The Significance of Students’ Physical Activity for Their Engagement in Learning Activities During the Covid-19 Pandemic
DOI:
https://doi.org/10.17309/tmfv.2022.4.10Keywords:
affective engagement, behavioural engagement, physical activity, physical education lessonsAbstract
Study purpose. This study aims to clarify the extent to which students’ physical activity is significant for their engagement in the learning process.
Materials and methods. The study sample was composed of 202 7th-10th grade students. The data collection was performed in May 2021. The research participants completed the anonymous questionnaire on an online platform. The standardized Physical Activity Questionnaire for Adolescents and the standardized Student Engagement Scale were used to assess levels of physical activity and affective and behavioural engagement.
Results. The research findings showed that students’ physical activity depended on the time they participated in physical activities. The highest level of physical activity was during physical education classes. A statistically significant difference was determined in the boys’ and girls’ affective and behavioural engagement. The mean for the girls was higher than the mean for the boys. A statistically significant difference in the behavioural engagement of the 9th and 10th grade students was also found: 9th grade students were more engaged than 10th grade students. The multiple linear regression analysis demonstrated that gender (β = 0.332, p < 0.0001) and physical activity (β = 0.323, p < 0.0001) as predictors had a significant moderate effect on behavioural engagement.
Conclusions. The research findings reveal that although the students’ physical activity was low during the COVID-19 pandemic period, this phenomenon (physical activity) still remains a predictor, which has a significant moderate effect on behavioural engagement. It was also determined that during the pandemic, the highest physical activity level of students depended mostly on obligatory physical education lessons. Thus, bearing in mind that physical education lessons were the main physical activity-enhancing measures, we would like to emphasise the importance of these lessons and their proper organisation.
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References
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Moore, S., Faulkner, G., Rhodes, R., Brussoni, M., Chulak-Bozzer, T., Ferguson, L., Mitra, R., O’Reilly, N., Spence, J., Vanderloo, L., & Tremblay, M. S. (2020). Impact of the COVID-19 virus outbreak on movement and play behaviours of Canadian children and youth: A national survey. International Journal of Behavioral Nutrition and Physical Activity, 17, 85. https://doi.org/10.1186/s12966-020-00987-8
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Janssen, I., & LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7. https://doi.org/10.1186/1479-5868-7-40
Haynos, A. F., & O’Donohue, W. T. (2012). Universal childhood and adolescent obesity prevention programs: Review and critical analysis. Clinical Psychology Review, 32(5), 383-399. https://doi.org/10.1016/j.cpr.2011.09.006
Lei, L., Huang, X., Zhang, S., Yang, J., Yang, L., & Xu, M. (2020). Comparison of prevalence and associated factors of anxiety and depression among people affected by versus people unaffected by quarantine during the COVID-19 epidemic in southwestern China. Medical Science Monitor, 26, e924609-1. https://doi.org/10.12659/MSM.924609
Dsouza, D. D., Quadros, S., Hyderabadwala, Z. J., & Mamun, M. A. (2020). Aggregated COVID-19 suicide incidences in India: Fear of COVID-19 infection is the prominent causative factor. Psychiatry Research, 113145. https://doi.org/10.1016/j.psychres.2020.113145
Lojdová, M., Kvintová, J., Štěrbová, D., & Krol, P. (2021). Assessment of life satisfaction and its selected components in relation to the level of physical activity. Journal of Physical Education and Sport, 21(3), 1346-1353. https://doi.org/10.7752/jpes.2021.03171
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Maugeri, G., Castrogiovanni, P., Battaglia, G., Pippi, R., D’Agata, V., Palma, A., Di Rosa, M., & Musumeci, G. (2020). The impact of physical activity on psychological health during COVID-19 pandemic in Italy. Heliyon, 6(6), e04315. https://doi.org/10.1016/j.heliyon.2020.e04315
