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Marlene K. Tappe and Charlene Burgeson

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An De Meester, Greet Cardon, Ilse De Bourdeaudhuij and Leen Haerens


The goals were to investigate whether extracurricular school-based sports reach students not engaging in community sports and whether extracurricular school-based sports participants are more physically active and/or autonomously motivated toward sports than nonparticipants.


1526 students (48.0% boys; 85.9% Belgian natives; age = 15.34 ± 1.83y) completed validated questionnaires to assess sports participation, physical activity (PA) and sports-motivation. Multilevel regression analyses were conducted.


Only 28.7% of all students (n = 438), and 19.7% of students not engaging in community sports (n = 123), participated in extracurricular school-based sports. Participants were significantly more physically active [β=44.19, S.E.=17.34, χ2(1)=6.50, p = .01] and autonomously motivated [β=.18, S.E.=.04, χ2(1)=25.62, p < .001] than nonparticipants, even after controlling for community sports participation. Boys were more physically active and autonomously motivated than girls (p < .001).


As participation is linked to higher PA-levels and autonomous motivation, increasing overall participation rates may contribute to children developing a more physically active lifestyle and achieving the PA guidelines.

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Lorraine Cale and Jo Harris

), and in terms of knowledge and understanding of healthy and active lifestyles, the person would have a sound awareness of the value of participating in a physically active lifestyle (PAL) ( Whitehead, 2013 ). More specifically, and in terms of knowledge and understanding as an attribute, “acquiring

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Evelia Franco, Javier Coterón, Elisa Huéscar and Juan A. Moreno-Murcia

especially important, as these individuals are less likely to adopt a physically active lifestyle ( Haerens et al., 2010 ; Moreno-Murcia et al., 2013 ). Therefore, the main purpose of this study is to offer an explanatory model of the intention to be physically active among low-motivation students. To

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Yang Liu and Senlin Chen

responses to physical activity. Demonstrates use of self-management skills related to maintaining a physically active lifestyle. Employs self-management skills to maintain a physically active lifestyle. PD#3 Describes characteristics of health-enhancing physical activity. Participates in a variety of health

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Chelsee A. Shortt, Collin A. Webster, Richard J. Keegan, Cate A. Egan and Ali S. Brian

; Lundvall, 2015 ). Efforts toward a national collaborative agreement on the conceptualization of PL are already present in Canada ( Canadian Sport for Life, 2015 ) and Australia ( Keegan et al., 2017 ), thus allowing PL to become a focal point for promoting physically active lifestyles as part of their

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Jing Dong Liu and Pak-Kwong Chung

adolescence has been reported ( Nader, Bradley, Houts, McRitchie, & O’Brien, 2008 ), and a similar pattern has also been found in the physical education (PE) context in Hong Kong ( Chow, McKenzie, & Louie, 2008 , 2009 ). School PE is considered a potential venue for promoting a physically active lifestyle

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John Cairney, Tia Kiez, E. Paul Roetert and Dean Kriellaars

physically active lifestyle. While many regard physical literacy as a distinctly British concept, this would appear to be a fallacy. While the use of the term contains many features with the modern, definitional conceptualizations, there are also some important differences. Among the most noticeable is the

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Ali Brian, An De Meester, Aija Klavina, J. Megan Irwin, Sally Taunton, Adam Pennell and Lauren J. Lieberman

to develop a physically active lifestyle: The role of extracurricular school-based sports and motor competence (Unpublished doctoral dissertation). Ghent University , Belgium . Dudley , D. ( 2015 ). A conceptual model of observed physical literacy . The Physical Educator, 72 , 236 – 260

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Ken R. Lodewyk

. , & Vansteenkiste , M. ( 2010 ). Motivational profiles for secondary school physical education and its relationship to the adoption of a physically active lifestyle among university students . European Physical Education Review, 16 ( 2 ), 117 – 139 . doi:10.1177/1356336X10381304 10.1177/1356336X10381304