Relationship of Enjoyment, Perceived Competence, and Cardiorespiratory Fitness to Physical Activity Levels of Elementary School Children

Eberline, Andrew; Judge, Lawrence W.; Walsh, Andy; Hensley, Larry D.

doi:10.18666/tpe-2018-v75-i3-8161

Cited by 18 publications

(25 citation statements)

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“…The lower baseline levels of PAC in TRA2, which, however, also remained stable through T1-T3, may be interpreted as a significant correlate to both a lower MVPA level and a more apparent decline in the participants' MVPA through T1-T3. These results substantiate that perception of competence in physical activity contexts is related to physical activity behavior as found in several other studies (De Meester et al, 2016;Timo et al, 2016;Eberline et al, 2018).…”

Section: The Distal Outcome Variables Association To the Different Pasupporting

confidence: 92%

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Trajectories of Physical Activity Among Adolescents in the Transition From Primary to Secondary School

Mikalsen¹,

Bentzen²,

Säfvenbom³

et al. 2020

Front. Sports Act. Living

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Research on physical activity (PA) behavior reveals an overall decrease worldwide from early childhood and throughout adulthood. The ability to illuminate which factors promote activity for whom and in which phase of life, therefore, becomes a key concept in extending our understanding of individuals' physical activity trajectories. Accordingly, this study investigates latent trajectories of objectively measured PA in adolescents (n = 306) over 3 years from ages 13 to 15. Further, it was tested whether eagerness for physical activity, perceived athletic competence, and parental support were associated with the different trajectories of PA. Latent class growth analysis revealed two PA trajectories (trajectory 1: "decrease from very high" and trajectory 2: "steeper decrease from high"). Trajectory 1 had a higher PA level at baseline and less PA decline than trajectory 2. Trajectory 1, "decrease from very high," was associated with higher levels of eagerness for physical activity and perception of competence at all three time points. Furthermore, the effect size of differences between trajectory 1, "decrease from very high," and trajectory 2, "steeper decrease from high," increased from baseline (age 13, seventh grade) to posttest (age 15, ninth grade). This finding indicates a stronger experience of PA as enjoyable, personally relevant, and self-confirming behavior (i.e., "I regard myself as a person who exercises") within the most active adolescents and even stronger as they get older. Consistent with previous research, the PA level declined from seventh to ninth grade. Being more eager for PA and perceiving oneself more as athletically competent is related to higher levels of PA. This highlights the importance of optimizing environmental factors that increase adolescents' experience of eagerness for physical activity and physical athletic competence.

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Section: The Distal Outcome Variables Association To the Different Pasupporting

confidence: 92%

“…However, more recent studies show some inconsistency according to sex in combination with age. A study by Eberline et al (2018) finds no sex differences in PA level among American fifth-graders. Nor did find such differences among Norwegian seventh-graders.…”

Section: Introductionmentioning

confidence: 95%

Trajectories of Physical Activity Among Adolescents in the Transition From Primary to Secondary School

Mikalsen¹,

Bentzen²,

Säfvenbom³

et al. 2020

Front. Sports Act. Living

View full text Add to dashboard Cite

show abstract

“…These five items measuring perceived athletic competence, is Wichstrøms (48) edited and translated Norwegian version of one of eight subscales in Harter's Self-Perception Profile for Adolescents. The items were designed as statements, such as “I'm good at all sorts of sports,” and four alternative responses, where 1 is “Agree very little” and 4 is “Agree very much.” Harter's Self-Perception Profile (18) instrument has been previously used in several studies of children and adolescent's PAC (49–51).…”

Section: Methodsmentioning

confidence: 99%

Does Eagerness for Physical Activity Matter? The Association Between Eagerness and Physical Activity Among Adolescents

Mikalsen

Lagestad

Bentzen

et al. 2019

Front. Public Health

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This study investigated the association between perceived parental support and eagerness for physical activity (EPA) among adolescents, and the association between EPA and physical activity. We further examined whether perceived athletic competence (PAC) mediates a presumed association between EPA and physical activity level, when controlling for gender. This study included 320 adolescents (aged 12–13) from 18 schools in two medium-sized Norwegian municipalities. Questionnaires and accelerometers were assessed during spring 2017. Structural equation modeling was applied to examine the associations. Standard regression coefficients are presented. Data demonstrated that perceived parental support was positively associated with EPA (β = 0.52), and eagerness was positively associated with PAC (β = 0.52). Both EPA (β = 0.20) and PAC (β = 0.24) were also positively associated with moderate to vigorous physical activity (MVPA). When mediating the relationship between EPA and MVPA, through PAC, the effect on MVPA increased (from β = 0.20 to β = 0.32). Analysis revealed that 87% of the adolescents fulfilled the national health recommendations for physical activity. This study highlights the relevance of EPA and PAC in studies of physical activity among adolescents, and the impact of perceived parental support for adolescents' EPA and physical activity level.

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“…The mentioned variables are known to moderate and directly or indirectly trigger PA habits and higher participation in PA in and out of school. For instance, Eberline, Judge, Walsh, and Hensley [ 45 ] found a high effect of enjoyment on children’s engagement and maintenance of active habits. Moreover, motivation towards exercising and increased PA time have been linked in previous studies [ 46 ].…”

Section: Discussionmentioning

confidence: 99%

Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

Cocca

Baca

Cruz

et al. 2020

IJERPH

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Teaching Games for Understanding (TGfU) is one of the pedagogical models used for increasing health through physical education (PE), being associated with several psychological benefits. However, only few studies have studied the effect of TGfU on physical fitness. This study aims at assessing the changes in students’ physical fitness after a six-month TGfU-based program with primary school children. A total of eight schools from the state of Sonora (Mexico) were randomly distributed into experimental (EG) and control group (CG). The final sample consisted of 188 pupils (100 boys, 88 girls; age = 10.22 ± 0.76 years) from the 5th and 6th grade. Employing a quasi-experimental design, physical fitness was assessed by means of the Eurofit test battery. At post-test, EG obtained significantly higher scores than CG in flexibility, abdominals, speed (p < 0.001), handgrip (p = 0.002), low-limb power (p = 0.032), and cardiorespiratory fitness (p = 0.048). Our findings suggest that TGfU can be a valid alternative to traditional methodologies not only when the aim of a PE unit is to stimulate the cognitive domain, but also for the development of physical fitness attributes that may help pupils develop in a comprehensive manner.

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Relationship of Enjoyment, Perceived Competence, and Cardiorespiratory Fitness to Physical Activity Levels of Elementary School Children

Cited by 18 publications

References 0 publications

Trajectories of Physical Activity Among Adolescents in the Transition From Primary to Secondary School

Trajectories of Physical Activity Among Adolescents in the Transition From Primary to Secondary School

Does Eagerness for Physical Activity Matter? The Association Between Eagerness and Physical Activity Among Adolescents

Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

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