Leisure-time Context Research Articles

Encouraging young people’s capability to act: the complementary role of different leisure-time contexts in their everyday life

ABSTRACT This article foregrounds different leisure-time contexts and their relative support of young people’s capability to act. Analyses employ a new measurement instrument, which captures young people’s perception of the qualities of an exhaustive set of leisure-time contexts. Data was collected from 739 young people aged 16 to 17 years, who participated in the beginning of 2020 in the third wave of a quantitative panel in Vienna, Austria. Results highlight the potential of public/urban facilities since these support young people’s capability to act in comparable ways as training, courses, and rehearsals but are less rooted in heteronomy and obligation. Moreover, the study underscores that less-structured leisure time cannot be treated as a single plane of experience. Friends’ homes and outdoors in nature emerged as contexts that allow young people to experience a sense of possibility.

The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure time

Introduction: The aim of this research was to examine the relationships of four perceived teaching styles (i.e., autonomy support, structure, control, and chaos) of physical education (PE) teachers with students’ satisfaction of psychological needs as well as autonomous and controlled motivation towards physical activity in PE and leisure time context. Materials and Methods: 320 students (166 boys and 154 girls) aged from 12 to 18 years old (M = 14.13, SD = 1.6) participated in the study. In this cross-sectional study, participants filled in a questionnaire of study variables. A variance-based structural equation model was employed to test the study hypotheses. Results: Autonomy support is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.18, p < 0.01). Structuring the teaching style is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.21, p < 0.01). Conclusions: When a PE teacher employs an autonomy-supportive and structuring teaching style, it is likely to satisfy students’ psychological needs and increase autonomous motivation towards physical activity in PE, which, in turn, may enhance autonomous motivation towards physical activity during leisure time.

Leisure time in young people’s everyday life and its relevance for wellbeing: longitudinal analyses based on a quantitative panel in Vienna

Qualitative studies with young people have shown that wellbeing is something that is felt and sensed in their everyday lives, especially in less formal leisure-time contexts. This article contributes to the current state of research by analyzing the relations between wellbeing and the conditions in young people’s leisure time using a longitudinal, quantitative approach. The analyses are based on a new measurement instrument, which captures conditions in young people’s leisure time in terms of the extent to which they facilitate correspondence and experimentation, and require adaption. The measurement instrument was inserted twice (2020, 2022) in the quantitative panel of ‘Pathways to the Future’, a project about young people in Vienna. The analytical sample consists of 239 panel participants (478 observations), and the main results are based on the specification of a random effects model. The findings reveal that possibilities for correspondence in the panel participants’ leisure time, i.e., being able to be oneself and to relax, increase their wellbeing. In addition, to a lesser extent, possibilities for experimentation, i.e., discovering new traits about oneself and engaging in stimulating activities, are important for wellbeing. Interestingly, leisure time requiring adaption is not significantly related to wellbeing. More detailed analyses considering decreases and increases of adaption separately by estimating asymmetric effects suggest that adaption can be constraining but can also be more positively connotated. Overall, the results contribute to a relational and situational understanding of wellbeing in quantitative research, which places the focus on the conditions in young people’s everyday life.

Uncovering the Role of Mindfulness in Autonomous Motivation across Physical Education and Leisure Time: Extending the Trans-Contextual Model.

Mindfulness is assumed to foster the ability to consistently act in line with one’s authentic self; a skill which has been found to enhance students’ autonomous motivated behavior in the educational context. However, evidence regarding how mindfulness can be integrated into existing conceptual frameworks such as the trans-contextual model is scarce. Therefore, the present study aimed to evaluate the role of mindfulness in students’ autonomous motivation in the school and leisure time contexts. Overall, N = 1877 students (M = 14.74 years, SD = 2.63) indicated their self-reported mindfulness, their perceived need for support in physical education, their autonomous motivation during physical education and leisure time, as well as their perceived behavioral control, attitude, subjective norm, and intention toward physical activity. Physical activity was additionally measured physiologically for n = 240 students using accelerometers. Path model analyses revealed that the inclusion of mindfulness substantially improved the trans-contextual model fit. Perceived autonomy support positively predicted mindfulness, which, in turn, predicted autonomous motivation in physical education and leisure time, attitude, subjective norm, and perceived behavioral control. Furthermore, mediation analyses revealed the significant indirect effects of mindfulness on physiological and self-reported physical activity. Based on these results, mindfulness can be considered a key factor in fostering students’ motivation to become physically active.

