Participation In Physical Education Classes Research Articles

Effects of perceived variety-support on middle school students' learning engagement in physical education: the mediating role of motivation.

High engagement in physical education (PE) could effectively develop students' motor competence and promote physical activity, which was significantly important for students' physical and mental health. Researches had shown that motivation was an important factor in explaining students' learning engagement, and variety-support as the fourth independent psychological need was a potential factor influencing students' learning motivation. However, there was a lack of empirical research evidence on the effect of perceived variety-support on middle school students' learning engagement in PE and the influencing mechanisms. This study aimed to investigate the direct effect of perceived variety-support on learning engagement in PE and the mediating effect of motivation in PE on the relationship. A cross-sectional study was conducted and 587 middle school students from Liaoning province filled the paper-and-pencil questionnaires adopting perceived variety-support in PE scale (PVSPES), utrecht work engagement scale-student (UWES-S), and perceived locus of causality in PE scale, which had been proved to have good reliability and validity (294 boys and 293 girls, Mage=13.47 ± 0.94). The results showed three variables were significantly positively correlated with each other (r = 0.323-0.562 p < 0.01) and perceived variety-support in PE could not only directly promote middle school students' learning engagement in PE but also indirectly through the mediating effect of motivation in PE. Therefore, in order to better promote students' participation in PE class, we should pay more attention to satisfy students' varied PE learning needs and stimulate students' autonomous learning motivation.

Beyond the Playground: Challenges in Physical Education (PE) for Students with Additional Needs. A case Study Exploration

This study aimed to explore the multifaceted challenges encountered among students with additional needs in physical education (PE) classes. This study explored the various experiences of six students with additional needs who were subjected to semi-structured interviews in the physical education class participation at the MSU-Iligan Institute of Technology. The findings revealed two sub-themes: barriers to physical activity, which can be categorized as physical activity limitations and disability-related academic barriers, and psychosocial barriers, which include self-worth struggle and social exclusion in physical education (PE) classes. These barriers highlight the need for inclusive and adaptable physical education programs that cater the diverse needs of all students and create an atmosphere where everyone may actively engage and derive benefits from participating in physical education. Future studies should prioritize exploring educational interventions that effectively break down these challenges to enhance attitudes toward disabilities and promote social inclusion for students with additional needs.

Predictors and Prevalence of Alcohol and Cannabis Co-use Among Filipino Adolescents: Evidence From a School-based Student Health Survey.

This study explored the prevalence and predictors of alcohol and cannabis co-use among 9263 Filipino adolescents, using data from the 2019 Global School-based Student Health Survey (GSHS). We conducted a cross-sectional secondary analysis of the GSHS, targeting adolescents aged 13-17 years and excluding cases with incomplete data on alcohol and cannabis use. Our analysis employed the bivariate chi-square test of independence and multivariable logistic regression using Stata version 18 to identify significant predictors of co-use, with a p-value threshold set at 0.05. The weighted prevalence of co-users was 4.2% (95% confidence interval [CI], 3.4 to 5.3). Significant predictors included male sex (adjusted odds ratio [aOR], 4.50; 95% CI, 3.31 to 6.10; p<0.001) and being in a lower academic year, specifically grade 7 (aOR, 4.08; 95% CI, 2.39 to 6.99; p<0.001) and grade 8 (aOR, 2.20; 95% CI, 1.30 to 3.72; p=0.003). Poor sleep quality was also a significant predictor (aOR, 1.77; 95% CI, 1.29 to 2.44; p<0.001), as was a history of attempted suicide (aOR, 5.31; 95% CI, 4.00 to 7.06; p<0.001). Physical inactivity was associated with lower odds of co-use (aOR, 0.45; 95% CI, 0.33 to 0.62; p<0.001). Additionally, non-attendance of physical education classes (aOR, 1.48; 95% CI, 1.06 to 2.05; p=0.021), infrequent unapproved parental checks (aOR, 1.37; 95% CI, 1.04 to 1.80; p=0.024), and lower parental awareness of free-time activities (aOR, 0.63; 95% CI, 0.45 to 0.87; p=0.005) were associated with higher odds of co-use. Factors not significantly linked to co-use included age group, being in grade 9, always feeling lonely, having no close friends, being bullied outside school, and whether a parent or guardian understood the adolescent's worries. The findings highlight the critical need for comprehensive interventions in the Philippines, addressing not only physical inactivity and parental monitoring but also focusing on sex, academic grade, participation in physical education classes, sleep quality, and suicide attempt history, to effectively reduce alcohol and cannabis co-use among adolescents.

