Abstract
The objective of the study was to analyze how parental support relates to the physical activity practice, satisfaction with sports, level of physical activity, academic performance and alcohol consumption. Descriptive cross-sectional study, with 1100 adolescents (12–16 years old), where the factors related to parental support, gender and age acted as independent variables, and satisfaction with sport, level of physical activity (PA), academic performance and alcohol consumption acted as dependent variables. A multivariate statistical analysis was conducted. Adolescents with little parental support show (p < 0.001) more boredom, less fun, worse academic performance and higher alcohol consumption. Gender shows differences (p < 0.001) experiencing girls more boredom, less fun, less PA practice and higher academic performance than boys. Age establishes (p < 0.01) that older adolescents (15–16 years old) experience more boredom, less fun, less PA practice, lower academic performance and higher alcohol consumption than young boys and girls (12–14 years old). Parental support towards PA practice improves healthy habits, benefits academic performance and school satisfaction with physical and sports activity.
Highlights
The parental influence on the behaviors of their teenage children can be related to the theory of social learning [1] projecting this influence on the physical activity (PA) practice by the implicit socialization component existing within it [2]
The influence exerted by paternal stimulation on the future PA practice by adolescents, is reinforced by the importance that schoolchildren grant to physical education (PE) [3] and by the satisfaction or boredom experienced by these teenagers in the PE class [4]
It is convenient for parents to support their children in PA practice as a fun activity and not as a search for performance [52], since it is proven that fun physical-sports practice among young people positively influences future PA practice [6]
Summary
The parental influence on the behaviors of their teenage children can be related to the theory of social learning [1] projecting this influence on the physical activity (PA) practice by the implicit socialization component existing within it [2]. The influence exerted by paternal stimulation on the future PA practice by adolescents, is reinforced by the importance that schoolchildren grant to physical education (PE) [3] and by the satisfaction or boredom experienced by these teenagers in the PE class [4]. In order to explain the reasons why an individual decides to perform PA, it is necessary to take into account the motivation This motivation allows us to understand the existing internal or external factors, which will favor the appearance or maintenance of a behavior or action [7]. This can be explained from the social cognitive theory [8] and the theory of self-determination [9], classifying motivation from three perspectives: intrinsic, extrinsic or not motivated [10]
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