Engagement in organized sports is associated with developmental factors, such as, healthy growth, cognitive abilities, psychological well-being and lower substance use. Research also suggest that the ...spontaneous free play that characterises self-organized physical activity (PA) provides young people with opportunities to learn social skills, such as self-regulation and conflict-resolution skills. We assessed associations between participation in the two activity types and several demographics along with developmental factors (e.g., body mass index (BMI)). Data was from a representative sample of 2060 students attending 38 schools in Norway (mean age (
) = 15.29, standard deviation (
) = 1.51; 52% females). Results indicated that while engagement in organized sports was more related to developmental factors, relative to self-organized PA, engaging concurrently in both activities for at least an hour a week was more developmentally beneficial than engaging only in one for the same amount of time. Thus, PA programmes for students will enhance their effectiveness if they focus on structured activities but also self-organized activities where students can coordinate themselves.
Compared to traditional athletes and PE students, self-organized lifestyle sport practitioners usually have no podiums to reach or grades to earn. They have no authorized instructor available, but ...seem to treat this apparent deficiency as an opportunity to facilitate their own learning processes. However, from a traditional learning perspective, it can be challenging to understand how these processes unfold. Drawing on theoretical concepts from the educational sociologist Knorr Cetina, the aim of this study is therefore to understand how a self-organized mixed group of trickers, B-boys, and free-runners facilitate knowledge creation when no instructors guide or control their work. Based on observations and interviews we found that the practitioners' knowledge developed in a continuous and invigorating circuit between a worldwide gym on the internet where the practitioners searched for updated knowledge, and the local gym where they practiced knowledge development as intra- and inter-disciplinary embodied interactions. The knowledge object conveyed by the practitioners as 'kinesthetic understanding' was not a fixed a-priori product that could be completely achieved, and the practitioners' acceptance of the knowledge object's essential incompleteness seemed to create a never-ending desire to glimpse the unattainable. The group of tumblers studied in this paper represent an alternative epistemic practice that should be explored in physical education contexts. However, such exploration requires the development of an affective and processual language that reflects the relational intimacy between students and their knowledge objects, rather than a constative language reflecting distance, achievement, and external assessment.
Background and purpose: Due to attitudinal and motivational aims in the national curriculum, and to lack of research on adolescents' experiences with physical education (PE) in Norway, the purposes ...of this study were to (1) attain data on attitudes toward PE and self-determined motivation for PE among a representative sample of adolescents (N = 2010) in middle school (grade 8-10/age 13-15) and high school (grade 11-13/age 16-19) in Norway, and (2) to explore the relationship between involvement in movement activities outside school and self-determined motivation in PE.
Findings: The results showed that 43% of the adolescents were not happy with how PE is taught in Norwegian schools, and that the variance in motivational regulations among students was substantial. Females reported a less positive attitude toward PE compared to males, and positive attitude tends to decrease with age for both sexes, both of which go against the intentions stated in the Norwegian core curriculum and in the PE-curriculum. However, the results showed that adolescents who reported involvement in organized competitive youth sports outside school reported significantly higher scores on attitude to PE and on self-determined motivation for PE compared to those who were not, even when eagerness to be involved in movement activity was controlled for. The results indicate that it is not gender per se that differentiates females from males with regard to self-determined motivation in PE, but rather their experience with competitive youth sports.
Conclusions: The study concludes that PE in Norway seems to favor students, and female students in particular, who are involved in competitive youth sports. Based on the results, it is hypothesized that PE coincides with the logic of competitive youth sports, that youth sport participants reap most of the benefits of PE, and thus, that PE may produce social inequity in health. In accordance with proposals from Van den Berghe et al., the results on motivation in particular are integrated in a broader pedagogical discussion. It is claimed that PE is experienced in context, and that research on adolescents' experiences of PE, and thus development through PE, should be approached from a relational developmental systems perspective.