Middle School Student's Leadership Skills and Their PE Class Participation

The research areas of physical participation (participatory discussions, sports and outdoor activities, collaborative activities) and leadership (self-confidence, communication skills, intelligence, cooperation and teamwork, decision-making skills, value formation) provide the basis for improving students' Learning efficiency and autonomy. They deepen student engagement in participatory discussions, physical and outdoor activities, and collaborative activities and increase the effectiveness of student leadership development. These areas have improved the academic standards of Nanyang middle school students, contributed to teaching input, and helped students develop classroom participation and leadership skills. This study randomly selected 568 students and analyzed the data collected using a descriptive correlational design and Statistical Package for Social Sciences (SPSS). Research results show that improving the level of participatory discussions, sports and outdoor activities, and collaborative activities can effectively promote the improvement of students' leadership levels, including self-confidence, communication skills, intelligence, cooperation and team spirit, decision-making skills, values, etc. formation, ultimately improving students’ academic performance. In order to better cultivate students' sports participation ability and leadership thinking ability, teachers must take relevant measures in teaching. For example, strengthen the cultivation of leadership skills of middle school students, focus on curriculum design, improve students' participation in physical education classes, optimize physical education courses, design rich sports projects, implement intervention projects, and improve the quality of middle school students. Leadership skills and participation levels in physical education classes are critical. Students need independent learning and leadership skills to increase their level of classroom participation. Ultimately, these strategies help students develop leadership skills, broaden their horizons, and become confident, adaptable thinkers.

Participation in physical education classes and social isolation among adolescents: A harmonized analysis with 266,156 participants from 69 countries

ObjectiveTo analyze the association between participation in physical education (PE) classes and social isolation among adolescents. MethodsWe used data from the Global School-based Health Survey, comprising 266,156 adolescents from 69 countries/territories. Participation in PE classes (days/week) was reported by the students. Social isolation was assessed through questions regarding the number of friends and loneliness perception. Poisson regression models were used to identify the association of weekly participation in PE classes with social isolation, and harmonized meta-analyses were used to estimate a summary association. Results were expressed through prevalence ratios (PR) and their respective confidence intervals (95%CI). ResultsAdolescents who participated in PE classes on one [PR:0.87 (95%CI:0.83; 0.92)], two [0.84 (0.79; 0.89)], and three or more days per week [0.77 (0.73; 0.82)] had a lower prevalence of having a low number of friends than their peers with no PE classes. The loneliness perception was lower among those who participated in PE classes on one [0.86 (0.81; 0.90)], two [ 0.93 (0.87; 0.98)], and three or more days per week [0.94 (0.90; 0.98)] than among those who did not participate in PE classes. Participation in PE classes was also associated with lower social isolation (combined indicator: a low number of friends + loneliness perception) [1 PE day/wk: 0.88 (0.85; 0.92); 2PE days/wk: 0.88 (0.84; 0.92); ≥3 PE days/wk: 0.85 (0.82; 0.89)]. ConclusionsParticipating in at least one PE class per week is associated with a lower perception of social isolation among adolescents. Countries should seek to promote student participation in PE classes as a way of reducing social isolation.

