The present study examines whether the correlates of physical activity relevant to sufficiently active youth and adolescents differed as a function of type (structured or unstructured) of physical activity. Participants completed measures of physical activity and activity correlates. The most frequently cited correlates were enjoyment, friends’ participation, and friends’ support. Significant differences were found across type of activity for enjoyment, perceived competence, parental support, coaches’ support, and friends’ participation. The results provide insight into the correlates of physical activity in this population and provide preliminary evidence that different correlates may be associated with different activities.
Kevin S. Spink, Christopher A. Shields, Karen Chad, Patrick Odnokon, Nazeem Muhajarine and Louise Humbert
Shannon Gadbois, Anne Bowker, Linda Rose-Krasnor and Leanne Findlay
psychologically engaging structured and unstructured activities and to consider potential similarities and differences among structured sport, structured nonsport, and unstructured activities. The positive-youth-development framework (e.g., Benson et al., 2006 ; Larson, 2000 ; Lerner, 2005 ) has resulted in
Matthew Pearce, David H. Saunders, Peter Allison and Anthony P. Turner
The UK Government advises that children and young people aged 5–18 years should participate in structured and unstructured activities throughout the day to achieve the recommended 60 daily minutes of moderate to vigorous physical activity (MVPA). Physical activity of this intensity stimulates the
Martyn Rothwell, Joseph Stone and Keith Davids
identifiable performance styles and preferred modes of practice (i.e., backyard cricket in Australia; Cannane, 2009 ). These constraints are important in shaping the way athletes engage with learning environments in different sports and physical activities, captured in the structured and unstructured