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Aubert, S., Barnes, J. D., Abdeta, C., Nader, P. A., Adeniyi, A. F., Aguilar-Farias, N., Tenesaca, D. S. A., Bhawra, J., Brazo-Sayavera, J., Cardon, G., Chang, C. K., Nyström, C. D., Demetriou, Y., Draper, C. E., Edwards, L., Emeljanovas, A., Gába, A., Galaviz, K. I., González, S. A., … & Tremblay, M. S. (2018). Global matrix 3.0 physical activity report card grades for children and youth: Results and analysis from 49 countries. Journal of Physical Activity and Health, 15(S2), S251-S273. https://doi.org/10.1123/jpah.2018-0472
Weston, R. E., Zeng, H. & Battle, J. (2020). Physical activity and GPA: Results from a national sample of Black students. Journal of Human Behavior in the Social Environment, 30(4), 383-398. https://doi.org/10.1080/10911359.2019.1687387
Álvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sánchez-López, M., Garrido-Miguel, M., & Martínez-Vizcaíno, V. (2017). Academic Achievement and Physical Activity: A Meta-analysis. Pediatrics, 140(6), e20171498. https://doi.org/10.1542/peds.2017-1498
Rodriguez, C. C., de Camargo, M. E., Rodriguez-Añez, C. R., & Reis, S. R. (2020). Physical activity, physical fitness and academic achievement in adolescents: a systematic review. Revista Brasileira de Medicina do Esporte, 26(5), 441-448. https://doi.org/10.1590/1517-8692202026052019_0048
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review. Medicine and science in sports and exercise, 48(6), 1197-1222. https://doi.org/10.1249/MSS.0000000000000901
Visier-Alfonso, M. E., Álvarez-Bueno, C., Sánchez-López, M., Cavero-Redondo, I., Martínez-Hortelano, J. A., Nieto-López, M., & Martínez-Vizcaíno, V. (2021). Fitness and executive function as mediators between physical activity and academic achievement. Journal of Sports Sciences, 39(14),1576-1584. https://doi.org/10.1080/02640414.2021.1886665
Lagestad, P. (2019). Differences between adolescents staying in and dropping out of organized sport: A longitudinal study. Journal of Physical Education and Sport, 19(2), 444-452. https://doi.org/10.7752/jpes.2019.s2065
Erickson, K. I., Leckie, R. L., & Weinstein, A. M. (2014). Physical activity, fitness, and gray matter volume. Neurobiology of aging, 35(2), S20-S28. https://doi.org/10.1016/j.neurobiolaging.2014.03.034
Zan, G. (2013). The Impact of an Exergaming Intervention on Urban School Children’s Physical Activity Levels and Academic Outcomes. Asian Journal of Exercise & Sports Science, 10(2), 1-10. https://doi.org/10.1123/jpah.2012-0228
Mavilidi, M. F., Lubans, D. R., Morgan, P. J., Miller, A., Eather, N., Karayanidis, F., Lonsdale, Ch., Noetel, M., Shaw, K., & Riley, N. (2019). Integrating physical activity into the primary school curriculum: rationale and study protocol for the “Thinking while Moving in English” cluster randomized controlled trial. BMC Public Health, 19, 379. https://doi.org/10.1186/s12889-019-6635-2
Renaissance Learning & Education Policy Institute (2021). Understanding progress in the 2020/21 academic year. Interim findings. Retrieved from https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2021-academic-year-interim-report
Reeve, J. (2012). A Self-Determination Theory Perspective on Student Engagement. In: Sandra L. Christenson, Amy L. Reschly, Cathy Wylie (Eds.), Handbook of Research on Student Engagement, 149-172.
Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing school failure: alternative education for children and youth, 59(1), 5-13. https://doi.org/10.1080/1045988X.2014.919136
Gutman, L. M., & Schoon, I. (2018). Emotional engagement, educational aspirations, and their association during secondary school. Journal of Adolescence, 67, 109-119. https://doi.org/10.1016/j.adolescence.2018.05.014
Markowitz, A. J. (2017). Associations between emotional engagement with school and behavioral and psychological outcomes across adolescence. AERA Open, 3(3), 1-21. https://doi.org/10.1177/233285841771271
Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2016). The anatomy of adolescents’ emotional engagement in schoolwork. Social Psychology of Education, 19, 587-606. https://doi.org/10.1007/s11218-016-9343-0
Kowalski, K. C., Crocker, R. E., & Donen, R. M. (2004). The Physical Activity Questionnaire for Older Children (PAC-C) and Adolescents (PAQ-A) Manual. Saskatoon, Canada: University of Saskatchewan; 2004.
Lam, S. F., Jimerson, S., Wong, B. P. H., Kikas, E., Shin, H., Veiga, F. H., Hatzichristou, C., Cefai, C., Negovan, V., Stanculescu, E., Yang, H. F., Liu, Y., Basnett, J., Duck, R., Farrell, P., Nelson, B., & Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology, 29(2), 213-232. https://doi.org/10.1037/spq0000057
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8nd ed.). New York: Routledge.