Relationship of the number of days of participation in school physical education classes in a week with body mass index, number of hospital treatments for school violence, and mental health status among Korean male adolescents

School sports activities may help address obesity, school violence and mental health issues, which can be considered the biggest issues related to adolescents. However, previous research has not examined the relationship between participation in school physical education classes and obesity, school violence and mental health among adolescents by focusing on the number of days adolescents participate in school physical education classes. Therefore, this study investigated the association of the number of days of participation in physical education classes in a week with body mass index, number of hospital treatments for school violence, and mental health status among Korean male adolescents. Data of 25,749 male Korean adolescents were collected from the 2022 Korea Youth Risk Behavior Survey. Data collected were analyzed using frequency analyses, chi-square analyses and multivariate logistic regression analyses. The results showed that the more Korean male adolescents participate in physical education classes in a week, the more likely they are to become healthy, overweight and obese. The more they participate in physical education classes in a week, the less often they are treated in hospitals for school violence. The more they participate in school physical education classes in a week, the less likely they are to experience suicidal ideation but more likely to feel lonely. Overall, increasing the number of physical education classes can help solve adolescents’ health problems, but they must participate actively and voluntarily in the classes. Efforts must be made to increase their active and voluntary participation.

Association Between Participation in Physical Education Classes and Physical Activity Among 284,820 Adolescents: A Progressive Exposure Gradient Analysis.

The purpose of this study is to analyze the associations between participation in physical education (PE) classes and days with ≥60minutes of moderate- to vigorous-intensity physical activity (MVPA) using different reference categories for participation in PE. We used self-reported data from 284,820 adolescents. When no participation in PE was the reference, participation on 1 (prevalence ratio [PR] = 1.15 [1.12-1.18]), 2 (PR = 1.24 [1.20-1.27]), 3 to 4 (PR = 1.32 [1.28-1.36]), and ≥5days per week (PR = 1.8 [1.33-1.43]) increased frequency of days of ≥60minutes of MVPA. Participating in PE on 2 (PR = 1.07 [1.02-1.09]), 3 to 4 (PR = 1.15 [1.12-1.18]), and ≥5days per week (PR = 1.18 [1.15-1.22]) increased the days of ≥60minutes of MVPA when participation in PE classes on 1days per week was the reference. When participation in PE on 2days per week was the reference, participation in PE classes on 3 to 4 (PR = 1.07 [1.04-1.09]) and ≥5days per week (PR = 1.12 [1.09-1.15]) increased the days of ≥60minutes of MVPA. Participating in PE classes on ≥5days per week increased the days of ≥60minutes of MVPA (PR = 1.05 [1.03-1.07]) when participation on 3 to 4days per week was the reference. For those with no participation in PE classes, the addition of any PE classes could positively impact the weekly frequency of days of ≥60minutes of MVPA. Even in countries/territories with large coverage of participation in PE classes, promoting more PE classes could be useful to increase physical activity.

Personalized Physical Education Teaching Path Planning and Optimization Based on Deep Reinforcement Learning

Abstract Physical education courses have always been an important part of students’ comprehensive quality education, and how to make full use of big data technology to improve the informatisation level of physical education teaching has become an urgent problem to be solved at present. Through an overview of the characteristics of the personalised physical education teaching model based on deep reinforcement learning, the feature types of the collected data are clarified, and a series of data preprocessing operations are taken to remove the interfering information in the data. From the principle of deep reinforcement learning, the deep Q-network algorithm is designed, and the state space, action space, reward function, and selection strategy in the personalised sports teaching path planning model are also defined and designed. Comprehensive simulation experiments and statistical analysis confirm the personalized sports teaching path planning model based on deep reinforcement learning. In contrast, the DQN algorithm can achieve good results in any situation, and can give the most suitable personalised teaching plan according to each student’s problem in order to achieve the purpose of personalised sports teaching path planning and dynamic adjustment. The teaching model in this paper has a significant relationship with the traditional teaching model in terms of physical education learning autonomy, participation in physical education classes, and skill test scores, i.e., the teaching model in this paper has a better optimisation effect than the traditional teaching model.

