Differences between students according to physical activity and their motivation, basic psychological needs and responsibility

Manzano-Sánchez, David; Valenzuela, Alfonso Valero

doi:10.14198/jhse.2018.13.proc2.06

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…Results from other studies also highlight significant quantitative variability between weekday and weekend PA among adolescents (Pelclová et al, 2010;Manzano-Sánchez and Valero-Valenzuela, 2018). Nor is the phenomenon confined to teenagers: Czajka et al (2015) have observed a similar trend in childhood, which they attribute to the influence of the children's parents.…”

Section: Discussionmentioning

confidence: 78%

Basic Psychological Needs, Physical Self-Concept, and Physical Activity Among Adolescents: Autonomy in Focus

et al. 2020

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The contribution of this research lies in its dual approach to the question of physical activity (PA) among adolescents, combining objective measurement of PA by teenagers and a comparison of psychological satisfaction through physical activities involving differing degrees of autonomy (i.e., organized or unstructured). Using the conceptual framework of Self-Determination Theory, the analysis also examines the relationship between levels of PA among adolescents and physical self-concept and satisfaction of basic psychological needs during exercise. The study surveyed 129 first-year higher secondary education students from schools in the city of A Coruña. Satisfaction of basic psychological needs during organized and unstructured physical activities was measured using the Basic Psychological Needs in Exercise Scale. PA levels were assessed based on step count per day for a week as measured by an accelerometer. The results show that the daily step average recorded by students (7,400) is below the minimum recommended levels of PA for this age group, that students are more active on weekdays than at the weekend, and that there is no significant difference in PA levels between male and female subjects (T = 0.23, p < 0.05, d = 0.04). Findings from the comparative analysis of the three basic psychological needs show greater satisfaction of the need for autonomy during unstructured activities (T = 6.15, p < 0.001, d = 0.68), and greater satisfaction of the need for competence during organized activities (T = −2.50, p < 0.05, d = 0.27). No variation in terms of sex was found in relation to satisfaction of the need for autonomy or relatedness from unstructured activities; however, girls showed notably lower satisfaction than boys in relation to the need for competence (T = −2.62, p < 0.01, d = 0.49). Self-esteem was found to play an important mediating role and observed to be strongly related to sex (T = −5.16, p < 0.001, d = 0.90). Organized PA was found to provide greater need satisfaction among boys than girls across all categories. The study showed no relationship between psychological variables and objectively measured PA (Pillai's trace: F = 0.86, p > 0.05, η 2 = 0.08, observed power = 0.66). Basic psychological needs show significant positive interrelation between them and a significant positive relationship between them and physical self-concept, as expected based on previous literature.

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Section: Discussionmentioning

confidence: 78%

Basic Psychological Needs, Physical Self-Concept, and Physical Activity Among Adolescents: Autonomy in Focus

et al. 2020

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“…According to gender, it seems that there are differences between boys and girls, with higher values of MVPA in boys, regardless of whether they are measured during the week or on weekends ( Aibar et al, 2014 ). Other studies have not identified differences according to gender in teenagers ( Manzano-Sánchez and Valero-Valenzuela, 2018 ) or children ( Svedenkrans et al, 2020 ).…”

Section: Introductionmentioning

confidence: 96%

“…One of the main purposes of PE classes is to improve some variables to increase the adherence to PA in children and teenagers. Some studies that have used model-based learning can improve motivation, autonomy and competence, and these variables have a significant relation with MVPA ( Manzano-Sánchez and Valero-Valenzuela, 2018 ). Recently, the Teaching Personal and Social Responsibility (TPSR) model has demonstrated improvements in these variables ( Martínez-Vizcaíno and Sánchez-López, 2008 ; Manzano-Sánchez and Valero-Valenzuela, 2019 ; Manzano-Sánchez et al, 2019 ].…”

Section: Introductionmentioning

confidence: 99%

Effects of an Educational Hybrid Physical Education Program on Physical Fitness, Body Composition and Sedentary and Physical Activity Times in Adolescents: The Seneb’s Enigma

et al. 2021

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Physical activity (PA), body composition and sedentary behavior may affect the health of children. Therefore, this study examined the effect of an educational hybrid physical education (PE) program on physical fitness (PF), body composition and sedentary and PA times in adolescents. A 9-month group-randomized controlled trial was conducted in 150 participants (age: 14.63 ± 1.38 years) allocated into the control group (CG, n = 37) and experimental group (EG, n = 113). Cardiorespiratory fitness, speed, strength, agility, flexibility and body mass index (BMI) were assessed through previously validated field tests. Sedentary time, PA at school and afterschool were evaluated with the Youth Activity Profile-Spain questionnaire. Significant differences were observed concerning to the CG in APA-weekend (p = 0.044), speed-agility (p = 0.005) and agility (p = 0.008). Regarding the intervention, cardiorespiratory fitness (p = 0.000), speed-agility (p = 0.000), strength (p = 0.000), flexibility (p = 0.000), agility (p = 0.000), PA in school (p = 0.011), APA-weekday (p = 0.001), APA-weekend (p = 0.000), APA-week (p = 0.000), and sedentary time (p = 0.000) increased significantly in the EG. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies produced enhancements in cardiorespiratory fitness, agility, speed, APA-weekdays and APA-weekends, reducing the sedentary time.

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“…The main limitation of this study was that there was a scarce sample in a very wide sample universe, since the use of accelerometry caused that some of the participants had to be excluded because they did not meet the inclusion criteria, as it happened in other studies such as Manzano-Sánchez and Valero-Valenzuela (2018). On the other hand, the scale of competence had a low reliability value.…”

Section: Discussionmentioning

confidence: 92%

Analysis of differences according to gender in the level of physical activity, motivation, psychological needs and responsibility in Primary Education

Fernández-Hernández¹,

Manzano-Sánchez²,

Jiménez-Parra³

et al. 2021

Journal of Human Sport and Exercise - 2021 - Autumn Conferences of Sports Science

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The objective of the study was to verify the differences according to gender in the levels of physical activity, motivation, basic psychological needs satisfaction and responsibility in students of 5th and 6th grade of Primary Education (M = 10.51, SD = .53). In total, 68 students answered a series of questionnaires evaluating the intention to be physically active, motivation, the satisfaction of basic psychological needs, and the levels of personal and social responsibility. These subjects also wore an accelerometer for 1 week to objectively measure the level of Physical Activity (PA). There were 43 boys and 25 girls. Results show that boys had a higher index of PA during the week, especially at moderate intensity. Boys also had higher values of sedentary lifestyle. Significant differences were found in personal and social responsibility in favour of girls, finding no differences in the intention to be physically active. It is concluded that, girls had more adaptive values referred to responsibility. Furthermore, boys had a better adaptative values referred to PA lifestyle than girls but worse in sedentarism. It is highly recommended to objectively measure the PA levels to ensure reliable results to carry out the appropriate actions.

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Differences between students according to physical activity and their motivation, basic psychological needs and responsibility

Cited by 5 publications

References 18 publications

Basic Psychological Needs, Physical Self-Concept, and Physical Activity Among Adolescents: Autonomy in Focus

Basic Psychological Needs, Physical Self-Concept, and Physical Activity Among Adolescents: Autonomy in Focus

Effects of an Educational Hybrid Physical Education Program on Physical Fitness, Body Composition and Sedentary and Physical Activity Times in Adolescents: The Seneb’s Enigma

Analysis of differences according to gender in the level of physical activity, motivation, psychological needs and responsibility in Primary Education

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