CC BY
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Section 11. Physical Education
Shehu Marsela, Sports University of Tirana PhD student Department of Psychology and Pedagogy, Faculty of Social Sciences, University of Tirana Email: marsela.shehu@gmail.com
The participation of Albanian adolescent’s in Physical Activity during their leisure time and Physical Education class
Abstract: Physical education, physical activities have been shown to impact positively on the extent to which young people feel connected to their school because schools are an important venue for increasing opportunities for physical activity among youth. The aim of this study is to present the level of involvement of adolescents in PA over the last 7 days during their leisure time and PE class. Method: The instrument used in this study is “Physical Activity Questionnaire for Adolescents (PAQ-A), by Kowalski, Crocker, & Kowalski, (1997), made up 8 questions. The sample of the study includes 337 adolescents aged 15-19 (113 Male and 224 Female). The statistical data processing was performed by SPPS statistical program, version 20. Cronbach’s Alpha.796 was used to assess the reliability of the instrument. Results: Volleyball, football and athletics sports are among the most favored by adolescents in their leisure time. 55.5% of adolescents claim that they are always intensely involved in the class of PE and 30.3% of them claim that after lesson they prefer to stay sitting talking or doing homework and 55.5% of them stay around or walk around. In extracurricular activities 40.9% of adolescent’s claim that they are not included ever and 37.1% of them state that they are included 1 times at the week also during weekends (45.4%). Discussion and conclusion: The subjects were more engaged to get involved in PA at class than during their leisure time because of school duties.
Keywords: physical activity, physical education, extracurricular activities, leisure time, school duties, adolescent.
Introduction
Physical activity is one of a number of factors that influence the growth and development of adolescents. Regular physical activity is an important component in the fight against obesity and chronic health conditions. In recent years, the psychosocial benefits of physical activity have been highlighted including a reduction in the symptoms of depression, stress and anxiety and improvements in self — confidence, self — esteem, energy levels, sleep quality and the ability to concentrate. Schools are an important venue for increasing opportunities for physical activity among youth. [1, 2]. In general, regular physical activity provides substantial benefits to the development of physical, mental and social health in children and adolescents. Benefits include the building and maintenance of healthy bones, muscles and joints; weight control; fat reduction;
efficient heart and lung function; movement skill development; social skill development (such as self-confidence, rules of fair play) etc. A physically active lifestyle also appears to be associated with the avoidance of unhealthy behaviors such as smoking, alcohol abuse, drug use and violent behaviors, as well as the adoption of healthy behaviors such as a nutritional diet, adequate rest and generally safe lifestyle practices. [2, 18-19]. Moreover, the latest studies have shown a link between physical activities integrated into classes, the amount of physical activity and aerobic fitness, on the one hand, and school grades and standardized test results in individual subjects, on the other. Participation in training as a member of sports and exercise clubs has been linked to good performance at school. Furthermore, it should be noted that studies that involved increasing the time spent in physical education classes and
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The participation of Albanian adolescent’s in Physical Activity during their leisure time and Physical Education class
breaks and, correspondingly, decreasing the amount of time spent in academic classes did not show any deterioration in pupils’ academic learning outcomes [3, 5].
It is necessary to provide recess during the school day because according to the National Association for Sport & Physical Exercise (NASPE) that short physical activity breaks during recess have been shown to enhance cognitive performance and improve learning. As well, the implementation process of “recess” is determined as an effective and efficient way to increase physical activity and improve academic performance among children [4, 2-5].
Academic achievement is maintained or enhanced by increased physical education, physical activity or sport; when a substantial proportion of curricular time (up to an extra hour per day) is allocated to physical education, physical activity or sport, learning seems to proceed more rapidly per unit of classroom time. [5, 13]. Perceptual skills, attention and concentration are all improved by a bout of physical activity, but perceptual skills seem to benefit the most from prior exercise. [5, 19]. As little as 10 minutes of additional organized physical activity in or outside the classroom implemented into the school day improves classroom behavior, and consequently may enhance academic
performance. The addition of break times when physical activity is undertaken improves classroom behavior and consequently may enhance academic performance. Regular physical activity in adolescents is significantly related to a favorable self-image, in addition to physical and psychological well-being and young individuals who participate in organized sport demonstrate lower rates of anti-social behavior. [5, 23-27].
Materials and Methods:
The instrument used in this study is “Physical Activity Questionnaire for Adolescents (PAQ-A), by Kowalski, Crocker, & Kowalski, (1997), made up 8 questions. The sample of the study includes 337 adolescents aged 15-19 (113 Male and 224 Female) from High School’s Tirana. Likert scale questions contain five alternatives (1 — No to 5-7 times or more and None to Very often) and other alternatives (1 — I don’t do PE to 5 — Always ect).The statistical data processing was performed by SPPS statistical program, version 20. Cronbach’s Alpha.796 was used to assess the reliability of the instrument. In completing questionnaire was maintained entirely pupils’ anonymity.
Discussion and conclusion:
The most favorite sports by adolescents are Volleyball (m = 2.25), Athletics (m = 2.09) and Football (m = 2.07).