Perceptions of pre-service special education teachers in South Korea toward teaching physical education for students with disabilities

ABSTRACTThe purpose of the study was to examine the perceptions of pre-service special education teachers in South Korea towards teaching physical education to students with disabilities. The qualitative descriptive case study was used to examine the perceptions of five pre-service special education teacher candidates using in-depth semi-structured interviews, a review of the teacher education curriculum, and the researchers’ field notes. The data were analyzed using constant comparative data analysis and exposed three themes, which were: (a) teaching students with disabilities in South Korea, (b) a lack of competency in teaching physical education, and (c) the challenges of teaching students with disabilities. In this study’s results, pre-service special education teacher candidates showed a lack of competency in teaching physical education to students with disabilities. Nevertheless, teacher candidates realised the many benefits of students’ participation in physical education classes. Therefore, it has been suggested that university faculty in teacher education programs should provide an opportunity for pre-service special education teachers to engage in practicum training and take classes to increase their content knowledge in teaching physical education.

The discovery of a data-driven causal diagram of sport participation in children and adolescents with heart disease: a pilot study

The interventions aimed at improving the levels of physical activity (PA) in children and adolescents diagnosed with heart disease did not produce the expected outcomes. Safe participation in sport activities proposed based on actual recommendations could be a solution to promote PA in this population. The aims of this study were to discover a causal diagram of sport participation in children and youth with heart disease and establish the factors that affect and are affected thereof through the use of questionnaires. Furthermore, the study aims to qualitatively assess the reliability of the constructed diagram in comparison with existing medical knowledge. The Greedy Fast Causal Inference method was employed to conduct a data-driven search of the directed acyclic graph that represents the causal relationships within the provided observational data. This causal discovery was performed using the Tetrad software. The analysis involved a cohort of 121 Caucasian patients (50 females) diagnosed with heart disease. The age range of the patients included in the study was 8–17 years. The study findings indicate that the participants engaged in sports presented significantly higher values of health-related quality of life (QoL) and motives for participating in physical and leisure activities. Age appears to be a cause of sport participation. Sport participation appears to be a cause of participation in physical education classes, which in turn appears to be a cause of higher enjoyment. Higher enjoyment appears to be a cause of other motives for participating in physical and leisure activities, as well as a higher score in terms of physical health. The causal diagram provided a graphical representation of the causal relationship between sport participation and better QoL with potential confounders for children and adolescents with heart disease that nearly coincided with the existing literature. Clinical trials should be designed to validate clinical utility of the presented causal diagram.

Body-related concerns and participation in physical education among adolescent students: the mediating role of motivation.

There is a need to understand better factors influencing participation in physical education (PE) and the mechanisms involved. The adolescent years are characterised by increasing levels of body-related concerns. In PE, the body is judged for its physical abilities and subject to social comparisons and body judgements. Grounded in the Self-Determination Theory, this study aimed to explore whether body-related factors were associated with adolescents' involvement in PE and whether types of motivation mediated this relationship. The study involved 2,140 (54.5% girls) secondary students (15-16-year-olds) from Norway participating in the nationally representative "Health Behaviour in School-aged Children (HBSC) study: a WHO collaborative cross-national study." Body-related factors included Body Mass Index (BMI), health complaints, body perception and dietary behaviours. Gender, age, and socioeconomic status (family affluence) were control variables. Motivation for PE was assessed with the Perceived Locus of Causality (PLOCQ) scale measuring three distinct factors: autonomous motivation, controlled motivation and amotivation. PE involvement was self-reported as weekly participation in PE classes and time spent in moderate-to-vigorous physical activity (MVPA) during PE. Gender (girl), family affluence, health complaints, not being on a diet but wanting to lose weight, and body perception (too fat) were negatively associated with weekly PE participation when adjusting for other variables. This association was largely explained by students' autonomous motivation in the case of health complaints and partly in the case of dietary behaviour and body perception. Similar results were observed for MVPA during PE lessons. Additionally, gender was associated with MVPA through amotivation. The study adds new knowledge to the understanding of the relationship between body-related factors and PE, supporting that autonomous motivation is a central mechanism and an avenue for further research. The results should be considered in planning high-quality PE classes and suggest that an autonomous supportive learning climate sensitive to body-related concerns should be a priority to increase adolescent involvement in PE.