While many students participate autonomously in physical education (PE), research shows that students who do not participate in leisure sport are less likely to perceive PE positively. Attempting to ...optimise the reciprocal student (↔) PE relationship and secure equal opportunities for learning in PE, schools in a Norwegian county developed an ‘Interest-based PE’ programme offering students a choice of two PE approaches: a sports approach (SA), focused on sports activities, and an explorative approach (EA), focused on alternative movement activities. Based on a process-relational understanding of adolescent development and learning, this study seeks a deeper understanding of changes in the PE experiences of students in the programme. Sixteen students (ages 17–18 years) who had participated in Interest-based PE for 18 months participated in qualitative semi-structured one-on-one interviews where they reflected on their relationship with PE prior to and during the programme. Data were subject to inductive interpretive thematic analysis showing that ‘the role of sports in PE’ framed student ↔ PE relations and that this sports discourse regulated the relations, also within the Interest-based PE programme. The separation of students into an EA and a SA accentuated the sports discourse and students’ sports competencies, contributing to segregation on the basis of students' confidence, competence and ability in sports. Based on this study, we question the assumption that differentiation programmes, such as Interest-based PE, will optimise student ↔ subject relations if these relations remain governed by the sports discourse, rather than the PE curriculum.
Physical activity (PA) declines throughout adolescence, therefore PA promotion during this period is important. We analyzed the effect of two school-based PA interventions on daily PA levels, ...cardiorespiratory fitness (CRF) and muscle strength among adolescents.
For the nine-month School in Motion intervention study (ScIM), we cluster-randomized 30 Norwegian secondary schools (N = 2084, mean age SD = 14 0.3 years) to one of three study arms. The physically active learning (PAL) intervention included 30 min physically active learning, 30 min PA and a 60 min physical education (PE) lesson per week. The Don't worry-Be happy (DWBH) intervention included a 60 min PA lesson and a 60 min PE lesson per week, both tailored to promote friendships and wellbeing. Both intervention arms were designed to engage the adolescents in 120 min of PA per week in addition to recess and mandatory PE lessons. The control group continued as per usual, including the standard amount of mandatory PE. PA (main outcome) was assessed by accelerometers, CRF and muscle strength (secondary outcomes) were assessed by an intermittent running test and selected tests from the Eurofit test battery.
Daily PA and time spent in moderate- to vigorous-intensity PA (MVPA) decreased in all groups throughout the intervention. The mean difference in PA level and MVPA for participants in the PAL-intervention arm was 34.7 cpm (95% CI: 4.1, 65.3) and 4.7 min/day (95% CI: 0.6, 8.8) higher, respectively, compared to the control arm. There were no significant intervention effects on daily PA level, MVPA or time spent sedentary for adolescents in the DWBH-intervention arm. Adolescents in the PAL-intervention arm increased distance covered in the running test compared to controls (19.8 m, 95% CI: 10.4, 29.1), whilst a negative intervention effect was observed among adolescents in the DWBH-intervention arm (- 11.6 m, 95% CI: - 22.0, - 1.1).
The PAL-intervention resulted in a significantly smaller decrease in daily PA level, time spent in MVPA, and increased CRF compared to controls. Our results indicate that a teacher-led intervention, including three unique intervention components, is effective in curbing the decline in PA observed across our cohort and improving CRF.
ClinicalTrials.gov ID nr: NCT03817047 . Registered 01/25/2019 'retrospectively registered'.
School-based physical activity interventions evaluating the effect on academic performance usually includes children. We aimed to investigate the effect of a nine-month, school-based physical ...activity intervention titled School in Motion (ScIM) on academic performance in adolescents.
Thirty secondary schools in Norway were cluster-randomized into three groups: the Physically active learning (PAL) group (n = 10), the Don't worry - Be Happy (DWBH) group (n = 10) or control (n = 10). Target dose in both intervention groups was 120 min/week of additional PA during school hours. Parental consent was obtained from 2084 adolescent students (76%). Standardized national tests in reading and numeracy was conducted at baseline and at the end of the intervention. We used linear mixed model to test intervention effects. We found significant intervention effects in numeracy and reading among students in both interventions when compared with controls.
The mean difference in change in numeracy was 1.7 (95% CI: 0.9 to 2.5; Cohen's d = 0.12) and 2.0 (95% CI: 1.4 to 2.7; Cohen's d = 0.23) points in favour of students in the PAL and DWBH intervention, respectively. Similar results were found for reading, where the mean difference in change was 0.9 (95% CI 0.2 to 1.6; Cohen's d = 0.06) and 1.1 (95% CI 0.3 to 1.9; Cohen's d = 0.18) points in favour of students in the PAL and DWBH intervention, respectively. When conducting intention to treat analysis with imputed data the estimates were attenuated and some no longer significant.
