Chapter 3: The Relationship of Physical Fitness and Motor Competence to Physical Activity

This study examines the relationship between physical activity in sport and feelings of well-being, testing alternative interpretations of the relationship between these two variables. It was expected that there would be positive relationships between physical activity on the one hand and physical fitness, feelings of well-being, social interaction in the sport and exercise environment, and socioeconomic status on the other hand. It was also expected that physical fitness, social interaction, and socioeconomic status would be positively related to psychological well-being. Further, it was expected that any positive zero-order relationship of physical activity and well-being would be at least in part a result of the conjoint effects of the other variables. The analyses were conducted separately for the male and female subsamples of a large survey study of Canadian adults. The results, after controls, show a modest positive relationship of physical activity and well-being for males but no such relationship for females. The predicted independent effects of the control factors obtained for both males and females. Interpretations of the results are discussed.

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Classroom Teachers’ Leisure Physical Activity and Their Conduct of Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.19.1.126 ◽

1999 ◽

Vol 19 (1) ◽

pp. 126-132 ◽

Cited By ~ 9

Author(s):

Thomas L. McKenzie ◽

Kathryn J. LaMaster ◽

James F. Sallis ◽

Simon J. Marshall

Keyword(s):

Physical Activity ◽

Physical Education ◽

Physical Fitness ◽

Leisure Time Physical Activity ◽

Classroom Teachers ◽

Physically Active ◽

Relationship Of ◽

The Relationship ◽

5Th Grade ◽

Leisure Physical Activity

The relationship of classroom teachers’ leisure time physical activity and their conduct of physical education classes was investigated. Eighteen 4th- and 5th-grade teachers reported on their leisure physical activity and had their physical education classes observed systematically during 4 consecutive semesters. Correlational analyses confirmed that more active teachers taught physical education differently from those that were less active. Teachers who were more active provided students with increased physical fitness activities, and the teachers themselves spent more time promoting physical fitness during lessons. The study provides some support for the hypothesis that physically active teachers provide higher quality physical education.

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The relationship of physical fitness and motor competence with behavioral and neuroelectric indices of attention in preschool children

10.31236/osf.io/wckqp ◽

2021 ◽

Author(s):

SHIH-CHUN KAO ◽

Yu-Jung Tsaii ◽

[email protected] ◽

Sara Schmitt ◽

Tsung-Min Hung

Keyword(s):

Preschool Children ◽

Physical Fitness ◽

Response Selection ◽

Muscular Endurance ◽

Motor Competence ◽

Controlled Attention ◽

Competence Test ◽

Relationship Of ◽

The Relationship ◽

Electroencephalogram Eeg

The present study examined the associations of physical fitness and motorcompetence with P3 and alpha desynchronization (ERD), two neuroelectric indices ofbrain development underlying controlled attention, in 4-6 year-old preschool children. Allparticipants completed physical fitness and motor competence test batteries and anauditory oddball task while electroencephalogram (EEG) was recorded. Resultsrevealed that increased muscular power, muscular endurance, physical fitness, andmotor competence were associated better attentional task performance. Analysis onneuroelectric indices showed that muscular endurance was related to increased P3amplitude, while the increases in physical fitness and motor competence wereassociated with greater upper alpha (10-12 Hz) ERD following the stimulus evaluationand response selection. Further, the negative associations of physical fitness and motorcompetence with task response time were mediated by the upper alpha ERD. Thesefindings highlight the importance of early childhood motor competence and physicalfitness, especially muscular endurance, to neurocognitive function.

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The Role of Physical Fitness on the Relationship Between Motor Competence and Physical Activity: Mediator or Moderator?

Journal of Motor Learning and Development ◽

10.1123/jmld.2020-0070 ◽

2021 ◽

pp. 1-14

Author(s):

Vitor P. Lopes ◽

Luis P. Rodrigues

Keyword(s):

Physical Activity ◽

Physical Fitness ◽

Indirect Effect ◽

Motor Competence ◽

Conditional Effects ◽

Standing Long Jump ◽

Long Jump ◽

The Relationship ◽

Mediation And Moderation

Understanding the mechanisms associated with engaging in physical activity (PA) is crucial for its promotion. The aim was to analyze the relationship between motor competence (MC) and PA and the role of physical fitness (PF). Participants were N = 1,064 children of both sexes (n = 530 girls) and 7.87 ± 1.17 years of age. MC was assessed with KörperkoordinationTest für Kinder. PF was assessed with 50-yard dash, 1-mile run/walk, and standing long jump. PA was assessed with a questionnaire. Mediation and moderation were determined according to Baron and Kenny using Sobel test for indirect effect and using PROCESS (version 3.4). Mediation results showed perfect mediation in girls but not in boys and not when all participants were included in the analysis. The linear moderation was significant for all participants and for boys and girls apart. However, the results of conditional effects of MC at the 16th, 50th, and 84th percentile of the PF, which became significant at the 50th percentile for all participants and for boys, were not significant in girls. In conclusion, perfect mediation seems to exist in girls but not in boys. In boys, the relationship between MC and PA seems conditioned by the PF levels.

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