Predictors of school students' leisure-time physical activity: An extended trans-contextual model using Bayesian path analysis.

The present study aimed to examine effects of motivational and social cognition constructs on children's leisure-time physical activity participation alongside constructs representing implicit processes using an extended trans-contextual model. The study adopted a correlational prospective design. Secondary-school students (N = 502) completed self-report measures of perceived autonomy support from physical education (PE) teachers, autonomous motivation in PE and leisure-time contexts, and social cognition constructs (attitudes, subjective norms, perceived behavioral control), intentions, trait self-control, habits, and past behavior in a leisure-time physical activity context. Five weeks later, students (N = 298) self-reported their leisure-time physical activity participation. Bayesian path analyses supported two key premises of the model: perceived autonomy support was related to autonomous motivation in PE, and autonomous motivation in PE was related to autonomous motivation in leisure time. Indirect effects indicated that both forms of autonomous motivation were related to social cognition constructs and intentions. However, intention was not related to leisure-time physical activity participation, so model variables reflecting motivational processes did not account for substantive variance in physical activity participation. Self-control, attitudes, and past behavior were direct predictors of intentions and leisure-time physical activity participation. There were indirect effects of autonomous motivation in leisure time on intentions and physical activity participation mediated by self-control. Specifying informative priors for key model relations using Bayesian analysis yielded greater precision for some model effects. Findings raise some questions on the predictive validity of constructs from the original trans-contextual model in the current sample, but highlight the value of extending the model to incorporate additional constructs representing non-conscious processes.

Predicting school students' physical activity intentions in leisure-time and school recess contexts: Testing an integrated model based on self-determination theory and theory of planned behavior.

BackgroundIdentifying psychological correlates of children’s physical activity intentions may signpost potentially modifiable targets for interventions aimed at promoting physical activity participation. School recess and leisure-time outside of school are appropriate contexts in which such interventions may be delivered. However, few studies have identified correlates of physical activity intentions in these environments. Examining correlates in these contexts may provide formative evidence on which to base interventions to promote physical activity.PurposeThe current study adopted an integrated theoretical model to test relations between motivational constructs from self-determination theory, social cognition constructs from the theory of planned behavior, and physical activity intentions in leisure-time and school recess contexts.MethodsFinnish school children (N = 845, M age = 13.93, SD = 0.99) from three lower-secondary schools completed self-report measures of perceived autonomy support by peers, autonomous and controlled motivation, attitudes, subjective norms, perceived behavioral control, and physical activity intentions for both contexts.ResultsWell-fitting structural equation models controlling for past behavior indicated that autonomous motivation in the school recess context and attitude in both contexts were the most pervasive predictors of physical activity intentions, and mediated the relationship between perceived autonomy support and intentions. Multi-group analyses supported invariance of the models in both contexts across gender, grades, and school, with few variations.ConclusionsThe current study supports relations between motivational and social cognition correlates of children’s physical activity intentions in school recess and leisure-time contexts. Future research should extend these findings to the prediction of follow-up participation in physical activity.

A pace of life indicator. Development and validation of a General Acceleration Scale

Ever since Georg Simmel (1895) introduced the notion into sociological accounts of modernity, scholars have tried to empirically test the claim of an increasing “speed of life” in modern society. The acceleration of speed or pace of life has been characterized as an “intensification” of our experience of time, a “time squeeze,” and “hurriedness” in leisure time. However, to date, no comprehensive instrument, scale, or indicator has been developed that is grounded in solid theory and serves to empirically measure and compare the pace of life in a straightforward manner. The purpose of this research is to develop and validate a scale-based measure that reveals whether individuals pursue a fast or slow pace of life in a leisure-time context. The result is the fifteen-item General Acceleration Scale (GAS), which conceptually rests on the comprehensive theory of social acceleration by Hartmut Rosa (2013). The scale systematically tests the pace of life along four temporal strategies of speedup: performing activities faster, doing multitasking, replacing time-consuming by time-saving activities, and filling breaks or waiting times with productive activities. If these temporal strategies form a consistent pattern, they consequently lead to an increase in the rate, speed, or relative density of experiences and activities per unit of time and thus to an increase in the pace of life. Validation of the GAS was completed by a large sample ( N = 1161) as part of a self-report online survey in Germany in 2019. We examined the convergent and discriminant validity as well as internal consistency reliability of the scale and conducted a confirmatory factor analysis via maximum likelihood estimation. Control variables and discriminant measures were included to access construct validity. Overall, we can validate the GAS as a reliable measure of time use that can be used as a straightforward pace of life indicator.