López-Sánchez, G. F., Emeljanovas, A., Miežienė, B., Díaz-Suárez, A., Sánchez-Castillo, Sh., Yang, L., Roberts, J., & Lee, S. (2018). Levels of Physical Activity in Lithuanian Adolescents. Medicina, 54(5), 84. https://doi.org/10.3390/medicina54050084
Chambonniere, C., Lambert, C., Fearnbach, N., Tardieu, M., Fillon, A., Genin, P., Larras, B., Melsens, P., Bois, J., Pereira, B., Tremblay, A., Thivel, D., & Duclos, M. (2021). Effect of the COVID-19 lockdown on physical activity and sedentary behaviors in French children and adolescents: New results from the ONAPS national survey. European Journal of Integrative Medicine, 43, 101308. https://doi.org/10.1016/j.eujim.2021.101308
Hayes, M. (2020). Social media and inspiring physical activity during COVID-19 and beyond. Managing Sport and Leisure. https://doi.org/10.1080/23750472.2020.1794939
Sallis, J. F., Floyd, M. F., Rodríguez, D. A., & Saelens, B. E. (2012). Role of built environments in physical activity, obesity, and cardiovascular disease. Circulation, 125(5), 729-737. https://doi.org/10.1161/CIRCULATIONAHA.110.969022
Jaakkola, T., Barkoukis, V., Huhtiniemi, M., Salin, K., Seppälä, S., Lahti, J., & Watt, A. (2019). Enjoyment and anxiety in Finnish physical education: achievement goals and self-determination perspectives. Journal of Physical Education and Sport, 19(3), 1619-1629. https://doi.org/10.7752/jpes.2019.03235
Tassitano, R. M., Weaver, R. G., Tenório, M. C. M., Brazendale, K., & Beets, M. W. (2020). Physical activity and sedentary time of youth in structured settings: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 17(1), 160. https://doi.org/10.1186/s12966-020-01054-y
Efrat, M. (2011). The relationship between low-income and minority children’s physical activity and academic-related outcomes: a review of the literature. Health Education & Behavior, 38(5), 441-451. https://doi.org/10.1177/10901981103750
Steinmayr, R., Lazarides, R., Weidinger, A., & Christiansen, H. (2021). Teaching and learning during the COVID-19 school lockdown: realization and associations with parent-perceived students’ academic outcomes – A study and preliminary overview. Zeitschrift für Pädagogische Psychologie, 35(2-3), 85-106. https://doi.org/10.1024/1010-0652/a000306
Moore, S., Faulkner, G., Rhodes, R., Brussoni, M., Chulak-Bozzer, T., Ferguson, L., Mitra, R., O’Reilly, N., Spence, J., Vanderloo, L., & Tremblay, M. S. (2020). Impact of the COVID-19 virus outbreak on movement and play behaviours of Canadian children and youth: A national survey. International Journal of Behavioral Nutrition and Physical Activity, 17, 85. https://doi.org/10.1186/s12966-020-00987-8
Shen, K., Yang, Y., Wang, T., Zhao, D., Jiang, Y., Jin, R., Zheng, Y., Xu, B., Xie, Z., Lin, L., Shang, Y., Lu, X., Shu, S., Bai, Y., Deng, J., Lu, M., Ye, L., Wang, X., Wang, Y., & Gao, L. (2020). Diagnosis, treatment, and prevention of 2019 novel coronavirus infection in children: Experts’ consensus statement. World Journal of Pediatrics, 16, 223-231. https://doi.org/10.1007/s12519-020-00343-7
NIH Consensus Development Panel on Physical Activity and Cardiovascular Health (1996). Physical activity and cardiovascular health. JAMA, 276, 241-246. https://doi.org/10.1001/jama.1996.03540030075036
Janssen, I., & LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7. https://doi.org/10.1186/1479-5868-7-40
Haynos, A. F., & O’Donohue, W. T. (2012). Universal childhood and adolescent obesity prevention programs: Review and critical analysis. Clinical Psychology Review, 32(5), 383-399. https://doi.org/10.1016/j.cpr.2011.09.006
Lei, L., Huang, X., Zhang, S., Yang, J., Yang, L., & Xu, M. (2020). Comparison of prevalence and associated factors of anxiety and depression among people affected by versus people unaffected by quarantine during the COVID-19 epidemic in southwestern China. Medical Science Monitor, 26, e924609-1. https://doi.org/10.12659/MSM.924609
Dsouza, D. D., Quadros, S., Hyderabadwala, Z. J., & Mamun, M. A. (2020). Aggregated COVID-19 suicide incidences in India: Fear of COVID-19 infection is the prominent causative factor. Psychiatry Research, 113145. https://doi.org/10.1016/j.psychres.2020.113145
