scholarly journals Relationship between Amount, Type, Enjoyment of Physical Activity and Physical Education Performance with Cyberbullying in Adolescents

2021 ◽  
Vol 18 (4) ◽  
pp. 2038
Author(s):  
Juan de D. Benítez-Sillero ◽  
José M. Armada Crespo ◽  
Esther Ruiz Córdoba ◽  
Javier Raya-González
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Social Concern ◽  
Psychological Benefits ◽  
Defence Mechanisms ◽  
Key Factor ◽  
Computer Based ◽  
And Performance ◽  
Education Performance ◽  
The Relationship

(1) Background: Cyberbullying is a social concern in adolescents. The practice of physical activity is a key factor in protection against cyberbullying related to the multiple psychological benefits. Therefore, the study sets out to analyse the relationship between amount, types, enjoyment of physical activity and performance in physical education with cyberbullying. (2) Methods: A sample of 867 adolescents between 12 and 19 years of age from two schools in Andalusia (Spain) was studied. A computer-based questionnaire given in the classroom was used, with two questions about the type of physical activity, one on physical education performance, the Scale of Enjoyment of Physical Activity (PACES) and the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ). (3) Results: Clear relationships were found between the practice of physical activity and cybervictimisation. However, less involvement has been observed among girls who practice physical activity in cyberaggression. (4) Conclusions: In relation to the types of physical activity, it seems that practising physical activities that involve competition can help to develop defence mechanisms against cyberaggression, as well as improve values to be less involved in cyberaggression.

Life satisfaction and increased self-perceived attractiveness as psychological benefits of physical activity

2020 ◽  
Vol 9 (6) ◽  
pp. 477-484
Author(s):  
Paulina Barczak ◽  
Hanna Bednarek
Keyword(s):  
Physical Activity ◽  
Life Satisfaction ◽  
Young Adults ◽  
Satisfaction With Life ◽  
Well Being ◽  
Psychological Benefits ◽  
Dance Training ◽  
Crossfit Training ◽  
The Relationship ◽  
Scientific Argument

The studies demonstrate the relationship between higher level of life satisfaction and exercise. The purpose of this article was to determine what type of physical activity, CrossFit training or Latin Dance, positively impacts the level of life satisfaction and self-perceived physical attractiveness in young adults. After CrossFit and Latin Dance training participants declared greater overall satisfaction with life, greater life optimism, increased self-efficacy and greater self-esteem. The results of the authors’ study may be an important contribution to the discussion about factors influencing human well-being. Furthermore, the research could be a scientific argument to promote physical activity among young adults.

Enhancing radical innovation performance through intellectual capital components

2017 ◽  
Vol 18 (4) ◽  
pp. 789-806 ◽  
Author(s):  
Lara Agostini ◽  
Anna Nosella
Keyword(s):  
Intellectual Capital ◽  
Radical Innovation ◽  
Innovation Performance ◽  
Content Type ◽  
Key Factor ◽  
Ic Testing ◽  
And Performance ◽  
The Impact ◽  
The Relationship

Purpose In today’s knowledge economy the ability to innovate and develop new products is a key factor to sustain firm performance. Within this context, analysing the role of different components of intellectual capital (IC) becomes of foremost importance, as well as an under-investigated issue for small- and medium-sized enterprises (SMEs). The purpose of this paper is to investigate the impact of human, organisational and relational capital (RC) on radical innovation performance (RIP), as well as to examine whether organisational capital (OC) and RC mediate the relationship between human capital (HC) and RIP and whether OC moderates the relationship between RC and RIP. Design/methodology/approach The methodology consisted of a factor analysis and different regression models to test for mediation and moderation. The analyses are carried out on a sample of 150 micro firms and SMEs involved in the production of machinery or instruments and located in Italy. Findings Results show that HC is directly associated to RIP, as well as OC and RC that totally mediate the relationship between HC and RIP. Moreover, OC positively moderates the relationship between RC and RIP. Originality/value This study is particularly interesting because it adopts an overarching perspective on IC testing the interplay between the different components of IC. In addition, it focusses on the SME context which is under-investigated as far as IC and performance measurement is concerned.

