The Effect of Sport on the Level of Positivity and Well-Being in Adolescents Engaged in Sport Regularly

Abstract

Sport, an element of universal culture, is a prominent tool that brings individuals with different languages, races and religions together. Sport is generally defined as activities that positively affect the psychological health of people and bring about social and moral benefits besides its physical benefits. Mental well-being is defined as the individual's awareness of their own abilities, their abilities to overcome stress in life, being productive and useful in business life and contributing to community via the their ability (WHO, 2004). Positivity is defined as the main determinant of subjective well-being and is expressed as a tendency to evaluate all aspects of life that is already good. This study aimed to investigate whether sport is effective on mental well-being and positivity. In the study pre-test, post-test experimental design with control group was used and "Warwick-Edinburgh Mental Well-being (WEMWBS)" scale developed by Tennant et al. (2007), which was adapted into Turkish by Keldal (2015) and "The Positivity Scale" scale developed by Caprara and et al. (2012), and adapted into Turkish by Çıkrıkçı, Çiftçi and Gençdoğan (2015) were used as the data collection tools. When the original form of mental wellbeing scale compared with its version adapted into Turkish are compared, the reliability coefficient Cronbach Alpha was found to be as .92. On the other hand, the internal consistency coefficient for the Positivity Scale was found to be .75 and its test-retest reliability coefficient was found to be .91. As parametric assumptions are met, Variance Analysis, Tukey test, Paired-Samples t-test was used. For the analysis of data obtained through counting, Chi Square was used and level of significance was taken as 0.05. The study group is composed by forming 3 groups of 20 students from 10th grade students. The groups were equalled in terms of some variables like age, gender, sports background etc. The groups were called as the sports activities group, social activities group and the control group. While the participants in the experimental group were engaged in regular and scheduled sports activities including training and contests, the participants in the social activities group engaged in regular social activities. The participants in the control group led their routine lives. After a period of 10 weeks, the tests given at the beginning of the study were administrated again, and test scores of the students in all three groups were compared.According to the results of the study, when the pre-test and post-test positivity scores of the individuals in all three groups were compared, the differences between the groups were not found to be insignificant (p>0.05). When post-test mental well-being scores were compared, the difference was found significant (p<0.05). It was seen that the source of difference was between the sports activities group and the control group.In terms of positivity scores, the difference between the pre-test and post-test scores of the sports activities group and the social...

Explaining Everyday Behaviours and Situational Context by Personality Metatraits and Higher–Order Values

“…Integration was also positively related to walking and perceived autonomy and negatively to talking with one's partner and sleeping. Walking, as a form of physical activity, can increase well-being (Bakir & Kangalgil, 2017). The positive relationship between Integration and perceived autonomy was expected because this metatrait reflects internal harmony and self-direction, which promote intrinsic motivation in everyday life.…”

Relationship between different domains of physical activity and positive mental health among young adult men

“…Despite of growing evidence on a positive association between PA and PMH [22,24,[29][30][31][32], this topic has not been adequately explored from the perspective of factors predicting low and high level of PMH. These factors are known to be partly different and to follow different patterns [24,[33][34][35].…”

Psychological Wellbeing in Physical Education and School Sports: A Systematic Review

“…The articles reviewed mainly reported on the effects of the programmes studied. In three of them [20,24,36], no statistically significant differences in wellbeing were found post-intervention. In five of them [21,27,28,39,40], the authors proposed their respective intervention programmes as strategies for promoting PA and psychosocial variables; however, they failed to provide any results on wellbeing per se.…”

“…They were so diverse that there was no consensus among the 21 articles reviewed on the definition of psychological wellbeing in the context of PE and school sports. Some definitions focused on self-confidence, improvements in mood (feeling happier or less sad), self-discipline and goal-setting [21], while other definitions revolved around a broader conceptualisation of wellbeing from the hedonic or eudaimonic perspective [32,39]; as well as health-related quality of life [31], specifically mental health [30]; self-concept and mental health (depression and anxiety) [34]; psychosocial wellbeing: mood states, affects, and perceived stress [35]; self-esteem, intrinsic motivation and attitudes towards dance and group PA [23]; positive feelings towards five domains in life: school, work, family, appearance and friends [29]; flourishing, establishing relationships, self-esteem, purpose in life and optimism [24,27,32] health-related quality of life, positive and negative affects, emotional intelligence and social anxiety [33]; positive thoughts and emotions [30]; selfacceptance and human fulfilment [25]; individuals' awareness of their own abilities to overcome stress in life, be productive, and contribute their skills to the community [20]; development of human potential and self-realization, which encompasses developing self-acceptance, positive relations with others, self-determination, environmental mastery, purpose in life, and personal growth [26]. Five of the studies analysed did not provide a clear definition of the concept of psychological wellbeing [22,28,36,38,40].…”

“…The objectives most frequently addressed in the articles related to assessing the effects of the programmes on participants (12/21), specifically: the effectiveness of a positive youth development-based sports mentorship programme on wellbeing [30]; the effects of PA and avoiding screen time on wellbeing [32]; the effects of moderate-to-vigorous physical activity (MVPA) on the wellbeing of PE students [27]; the effect of a health education programme on participants' perceptions of their quality of life [31]; the effectiveness of a randomised, controlled intervention on wellbeing [39]; the effect of a hip-hop dance programme on adolescent wellbeing [21]; the effects of a pedometer-based physical activity intervention on the psychological wellbeing of overweight adolescents [25]; the effects of a health club approach on adolescents [34]; the effect of sports education on the psychological wellbeing of high school students [26]; the effect of a curriculum-based physical activity intervention on primary school students [22], and the effects of running on wellbeing-related variables [36]. Another study sought to evaluate the effect of sports on wellbeing in general [20], while two studies aimed to develop, implement, and evaluate physical activity interventions to improve psychosocial wellbeing [38] and reduce sedentary behaviour [28]. Two other studies sought to assess the effectiveness of PA and sports induction protocols and programmes on psychological wellbeing [24,37].…”