Lojdová, M., Kvintová, J., Štěrbová, D., & Krol, P. (2021). Assessment of life satisfaction and its selected components in relation to the level of physical activity. Journal of Physical Education and Sport, 21(3), 1346-1353. https://doi.org/10.7752/jpes.2021.03171
Biddle, S. J. H., Ciaccioni, S., Thomas, G., & Vergeer I. (2019). Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality. Psychology of Sport and Exercise, 42, 146-155. https://doi.org/10.1016/j.psychsport.2018.08.011
Maugeri, G., Castrogiovanni, P., Battaglia, G., Pippi, R., D’Agata, V., Palma, A., Di Rosa, M., & Musumeci, G. (2020). The impact of physical activity on psychological health during COVID-19 pandemic in Italy. Heliyon, 6(6), e04315. https://doi.org/10.1016/j.heliyon.2020.e04315
Piercy, K. L., Troiano, R. P., Ballard, R. M., Carlson, S. A., Fulton, J. E., Galuska, D. A., George, S. M., & Olson, R. D. (2018). The Physical Activity Guidelines for Americans. JAMA, 320(19), 2020-2028. https://doi.org/10.1001/jama.2018.14854
Aubert, S., Barnes, J. D., Abdeta, C., Nader, P. A., Adeniyi, A. F., Aguilar-Farias, N., Tenesaca, D. S. A., Bhawra, J., Brazo-Sayavera, J., Cardon, G., Chang, C. K., Nyström, C. D., Demetriou, Y., Draper, C. E., Edwards, L., Emeljanovas, A., Gába, A., Galaviz, K. I., González, S. A., … & Tremblay, M. S. (2018). Global matrix 3.0 physical activity report card grades for children and youth: Results and analysis from 49 countries. Journal of Physical Activity and Health, 15(S2), S251-S273. https://doi.org/10.1123/jpah.2018-0472
Weston, R. E., Zeng, H. & Battle, J. (2020). Physical activity and GPA: Results from a national sample of Black students. Journal of Human Behavior in the Social Environment, 30(4), 383-398. https://doi.org/10.1080/10911359.2019.1687387
Álvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sánchez-López, M., Garrido-Miguel, M., & Martínez-Vizcaíno, V. (2017). Academic Achievement and Physical Activity: A Meta-analysis. Pediatrics, 140(6), e20171498. https://doi.org/10.1542/peds.2017-1498
Rodriguez, C. C., de Camargo, M. E., Rodriguez-Añez, C. R., & Reis, S. R. (2020). Physical activity, physical fitness and academic achievement in adolescents: a systematic review. Revista Brasileira de Medicina do Esporte, 26(5), 441-448. https://doi.org/10.1590/1517-8692202026052019_0048
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review. Medicine and science in sports and exercise, 48(6), 1197-1222. https://doi.org/10.1249/MSS.0000000000000901
Visier-Alfonso, M. E., Álvarez-Bueno, C., Sánchez-López, M., Cavero-Redondo, I., Martínez-Hortelano, J. A., Nieto-López, M., & Martínez-Vizcaíno, V. (2021). Fitness and executive function as mediators between physical activity and academic achievement. Journal of Sports Sciences, 39(14),1576-1584. https://doi.org/10.1080/02640414.2021.1886665
Lagestad, P. (2019). Differences between adolescents staying in and dropping out of organized sport: A longitudinal study. Journal of Physical Education and Sport, 19(2), 444-452. https://doi.org/10.7752/jpes.2019.s2065
Erickson, K. I., Leckie, R. L., & Weinstein, A. M. (2014). Physical activity, fitness, and gray matter volume. Neurobiology of aging, 35(2), S20-S28. https://doi.org/10.1016/j.neurobiolaging.2014.03.034
Zan, G. (2013). The Impact of an Exergaming Intervention on Urban School Children’s Physical Activity Levels and Academic Outcomes. Asian Journal of Exercise & Sports Science, 10(2), 1-10. https://doi.org/10.1123/jpah.2012-0228
Mavilidi, M. F., Lubans, D. R., Morgan, P. J., Miller, A., Eather, N., Karayanidis, F., Lonsdale, Ch., Noetel, M., Shaw, K., & Riley, N. (2019). Integrating physical activity into the primary school curriculum: rationale and study protocol for the “Thinking while Moving in English” cluster randomized controlled trial. BMC Public Health, 19, 379. https://doi.org/10.1186/s12889-019-6635-2
Renaissance Learning & Education Policy Institute (2021). Understanding progress in the 2020/21 academic year. Interim findings. Retrieved from https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2021-academic-year-interim-report
Reeve, J. (2012). A Self-Determination Theory Perspective on Student Engagement. In: Sandra L. Christenson, Amy L. Reschly, Cathy Wylie (Eds.), Handbook of Research on Student Engagement, 149-172.
Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing school failure: alternative education for children and youth, 59(1), 5-13. https://doi.org/10.1080/1045988X.2014.919136
Gutman, L. M., & Schoon, I. (2018). Emotional engagement, educational aspirations, and their association during secondary school. Journal of Adolescence, 67, 109-119. https://doi.org/10.1016/j.adolescence.2018.05.014
Markowitz, A. J. (2017). Associations between emotional engagement with school and behavioral and psychological outcomes across adolescence. AERA Open, 3(3), 1-21. https://doi.org/10.1177/233285841771271
Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2016). The anatomy of adolescents’ emotional engagement in schoolwork. Social Psychology of Education, 19, 587-606. https://doi.org/10.1007/s11218-016-9343-0
Kowalski, K. C., Crocker, R. E., & Donen, R. M. (2004). The Physical Activity Questionnaire for Older Children (PAC-C) and Adolescents (PAQ-A) Manual. Saskatoon, Canada: University of Saskatchewan; 2004.
Lam, S. F., Jimerson, S., Wong, B. P. H., Kikas, E., Shin, H., Veiga, F. H., Hatzichristou, C., Cefai, C., Negovan, V., Stanculescu, E., Yang, H. F., Liu, Y., Basnett, J., Duck, R., Farrell, P., Nelson, B., & Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology, 29(2), 213-232. https://doi.org/10.1037/spq0000057
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8nd ed.). New York: Routledge.
López-Sánchez, G. F., Emeljanovas, A., Miežienė, B., Díaz-Suárez, A., Sánchez-Castillo, Sh., Yang, L., Roberts, J., & Lee, S. (2018). Levels of Physical Activity in Lithuanian Adolescents. Medicina, 54(5), 84. https://doi.org/10.3390/medicina54050084
Chambonniere, C., Lambert, C., Fearnbach, N., Tardieu, M., Fillon, A., Genin, P., Larras, B., Melsens, P., Bois, J., Pereira, B., Tremblay, A., Thivel, D., & Duclos, M. (2021). Effect of the COVID-19 lockdown on physical activity and sedentary behaviors in French children and adolescents: New results from the ONAPS national survey. European Journal of Integrative Medicine, 43, 101308. https://doi.org/10.1016/j.eujim.2021.101308
Hayes, M. (2020). Social media and inspiring physical activity during COVID-19 and beyond. Managing Sport and Leisure. https://doi.org/10.1080/23750472.2020.1794939
Sallis, J. F., Floyd, M. F., Rodríguez, D. A., & Saelens, B. E. (2012). Role of built environments in physical activity, obesity, and cardiovascular disease. Circulation, 125(5), 729-737. https://doi.org/10.1161/CIRCULATIONAHA.110.969022
Jaakkola, T., Barkoukis, V., Huhtiniemi, M., Salin, K., Seppälä, S., Lahti, J., & Watt, A. (2019). Enjoyment and anxiety in Finnish physical education: achievement goals and self-determination perspectives. Journal of Physical Education and Sport, 19(3), 1619-1629. https://doi.org/10.7752/jpes.2019.03235
Tassitano, R. M., Weaver, R. G., Tenório, M. C. M., Brazendale, K., & Beets, M. W. (2020). Physical activity and sedentary time of youth in structured settings: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 17(1), 160. https://doi.org/10.1186/s12966-020-01054-y
Efrat, M. (2011). The relationship between low-income and minority children’s physical activity and academic-related outcomes: a review of the literature. Health Education & Behavior, 38(5), 441-451. https://doi.org/10.1177/10901981103750
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2022-12-23
How to Cite
Kemeryte-Ivanauskiene, E., Brandisauskiene, A., Cesnaviciene, J., & Daugirdiene, A. (2022). The Significance of Students’ Physical Activity for Their Engagement in Learning Activities During the Covid-19 Pandemic. Physical Education Theory and Methodology, 22(4), 522–529. https://doi.org/10.17309/tmfv.2022.4.10
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