scholarly journals Long-Term Effect of Physical Activity on Internalizing and Externalizing Problems and Life Satisfaction

2021 ◽  
Vol 13 (4) ◽  
pp. 2322
Author(s):  
Sukkyung You ◽  
Kyulee Shin ◽  
Mihye Kim
Keyword(s):  
Physical Activity ◽  
Life Satisfaction ◽  
Physical Education ◽  
Structural Equation ◽  
Term Effect ◽  
Equation Modeling ◽  
School Students ◽  
Long Term Effect ◽  
Internalizing And Externalizing

This study examined the long-term effect of physical activity on life satisfaction from a sample of 2092 middle school students (52.5% male) in South Korea. Structural equation modeling analyses were employed to understand how various factors influence youth life satisfaction. Physical activity during physical education class had a long-term influence on life satisfaction through both internalizing and externalizing problem behaviors as mediating factors. Gender differences were found in the relationships between physical activity and life satisfaction. The current findings imply that encouraging students in early adolescence to actively engage in physical education potentially is a useful educational intervention method. Implications and future directions are discussed.

scholarly journals The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach

2021 ◽  
Vol 18 (14) ◽  
pp. 7457
Author(s):  
Nele Van Doren ◽  
Katrien De Cocker ◽  
Tom De Clerck ◽  
Arwen Vangilbergen ◽  
Ruben Vanderlinde ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Structural Equation ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Activity Levels ◽  
Positive Relation ◽  
School Students ◽  
Physical Activity Levels ◽  
Motivating Style

Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students’ physical activity. Grounded in Self-Determination Theory, this study investigated how students’ perceptions of PE teachers (de-)motivating style relate to students’ device-based physical activity levels during PE. Moreover, it was examined whether students’ motivation plays an intervening role in this relation and whether students’ physical activity differs according to their gender and lesson topic. A sample of 302 secondary school students aged between 11 and 16 years (M = 13.05, SD = 1.04) completed a questionnaire assessing their perceptions of teachers’ (de-)motivating style and their personal motivation toward PE. Students also wore ActiGraph GT3X accelerometers during the PE lesson. Multilevel structural equation modeling revealed that the teachers’ motivating style had a significant positive relation with students’ autonomous motivation, both at the student level and the class level, and teachers’ controlling style had a significant positive relation with students’ controlled motivation and amotivation at both levels. However, in terms of students’ physical activity levels, students’ gender, the lesson topic, and teachers’ controlling style seemed to be more decisive than students’ motivation and teachers’ motivating style.

The long-term effect of physical activity on incidence of coronary heart disease: A 12-year follow-up study

2005 ◽  
Vol 41 (1) ◽  
pp. 219-225 ◽  
Author(s):  
Kristina Sundquist ◽  
Jan Qvist ◽  
Sven-Erik Johansson ◽  
Jan Sundquist
Keyword(s):  
Physical Activity ◽  
Coronary Heart Disease ◽  
Heart Disease ◽  
Term Effect ◽  
Follow Up Study ◽  
Long Term Effect

The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

2008 ◽  
Vol 30 (2) ◽  
pp. 240-268 ◽  
Author(s):  
Athanasios Mouratidis ◽  
Maarten Vansteenkiste ◽  
Willy Lens ◽  
Georgios Sideridis
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Equation Modeling ◽  
School Students ◽  
Intention To Participate ◽  
Motivational Model ◽  
Intentions To Participate

Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

scholarly journals Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist

2020 ◽  
Vol 17 (16) ◽  
pp. 5885 ◽  
Author(s):  
Juha Kokkonen ◽  
Arto Gråstén ◽  
John Quay ◽  
Marja Kokkonen
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Social Competence ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Motivational Climate ◽  
Theory Approach ◽  
School Students ◽  
Cross Sectional ◽  
Motivational Climates

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

The Effect of Peer Acceptance on Euphoria Among Korean Adolescents

2015 ◽  
Vol 43 (1) ◽  
pp. 63-73
Author(s):  
Youngsang Jun ◽  
Junseob Shin
Keyword(s):  
Life Satisfaction ◽  
Structural Equation ◽  
Family Background ◽  
Peer Acceptance ◽  
Well Being ◽  
Equation Modeling ◽  
School Life ◽  
School Students ◽  
Korean Adolescents ◽  
Family Harmony

