Relationship of perceived physical self-concept and physical activity level and sex among young children

The aim of this study was to investigate the relationship between level of physical activity and perceived physical self-concept of young children. The sample comprised 364 children from Slovenia, aged 6.4 yr. (SD = 0.3), of which 179 were boys and 185 girls. Parents and teachers reported children's physical activity using the Harro questionnaire. We divided children into Low and High Activity groups based on their mean scores. The children completed Stein's Children's Physical Self-concept Scale, which assesses Global Physical Self-concept and the subdomains of Physical Performance, Physical Appearance, and Weight Control behavior. Two-way analysis of variance with both sex and physical activity levels, and their interaction were used to examine differences in Physical Self-concept. There were significant differences between the Low and High Activity groups on scores for global Physical Self-concept Scale, Physical Performance, and Weight Control, on which children from the High Activity group scored higher; whereas on the subscale Physical Appearance, there were no significant differences. There were no significant sex differences on the Physical Self-concept Scale. The most important conclusion of this research indicates the theoretical assumptions that Physical Activity and perceived Physical Self-concept are related. Direction of the relationship remains unclarified.     

Fitness, attitude toward physical education, and self-concept of elementary school children

Elementary school children scoring in the highest and lowest 26% or 27% of their classes on the Texas Physical Fitness test were compared for attitude toward physical education and self-concept. Data were collected on the Children's Attitude Inventory Toward Physical Education, a Game of Pairs for Preferences Among School Subjects, and the Children's Self-concept Scale. Analysis of variance indicated significant differences on all tests between boys high in fitness, girls high in fitness, boys low in fitness, and girls low in fitness. Subsequent Scheffé tests indicated that highly fit girls had significantly higher attitude and self-concept scores than boys low in fitness. Highly fit boys had higher self-concepts than boys low in fitness. No other group comparisons were significant. Pearson correlations indicated nonsignificant associations between fitness and attitude and self-concept for the four groups.     

Relations among religiosity, health, happiness, and anxiety for Kuwaiti adolescents

The present study investigated correlations among religiosity, health, happiness, and anxiety for 941 Kuwaiti adolescents. A convenience sample of male (n=408) and female (n=533) students (M age = 16.5, SD = 1.2 yr.) was randomly selected from secondary school students of different districts of the State of Kuwait. The Intrinsic Religious Motivation scale, the Kuwait University Anxiety Scale, and six self-rating scales assessing religiosity, strength of religious belief, physical health, mental health, happiness, and life satisfaction were applied to assess correlations among Kuwaiti adolescents. Analysis showed boys had significantly higher mean scores than girls on all measures except anxiety, on which girls scored significantly higher than boys. There also were significant and positive correlations among the variables, except for anxiety, which was significant and negative.     

Sports participation outside school in total physical activity of children

This study of associations of sports participation with perceived and actual physical fitness, and total physical activity for 525 10- to 17-yr.-old boys and girls in groups of 10-11-yr. (56 boys and 64 girls), 12-13-yr. (68 boys and 68 girls), 14-15-yr. (70 boys and 71 girls), and 16-17-yr. (68 boys and 60 girls) was based on the Physical Activity Index derived from a questionnaire by Telama, Leskinen, and Young, and self-perceived endurance, strength, flexibility, and body composition. Questions about satisfaction with physical activity, participation in organized physical activity and competitions, or watching competitions were asked. Two EUROFIT tests were used, the 20-m endurance shuttle-run and sit-and-reach, plus the sum of 9 skinfold thicknesses. Children who participated in organized physical activity and in competitions had a higher Physical Activity Index. Passive watching of competitions was not related to children's physical activity or their perceived or measured motor abilities.     

Social dissimulation,perceived competence and personality

The Junior Eysenck Personality Questionnaire (JEPQ) (Eysenck and Eysenck, 1975) was completed by 129 boys (mean age 10 yr 10 months: SD = 4 months) and 119 girls (mean age 10 yr 11 months; SD = 3 months) from Belfast. Belfast boys' and girls' scores were significantly (P < 0.001) higher than the English standardisation data on psychoticism and extraversion, but their mean scores for neuroticism and the lie scale were remarkably similar. Belfast boys display significantly different intercorrelations in comparison with (i) the standardisation data—neuroticism/psychoticism (P < 0.01) and lie scale/neuroticism (P < 0.05)—and (ii) Belfast girls—neuroticism/psychoticism (P < 0.05). Psychoticism appears to play a highly salient role in Belfast boys' self-construals. Most of these pupils (n = 189) also completed the Perceived Competence Scale for Children (PCSC) (Harter, 1982). The PCSC minimises social dissimulation: the highest positive correlation with the lie scale being (r = 0.1). Correlations with the domains of the PCSC display the saliency of extraversion for girls' self-perceived physical competence and general competence, and for boys' self-perceived social competence, and the saliency of neuroticism for girls' self-perceived social competence.     

