Jarmo Liukkonen

Physical Activity of Children: A Global Matrix of Grades Comparing 15 Countries

The Active Healthy Kids Canada (AHKC) Report Card on Physical Activity for Children and Youth has been effective in powering the movement to get kids moving by influencing priorities, policies, and practice in Canada. The AHKC Report Card process was replicated in 14 additional countries from 5 continents using 9 common indicators (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behavior, Family and Peers, School, Community and Built Environment, and Government Strategies and Investments), a harmonized process and a standardized grading framework. The 15 Report Cards were presented at the Global Summit on the Physical Activity of Children in Toronto on May 20, 2014. The consolidated findings are summarized here in the form of a global matrix of grades. There is a large spread in grades across countries for most indicators. Countries that lead in certain indicators lag in others. Overall, the grades for indicators of physical activity (PA) around the world are low/poor. Many countries have insufficient information to assign a grade, particularly for the Active Play and Family and Peers indicators. Grades for Sedentary Behaviors are, in general, better in low income countries. The Community and Built Environment indicator received high grades in high income countries and notably lower grades in low income countries. There was a pattern of higher PA and lower sedentary behavior in countries reporting poorer infrastructure, and lower PA and higher sedentary behavior in countries reporting better infrastructure, which presents an interesting paradox. Many surveillance and research gaps and weaknesses were apparent. International cooperation and cross-fertilization is encouraged to tackle existing challenges, understand underlying mechanisms, derive innovative solutions, and overcome the expanding childhood inactivity crisis.

Method effects: The problem with negatively versus positively keyed items

Using confirmatory factor analyses, we examined method effects on Rosenbergs Self-Esteem Scale (RSES; Rosenberg, 1965) in a sample of older European adults. Nine hundred forty nine community-dwelling adults 60 years of age or older from 5 European countries completed the RSES as well as measures of depression and life satisfaction. The 2 models that had an acceptable fit with the data included method effects. The method effects were associated with both positively and negatively worded items. Method effects models were invariant across gender and age, but not across countries. Both depression and life satisfaction predicted method effects. Individuals with higher depression scores and lower life satisfaction scores were more likely to endorse negatively phrased items.

Motivational Climate and Students’ Emotional Experiences and Effort in Physical Education

ABSTRACT The aim of the study was to examine the impact of a self-determined motivational climate including support of autonomy, relatedness, task involvement, and ego-involving climate on students’ affective responses and effort in physical education. The sample involved 338 sixth-grade students (11–12 years old) who completed a questionnaire battery incorporating measures of motivational climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving climate, autonomy, and relatedness support had more positive influences on pupils’ affective responses in comparison to an ego-involving climate.

The Associations between Seventh Grade Finnish Students' Motivational Climate, Perceived Competence, Self-Determined Motivation, and Fundamental Movement Skills.