Our purpose in this study was to examine the influence of peer acceptance on euphoria in Korean adolescents, by investigating the relationships among peer acceptance, school life satisfaction, and happiness. We surveyed 343 Korean middle school students to investigate how the relationships among these variables were influenced by school life and family background factors. Results from structural equation modeling revealed that peer acceptance did not have a direct effect on euphoria, but that an indirect influence was applied through school life satisfaction. Of the school and family factors, family harmony showed a direct and an indirect (via school satisfaction) influence on euphoria. Implications of the results for enhancing the psychological well-being of Korean adolescents are discussed.

scholarly journals Influences of Social Support, Perceived Barriers, and Negative Meanings of Physical Activity on Physical Activity in Middle School Students

2011 ◽  
Vol 8 (2) ◽  
pp. 210-219 ◽  
Author(s):  
Ya-Wen Hsu ◽  
Chih-Ping Chou ◽  
Selena T. Nguyen-Rodriguez ◽  
Arianna D. McClain ◽  
Britni R. Belcher ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Los Angeles ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Perceived Barriers ◽  
Equation Modeling ◽  
Future Research ◽  
School Students ◽  
Family Social Support

Background:A profound decline in physical activity occurs in puberty. This phenomenon is not well understood. Therefore, the purpose of this study is to examine associations between family/friend social support for physical activity, negative meanings of physical activity (NMPA), and internal /external barriers to physical activity with moderate to vigorous physical activity (MVPA), and sedentary and light behavior (SLB) in youth.Methods:A total of 350 participants from 7 Los Angeles County middle schools participated in the study (62% Latina, 79% females). Hypothesized pathways were examined using structural equation modeling. Psychosocial variables and participation in MVPA and SLB were assessed by self-reported questionnaires.Results:NMPA were related to lower levels of family/friend social support and greater internal/external barriers. Family social support was the only significant indicator of MVPA (β = 0.79). Low family social support was related to higher SLB (β = −0.25).Conclusions:Family social support seems crucial to promote MVPA and reduce SLB in adolescents and might be influenced by child’s feelings about physical activity. Future research should consider the interrelationship between psychosocial correlates of physical activity.

scholarly journals Long-Term Effect of Different Physical Activity Levels on Subclinical Atherosclerosis in Middle-Aged Men: A 25-Year Prospective Study

PLoS ONE ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. e85209 ◽  
Author(s):  
Magdalena Kwaśniewska ◽  
Anna Jegier ◽  
Tomasz Kostka ◽  
Elżbieta Dziankowska-Zaborszczyk ◽  
Ewa Rębowska ◽  
...  
Keyword(s):  
Physical Activity ◽  
Prospective Study ◽  
Subclinical Atherosclerosis ◽  
Term Effect ◽  
Activity Levels ◽  
Middle Aged ◽  
Long Term Effect ◽  
Physical Activity Levels

scholarly journals Long-term effect of one-time nutritional education in school on nutritional knowledge of early school-aged children

2021 ◽  
pp. 155-164
Author(s):  
Aleksandra Chojnacka ◽  
Magdalena Górnicka ◽  
Kacper Szewczyk
Keyword(s):  
Physical Activity ◽  
Sugar Content ◽  
Term Effect ◽  
Nutritional Knowledge ◽  
Nutritional Education ◽  
School Aged Children ◽  
Long Term Effect ◽  
Early School ◽  
Study Results

Background. In the group of school-aged children nutritional education (NE) enables an early development of healthy eating habits, which can be transferred to the adult life. Objective. The aim of the study was to assess the long-term effect of a one-time nutritional education, including also culinary workshops, on the level of nutritional knowledge (NK) of early school-aged children as well as to analyse the nutritional content of the children’s books. Material and methods. The study was conducted among second- and third-grade pupils from a primary school in Warsaw (n=76). The level of NK was determined using the same, self-administrated questionnaire at each of the three stages of the study. Results. The level of NK was assumed as very good in 47% of respondents before the education, in 91% immediately after the education, and in 74% six months after it. Out of all 23.0 points (max.) on average 18.1 points were obtained at the first stage, 21.1 points at the second stage and 19.7 points at the third stage (p<0.001). Immediately after the NE and six months after it the level of NK increased significantly (comparing to the first stage) especially on these topics: the daily water requirements and the recommendations on physical activity (p<0.001 for both questions). Conclusions. The results of the study confirmed the effectiveness of a one-time nutritional education on the level of nutritional knowledge. Moreover, results show that in the research group nutritional knowledge about importance of physical activity, adequate nutrition, eating varicoloured vegetables and fruits, screen time limits and distinguishing between healthy and unhealthy products was satisfactory, even at the baseline, but in the main source of fats in a diet, the role of milk products, the effect of having too little water in a diet and the sugar content in food children’s knowledge was not enough.

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