Perfectionism, Self-Esteem, and the Will to Win Among Adolescent Athletes: The Effects of the Level of Achievements and Gender

This study examined the relationships between perfectionism, self-esteem, and the will to win and the effects of gender and the level of achievement on these variables. A total of 318 adolescents in the age group of 12–19 years (M = 16.10 ± 1.01) completed the self-esteem questionnaire, the will-to-win questionnaire, and the perfectionism inventory. Interstate level (ISL) athletes obtained higher scores than interdistrict level (IDL) athletes on the following variables: self-esteem, the will to win, and four of the eight dimensions of perfectionism (i.e., concern over mistakes, the need for approval, organization, and planfulness). Further, male athletes obtained higher self-esteem and perfectionism (i.e., the need for approval and rumination) scores than female athletes. Self-esteem, the will to win, and the dimensions of perfectionism were positively and significantly interrelated. However, one dimension, namely, perceived parental pressure, was unrelated to any factor except striving for excellence. Further, the will to win, concern over mistakes, high standard for others, and planfulness were unrelated to striving for excellence. The results of the discriminant analysis revealed that there was no significant difference between ISL and IDL athletes (variance explained = 9.480%). Finally, using path analysis showed that Model 3 (perfectionism self-esteem will-to-win) has provided good model fit such as Bentler's comparative fit index (CFI) (0.987), Tucker-Lewis index (TLI) (0.876), normed fit index (NFI) (0.973), and the root mean square error of approximation (RMSEA) (0.097)

Imagen Corporal y Obesidad mediante las Siluetas de Stunkard en Niños y Adolescentes Indios de 8 a 15 Años

The present study focused on the study of body image and overweightand obesityin Indian children and adolescents. This investigation involved 395 participants (212 males and 183 females) from Karbi Anglong, Assam,aged between 8 and 15 years (12.16 ± 2.01). The instrument used was Stunkard’s et al. silhouettes. 37.3% men and 22.4% women were classified as overweight/obese (!"#=13.033; p=.001; d=0.63). Regarding body image, 82.3% were dissatisfied with their body, highlighting those who would like to be larger (men 62.7% and women 49.7%). Therefore, the problem of body dissatisfaction had a higher prevalence than the physiological problem of obesity. It is recommended to implement physical activity programs to improve body image and body composition of children and adolescents in Assam.Este artículo se centra en estudiar la imagen corporal y la sobrecarga ponderal (sobrepeso y obesidad) en niños y adolescente de India. La muestra estuvo compuesta por 395 participantes de 8-15 años de Karbi Anglong, Assam (212 de sexo masculino y 183 de sexo femenino). El instrumento utilizado fue el de las siluetas de Stunkard. El 37.3% de hombres y el 22,4% de mujeres fueron clasificados en la categoría de sobrepeso/obesidad (  =13,033; p=,001; d=0,63). Respecto a la imagen corporal, el 82,3% presentó insatisfacción con su cuerpo, destacando aquellos a los que les gustaría ser más grandes (hombres 62,7% y mujeres 49,7%). Por tanto, el problema psicológico de la insatisfacción corporal tuvo una mayor prevalencia que el problema fisiológico de la obesidad. Se recomienda implementar programas de actividad física para mejorar la imagen corporal y la composición corporal de los niños y adolescentes de Assam

Quality Physical Education and Global Concern – Ways Ahead and Future Development

The works for quality development of physical education turned to be a worldwide concern when UNESCO proposed the International Charter for Physical Education and Sport in 1978. The movement for quality physical education was then established with main focus on different perspectives that covered issues from human right to the curriculum development, teaching, sport coaching, professional training, research and international collaboration and related policy making. The coming of documents such as NASPER’s benchmark in physical education in 2004, UNESCO Report on Quality of Physical Education and Sport (2005), Strategies to Improve the Quality of Physical Education by CDC in 2010 and the recent Quality Physical Education – Guidelines for Policy Makers by UNESCO (2015) were the initiatives to provide rich resources in forming the basic framework for quality development of physical education. Nevertheless, the report on physical education by Ken Hardman in 2008 indicated the worry as “mixed messages” was presented due to strong evidence of national commitment on physical education but slow to transform this initiation with full action and concrete implementation plan. “What goes wrong?” seemed to be the question that needs a response if the quality development of physical education is regarded as the way to improve the quality of students’ learning. The four association members of ICSP (ISCPES, IAPESGW, IFAPA and FIEP) launched a research project on Quality Physical Education (QPE) in 2011 with aims to understand the concept of QPE. This paper shared the findings from the QPE research and illustrated about the possible strategies for future development of QPE in schools. Proper investment and appropriate strategies with innovative works on steps and phases seemed to be the best option for development of core elements in QPE. While those elements there were in improvement stage, substantial Walter King Yan Ho, Md. Dilsad Ahmed, Beatriz Wong, Fan Huang, Rosa de D’Amico....Quality Physical Education and School Sports Development – A Global StudyRevista Electrónica Actividad Física y Ciencias, Año 2016 Vol. 8 Nº 1 61work to maintain its provision seemed essential. Keyword