The aim of the study was to investigate the relationships between motivational climate, perceived competence, self-determined motivation towards physical education (PE) and the fundamental movement skills of Finnish secondary school students. A sample of 370 seventh-grade PE students (girls n = 189; boys n = 181; mean age = 13.08; SD = 0.25) completed measures pertaining to motivational climates, perceived competence, regulation of motivation, and fundamental movement skills. Path analysis revealed results generally consistent with the theoretical tenets of the self-determination and the achievement goal theories by demonstrating that a task-involving motivational climate influenced perceived competence, which in turn affected more self-determined motivation towards PE. Furthermore, results revealed that this motivational sequence was associated with increased balance skill. A sequence consisting of task-involving climate, intrinsically regulated motivation, and balance skills was also observed. Additionally, the results indicated that task-involving motivational climate influenced perceived competence, in turn influencing manipulative and locomotor skills. Finally, an ego-involving climate was found to be a marginally positive predictor of manipulative skills. Relations entre le climat motivationnel d’élèves finlandais en classe de 5 ème, la compétence perçue, la motivation autodéterminée, et des habiletés motrices fondamentales Le but de cette étude était d’étudier la relation entre le climat motivationnel, la compétence perçue, la motivation autodéterminée envers l’éducation physique et sportive (EPS), et des habiletés motrices fondamentales d’élèves finlandais du secondaire. Un échantillon de 370 élèves de 5ème (filles N = 189 ; garçons = 181 ; E.T. = 0,25) ont rempli les questionnaires mesurant le climat motivationnel, la compétence perçue, les régulations motivationnelles, et des habiletés motrices fondamentales. Des analyses de pistes causales ont révélé des résultats globalement consistant avec les postulats de l’autodétermination et la théorie des buts d’accomplissement en démontrant que le climat motivationnel orienté vers la tâche influençait la compétence perçue, qui en retour affectait la motivation envers l’EPS. De plus, les résultats ont révélé que cette séquence motivationnelle était associée à une augmentation de l’habileté à s’équilibrer. Une séquence de relations comprenant le climat orienté vers la tâche — la motivation intrinsèque, et l’habileté à s’équilibrer a également été observé. Aussi, les résultats ont montré que le climat orienté vers la tâche influençait la compétence perçue influençant en retour les habiletés liées à la manipulation et à la locomotion. Finalement, le climat orienté vers l’ego s’est avéré être marginalement un prédicateur positif des habiletés liées à la manipulation. La asociación entre el clima emocional, la percepción de competencia, la auto motivación y las habilidades de movimiento básicas de los estudiantes finlandeses de séptimo grado El objetivo del estudio era investigar las relaciones entre el clima emocional, la percepción de competencia, la auto motivación hacia la Educación Física (EF) y las habilidades básicas de movimiento de los estudiantes de escuelas secundarias de Finlandia. Una muestra de 370 estudiantes de séptimo grado de E.F (189 chicas, 181 chicos, media de edad de 13,08, y S.D = 0,25), completaron los datos pertenecientes al clima emocional, la percepción de competencia, la auto motivación hacia la Educación Física (EF) y las habilidades básicas de movimiento. El análisis reveló resultados compatibles con los principios teóricos de la automotivación y con las teorías de la meta de logro, demostrando que las tareas que impliquen un clima emocional influyen en la competencia percibida y a su vez en la motivación hacia la E.F. Además, los resultados revelaron que esta motivación estaba asociada con el incremento del equilibrio. Una secuencia consistente en la creación de un clima de realización de tareas, la motivación intrínsecamente regulada y las habilidades de equilibrio también fueron observadas. Adicionalmente, los resultados indicaron que las tareas que implican un clima motivacional influyen en la percepción de competencia y en las habilidades manipulativas y locomotrices. Finalmente, se encontró que un clima que implique el ‘yo’ (ego) es un predictor positivo de las habilidades manipulativas. Der Zusammenhang zwischen dem Motivationsklima, wahrgenommene Kompetenz, selbstbestimmte Motivation und grundlegende Bewegungsfertigkeiten bei finnischen 7.-Klässlern Ziel der Studie war die Untersuchung der Beziehungen zwischen Motivationsklima, wahrgenommener Kompetenz, selbstbestimmter Motivation im Sportunterricht und der grundlegender Bewegungsfertigkeiten finnischer Mittelstufen-Schülerinnen und —Schüler. In einer Stichprobe von 370 7.-Klässler/innen (Mädchen n = 189; Jungen n = 181; mittleres Alter = 13.08; SD = 0.25) wurden Messungen in Bezug auf Motivationsklima, wahrgenommene Kompetenz, Motivationsregulation und grundlegenden Bewegungsfertigkeiten durchgeführt. Pfadanalysen bestätigten generelle theoretische Ansätze zu Selbstbestimmung und Leistungsorientierung, und zeigten auf, dass ein aufgabenorientiertes Motivationsklima die wahrgenommene Kompetenz beeinflusste und dies sich wiederum die Motivation im Sportunterricht auswirkte. Darüber hinaus wurde deutlich, dass die motivationalen Zusammenhänge einhergehen mit verbesserten Gleichgewichtsfertigkeiten. Es konnte ein Zusammenhang von aufgaben-orientiertem Klima, intrinsisch regulierter Motivation und Gleichgewichtsfertigkeiten beobachtet werden. Weiterhin zeigten die Ergebnisse auf, dass ein aufgaben-orientiertes Motivationsklima die wahrgenommene Kompetenz beeinflusst hat und dass dies wiederum einen Einfluss auf die Geschicklichkeit und Fertigkeiten in der Fortbewegung hatte. Schließlich wurde deutlich, dass ein individuums-bezogenes Motivationsklima nur geringe positive Auswirkungen auf Geschicklichkeit hatte.