초등학생 5-6학년의 체육수업에 대한 주관적 인식유형

This study aims to contribute to activating physical education classes and to realize the importance and know the inner value of elementary physical education with the Q methodology by identifying the types of 5th-6th graders in elementary school. 27 Q-samples and 40 P-samples were selected from 5th to 6th grade elementary school students.BR As a result of the research, they were classified into four types. Type 1: “Physical improvement and obesity prevention type” recognizes that physical education classes help to prevent obesity by improving overall physical function and keeping their bodies balanced through training their body, increasing strength through various physical movements. Type 2: “School life and exercise assistance type” represents that participation in physical education classes helps every student to practice a variety of sports skills, and do exercise during school life and free time. Type 3: “Class participation and sports interest type” considers physical education classes to lead to emotional stability and interest in sports through various exercise experiences with participating actively in physical education classes. Type 4: “Improving health and excessive competition type” indicates that physical education classes can help to learn how to manage their health and physical strength, improve health, while game-oriented classes with excessive competition cause a threat to their friendship.BR In conclusion, this study is thought to be used to design operations of physical education classes such as the contents and methods and improve the environment in physical education classes.BR

Unhealthy nutrition among teenagers in the city of Bielsko-Biała

Introduction: Unhealthy nutrition results from inappropriate eating behaviours that lead to changes in body weight. Consuming excessive amounts of salt, sugar, carbonated drinks, alcohol combined with physical inactivity causes overweight or obesity. In order to prevent incorrect nutrition, it is necessary to prevent overnutrition and to promote health-promoting behaviours that should be targeted at specific groups of the society. Such initiatives may limit or even exclude the emergence of incorrect nutrition which contributes to an increase in the incidence of lifestyle diseases. Objective: The aim of the article is to present and discuss the forms of spending free time, participation in physical education classes, and dietary habits of third-year secondary school students in the city of Bielsko-Biała (Poland). Materials and methods: An original questionnaire entitled “My health – something I care about” was used for the study. The questionnaire included questions about the diet, forms of spending free time, and participation in physical education classes at school. Results: Based on the questionnaire findings, watching TV is the most common form of spending free time (37% boys and 32% girls). Only 7% of girls and 18% of boys chose participation in sports as a form of spending their free time. 28% of boys and as much as 39% of girls admitted that they did not participate in physical education classes at school. The type of drinks consumed by secondary school pupils was significantly dependent on their gender. Regarding the type of lunch, sweet buns are chosen by 31% of boys and 23% of girls. Fruit is declared as their preferred lunch snack by 28% of the surveyed girls and only 2% of boys. Conclusions and discussion: The study has shown that there are many abnormalities in the diet of adolescents. The widespread belief that a slim figure is an asset nowadays prompts many young people to use various weight loss diets or fasting which, if used excessively, can pose a threat to the developing body systems. Information gathered from the respondents also shows that they do not have sufficient physical activity. Secondary school pupils increasingly choose passive recreation because physical activity does not give them as much satisfaction as, for example, playing computer games.