Body Mass Index (BMI) assessment among Macau students: age group differences and weight management strategies

There is evidence that rapid weight gain during the first year of life is associated with being overweight later in life. Therefore, overweight tendencies need to be detected at an appropriate age, and suitable strategies need to be implemented for weight management to achieve optimal long-term health. The objective of this study was to investigate comparisons in BMI status and associated categories in male and female students over ten years in two phases, including 2008-2013 and 2009-2014. Weight and height data were collected to obtain BMI (Body Mass Index) over ten years in two phases. The first phase occurred from 2008 to 2013, and the second phase occurred from 2009 to 2014 in a population of 10846 school children (Males: 6970, 64.3%, and females: 3875, 35.7%) in Macau. Their ages ranged from 6 years old in 2008 to 11 years old in 2013. The same age range was observed in the second phase, i.e., 2009-2014. Statistical analyses included descriptive statistics, such as the mean, standard deviation, t-tests to determine gender differences (year-wise) and a Chi square test for independence to determine the relationship between BMI (Underweight, Standard, Overweight and Obese) and age groups. In the first phase (2008-2013), the findings indicated a higher BMI level among the male students than the female students across all age groups (2008 t = 5.24, 2009 t = 88.25, 2010 t = 11.32, 2011 t = 17.45, 2012 t = 19.70 and 2013 t = 19.92). In the second phase (2009-2014), a higher BMI level was found among the male students than the female students across all age groups (2009 t = 2.68, 2010 t = 2.886, 2011 t = 3.076, 2013 t = 4.228, and 2014 t = 2.405). The results of the two phases combined (2008 to 2014 and 2009 to 2014) revealed that male students in 2008 had a higher BMI level than their counterparts in 2009 in the two age categories (8 years t = 3.025 and 11 years t = 3.377). Female students in the second phase (2009-2014) showed a higher BMI level than their male counterparts (9 years, t = 3.151). The results indicate the need to have focused strategies and structured interventions for male students at the critical age range of 8 to 9 years old. The results of this study also imply the need for the delivery of suitable school intervention activities at the appropriate time. Specifically, the prevention of weight gain should start early in life to encourage the development of healthier behaviours and habits throughout childhood and later ages

Measuring the perception of quality physical education in Latin American professionals

Um plano instável para o desenvolvimento de currículos e questões de apoio na educac¸ão física (PE) criou confusão entre os profissionais. O objetivo desta pesquisa é investigar os fatores percebidos como importantes no desenvolvimento da educac¸ão física de qualidade (QPE) por profissionais de países da América Latina (AL). Um questionário composto por 24 itens com base no QPE foi respondido por 468 profissionais coletados em 6 cidades da América Latina. Uma análise fatorial exploratória dos 24 itens usando extrac¸ão ML e rotac¸ão obliminar direta foram aplicados, e os 17 itens retidos foram agrupados em uma soluc¸ão de três fatores denominada Elementos de Desenvolvimento e Suporte para QPE na Escola (DSFQPE) ( = 0,935), Valor essencial do QPE (CVPE) ( = 0,890) e Arranjo Curricular das Atividades Físicas (CAPA) ( = 0,850). Os itens retidos indicaram propriedades excelentes e o referencial básico percebido pelos profissionais de EF em países da América Latina como importante na investigac¸ão do PEQ. © 2018 Colegio ´ Brasileiro de Ciencias ˆ do Esporte. Publicado por Elsevier Editora Ltda. Este e´ um artigo Open Access sob uma licenc¸a CC BY-NC-N

Provision of Quality Physical Education to enhance the motive of Physical Activity and its underlying Behavior among university students

