥1 64.8 82.5

Mild

0 56.2 42.6 408.2*

≥1 43.8 57.4

Total

0 19.8 8.8 525.2*

≥1 80.2 91.2

* _p_<_.001

referencelevel.Theunadjustedmodelsonlyincluded par-entsándPEteachersínfluencevariables(alsodichotomized) aspredictors,whereasfortheadjustedmodels,the follow-ingconfounderswereincluded: age, sex, structuralindex andfunctionalindex.Foreachmodel,theoddsratios(ORs) and95%confidenceintervals(CI)andtheirrespective signif-icanceswere determined,andthe Hosmerand Lemeshow test for goodness-of-fit assessment of models were per-formed.AllanalysiswereperformedusingSPSSforWindows. Statisticalsignificancewassetatp<.05

Results

Twodatasheets wereobtainedfromthe SIMCEoffice,one withfitness data (n=29,721) and one with questionnaire data(n=24,564). Bothdatasheets werebroken downand cleanedinordertohaveafull databasewithallthedata fromSIMCEonPEfor2012.Afinaldatabasewithasampleof 23,180adolescents(11,927femalesand11,253malesaged 13.7±0.7and13.8±0.8respectively) wasobtainedafter removingparticipantswhowerefoundonlyinonedatasheet or mainly without data (see Figure 1). Due to the great amountofsampleandthecharacteristicsofthestudy,there wereparticipantswhohadmisseddata insomevariables. Thefinalsample differsaccording tovariablesincluded in eachanalysis,rangingfrom16,839(forregressionanalysis) to23,180.

Resultsshow thattherewereassociationsbetween sex and amount of PA in mild, moderate, vigorous and total activity(see Table1). BoyspracticemorePA thangirls in alllevelsofPA.ThetypeofPAthatmoreparticipantsdois moderate,relatedwithplayjumping,running,playingwith aballorothersimilargames.

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et

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Table2 Weeklyphysicalactivitybasedonparents’andPEteacher’sinﬂuencetopracticesportsandphysicalactivity.

Parents’encouragement Parentsphysicallyactive PETeacher’sencouragement

Physicalactivity variable

No (n=2,106)

Yes (n=20,748)

␹2 _No

(n=1,798) Yes (n=20,789)

␹2 _No

(n=3,244) Yes (n=22,854)

␹2

Vigorous 0 71.4 52.6 278.0* _64.7 _53.4 _85.0* _58.4 _53.7 _37.1*

1-2 11.6 16.2 12.6 16.0 15.7 15.8

3-5 9.8 17.1 13.0 16.7 15.2 16.6

+5 7.3 14.1 9.6 13.8 10.7 13.9

No (n=2,064)

Yes (n=20,345)

␹2 _No

(n=1,769) Yes (n=20,337)

No (n=3,188)

Yes (n=19,221)

Moderate 0 45.5 24.7 436.0* _42.6 _25.2 _253.8* _35.7 _25.2 _171.0*

1-2 19.6 21.4 19.4 21.4 21.1 21.2

3-5 17.7 26.1 17.2 26.1 21.0 26.1

+5 17.2 27.7 20.7 27.3 22.1 27.5

No (n=2,044)

Yes (n=20,217)

␹2 _No

(n=1,755) Yes (n=20,243)

No (n=3,151)

Yes (n=22,261)

Mild 0 64.0 48.1 188.1* _64.6 _48.2 _173.2* _55.4 _48.6 _51.0*

1-2 12.9 19.2 12.0 19.2 16.9 18.8

3-5 11.6 16.8 11.0 16.9 14.2 16.7

+5 11.4 15.9 12.4 15.7 13.4 15.8

No (n=2,000)

Yes (n=19,732)

␹2 _No

(n=1,723) Yes (n=19,755)

No (n=3,083)

Yes (n=18,649)

Total 0 32.1 12.7 546.9* _28.4 _13.3 _295.0* _19.2 _13.7 _63.9*

≥1 68.0 87.3 71.6 86.7 80.8 86.3

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Mainly without data: 3,834 Only fitness data: 5,182 Only questionnaire data: 2,020

Final database (N=23,180) Fitness datasheet

(N=29,721)

Both datasheets collapsed (N=29,745)

Questionnaire datasheet (N=24,564)

Figure1 Participantsinthestudy.

teacher’squestionsandweeklypracticehoursforalltypes ofanalyzedPA.

The percentageofadolescentswhoweretotally seden-tary was higherfor thosewho reported their parents did notencouragethemtopracticesport(32.1%)orwhose par-entswerenotphysicallyactive(28.4%),whileitwaslowerin thosewhoreportedtheirPEteacherdidnotencouragethem topracticePA.Analyzing adolescentswhodid notengage in PA by category, percentages were higher in those who reportedtheirparentsdidnotencouragethemtopractice sportortheirparentswerenotphysicallyactive.