The ScIM study demonstrates that two different school-based PA interventions providing approximately 120 min of additional PA weekly over nine months, significantly improved numeracy and reading performance in 14-year old students compared with controls. However, the results should be interpreted with caution as the effect sizes reported were very small or small and the estimates were attenuated when conducting intention to treat analysis. Despite this, our results are still positive and suggest that PA interventions are viable models to increase academic performance among adolescents.
Retrospectively registered (25/01/2019): NCT03817047 .
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
While research shows a positive association between participation in organized sports and youth development, research on alternative and unorganized sport settings is lacking. This paper analyzes ...developmental processes in a sample of unorganized lifestyle sport contexts, drawing on a Relational Developmental Systems approach to human development. Based on observation and interviews with young practitioners in four lifestyle sport contexts, we found many similarities in these contexts and the possibilities they offered for youth development. Results suggest the contexts studied should not be considered unorganized but self-organized. These contexts may support positive development, not in spite of, but because of the lack of strict rules, formal leaders or a priori performance goals. The studied contexts are understood as embracing and tolerant, yet not accessible for all. Self-organized lifestyle sport contexts need more detailed research to understand how they can provide opportunities for positive development among some hard to reach groups.
This study investigated the temporal relations of adolescents’ basic need satisfaction in physical education (PE) and global self-worth in a sample of 3,398 lower and upper secondary school students ...(49% boys, 51% girls, average age T1 = 15.00,
SD
= 1.79). Four models and competing hypotheses were tested, and the model with bidirectional paths specified showed the best fit to the data. The bidirectional effect estimates suggest not only that basic need satisfaction in PE predicts global self-worth development but also that adolescents’ perceptions of global self-worth predict the degree to which they experience basic need satisfaction in PE. Findings could suggest that students with low global self-worth are less sensitive to basic need support in PE. These students may need personally tailored need-supportive initiatives in order to develop basic need satisfaction in PE and, thus, global self-worth through PE.
A person-centered exploration of positive emotions in relation to self-determination theory might shed light on the hidden dynamics in the motivational processes in physical education (PE). In the ...present longitudinal study, PE students were followed during three years at secondary school (N = 1681). Latent class growth analysis revealed a three-class solution: The largest class (n = 1121) reported high levels of positive emotions over the three years. The second largest class (n = 275) reported low levels of positive emotions over the three years, and the smallest class (n = 112) reported a decrease in positive emotions over the three years. Further, the results revealed an association between the intensity of positive emotions, satisfaction of basic psychological needs, and quality of motivation. This person-centered study contributes to the identification of students' emotional engagement in PE as an indicator for understanding their processes of learning, development, and well-being.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The aim of this study is to review the literature on lifestyle sports and lifestyle sport contexts with regard to the developmental potential they may represent in young people’s everyday lives. The ...review applies a relational developmental systems approach to youth development. The eligibility criteria are based on the phenomenon of interest and outcomes. Hence, we include studies examining the associations between young people performing lifestyle sports and potential developmental outcomes: mental, biological, social, and behavioral. The present study shows that the volume of research on informal lifestyle sport is rather extensive and that studies on the way these activity contexts may affect developmental processes in youth are diverse and wide ranging. The studies suggest that performing lifestyle sports may have several beneficial health and skills outcomes. Furthermore, positive associations are suggested between involvement in lifestyle sport contexts such as climbing, snowboarding, parkour, tricking, kiting, and surfing and (a) mental outcomes such joy, happiness, freedom, euphoria, motivation, self-efficacy, and well-being; (b) social outcomes such as gender equality, network building, social inclusion, interaction, friendship; and (c) behavioral outcomes such as identity, creativity, and expressions of masculinity and/or femininity. The review performed indicates that lifestyle sport contexts are flexible according to needs and desires that exist among the practitioners and that the human and democratic origins of these contexts make them supportive for positive movement experiences and for positive youth development. The findings have implications for PE teachers, social workers, policymakers, sport organizations, and urban architecture, in that providing lifestyle sport opportunities in the everyday lives of young people will foster a holistic development in a positive way.
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