Influence of Gender Stereotype on Participation in Physical Education Class of High School Students

Some researchers have discovered that gender stereotypes in physical education courses have a significant impact on the course participation rates of high school students; however, the formation mechanisms and influencing factors that are behind them still lack a unified explanation. Gender stereotypes in physical education courses have become one of the most important topics of research in recent years. As a result, the purpose of this paper is to investigate the impact that gender stereotypes have on the level of participation that high school students have in physical education classes. For this purpose, this paper undertakes a case study and gathers information from the curriculum, family, society, and schools that may have an impact on how many boys and girls choose to participate in physical education in high school, respectively. According to the findings of the study, male and female high school students physical education (PE) self-perceptions as well as their engagement in PE were influenced by gender stereotypes in PE. The number of females who participated in physical education was often far smaller than the number of males who did so, and many people had the impression that boys dominated the field. In light of this, eradicating gender stereotypes in sports will make it possible to make better use of the athletic interests and abilities of both young men and young women.

A Multi-level Fusion System for Intelligent Capture and Assessment of Student Activity in Physical Training based on Machine Learning

To record and evaluate students' physical education class participation, this study proposes using a Machine Learning aided Physical Training Framework (ML-PTF). Improve student achievement in physical education with the help of the Multi-level Fusion System that employs machine learning strategies. The system integrates sensor data, video data, and contextual data to deliver a holistic and precise evaluation of student engagement. This study's simulation analysis shows that the ML-PTF improves the reliability of evaluating universities' physical education programs. A important reference path and paradigm for advancing tertiary-level physical education for graduates, the multi-level fusion system also provides an investigation of information technology and language education integration. The experimental findings demonstrate that the ML-PTF is superior to other approaches in terms of learning rate, f1-score, precision, and probability, as well as student engagement, involvement, and recognition accuracy.

Uticaj organizovanog fizičkog vežbanja u nastavi fizičkog vaspitanja na motivaciju i intenzitet vežbanja dece osnovnih škola

Summary: International guidelines (WHO) recommend thirty minutes of moderate-to-vigorous aerobic physical activity (MVPA) per day during school hours, which is half of the recommended daily physical activity. Also, the importance of physical activity with a minimum time duration of ten minutes per day in MVPA is highlighted. However, previous research points to the insufficient interest of pupils in exercise, both in physical education classes and during free time after school. The aim of the review paper was to highlight the results of randomized clinical studies describing the impact of organized physical exercise on motivation and increasing the time spent in MVPA through a systematic review of the scientific literature. The results of the researchers point to the problem of motivation of students aged 6-14 as well as the insufficient effectiveness of applied physical exercise program in teaching. Of all physical activities realized during one school year, team practice in class (various team games) proved to be the most effective. Further research is needed to define factors that have an impact on students' motivation for greater participation in physical education classes. In particular, it is important to develop awareness of the importance of daily physical activity, but which is performed with occasional increased intensity of exercise.

Malnutrition among adolescents

Malnutrition among result from inappropriate eating behavior that leads to changes in body weight. Consuming excessive amounts of salt, sugar, carbonated drinks, alcohol or inactivity causes overweight or obesity. To prevent malnutrition, it is necessary to prevent nutrition and to motivate prohealth behaviors that should be targeted at a given group of society. Thanks to this, it may limit or even exclude the emergence of eating disorders, which intensify the increase in the incidence of civilization diseases. The aim of the article is an attempt to present selected elements of lifestyle. The survey was addressed to 3rd grade students from 2 public secondary schools (189 boys and 178 girls). A proprietary questionnaire entitled “My health – I care for them” was used for the study. The questionnaire included questions about the diet, forms of spending free time and participation in physical education classes at school. Watching TV is the most common form of spending free time (37% boys and 32% girls). Only 7% of girls and 18% of boys chose participation in sports as a form of spending their free time. 28% of boys and as much as 31% of girls admitted that they do not participate in physical education classes. The type of drinks consumed by students was significantly dependent on their gender. The sandwich is chosen by 31% of boys and 23% of girls. Fruit is declared by 28% of the surveyed girls and only 2% of boys. Research has shown that there are many abnormalities in the diet of adolescents. The widespread belief that a slim figure is an asset nowadays prompts many people to use many slimming diets or fasting, which when used excessively can pose a threat to the developing organism. The respondents also show insufficient physical activity. Students more and more often choose passive recreation, because physical activity does not give them as much satisfaction as playing on a computer.