TheunadjustedandadjustedORsobtainedforeachtype ofPAvariable,theirrespective95%confidenceintervals(CI), and their p valuesare shown in Table 3. The unadjusted modelformild PAwastheonlyonethatdidnotshow sig-nificantgoodnessoffit,butitwasimprovedintheadjusted model.Forboth,theunadjusted andadjustedmodel, the OR for the questions related toparents (to encourage to practice sports and physical activity and to be physically active)washigherthanthequestionrelatedtoPEteacher encouragement.BasedonOR,sexwasthemostimportant confounderinallmodelsexceptforVigorousPA.ORfor func-tionalindexwasalwayshigherthanstructuralindex,andOR foragewasnear1forallmodels.

Discussion

Thispaperpresentsananalysisontheinfluenceofparents’ andPEteacher’sencouragementinadolescentstobe phys-icallyactiveusingalargenationallyrepresentativesample fromChile.Resultsindicatethatparents’influenceismore relevantthanPEteachers’influenceinordertopromotePA inadolescents,regardlessofage,sexandphysicalcondition. Resultsshowedthatmorethan50%ofparticipantsdidnot engageatanytimeinvigorousPAinaweek(playingsports, dancingorattendingaworkshoponPAapartfromPEclasses atschool),andadditionally,35%offemalesdidnotengage inmoderatePAinaweek(jumping,running,playingwitha ballorothersimilargames).Theseresultsmatchdatafrom Latin America fromprevious studies, and corroborate the

highprevalenceofcharacteristicsedentarybehaviorsinthe LatinAmericanRegion(Hallaletal.,2012).

ConsideringtherecommendationsofWorldHealth Orga-nization for weekly PA (World Health Organization, WHO, 2010)andtheimportanceof PAforthe preventionof dis-eases(Leeetal.,2012),theChileanMinistry ofEducation has recently changed the PE curricular bases in order to givemoreimportancetohealthpromotioninthissubjectat schools(MinistryofEducation,2013).MinistryofEducation changedthenameofthesubjectfromPhysicalEducationto PhysicalEducation and Health(MINEDUC, 2013). Although resultsinthisstudyindicatethattheencouragementofPE teacherstopracticesportis notveryrelevant for adoles-centsinordertobephysicallyactive,benefitsinchildren’s PA outside the school in response to PE teachers’ influ-ence have been proved previously (Cheon et al., 2012; Rosenkranz et al., 2012). These studies were focused on theimprovement of motivationalstrategies in PEclasses, more than just encouraging students to practice outside theschool.Strategiesareorientedtosatisfypsychological keyneedssuchasautonomy,competenceandrelationship. Resultsof ourstudy show asmaller importanceof thePE teacher’sinfluenceonPAlevelsinchildren,butisalso rele-vant.Notwithstanding,itisnecessaryforteacherstoknow these strategies to increase their influence on their stu-dents,sotheyfeelthemselvesmoremotivatedtopractice more PA in their leisure time (Chatzisarantis & Hagger, 2009).

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Table3 Oddsratios(ORs)and95%conﬁdenceintervals(CI)forphysicalactivityvariables.