Associations of sedentary behavior in leisure and occupational contexts with symptoms of depression and anxiety

Sedentary behaviors (SB) can be associated with poorer mental health, but it remains unclear whether contexts for these behaviors may be important. We assessed relationships of SB in leisure-time and occupational contexts with frequent symptoms of depression and anxiety. Data originate from the Swedish Health Profile Assessment (HPA) database, a health assessment offered to employees working for companies or organizations connected to healthcare services. Analyses are based on data from 2017 onwards (N = 23,644; 57% male, mean age = 42 years). Two self-report questions assessed proportions of time spent in SB in leisure contexts and in the occupational setting. Logistic regressions examined relationships of SB in each context with the self-reporting of frequent symptoms of depression/anxiety. A separate model for the leisure plus occupational SB was also generated. Fully-adjusted models included exercise frequency. Compared to those reporting that they were ‘almost never’ sedentary in leisure-time contexts, a detrimental dose-response with frequent depression/anxiety symptoms was observed with increasing proportions of sedentary time: 50% of the time (OR = 1.44; 1.23–1.70), 75% (OR = 2.95; 2.45–3.54), almost always (OR = 3.85; 2.84–5.22). For occupational SB, the only associations were among those who reported being sedentary almost always, compared to almost never (OR = 1.47; 1.25–1.73). Associations of ‘overall’ SB with depression/anxiety symptoms mirrored the dose-response relationship for leisure-time SB. Exercise frequency attenuated the association for leisure-time SB only, but it remained statistically significant. Adults who spend ≥50% of their leisure-time in sedentary pursuits experience more frequent symptoms of depression and anxiety, compared to those who are less sedentary in that context.

Critique between empirical research, theory, and practice within the context of leisure time of people with intellectual disability

Im Mittelpunkt des Beitrags steht ein transdisziplinäres Forschungsprojekt, das sich mit der Freizeitsituation von Menschen mit sogenannter geistiger Behinderung im System der Behindertenhilfe auseinandersetzt und an der Schnittstelle von Sonder- bzw. Geistigbehindertenpädagogik, Disability Studies und Soziologie angesiedelt ist. Der Beitrag zielt darauf ab, die Studie mitsamt ihren Verflechtungen in die Bereiche Empirie, Theorie und Praxis vorzustellen, wobei es gerade um die Diskussion von Herausforderungen, aber auch des Mehrwerts gehen soll, die bzw. den eine solche Untersuchung für die jeweiligen Bereiche mitbringt. Zentral sind hier gerade auch Fragen des Praxistransfers.

Breaking up Sedentary Time in Overweight/Obese Adults on Work Days and Non-Work Days: Results from a Feasibility Study.

Office workers are vulnerable to the adverse health effects of sedentary behavior (i.e., sitting time). Increasing physical activity and preventing time spent sitting is an occupational health priority. This randomized crossover design study compared the short-term (3-days) effects of hourly interruptions of sedentary time with 5-min micrrobouts of activity for 9 hours (MICRO) to a sedentary control condition (SED) and a duration-matched continuous single bout of physical activity (45-min/d, ONE) condition on inclinometer-derived sitting-time on work and non-work days in sedentary overweight/obese adults. Differences in sitting/lying, standing, stepping, number of sit/stand transitions, time spent in moderate and vigorous activity (MVPA), energy expenditure, self-perceived vigor and fatigue, and insulin sensitivity were also examined. Twenty-two participants (10M/12F; 31.7 ± 1.3 year old BMI 30.4 ± 0.5 kg/m2) completed all conditions. No between-condition effects were observed in sitting-time and sit/stand transitions. Both interventions increased daily steps, MVPA and energy expenditure with increases being greater in ONE than MICRO. Feelings of vigor and fasting insulin sensitivity were also improved. Participants reported less fatigue with MICRO than SED and ONE. Both interventions increase physical activity and energy expenditure in occupational and leisure-time contexts. The sustainability of these effects over the long term and on health outcomes will need to be tested in future studies.