대학교양체육수업 성적평가방식 선택에 따른 수업재미, 수업만족, 운동지속의도의 관계

The purpose of this study was to verify the relationship between the enjoyment and satisfaction in liberal arts physical education class and the exercise adherence intention and to examine the moderating effect of the grade assessment method (A~F or Pass/Fail). A cross-sectional survey was conducted among university students participating in liberal arts physical education class (N=349). Participants completed the measures of enjoyment resource and class satisfaction reflecting their participation in physical education class, and the measure of exercise adherence intention. A sample size of 338 participants was employed, and the mediation model was tested using multigroup structural equation modeling. Results indicated that the satisfaction in physical education class mediates the relationship between the enjoyment and exercise adherence intention. The findings also demonstrated that the mediation model was moderated in accordance with the grade assessment method, which partially supported a major role of satisfaction in the A~F group better than in the Pass/Fail group. The current study implied reflection on the educational role of physical education as liberal arts to promote participation in lifelong sports and health exercise, and a review of the grade assessment method for this.

Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents.

In this cross-sectional study, we tested the associations between teacher autonomy support, self-determined motivation for physical education (PE), physical activity habits and non-participation in physical education in a sample of adolescents. A total of 715 adolescents (of whom 371 (51.89%) were girls) participated. The ages ranged from 14 to 18 years, with mean ages of 16.00 (SD = 0.79) for girls and 15.99 (SD = 0.75) for boys. The study questionnaire consisted of demographic questions and the Learning Climate Questionnaire, Revised Perceived Locus of Causality in Physical Education Questionnaire, Behavioural Regulation in Exercise Questionnaire 2, Self-Report Habit Index for Physical Activity, Godin Leisure-Time Exercise Questionnaire, Rosenberg Self-Esteem Scale, perceived physical fitness and frequency of non-participation in PE classes. The results showed that perceived teacher autonomy support was directly positively associated with physical activity habits and negatively with non-participation in physical education classes. Autonomous motivation for PE was a mediator between perceived teacher autonomy support and physical activity habits, meaning that higher autonomous motivation was related to higher physical activity habits. Motivation for PE was also a mediator between teacher autonomy support and non-participation in PE. Higher autonomous motivation for PE was associated with less frequent non-participation in PE classes. The findings can inform PE teachers’ practice by showing that supporting students’ autonomy and strengthening their self-determined motivation can facilitate increased participation in PE classes and the formation of students’ physical activity habits.

Associations between Demographic Characteristics, Lifestyle Factors and School-Related Conditions and Symptoms of Mental Health Problems in Norwegian Upper Secondary School Students.

Background: The purpose of this study was to evaluate the associations between demographic characteristics, lifestyle factors and school-related conditions, and symptoms of mental health problems in Norwegian upper secondary school students following the COVID-19 pandemic. Methods: In this cross-sectional study design we used a binary logistic regression model to evaluate potential associations between the predictors and dependent variable. Results: The following six predictors had a statistically significant impact on symptoms of mental health problems; gender effect of being a girl (p < 0.001), self-perceived body image (p < 0.001), sleep problems (p < 0.001), dietary habits (p = 0.033), school satisfaction (p = 0.013), and satisfaction with physical education (PE) class participation (p = 0.025). Conclusions: Being a girl was associated with a 315% higher probability of reporting symptoms of mental health problems than boys, whereas one unit increase in sleep problems showed a 192% higher probability of symptoms of mental health problems. Furthermore, a one unit increase on the respective beneficial predictors’ scales was associated with the following percentage having a lower probability of reporting symptoms of mental health problems; self-perceived body image (59%), dietary habits (58%), school satisfaction (82%), and satisfaction with PE class participation (68%).