Target Predictors Unadjustedmodel Adjustedmodel

OR(95%CI) p Goodness

ofﬁt

OR(95%CI) p Goodness

ofﬁt

Parentsphysicallyactive 1.28(1.15-1.43) <.001 1.26(1.12-1.43) <.001

Vigorous Parents’encouragement 2.08(1.87-2.3) <.001

␹2₌_1.11 p=.291

2.02(1.79-2.27) <.001

␹2₌_8.79 p=.268

PETeacher’sencouragement 1.12(1.04-1.21) .004 1.14(1.04-1.25) .003

Age 0.98(0.95-1.02) .446

Sex 0.98(0.92-1.05) .635

Structuralindex 1.44(1.28-1.61) <.001

Functionalindex 1.57(1.46-1.69) <.001

Moderate Parentsphysicallyactive 1.68(1.51-1.87) <.001

␹2₌_1.82 p=.177

1.67(1.48-1.9) <.001

␹2₌_9.07 p=.339

Parents’encouragement 2.09(1.89-2.3) <.001 2.1(1.86-2.36) <.001

PETeacher’sencouragement 1.48(1.36-1.61) <.001 1.47(1.33-1.62) <.001

Age 0.96(0.91-1) .067

Sex 2.26(2.09-2.45) <.001

Structuralindex 1.16(1-1.35) .055

Mild Parentsphysicallyactive 1.66(1.5-1.85) <.001

␹2₌_4.54 p=.033

1.69(1.5-1.92) <.001

␹2₌_4.16 p=.842

Age 0.94(0.90-0.98) .002

Sex 1,71(1,6-1,83) <.001

Structuralindex 1.1(0.98-1.24) .12

Functionalindex 1.13(1.05-1.22) .001

Total Parentsphysicallyactive 1.84(1.63-2.08) <.001

␹2₌_2.81 p=.093

1.85(1.6-2.13) <.001

␹2₌_3.98 p=.858

Age 0.90(0.85-0.96) .001

Sex 2.19(1.97-2.43) <.001

Structuralindex 1.66(1.32-2.09) <.001

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results indicate that encouragement of parents for their childrentoengageinPAishighlyassociatedwiththeamount of PA that the children do, regardless if it is vigorous, moderate,mildortotalPA.Previousstudiesexaminingthe relationshipbetweenparentalcorrelatesandyoungpeople’s physical activityincludingencouragement toengagein PA haveproducedmixedresultsregardingparents’ encourage-ment (Edwardson& Gorely, 2010b). Somehave concluded thatencouragementispositivelyrelatedtoyoungpeople’s PA(Edwardson& Gorely,2010b;Pugliese&Tinsley, 2007), while othershave reportedindeterminaterelationshipsor no association (Ferreira et al., 2007; Sallis, Prochaska,& Taylor, 2000).Ourresults provide moreinformationabout thistopic,giving importancetoparents´encouragement. In viewofthis,policiestopromotephysicalactivityinchildren andadolescentsshouldconsiderparents’inﬂuenceinorder tosucceed.Thereisevidencetosuggestthatlifestyle inter-ventioneffectivenesscanbeenhancedbyincludingparents (Dellert&Johnson,2014).

RegardingsexinfluenceonengaginginPA,resultsshowed itisamajorissue.Near20%offemaleparticipantsreported thattheydonotengageinanyweeklyPA,whilethis num-ber was 9% for males. Regarding regression analysis, sex wasnot significant for the vigorous PA model, but it was important for moderate, mild and total PA (OR valuesof 2.26, 1.71 and 2.19 respectively). The absence of differ-encesinvigorousPAcouldbeduetothequestionnaireused. Studentswere askedabout ‘‘danceandsports’’,beingan activitiesmoreproperofgirls,comparedwiththeactivities in, i.e., moderate PA, ‘‘jumping,running, playing with a ballorothersimilargames’’.DifferencesinPAbysexhave been previouslystudied andit is wellestablished that,in general,femalesreportahigherlevelofsedentarylifestyle than males(Baumanetal., 2012).There arethreemajor themesthataffectgirls’physicalactivity,perceptual influ-ences(i.e.girlsneedtofeelandlookfeminineortheyhave to have fun during physical activity); interpersonal influ-ences (i.e. ability comparison and competition or family, peer and teacher influences); and situational influences, suchasaccessibilityandavailabilityorphysicalactivityand gender role (Standiford, 2013). Social environment must improvegirlschancetobephysicallyactiveandhelpthem toincreasetheirlevelofPAsoparentsnotonlycaninfluence childrenthroughencouragement,butbybeingarolemodel theyengagetheminPAortheysupportthetypeofactivity thechildrenchoose(Wright,Wilson,Griffin,&Evans,2010). Thereisaneedformorestudiesanalyzingtheeffectsof par-ents’andteacher’sinfluenceinadolescentstobephysically active,mostlylongitudinalstudies.

Limitations

Thisstudyhassomelimitations thatneedtobereckoned. The variablesof parents’and teacher’sinﬂuence for ado-lescentstobephysicallyactiveandthequestionsaboutthe amount of PA usedin this study couldbe measured more deeplywithother validatedinstruments. However,dueto thegreatsizeofthesample,itisverydifﬁculttoadd instru-mentswithmorethanonequestionforavariable.However, allitemsusedinSIMCEwereextractedfromvalidated ques-tionnaireswithinternationalrelevance,suchastheSpanish

versionof GlobalSchool-based studenthealth surveyand CaliforniaHealthyKidsSurvey(MinistryofEducation,2014). Additionally,inthisstudytheclassiﬁcationofPAinto vigor-ous,moderate andmild, wasmade usingquestions about differentactivitiesinsteadofintensity,buttheseactivities aresimilar tothose usedin the examples of internation-allyrecognizedquestionnaireslikeiPAQ(Hagstromer,Oja, &Sjostrom,2006).

Conclusions

Parents have a bigger influence in adolescents than PE teacherinadolescentsforthemtobeactive.Additionally, parentséncouragement to practice sports and PA is more relatedtoitthanparents’behaviorsonadolescents´physical activity. Results indicate that political efforts aimed to reducesedentarybehaviorsinadolescentsshouldbefocused onparentsmorethanonPEteachers.Ministry,atnational level,andschools,atlocallevel, havetoimplement poli-cies of parent’s education. Recommendations of quantity andqualityofPAin childrenhavebeen addressedpriorin scientificliterature(Saavedra,García-Hermoso,Escalante, &Domínguez,2014;Slentz,Houmard,&Kraus,2007),but relatedtoparentsitisscarce.Publicagentshavetoinform andinstructparentsandfamiliesinPAandhealth, promot-ingfamiliar activitieswhere all memberscan successfully participate.Moreover,school-basedinterventionscannotbe implementedindependentlyofotherstrategies.Theroleof PEteacher or health professional,as waspreviously indi-cated(Naylor & McKay, 2009), is important to encourage parentsinordertopinpointtheimportanceoffamilybased activities.

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