Relationship Between Motor Skills, Balance, and Physical Activity in Children with CHARGE Syndrome

2020 ◽  
Vol 114 (4) ◽  
pp. 315-324
Author(s):  
Melanie Perreault ◽  
Pamela Haibach-Beach ◽  
Lauren Lieberman ◽  
Elizabeth Foster
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motor Skills ◽  
Motor Development ◽  
School Setting ◽  
Charge Syndrome ◽  
Anticipatory Control ◽  
Balance Test ◽  
Positive Correlations ◽  
The Relationship

Introduction: Children with CHARGE syndrome often show delays in balance and motor skills due to multisensory impairments. Research also suggests that children with CHARGE syndrome have fewer opportunities to engage in physical activity. However, little research has examined the relationship among all of these variables. Thus, the purpose of this study was to examine the relationship between balance, motor skills, and physical activity. Methods: Participants consisted of 37 children with CHARGE syndrome aged 3–16 years who could walk independently. Parents of each child with CHARGE syndrome completed a demographics questionnaire and the Physical Activity Questionnaire for Children or Adolescents. Their child completed the Mini-BEST balance test and five motor skills (run, jump, slide, kick, and throw) from the Test of Gross Motor Development II. Results: Results indicate that anticipatory control had significant positive correlations with all five motor skills, sensory orientation with three motor skills, and reactive postural control and dynamic gait with two motor skills. Running was the only variable that had a significant positive correlation with physical activity. Discussion: The findings indicate that balance, especially anticipatory control, plays an important role in fundamental motor skills of children with CHARGE syndrome. There is also a strong connection between physical activity and running competence for this population; however, since this is based on a correlational analysis, the direction of the relationship is unclear. Implications for practitioners: Physical education teachers should work with students with CHARGE syndrome on increasing balance and motor skill performance to give them the competence and confidence to engage in physical activity. Moreover, parents can help by engaging in physical activity with their child at an early age and seeking out additional physical activity opportunities for their child outside of the physical education and school setting.

Perceptions of Overweight Students Concerning Their Experiences in Physical Education

2009 ◽  
Vol 28 (3) ◽  
pp. 272-292 ◽  
Author(s):  
Josh Trout ◽  
Kim C. Graber
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Physical Education ◽  
Learned Helplessness ◽  
Growth Charts ◽  
School Students ◽  
Control Growth ◽  
Gender And Age ◽  
Male High School ◽  
The Relationship

The purpose of this investigation was to examine overweight students’ perceptions of and experiences in physical education. Specifically, the applicability of learned helplessness as a framework to understand their experiences was explored. Participants were seven female and five male high school students whose body mass index was at or higher than the gender- and age-specific 85th percentile based on Centers for Disease Control growth charts. Data collection included formal interviews with students and their parents. The primary findings indicate that students have mixed opinions concerning the benefits to be derived from physical education. Despite recognizing the relationship between lack of physical activity and obesity, many participants avoided participation because they had been traumatized to the extent of exhibiting symptoms consistent with learned helplessness. Participants demonstrated greater concern about visibility than they did about their performance, which suggests they might engage in physical activity if shielded from the view of peers.

Examining the Relationship Between Computer Familiarity and Performance on Computer-Based Language Tasks

1999 ◽  
Vol 49 (2) ◽  
pp. 219-274 ◽  
Author(s):  
Carol Taylor ◽  
Irwin Kirsch ◽  
Joan Jamieson ◽  
Daniel Eignor
Keyword(s):  
Computer Based ◽  
And Performance ◽  
The Relationship

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

1999 ◽  
Vol 19 (1) ◽  
pp. 126-132 ◽  
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.

Screen Time and Physical Activity in Youth: Thief of Time or Lifestyle Choice?

2012 ◽  
Vol 9 (7) ◽  
pp. 977-984 ◽  
Author(s):  
Gavin R.H. Sandercock ◽  
Ayodele Ogunleye ◽  
Christine Voss
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Screen Time ◽  
School Lunch ◽  
Negative Association ◽  
After School ◽  
Cross Sectional ◽  
Lifestyle Choice ◽  
The Relationship ◽  
Activity Questionnaire

Background:This study aimed to examine the relationship between screen time and physical activity (PA) in children and adolescents but also to determine specific elements of PA that were most closely associated with screen time.Methods:We studied a cross-sectional sample of 6176 10.0–15.9 year olds (53% boys, 12.9 ± 1.5 years) who completed the Physical Activity Questionnaire for Children/Adolescents and reported daily screen time. Differences in total PA and specific elements of PA were examined between groups reporting: < 2 h, 2–4 h, and > 4 h daily screen time.Results:There were significant differences between screen time groups in: total PA, number of bouts of PA reported, after school PA, evening PA and weekend PA (P < .0001). There was a graded, negative association between higher screen time and lower free-time PA. Participants reporting < 2 h screen time were also significantly more active during school lunch breaks than those reporting > 2 h. Boys reporting > 4 h screen time were less active during physical education lessons.Conclusions:Screen time is significantly and negatively associated with PA in British youth. Screen time may displace active pursuits out of school but is also associated with lower PA during school. Daily screen time should be limited to < 2 h in line with current recommendations.

Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education

2006 ◽  
Vol 25 (1) ◽  
pp. 58-74 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Ron McBride ◽  
April Bruene
Keyword(s):  
High School ◽  
Physical Education ◽  
Achievement Goals ◽  
Social Goals ◽  
High School Physical Education ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship

This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

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