Dataset Information

Associations among psychological satisfaction in physical education, sports practice, and health indicators with physical activity: Direct and indirect ways in a structural equation model proposal.

ABSTRACT:

Background and objectives

Physical education (PE) classes are among the main intervention strategies for increasing levels of physical activity (PA) to adolescent's health improvements. However, low levels of psychological satisfaction in physical education classes (PE satisfaction) and multiple associations with some factors as sex, age, sedentarism, sports practice, sleep, quality of life can act as moderators of levels of physical activity. Considering these aspects, this study aims to propose a theoretical model of multivariate relationships to verify the association between PE satisfaction with PA levels, considering the contribution of sports practice, health indicators, age, and sex on these relations.

Methods

A cross-sectional study with 470 adolescents (230 boys) aged 11-17 years from the south of Brazil. Several questionnaires were applied to measure the study variables. The theoretical/statistical support of the structural equation model was evaluated according to fit parameters and strength of relations.

Results

Sports practice, health indicators, age, and sex were mediators of the relationship between PE satisfaction and PA levels.

Conclusion

There is a positive, however indirect, relationship between PE satisfaction with the levels of physical activity in adolescents, with greater strength of association in boys and at younger ages. It was identified that the practice of sport contributes to the main mediator factor for all relationships beneficial to the health of adolescents in the multivariate model. This means that adolescents who practiced sports showed greater PE satisfaction, more appropriate health indicators, associated with higher levels of physical activity as compared to nonpractitioners of sport.

SUBMITTER: Lemes VB

PROVIDER: S-EPMC8356103 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:ObjectivePhysical education, physical activity and sports provision are important factors in whole school health promotion, however, a standardised evaluation framework to evaluate the contribution of these components is lacking. A framework that accounts for the distinct structures and associated factors, that impact upon provision would facilitate a more coherent evaluation.MethodsA concept mapping methodology, involving the generation of factors relevant to school physical education, physical activity and sports provision and their subsequent thematic and numeric rating and sorting was utilised. Concept mapping effectively gathers, integrates, and visually and numerically represents the composite thinking of a group of relevant and expert stakeholders around a complex social phenomenon. Following a review of the extant literature and synthesis among 20 expert stakeholders, a list of 95 factor statements relevant to school physical education, physical activity and sports provision were developed.ResultsEach factor statement was rated and sorted by 197 multi-disciplinary participants. An eight-cluster framework that demonstrated good validity (stress value: 0.266), was derived from the data based on: 1. Partnerships and Pupil Centered Physical Education; 2. Physical Activity and Sports; 3. School Demographics; 4. Equipment, Facilities and Budget; 5. Extra Costs; 6. Curriculum and Policy; 7. School Management and 8. Timetable. Statements within the cluster on school management received the highest mean importance and modifiability ratings while statements within the cluster on school demographics received the lowest mean importance and modifiability ratings.ConclusionsEight overarching structures which account for school physical education, physical activity and sports provision have been identified. Within each of these, structures and overall factors of greatest importance and modifiability have been illuminated. Findings stemming from this rigorous methodology, provide the foundation for the development of a national provision evaluation index to inform both school-level and national policy and actions. It is recommended the current methodology is replicated in other nations to gain corresponding insights.