Leisure, Social Capital and Life Turns in Deviant Youth

The production of social capital in a specific area of everyday life such as leisure time and the different socio-cultural it is experienced in is a very interesting research issue, especially in the light of certain pecific meanings of the notion of social capital, such as Bourdieu's or, more recently, Putnam's. Nonetheless, this research issue is scarcely taken into consideration in Italy. Albeit inexaustively, this paper intends to introduce this issue starting from a brief review on the generation of social capital in youth's leisure time contexts. In the first paragraph I problematize the notion of social capital as referred to leisure time contexts as well as analyze either the social capital literature dealing with the modes and experiences of leisure time, or the leisure time literature focusing on the construction of social capital in leisure time contexts. In the second paragraph I discuss some studies regarding the ways in which a particular age range - youth - produces social capital in leisure time contexts. In the third paragraph I focus on some studies regarding the issue of youth's leisure time as a potential antisocial time. In the fourth paragraph I introduce the discussion about the little importance given to public leisure in the service provision for youth's leisure time and the consequences determined by that in terms of social capital erosion. The conclusion offers three metaphors for understanding the trends of leisure time and sociability

Broadening the trans‐contextual model of motivation: A study with Spanish adolescents

The original trans-contextual model of motivation proposed that autonomy support from teachers develops students' autonomous motivation in physical education (PE), and that autonomous motivation is transferred from PE contexts to physical activity leisure-time contexts, and predicts attitudes, perceived behavioral control and subjective norms, and forming intentions to participate in future physical activity behavior. The purpose of this study was to test an extended trans-contextual model of motivation including autonomy support from peers and parents and basic psychological needs in a Spanish sample. School students (n = 400) aged between 12 and 18 years completed measures of perceived autonomy support from three sources, autonomous motivation and constructs from the theory of planned behavior at three different points in time and in two contexts, PE and leisure-time. A path analysis controlling for past physical activity behavior supported the main postulates of the model. Autonomous motivation in a PE context predicted autonomous motivation in a leisure-time physical activity context, perceived autonomy support from teachers predicted satisfaction of basic psychological needs in PE, and perceived autonomy support from peers and parents predicted need satisfaction in leisure-time. This study provides a cross-cultural replication of the trans-contextual model of motivation and broadens it to encompass basic psychological needs.

Temporal relationship between intrinsic motivations in physical education and in a leisure-time context

This study examined the temporal relationships between intrinsic motivation in physical education and in leisure time context over two year period. The stability, stationary and cross-lagged effects of the relationship between these variables over the two-year period was tested. Participants, 94 students (37 boys and 57 girls) aged 14–16 years (M14.9±0.90) at the beginning of the study, completed measures of intrinsic motivation in both contexts. The model indicated to the existence of significant impact from intrinsic motivation in physical education on intrinsic motivation in a leisure-time context but not in vice verse. The results showed that the degree of stability in intrinsic motivation in physical education was higher than in leisure time context over two year period. Additionally, the existence of stationary of the relationship between these variables was followed on both timepoints. This study demonstrated that intrinsic motivation in physical education is not affected by the previous intrinsic motivation in leisure time context.

The trans-contextual model: perceived learning and performance motivational climates as analogues of perceived autonomy support

The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation and physical activity in leisure-time. According to achievement goal theory perceptions of learning and performance, motivational climate in PE can also affect autonomous motivation in PE. The purpose of the present study was to examine the influence of an integrated approach of perceptions of motivational climate in PE by incorporating aspects of perceptions of motivational climate from achievement goal frameworks on autonomous motivation in PE within the TCM. High school students (N = 274) completed self-report measures of perceived autonomy support, perceived learning, and performance motivational climate and autonomous motivation in PE. Follow-up measures of autonomous motivation in a leisure-time context were taken along with measures of attitudes, subjective norms, perceived behavioural control and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 5 weeks later. The results of the path analyses indicated that perceived learning climate was the strongest predictor of autonomous motivation in PE and leisure-time contexts and mediated the effect of perceived autonomy support on autonomous motivation in PE. Perceived performance climate showed no significant effect on autonomous motivation in PE and leisure-time. Results also confirmed the premises of TCM regarding the effect of autonomous motivation in leisure-time on leisure-time physical activity and the mediating role of the planned behaviour theory variables.