Changes in students’ self‐determined motivation and goal orientation as a result of motivational climate intervention within high school physical education classes

Abstract The aim of the study was to analyze changes in students’ self‐determined motivation and goal orientation following a one academic‐year intervention that was directed toward increasing task‐involvement during physical education lessons. After adjusting for initial differences, students in the intervention classes were more self‐determined by the end of the year than students in the control group. Additionally, the experimental group decreased in external regulation, whereas, it increased in the control group. Students in experimental groups were also less amotivated than students in the control group. Finally, experimental students reported higher levels of task orientation when compared with the control students. Overall, the results showed that teachers are able to promote students’ self‐determined motivation by emphasizing task‐involvement within physical education

Fundamental movement skills and physical fitness as predictors of physical activity: A 6-year follow-up study

The purpose of this study was to examine the extent to which fundamental movement skills and physical fitness scores assessed in early adolescence predict self‐reported physical activity assessed 6 years later. The sample comprised 333 (200 girls, 133 boys; M age = 12.41) students. The effects of previous physical activity, sex, and body mass index (BMI) were controlled in the main analyses. Adolescents’ fundamental movement skills, physical fitness, self‐report physical activity, and BMI were collected at baseline, and their self‐report energy expenditure (metabolic equivalents: METs) and intensity of physical activity were collected using the International Physical Activity Questionnaire 6 years later. Results showed that fundamental movement skills predicted METs, light, moderate, and vigorous intensity physical activity levels, whereas fitness predicted METs, moderate, and vigorous physical activity levels. Hierarchical regression analyses also showed that after controlling for previous levels of physical activity, sex, and BMI, the size of the effect of fundamental movement skills and physical fitness on energy expenditure and physical activity intensity was moderate (R2 change between 0.06 and 0.15), with the effect being stronger for high intensity physical activity.

The associations among fundamental movement skills, self-reported physical activity and academic performance during junior high school in Finland

Abstract The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys’ group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.

Health-related physical activity levels in Spanish youth and young adults.

The aim of this study was to analyze the current physical activity (PA) levels in youth and young adults from Granada, Spain, and to assess if they accomplish the recommendations for healthy PA. A sample of 1,832 boys and 1,840 girls was administered the International Physical Activity Questionnaire. Results showed that most of the children (72.2%) and adolescents (56.4%) reached the recommended PA levels, whereas only 40% of young adults achieved recommended levels of PA. The most active were students from Primary schools, whereas university students were the least active. Youth of college and university ages were found to be at higher risk for engagement in PA.

Relations among Physical Activity Patterns, Lifestyle Activities, and Fundamental Movement Skills for Finnish Students in Grade 7

To investigate the relations among leisure time physical activity and in sport clubs, lifestyle activities, and the locomotor, balance manipulative skills of Grade 7 students participating in Finnish physical education at a secondary school in central Finland completed self-report questionnaires on their physical activity patterns at leisure time and during sport club participation, and time spent watching television and using the computer and other electronic media. Locomotor skills were analyzed by the leaping test, balance skills by the flamingo standing test, and manipulative skills by the accuracy throwing test. Analysis indicated physical activity in sport clubs positively explained scores on balance and locomotor tests but not on accuracy of throwing. Leisure time physical activity and lifestyle activities were not statistically significant predictors of performance on any movement skill tests. Girls scored higher on the static balance skill and boys higher on the throwing task. Overall, physical activity in sport clubs was more strongly associated with performance on the fundamental movement tasks than was physical activity during leisure.

Motivational climate, goal orientation, perceived sport ability, and enjoyment within Finnish junior ice hockey players

The aim of this study was to investigate the relations among situational motivational climate, dispositional approach and avoidance achievement goals, perceived sport ability, and enjoyment in Finnish male junior ice hockey players. The sample comprised 265 junior B‐level male players with a mean age of 17.03 years (SD = 0.63). Players filled questionnaires tapping their perceptions of coach motivational climate, achievement goals, perceived sport ability, and enjoyment. For the statistical analysis, players were divided into high and low perceived sport ability groups. Multigroup structural equation modeling (SEM) revealed an indirect path from task‐involving motivational climate via task‐approach goal to enjoyment. Additionally, SEM demonstrated four other direct associations, which existed in both perceived ability groups: from ego‐involving motivational climate to ego‐approach and ego‐avoidance goals; from ego‐approach goal to ego‐avoidance goal; and from task‐avoidance goal to ego‐avoidance goal. Additionally, in the high perceived sport ability group, there was an association from task‐involving motivational climate to enjoyment. The results of this study reveal that motivational climate emphasizing effort, personal development and improvement, and achievement goal mastering tasks are significant elements of enjoyment in junior ice hockey.