Self-determined motivation in physical education and its links to motivation for leisure-time physical activity, physical activity, and well-being in general

The present study tested a trans-contextual model based on self-determination theory of the relations between motivation in physical education, motivation in leisure-time physical activity, physical activity, and psychological well-being. Participants were 329 Norwegian upper secondary school students (M age = 16.5 yr., SD = 0.7). Students' perceptions of autonomy-supportive teachers in physical education were expected to be positively associated with students' psychological needs satisfaction in physical education, which was expected to be positively related to autonomous motivation for physical education participation. In turn, autonomous motivation for physical education was expected to be positively associated with perceived competence and autonomous motivation for leisure-time physical activity, which both were expected to be positively associated with leisure-time physical activity and psychological well-being in general. Structural equation models and bootstrapping supported the hypotheses and the indirect links between variables. Sex differences indicate that more research is needed on how to motivate girls to be more physically active in leisure time.     

Teacher-initiated Motivational Climate in Physical Education Questionnaire in an Italian sample

The purpose of the study was to translate and adapt in the Italian language a questionnaire that could effectively assess perceived motivational climate in physical education. An Italian version of the Teacher-initiated Motivational Climate in Physical Education Questionnaire proposed by Papaioannou (1998) was administered to 1,681 young students, 840 girls and 841 boys, ages 11 to 14 years. Data were subjected to confirmatory factor analysis to assess the goodness of fit of the expected two-factor solution constituted by a Mastery Climate scale (six items) and a Performance Climate scale (six items). A good fit was indicated between the observed data and theoretical model and supported the two-dimensional structure of the test. In the total sample, the Mastery factor accounted for 33.6% of the variance and the Performance factor accounted for 15.4%. Cronbach alpha of the Mastery and Performance scales were .79 and .70, respectively.     

Attitudes toward physical education classes of primary school students in Turkey

The purposes of this study were to report an investigation of attitudes toward physical education in a sample of primary school students and examine the predictive influence of students' sex, grades in physical education classes, and parents' education and socioeconomic status on students' attitudes. Participants, 963 (474 girls and 489 boys) primary school students from Grades 6 (12.7%), 7 (10.3%) and 8 (77%), completed the Wear Attitude Inventory. Analysis indicated students had positive scores on General Attitudes rather than on Social, Emotional, and Physical Attitudes. In addition, girls (M = 32.6, SD = 3.9) had more positive General Attitudes than boys (M = 32.0, SD = 4.6). Also, students' grades in physical education classes were statistically significantly related to their Attitudes toward physical education (Wilks lambda, F1,1110 = 2.88, p < .05). However, parents' education and socioeconomic status were not. One may infer that ways of encouraging more favorable attitudes might be planned.     

Relation between physical activity and academic performance in 3rd-year secondary education students

The main aim of this study was to analyze the relationship between the amount of physical activity and academic performance in 3rd-year secondary education students. The sample was taken from three secondary schools in the area of Barcelona. 284 students (158 girls, 126 boys) with an average age of 14.7 yr. participated. The International Physical Activity Questionnaire was used by students to self-report their amount of physical activity. Students' academic records were obtained for comparisons. Results showed that there was a linear relationship between academic performance and physical activity; nevertheless, there was a trend to stronger correlation when modeling the relationship between these variables with a quadratic equation. Further research should focus on whether academic performance and physical activity might be better explained with a second-order equation.     

Sex differences in grade three students' attitudes toward physical activity.

The purpose of this study was to investigate the attitudes children have towards physical activity and whether boys and girls differ significantly. Sex differences were hypothesized on one or more of the subdomains of Grade 3 Children's Attitudes Toward Physical Activity inventory. The 46 boys and 51 girls ranged from 8 to 10 years of age. A multivariate analysis of variance indicated a significant effect for sex, and subsequent univariate analysis indicated that the boys had significantly lower scores than the girls on the Aesthetic subscale. Results were discussed in terms of attitides about activity in physical education classes and continued research with younger children.     

Physical activity and determinants of sedentary behavior in Brazilian adolescents from an underdeveloped region

The purpose of the study was to analyze the physical activity and the determinants of sedentary behavior in 1,268 Brazilian adolescents (638 girls, 630 boys) between the ages of 15 and 18 years, randomly selected from a relatively underdeveloped region. Data were collected from a community-based survey in the city of Jo?o Pessoa, Paraiba, Brazil. Information related to physical activity was derived on the short version of the International Physical Activity Questionnaire. The prevalence of sedentary behavior was 28.2% for girls and 19.1% for boys, whilst 28.9% of the girls and 36.7% of the boys showed high physical activity. The sedentary behavior varied by sociodemographic and environmental determinants studied. Parents' education, socioeconomic status, school's characteristics, transport to school, paid work, smoking, alcohol use, and BMI scores were significantly related to sedentary behavior for boys and girls.     

