CHANGES IN ENJOYMENT OF PHYSICAL ACTIVITY, ACTUAL AND PERCEIVED PHYSICAL ABILITIES IN PRIMARY SCHOOL CHILDREN

Abstract

Enjoyment of physical activity (PA), actual and perceived physical abilities are important factors in promoting active lifestyles and regular PA among children [1,2], but little research has investigated these relationships over time. The aim of the study was to examine changes in these variables in primary school children involved in an additional physical education lessons program (2 times week-1). Tests involving the standing long jump, 1 kg medicine-ball throw, 10 × 4m shuttle-run, basketball throw and 20m sprint[3,4] were administered before (T0) and after (T1) a 4-month intervention in 178 boys and 184 girls aged 8 to 10 years. Enjoyment and levels of PA were assessed using the Physical Activity Enjoyment Scale (PACES )[1] and the Physical Activity Questionnaire for Older Children (PAQ-C)[5], respectively. Individuals’ perceptions of strength, speed and agility were measured using the Perceived Physical Ability Scale for Children (PPAS_C)[6]. Significant time effects were found, with participants reporting higher PA (p<.05), enjoyment (p<.01), and actual and perceived physical ability (p<.001) scores at T1 compared to T0. Main effects were also obtained for gender, with boys showing better performances (p<.001), and higher values in the PPAS_C and PACES (p<.01) than girls. Findings support the feasibility and efficacy of the school-based intervention for improving PA levels, enjoyment, and perceived and actual physical abilities of children.