Table 1. - Average frequency of various sports in their leisure time.
Jumpping rope Traditional game Volejball Basketball Hendball Football Cycling Aerobics Skating Dance Athletics Chess
N Valid 337 337 337 337 337 337 337 337 337 337 337 337
Missing 0 0 0 0 0 0 0 0 0 0 0 0
Mean 1.46 1.57 2.25 1.80 1.21 2.07 1.49 1.67 1.18 1.94 2.09 1.53
Std. Deviation .827 .867 1.039 .929 .574 1.409 .926 1.001 .551 1.201 1.190 .964
Subjects allege that during the week they do not of PA they are involved 1-2 times.
perform any sport as sport discipline, but in the form
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Section 11. Physical Education
Graphic 1. Frequency of sports courses in the form of PA during their leisure time in the last week
In the learning process during PE class 55.5% of 1% of them quite often, 16.9% of them sometimes. them claimed that they are always involved in PA, 21.
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The participation of Albanian adolescent’s in Physical Activity during their leisure time and Physical Education class
Graphic 2. In the last 7 days, during your physical education (PE) classes, how often were you very active (playing hard, running, jumping, throwing)?
In the educational institution, besides eating lunch around 30.3% of them sat down (talking, reading,
55.5% of the subjects claim that stood around/walked doing schoolwork) 8% ran or played a little bit.
Graphic 3. In the last 7 days, what did you normally do at lunch (besides eating lunch)?
During the week from the obtained data shows them are not involved and 19.9% of them claim that
that 37.1% of adolescents are involved in the are involved 2 or 3 times last week. extracurricular activities 1 time last week, 40.9% of
None 1 time last week 2 or 3 times last 4 times last 5 times last
week week week
Graphic 4. During the week, how many times you are involved in extracurricular activities?
The subjects of the study claim that during percentage the subjects involved in physical activity
weekends (45.4%) are involved in the physical also 2-3 times during weekend, 42.4% of them.
activity 1 time and with slight difference in
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Section 11. Physical Education
Graphic 5. During weekends, how many times you get involved in physical activity?
Adolescents have been subjected to the question regarding the type and frequency of performance of PA during their leisure time, where 38.9% of them stated that sometimes (1-2 times last week) did physical things in my free time, 27% of them claim
that often (3-4 times last week) did physical things in my free time, at a rate equal to 11% of them affirm that quite often (5-6 times last week) and very often (7 or more times last week) did physical things in my free time.
All or most of I sometimes (1 I often (3 — 41 quite often {5 I very often (7 my free time — 2 times last times last — 6 times last or more times was spent week) did week) did week) did last week) did
doing thi ngs physica I thi ngs physical thi ngs physical things physical things that involve inmyfree in my free inmyfree in my free
little physica I time time time time
effort
Graphic 6. Which one of the following describes you best for the last 7 days? Read all five statements before deciding on the one answer that describes you.
From the data obtained are noticed that the subjects are involved in physical activity like playing sports or being entertain through various games a little bit on Monday (40.4%) and Tuesday (36.8%), Friday at medium level (30.9%), often on Saturday (33.2%) and also very often on Saturday (22.6%) and Sunday (26.1%). In the other days of the week
participation in PA of the adolescents is at low rates.
The subjects claimed that they are not involved in physical activity because of school duties (47.8%), 32.6% of them claim that don’t have any reasons, 10.4% of them affirm for health reasons and 9.2% for private courses (computer, foreign languages, etc.) for health reasons.
Graphic 7. Which is the reason that you were forbidden to be involved in physical activity last week?
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The participation of Albanian adolescent’s in Physical Activity during their leisure time and Physical Education class
Graphic 8. Mark how often you did physical activity (like playing sports, games, doing dance, or any other physical activity) for each day last week.
In a final conclusion regular physical activity helps adolescents develop healthy physical activity behaviors they can sustain throughout their lives. When adolescents participate in the recommended level of physical activity at least 60 minutes daily multiple health benefits accrue. Most youth, however, do not engage in recommended levels of physical activity. Schools provide a unique venue for youth to meet the activity recommendations. At
the same time, schools face increasing challenges in allocating time for physical education and physical activity during the school day. Data from the study show that adolescents involved in PA in 1 time and 2-3 times during the week by played different games, we can say that is a coherent positive evidence and with scientific literature. Studies show that they are more involved in PA during Physical Education class than in their leisure time.
References:
1. Adolescent Physical Education and Physical Activity in California. Center for Health Policy Research UCLA - 2011; 2 p.
2. Premier’s Physical Activity Taskforce (PATF), Healthway and the Department of Health, Western Australia. 2003. Child and adolescent physical activity and nutrition (CAPANS).
3. Finland, 2012. Summary: Physical activity and learning. Finnish National Board of Education. Helsinki, Finland.
4. Beighle A., 2012. Increasing Physical Activity Through Recess. Active Living Research. University of California, San Diego.
5. Stead. R., & Nevill. M. The impact of physical education and sport on education outcomes: a review of literature - Institute of Youth Sport - Loughborough University 2010. - 13-27 p.
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