Are Parental Rules regarding Screen Behaviors Associated with Youth’ Sedentary Behavior? The UP&DOWN Study

Abstract

This study aims to examine the associations of parental rules with sedentary behavior (SB) in youth. Leisure-time SB was assessed by accelerometry and questionnaire. In boys, parental rules regarding TV were negatively associated with objectively-measured leisure-time SB and time spent in all screen behaviors, but positively associated with educational SB. Among girls, the total number of parental rules was negatively associated with the time spent surfing the Internet, but positively related with educational SB, on weekends. The imposition of rules by parents may be a simple and effective strategy to improve sedentary patterns in youth, especially among boys.     

Developmental characteristics of figure drawings made by boys and girls ages five through eleven

526 children from the ages of 5 yr. through 11 yr. (257 boys and 269 girls) responded when asked to draw the figure of a man. Of the 68 characteristics investigated the girls' responses were significantly different from the boys' on 41 items (60%) while boys' responses were significantly different on 28 items (41%). Although there were significant differences in some responses they were not necessarily indicative of higher levels of performance. Given the number of boys and girls participating and the number of significant differences, the over-all significant difference was 0. There were, however, many significant differences found in the drawings made by boys and girls ages 5, 6 and 9 yr.     

Geographic region effects on adolescent physical self: An exploratory study

The objectives of this exploratory study were to examine gender differences in physical self‐concept, and the influence of geographic place of residence on both adolescents' physical self‐concept and gender differences in physical self‐concept. The Physical Self Inventory was used to measure physical self‐perceptions and global self‐esteem. Participants were 323 boys and 282 girls living in the North or South of France. First a Mann‐Whitney U test was used to assess gender differences and the influence of geographic region differences on physical self‐perceptions (physical self‐worth, physical condition, sport competence, attractive body, physical strength) and global self‐esteem. Then a Kruskal‐Wallis ANOVA for ranked data was used to assess geographic region influence on boys' and girls' physical self‐concept and global self‐esteem. The results showed that not only did boys have significantly higher physical self scores (on all scales) and global self‐esteem than girls, but also that adolescents from the North of France had higher physical self scores (on all scales) and global self‐esteem than adolescents from the South. Moreover, many differences were found between boys and girls on physical self scores (on all scales) and global self‐esteem according to their geographic place of residence. The main results showed that girls from the South had lower scores on the attractive body, physical strength, physical self‐worth, and global self‐esteem scales than all other adolescents, and that boys from the South had lower scores on the attractive body and global self‐esteem scales than did boys and girls from the North.     

Turkish adolescents' attitudes toward physical education

1,163 middle school students (586 girls, 577 boys; Grades 6-8) were selected through a stratified random sampling method to examine their attitudes toward physical education (PE) by grade, student's sex, sports participation characteristics, and teacher's sex. They were administered the Attitude Toward Physical Education Scale for Children. Factorial analysis of variance indicated that Grade 8 students' mean attitude scores were less positive than those of Grade 6 students, but the attitudes of boys and of sports participants were more positive than of girls and nonsports participants. Findings were similar regardless of the teacher's sex.     

Validation and adaptation of the PACES scale of enjoyment of the practice of physical activity for Spanish adolescent girls

The goal of this study is to validate a Spanish version of the Physical Activity Enjoyment Scale (PACES, Kendzierski & DeCarlo, 1991), in the population of Spanish adolescent girls, and also to obtain a reduced version of the scale. For this purpose, reliability analysis was conducted, and construct validity was assessed in two steps: exploratory factor analysis and structural equation model with confirmatory factor analysis. The scale was administered to a sample of 2777 adolescent girls of Secondary Education, ages between 12-18 years. The results show the reliability of the instrument and the construct validity with a good fit of the model. The adapted scale was reduced to six items, a shorter and efficient scale that allows us to measure the enjoyment of physical activity.     

Happiness,health, and religiosity: significant associations among Lebanese adolescents

The present study sought to test for an association between, and sex-related differences in, happiness, health, and religiosity. A sample (N?=?239) of Lebanese adolescents was recruited (111 boys and 128 girls). They responded to the Oxford Happiness Inventory, the Satisfaction with Life Scale, the Love of Life Scale as well as five self-rating scales to assess happiness, satisfaction, mental health, physical health, and religiosity. Boys obtained a higher mean score on mental health than did their female counterparts. All the Pearson correlations between the study scales were significant and positive but two. Principal components analysis yielded two salient components in boys and labelled “Happiness”, and “Religiosity and health”. In girls, only one component was retained, and labelled “Happiness, health, and religiosity”. It was concluded that those consider themselves as enjoying happiness, experienced good mental and physical health and more religious.     

A short-term longitudinal study of preschoolers' (Homo sapiens) sex segregation: the role of physical activity, sex, and time

The interactive influence of preschool children's level of physical activity, sex, and time on the degree of sex segregation was assessed. A sample of nursery school children was observed across much of a school year, and levels of physical activity and sex segregation were sampled during their free play periods. Following sexual selection theory, we predicted a Sex X Time X Physical Activity interaction on segregation such that high-activity girls early in the school year would interact with boys but, with time, the high-activity girls would be segregated among themselves. Boys (both high- and low-activity) should remain segregated across the year. The hypothesis was supported, and results are discussed in terms of the interactive role of biology and socialization on sex segregation.