Background: Physical activity (PA) plays a crucial role in promoting good health and an active lifestyle among university students. Quality Physical Education (QPE) program is instrumental in achieving sustainability in PA. Motivation is a key factor in encouraging PA in students. However, motivation alone may not lead to inclusivity unless quality components are thoughtfully integrated into physical education (PE) programs. Aims: This study aimed to address three research questions: i) Can the motivation for PA participation be enhanced through the provision of high-quality PE programs in university settings? ii) Does the quality provision of PE contribute to promoting sustainable PA among adolescents? and iii) Is this carry-over process influenced by gender? Methods: This cross-sectional study enrolled N = 610 university students, comprising 467 males and 143 females. Only students who had PE as a part of their coursework were included. These students participated in more than 27 different sports and had an average age of 20.76 years (SD = 3.47) and an average of 4.70 years (SD = 4.93) of athletic experience. To achieve the study's objectives, descriptive statistics (mean, SD), Pearson's correlation, and regression analysis were employed. Additionally, a 2 (Gender) by 2 (Type of Sport: Individual vs. Team) MANCOVA, with age as a covariate, was used to assess gender-based differences in the variables. Results: The study found that the factors demonstrated strong reliability and positive correlations between QPE and exercise needs satisfaction. However, these factors did not establish significant correlations with PA. Perceived competence for exercise needs satisfaction showed gender differences, with males scoring higher. Additionally, QPE did not exhibit significant gender-based differences. In terms of PA, males had higher mean scores compared to females. Conclusion: The provision of QPE was identified as a crucial determinant of exercise satisfaction competence among students. While QPE provision was adequate at the university level, it did not promote PA among females as anticipated

Physical Activity and Its Relationship with Life Satisfaction among Middle School Students: A Cross-Culture Study

This study examined the association between physical activity (PA) levels and life satisfaction for middle school students from Macau, Taipei, and Qianjiang. A total of 1002 middle school students (grades 7 to 9) were recruited in 2015 from three cities (Macau, N = 322; Taipei, N = 325; and Qianjiang, N = 355). Physical Activity Rank Scale-3 was used to evaluate the frequency, intensity, and duration of the PA. Further, students’ PA behaviors and life satisfaction were assessed using the Multidimensional Students’ Life Satisfaction Scale (MSLSS) devised by Zhang. Descriptive statistics, Pearson’s correlation, t-test, and one-way ANOVA were conducted to process the data. In both Macau and Taipei, the life satisfaction of adolescents was significantly associated with adolescents’ amount of PA (p < 0.05). A significant relationship was observed between self-satisfaction and PA in students from both Macau and Taipei (p < 0.05). The study results indicate the importance of life experience in PA. The more PA that a student engaged in, the higher the level of life satisfaction they obtained. There was a significant difference in the overall life satisfaction among adolescents in Macau, Taipei, and Qianjiang

A quantitative analysis measuring professionals’ perception about Quality Physical Education (QPE)

AbstractEmbedding quality provision in physical education (PE) programmes in school settings remains a perennial concern among stakeholders worldwide. The demise of PE and sports participation in schools elevated the dialogue to comprehend the underpinning issues which erode its progress in Iraq. The study’s three aims are as follows: First, it aims to identify the potential items that define the quality aspects of PE (primary through university level) among professionals. Second, gender perceptions were gauged on the retained factors through an exploratory factor analysis (EFA). Third, perceptions of professionals working in various jobs were measured on the aspects of quality PE (QPE). Except for two statements (Items 6 and 44—low communality), professionals perceived all items to potentially indicate QPE. The items were gauged through an EFA for each subfactor separately. A t-test and analysis of variance (ANOVA) were implemented to measure the differences in gender and job positions on the subfactors of QPE. Male and female professionals reported significant differences in all the subfactors. However, the perception of QPE by job position did not show any significant differences. Further, a 2 (gender) × 3 (job positions: primary school vs. high school vs. university) MANOVA was analysed, which highlighted a significant interaction effect (Wilks’ l = .92) among the professionals; but η2 (=.038) had a medium effect. The study provided a foundation for identifying items for measuring the QPE among professionals in Iraq. Nevertheless, significant gender differences for all QPE subfactors warrant future research to comprehend the underlying issues

Sport Participation, Lifestyle Habits and Determinants of Female Students from Jordan- A Qualitative Analysis

University or college is a crucial period when students often develop behaviors that led to unhealthy lifestyles accompanied by decreased physical activity (PA) and sports participation. The first objective of this study was to investigate sport participation and lifestyle habits among female university students. Secondly, we aimed to identify potential determinants towards participation in sports and PA. Lastly, the study garnered productive ideas and recommendations to maximize student’s participation in sports and PA. Using a semi-structured focus group guided by seven questions, nine interviews were conducted on N=90 Jordanian female university students. Participants were invited from a variety of study disciplines, with a mean age of 18 ± 0.24 years. Data were analysed (inductive thematic approach) using manual methods, highlighting that 56.7% of students did not participate in any form of PA. Furthermore, the analysis identified four prominent barriers which prevented students from participating in sports and PA: lack of time, lack of sports facilities and clubs, religion and culture, negative attitudes toward sports, accessibility. Additionally, our study discovered that all the female students possess smartphones, of which 43.2% (> 6 hours) and 16.2% (between 4-6 hours) used social media/day. In conclusion, this study recommends that the university administration should prioritize the awareness for PA among students and develop adequate strategies to refrain oneself from using excessive social media using smartphones.</p