Promoting adolescent sports participation and physical activity may be effective low-barrier prevention strategies for co-occurring adolescent substance use (SU) and mental health symptoms (MH). The ...objectives of this study were to: 1) explore associations between profiles of SU/MH and sports participation; and 2) determine whether physical activity and belongingness account for these associations.
Data came from a representative sample of 11,994 grade 9-12 Ontarian students (ages ~14-18) previously grouped into five SU/MH profiles based on patterns of use and symptoms. A series of multinomial logistic regressions, adjusted for socio-demographics and school clustering, were used to predict the risks of students belonging to SU/MH profiles based on: 1) school sports participation (>=weekly), 2) sports and physical activity (>=60minutes; 0-7 days), and 3) sports, physical activity, and school belongingness.
Greater school sports participation, physical activity, and belongingness were each associated with reduced risks of belonging to most profiles with elevations in SU and/or MH symptoms relative to the low SU/MH profile (Relative Risk Ratios: sports=0.62-0.87, physical activity=0.78-0.98, belonging=0.75-0.83). Frequency of physical activity accounted for ~32-60% of the associations between sports and SU/MH profiles, while school belongingness accounted for the remaining associations. Physical activity and belongingness remained independently associated with SU/MH profiles.
Findings suggest possible indirect associations between school sports participation and SU/MH profiles through physical activity and school belongingness, which may be promising prevention targets that have independent associations over and above sports. School sports participation may be one of a number of ways to achieve these goals.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
This study examined at-risk boys' social self-efficacy and physical activity self-efficacy within Bandura's self-efficacy framework. A total of 97 boys, aged between 10 and 13 years, attending a ...summer sports camp completed questionnaires assessing their social self-efficacy, physical activity self- efficacy, prosocial behaviors, and effort. Results indicated that social self- efficacy and physical activity self-efficacy were clearly distinguishable. However, the two constructs had a strong positive correlation. Both social self-efficacy and physical activity self-efficacy predicted prosocial behaviors significantly, with social self-efficacy having a stronger predictive power. Physical activity self-efficacy was a better predictor of effort than social self- efficacy. This study provides initial empirical evidence supporting Bandura's conceptualization of the domain-specific features and predictive power of setting, and thus enables a better understanding of the nature and effects of self-efficacy.
Objective To identify which factors adolescents perceive as preventing them from undertaking physical activity in their spare time. Methods A cross sectional descriptive and quantitative methodology ...was followed. The sample consisted of a total of 324 students (54.3 % girls and 45.7 % boys) enrolled in Mandatory Secondary Education with a mean age of 14.01±1.35 years old. The data was selected using the Short Scale of Perceived Barriers for the Physical Activity in Adolescents. The analyzed variables include self-perception of motor competence, motivation or interest, social support, and incompatibility with other activities. These barriers are analyzed in relation to gender and grade level. Results There are significant differences between self-perception of motor competence and motivation in relation to gender. Furthermore, there are significant differences in all variables except in the one of incompatibility with other activities in relation to grade level. Conclusion Girls have a worse self-perception of motor competence and motivation to practice physical activity. However, the oldest students (15-16 years old) present better self-perception of motor competence, motivation and social support.
The purpose of this study was to investigate the impact of high school students’ athletic commitment, health promotion education, and lifelong sports activities. To this end, the researcher searched ...for research sub-jects of 397 high school students residing in Seoul in 2019. As a result of the analysis, the following conclusions were drawn. First, the effect of exercise commitment on sports health promotion education was inves-tigated. Looking at the activities of high school students, their commit-ment to behavior has had a profound impact on their health responsibil-ities and relationships. Second, the study also investigated the impact of athletic commitment to lifelong sports of sports activities in high school students and found that cognitive and behavioral commitment had a significant impact on lifelong sports. Finally, as a result of investi-gating the impact of health promotion education on lifelong sports of high school student sports activities, it was found that health responsi-bility and relationships have a great influence on lifelong sports.
El propósito de este estudio ha sido el análisis de la percepción del riesgo en niños de diferentes ciclos educativos en el contexto de las actividades físico deportivas escolares, en función del ...sexo y ciclo educativo. Participaron 1130 niños de Educación Primaria, Secundaria y Bachillerato de 10 centros educativos de la provincia de Jaén y 82 profesores de Educación Física de estos ciclos educativos. Se desarrolló una escala de percepción del riesgo, teniendo como reactivos imágenes de instalaciones, equipamientos deportivos y situaciones lúdicas, ajustada a los tópicos de validez y fiabilidad científica. No se encontraron diferencias significativas en percepción del riesgo entre niños y niñas, pero sí en cuanto al ciclo educativo, siendo la percepción del riesgo menor en Bachillerato y Secundaria que en Primaria, este último grupo valora el riesgo de forma semejante al percibido por los profesores. El instrumento desarrollado presenta validez y fiabilidad científica y la percepción del riesgo se reduce conforme se avanza en el ciclo educativo.
In this paper, we describe the adoption of the new education system in line with the European Qualifications Framework (EQF). It is a long, costly and unfinished process. We look at one of the two ...forms of accreditation of skills: training. With the second, through accreditation of experience, is a tool that can act on employment. The current state of training described in the case of physical and sporting activities and their impact on employment and illustrated with some occupation data provided by job centers.
En este trabajo se describe la adopción del nuevo sistema de educación en línea con el Marco Europeo de Cualificaciones (MEC). Es un proceso largo, costoso y sin
terminar. Nos fijamos en una de las dos formas de acreditación de competencias: la formación. Con el segundo, mediante la acreditación de experiencia, es una herramienta
que puede actuar sobre el empleo. El estado actual de la formación descrita en el caso de las actividades físicas y deportivas y su impacto en el empleo y la ilustra con algunos
datos de ocupación facilitados por el servicio de empleo.
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