Extending the trans‐contextual model in physical education and leisure‐time contexts: Examining the role of basic psychological need satisfaction

The trans-contextual model (TCM) is an integrated model of motivation that aims to explain the processes by which agentic support for autonomous motivation in physical education promotes autonomous motivation and physical activity in a leisure-time context. It is proposed that perceived support for autonomous motivation in physical education is related to autonomous motivation in physical education and leisure-time contexts. Furthermore, relations between autonomous motivation and the immediate antecedents of intentions to engage in physical activity behaviour and actual behaviour are hypothesized. The purpose of the present study was to incorporate the constructs of basic psychological need satisfaction in the TCM to provide a more comprehensive explanation of motivation and demonstrate the robustness of the findings of previous tests of the model that have not incorporated these constructs. Students (N=274) from Greek secondary schools. Participants completed self-report measures of perceived autonomy support, autonomous motivation, and basic psychological need satisfaction in physical education. Follow-up measures of these variables were taken in a leisure-time context along with measures of attitudes, subjective norms, perceived behavioural control (PBC), and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 4 weeks later. Results supported TCM hypotheses. Basic psychological need satisfaction variables uniquely predicted autonomous motivation in physical education and leisure time as well as the antecedents of intention, namely, attitudes, and PBC. The basic psychological need satisfaction variables also mediated the effects of perceived autonomy support on autonomous motivation in physical education. Findings support the TCM and provide further information of the mechanisms in the model and integrated theories of motivation in physical education and leisure time.

Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations

An extended trans-contextual model of motivation for health-related physical activity was tested in samples from four nations. The model proposes a motivational sequence in which perceived autonomy support from teachers in a physical education (PE) context and from peers and parents in a leisure-time physical activity context predict autonomous motivation, intentions and physical activity behaviour in a leisure-time context. A three-wave prospective correlational design was employed. High-school pupils from Britain, Estonia, Finland and Hungary completed measures of perceived autonomy support from PE teachers, autonomous motivation in both contexts, perceived autonomy support from peers and parents, attitudes, subjective norms, perceived behavioural control and intentions from the Theory of Planned Behaviour (TPB), and measures of behaviour and past behaviour in a leisure-time context. Path-analyses controlling for past behaviour supported trans-contextual model hypotheses across all samples. Effects of perceived autonomy support from peers and parents on leisure-time autonomous motivation were small and inconsistent, while effects on TPB variables were stronger. There was a unique effect of perceived autonomy support from PE teachers on leisure-time autonomous motivation. Findings support the model, which provides an explanation of the processes by which perceived autonomy support from different sources affects health-related physical activity motivation across these contexts.

Physical activity leisure‐time participation of boys with developmental coordination disorder

Physical activity leisure‐time participation of boys with developmental coordination disorder

How students’ perceptions of teachers’ autonomy-supportive behaviours affect physical activity behaviour: an application of the trans-contextual model

The aim of this study was to assess a modified version of the trans-contextual model (Hagger, Chatzisarantis, Culverhouse, & Biddle, 2003) based on self-determination theory (Deci & Ryan, 1985) and the theory of planned behaviour (Ajzen, 1985). The modified version included two additional components: use of learning strategies and positive general feedback. It was hypothesized that students’ perceptions of how they use learning strategies taught by their physical education (PE) teachers and perceived positive general feedback would influence students’ intrinsic motivation, intentions, and physical activity behaviour in a leisure-time context through intrinsic motivation in PE. A structural equation model supported the hypotheses and demonstrated that the use of learning strategies and perceived positive general feedback in PE indirectly influenced intrinsic motivation in leisure time through the effect of intrinsic motivation in PE. There was a direct effect of perceived positive general feedback on physical activity behaviour as well as an indirect effect through the motivational sequence.

The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model.

The trans-contextual model proposes that young people's perceived autonomy support in physical education will affect their perceived locus of causality, intentions, and physical activity behavior in leisure time. High school students completed measures of perceived autonomy support and perceived locus of causality in physical education. One week later, participants' perceived locus of causality and constructs from the theory of planned behavior were assessed in leisure time. Leisure-time physical activity behavior was measured 5 weeks later. Perceived autonomy support in physical education affected leisure-time physical activity directly and indirectly through a motivational sequence involving internal perceived locus of causality, attitudes, perceived behavioral control, and intentions. Results support the trans-contextual model indicating that perceived autonomy support in an educational context influences motivation in a leisure-time context. (PsycINFO Database Record (c) 2008 APA, all rights reserved) (journal abstract)