Motor capacity, self-efficacy and physical activity enjoyment in active and moderately active primary school children from Bologna

Aim: It was previously shown that motor proficiency is positively associated with physical activity (PA) and inversely associated with sedentary activity. Furthermore, children with higher self-efficacy (SE) are more likely to participate in PA than those with lower SE. This study aimed to analyze the relationship between PA level and motor capacity, self-efficacy and PA enjoyment in children from Northern Italy. Methods: 231 children attending the primary school in Bologna were involved [F: 108, 9.3 years (0.71); M: 123, 9.4 years (0.67)]. The children completed a PA questionnaire (PAQc), a PA enjoyment questionnaire, a SE scale, and a battery of motor tests. The children with a PAQc score higher than the median value were classified as active, while the others were classified as moderately active. Results: When compared to moderately active, active children showed higher scores in SE [18.9 (1.5) vs. 17.2 (1.5) and PACES [71.9 (4.09) vs. 69.39 (5.2)] and better performances in the standing broad jump [138.3 (16.6)cmvs. 130.6 (17.5) cm], Harre circuit [15.4 (2.3) s vs. 16.9 (2.6) s), and dynamic balance [5.5 (1.8) s vs. 6.9 (1.9) s]. Differences between genders were observed for some tests only in moderately active children. A further analysis was carried out by including in the PAQc questionnaire an additional itemon PAperformed during the after-lunch break. It was observed that boys performed a higher amount of PA compared to girls during that break. This finding was corroborated by preliminary PA data collected by accelerometers. Conclusion: Overall, this study confirms that more active children have better motor capacities, and higher SE and PA enjoyment. The fact that no gender differences were observed in active children demonstrates a uniformity between boys and girls when practicing a high amount of PA. Conversely, differences observed in favor of boys in moderately active children indicate that girls of this group are poorly efficient and lack motivations towards PA. Finally gender differences about PA performed during the after-lunch break place the attention on how schools institution have to plan the timetable to ensure that all children can perform 1 h of PA per day. References Carraro A et al (2008) A contribution to the validation of the Physical Activity Enjoyment Questionnaire. Soc Behav Pers Int J 36(7): 911–918 Castelli JA, Valley DM (2007) The relationship of physical fitness and motor competence to physical activity. J Teach Phys Educ 26(4):358–374 Colella D et al (2008) A physical self-efficacy scale for children. Soc Behav Pers Int J 36(6):841–848 Wrotniak BH et al (2006) The relationship between motor proficiency and physical activity in children. Pediatrics 118(6):e1758–1765