Healthy and Balanced Nutrition for Children through Physical Education Classes

Abstract

Introduction. In recent years, the rate of childhood obesity has been on the rise, currently standing at levels close to 20%. This means that one in five children is more likely to suffer from cardiovascular or metabolic diseases. Physical Education classes are therefore an ideal way to raise awareness among children and their families about healthy and balanced eating habits. Method. A total of 113 primary school students, aged 9–12 years, participated in the study. In order to analyze the data, a structural equation model (SEM) was used to analyze the influence between the variables. Results. The SEM results revealed that a controlling social context showed a negative prediction of psychological need satisfaction and a positive prediction of frustration. However, an autonomy supportive social context showed a negative prediction of psychological need satisfaction and a positive prediction of psychological need satisfaction. Frustration of psychological needs was negatively related to motivation, whereas satisfaction was positively related to motivation. In turn, motivation was positively related to each of the factors of the theory of planned behaviour. Finally, intention to follow a healthy diet was positively related to the Mediterranean diet. Discussion. These results revealed the importance of social context and physical education classes in the adoption of a balanced diet.

The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes

“…Baumeister et al [ 30 ] pointed out that high self-esteem led to better school performance. In contrast, a controlling teaching context has been related with the frustration of the three basic psychological needs (autonomy, competence, and social relationships) [ 31 ], and these experiences of frustration predispose individuals to a greater perceived fear of failure, challenge avoidance, and low self-esteem [ 32 , 33 , 34 ]. In this case, the type of motivation underlying this process is controlling, as the learner feels pressured to act by an external force that he or she did not choose, and which does not coincide with his or her interests or needs, or even by internal imperatives.…”