The objective of this 1-year, longitudinal study was to examine the development of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics of young Finnish soccer players. We also examined associations between latent growth models of perceived competence and other recorded variables. Participants were 288 competitive male soccer players ranging from 12 to 14 years (12.7 ± 0.6) from 16 soccer clubs. Players completed the self-assessments of perceived competence, tactical skills, and motivation, and participated in technical, and speed and agility tests. Results of this study showed that players' levels of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics remained relatively high and stable across the period of 1 year. Positive relationships were found between these levels and changes in perceived competence and motivation, and levels of perceived competence and speed and agility characteristics. Together these results illustrate the multi-dimensional nature of talent development processes in soccer. Moreover, it seems crucial in coaching to support the development of perceived competence and motivation in young soccer players and that it might be even more important in later maturing players.

No abstract

BACKGROUND:In this study, we examined the development of children's moderate to vigorous physical activity (MVPA) and physical education (PE) enjoyment through the Physical Activity as Civil Skill Program 2012-2014. METHODS:Participants were 661 (265 intervention, 396 control) elementary school children in central and northeast Finland.The program was implemented across 2 years with 3 measurement phases using self-reported MVPA and PE enjoyment, and accelerometer-determined MVPA of a random subsample (N = 76). RESULTS:The proportion of children meeting the current MVPA guidelines declined from 38% to 22% (intervention) and 14% to 9% (control), whereas PE enjoyment was stable in both groups. Boys were more physically active than girls only within control group children. Teachers' feedback indicated that violence and bullying among intervention students reduced during the program, which can be considered as an additional benefit. CONCLUSIONS:It may be that both MVPA and PE enjoyment may require more tailored actions to be increased across a long-term program. It is important to ensure that school-based physical activity programs, especially including transition from elementary to middle school level, provide all children positive experiences, and thus, may improve their motivation, and MVPA participation during school days and leisure time.Citation: Gråstén A, Yli-Piipari S. The patterns of moderate to vigorous physical activity and physical education enjoyment through a 2-year school-based program.

PurposeThe present study examined the patterns of children's expectancy beliefs and subjective task values through the Physical Activity as Civil Skill Program and associated links to physical education enjoyment and total physical activity.MethodsThe sample comprised 401 children aged 9–13 years from 3 small towns located in North-East Finland. All children received school-based activities across 2-year program from Grades 5 to 7. The present data were collected using questionnaires across 3 measurement phases during 2012–2014.ResultsThe levels of expectancy beliefs and subjective task values indicated to be relatively high and the development was stable through the program, especially in terms of expectancy beliefs, attainment value, and cost. In contrast, interest value and utility value decreased over the particular period of time. Boys believed they are physically more competent when compared to other students and valued physical education classes more important than girls. In addition, the higher the physical activity level the children reported, the higher the physical education enjoyment they perceived.ConclusionThe current program including actions to increase physical activity through manipulation of psychological and physical school environment modifications indicated to be an effective strategy to prohibit declining levels of children's expectancy beliefs and task values.

Gråstén, Arto Students' physical activity, physical education enjoyment, and motivational determinants through a three-year school-initiated program Jyväskylä: University of Jyväskylä, 2014, 12 p. (+ included articles) (Studies in Sport, Physical Education, and Health ISSN 0356-1070; 205) ISBN 978-951-39-5713-1 (nid.) ISBN 978-951-39-5714-8 (PDF) Finnish abstract Diss.Patterns of physical activity in adulthood are often established during adolescence, making this an important period for promoting physical activity. To address this, the Sotkamo Physical Activity as Civil Skill Program 2010-2014 was implemented to increase Grade 5 to 9 students' physical activity on a daily basis. The purpose of this study was to examine the effects of program on students' physical activity and enjoyment. Furthermore, the relationship between motivational climate and enjoyment, and the percentages of students who engaged in 60 minutes of moderate to vigorous physical activity on the daily basis were examined.The study comprised 847 students (422 girls, 425 boys) at the age of 12 to 14 years from two school districts, North-East and Central Finland. The program was conducted across three school years including four measurement phases. The dependent variables were self-reported and objectively measured physical activity, and physical education enjoyment. Motivational climate, goal orientation, perceived physical competence, intrinsic and extrinsic motivation, expectancy beliefs, subjective task values, and out-of-school physical activity were independent variables. Background variables were gender, grade, duration of treatments, and school district.The program including task-involving climate and physical school environment treatment was effective in order to prohibit declining levels of students' physical activity. Students' enjoyment sustained at the same level across the program. Physically active secondary school students valued physical education classes more important than less active students. Furthermore, secondary school boys engaged in more moderate to vigorous physical activity in physical education than girls. In contrast, girls were involved in more out-of-school activity than boys. The major cause of concern arising from the current findings was that girls engaged in up to 26.2% and boys 33.6% of their weekly moderate to vigorous physical activity during only two 45-minute physical education classes. The program increased the proportion of physically active students, the latest measurement revealed that 24% of girls and 33% of boys met the current guidelines.Taken together, increased opportunities for school day physical activities have the potential to affect large number of students and are an efficient strategy for promoting regular physical activity. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting.Keywords: physical activity, enjoyme...