Background: Across countries, young people are not sufficiently physically active. The evidence confirms that beyond demographic and individual agents, individuals participate within their social and physical environment. The ecological model enables a search for the modifiable factors in specific populations, as it allows consideration of factors affecting individuals’ lives on different levels, as well as considering the interplay of those factors. The aim of this study was to examine the complex interconnections among environmental, social capital and motivational factors at different levels, within an ecological model for high school students’ moderate-to-vigorous physical activity during their leisure time. Methods: This cross-sectional population-based study included 1285 students from 14 to 18 years old, with a mean age of 16.14 ± 1.22. Physical activity, neighborhood physical activity recourses, neighborhood safety, social capital, physical activity motivation and sociodemographic factors were evaluated. Logistic regression, mediation and moderation analyses were performed predicting moderate-to-vigorous physical activity during leisure time. Results: In the final multivariate logistic regression model, greater social participation (OR 1.03 [1.01–1.05]), higher relative autonomy index (OR 1.11 [1.06–1.15]) and male gender (OR 1.71 [1.13–2.57]) directly predicted meeting MVPA recommendations. Any significant moderation effects (p > 0.05) of environmental characteristics were not found for the relationship between social capital, motivational factors and moderate-to-vigorous physical activity. The evidence of positive indirect mediation effects was found in all five models for social capital components as all CIs for its βs do not contain 0, though standardized effect sizes were between 0.02 and 0.07, indicating small effect sizes. Conclusion: These findings provide support for the presence of some direct and indirect pathways from social capital to moderate-to-vigorous physical activity. Future intervention strategies should focus on strengthening physical activity motivation by encouraging the development of social network and social participation as well as family, neighborhood and school social capital within the framework of the ecological model.
The promotion of physical activity in physical education (PE) might be enabled only in the case that PE is attended. Intentional skipping of PE, while widespread, is understudied. The aim of the study is to identify individual and interpersonal correlates as well as their interaction effect on the intentional PE skipping behavior in Lithuanian high school students. This cross-sectional population-based study included 1285 students aged from 14 to 18 years old. Among them, 42.2 were male. PE skipping, sociodemographic, individual and interpersonal indicators were measured. Results revealed that 58.4% of high school students intentionally skip their PE class at least once per week. The main correlates of PE skipping are sedentary behavior and social participation. The main preventive factors are perception of PE usefulness, better self-rated health among direct predictors. Indirectly, social capital played a protective role for PE skipping classes through a more positive perception of PE usefulness. Raising awareness of physical education benefits, providing a rationale for physical education in the social contexts of family and school, in terms of family support and building trust with teachers, strengthening reciprocity at school indirectly prevents students’ PE skipping behaviors.
Background. Sedentary behaviour in children raise concern as the majority of children do not meet the health-related level of physical activity (PA) which is closely related with their physical fitness (PF). Digital facilities may help to solve the problem. Hypothesis. After the intervention “HOPSport Brain Breaks” physical fitness improves and sedentary behaviour decreases. The aim of the study was to assess the effects of “HOPSport Brain Breaks” video exercise intervention program on physical fitness and sedentary behaviour in a primary school.Methods. The study included 113 primary schoolchildren from grades 1–4, among them there were 62 children in the experimental group and 51 in the control group (Mean age = 8.24, SD = 1.10). PF was assessed using the test battery (Fjortoft, Pedersen, Sigmundsson, & Vereijken, 2011) pre- and post-intervention. Also passivity was measured twice using four questions from “Health Behaviour of School Children” questionnaire. The experimental group received Brain Breaks intervention every school day for three months in 5–9 min sessions during the breaks. Results. After three months physical fitness (PF) did not improve, but sedentary behaviour reduced in the experimental group compared to the controls (p < .05).Conclusions. The results have shown that fun and enjoyment, which are the background of Brain Breaks intervention, were important factors in reducing sedentary behaviour. Studies also show that the level of PA is proportionally higher when children are given the opportunity to play active games and experience fun (Wickel et al., 2007). It may be concluded that Brain Breaks intervention program contributes to physical health of primary schoolchildren.
Research background.Research literature has shown that the earlier studies rather narrowly focusedon motor skills and competenciesin physical activities in primary school children age groups. In the earlychildhood children begin to explore the environment and develop motorskills in certain groups. One of themis known as the fundamental motor skills, which are divided into“self-movement”and“object movement”.“Self-movement”skills include body movements in space andarereferred to as running, carrying, jumping,sliding and canter (Haywood,Getchell,2015).“Objet-movement”skills consistof object manipulation andability to control.“Object-movement”formsarethrowing, catching, jumping, kicking, striking and tossing(Haywood,Getchell, 2005). These skills form the basis for future movement and physical activity (Clark,Metcalfe, 2012). One of the motor skills of the analytical methods is MOBAK (Herrmann et al., 2015)(theGerman translation of“Motorische Basiskompetenzen” (basic motor skills)) test battery, which is used in thisstudy. We tried to discover the relationships between physical activity and sociodemographicas well asanthropometric indicators.Theaim of the researchwas todiscover the relationships between MOBAK and physical activity,sociodemographicas well as well asand anthropometric indicators.Results.Results showed that therewererelationships between MOBAK and physical activity in“Object movement” factor (p>0.05). Therewereno relationships between MOBAK and sociodemographicand anthropometric indicators (p<0.05).Conclusions.MOBAK test battery has relationships with physical activity. MOBAK test battery hasno relationships with sociodemographic and anthropometric indicators.Keywords:motor skills, physical activity, sociodemographic and anthropometric indicators.
ANNOTATIONWith the rapid advancement and changes in students' generation, the society needs improvements in the process of the preparing physical education teachers. The process of the preparation requires the development of a practically, individually, creatively, critically minded physical education teacher capable of active and independent problem solving in practice. The article focuses on the process of preparation and improvement of the curriculum for physical education teachers in Lithuania. The aim of the article is to update and compare a new European dimensiona reflective teaching model that encourages the analysis of past activities and the construction of new activities. ABSTRACTResearch background. With the rapid advancement and changes in students' generation, the society needs improvements in the process of the preparing physical education teachers. The process of the preparation requires the development of a practically, individually, creatively, critically minded physical education teacher capable of active and independent problem solving in practice. The article focuses on the process of preparation and improvement of the curriculum for physical education teachers in Lithuania. The aim of the article is to update and compare a new European dimensiona reflective teaching model that encourages the analysis of past activities and the construction of new activities.Laisvalaikio tyrimai: elektroninis mokslo žurnalas, 2017, 2 (10) ________________________________________________________________________________________________ 8The aim of the research was to reveal theoretical assumptions about the application of the reflective model in the training of physical education teachers at a sports university.Conclusions and perspectives: It is important to reform the academic and practical content of studies by creating reflexive physical education teacher training, creating conditions for the reflection of personal and professional identity, developing and integrating reflective model approaches into the content of studies, developing teacher competencies, developing reflective analysis and cooperation and interaction with students in the areas of knowledge, skills and valuables. The reflective model in vocational training of specialists in the work of physical education teachers creates conditions for the development of changes and the search for alternative ways to attract students to enjoy physical activity and fulfill the goal of physical educationto be physically active not only within the school, but also outside it. This goal is developed at a university where universality is particularly emphasized.The argument for the purpose of physical education is part of the research as a training tool for the training of physical education teachers. A combination of practical work and research is necessary as it gives the educators the opportunity to learn themselves to understand their knowledge and maintain opinions. It would also help improve the sometimes extremely good status of the teacher of physical ed...
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