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Influence of Organized vs Non Organized Physical Activity on School Adaptation Behavior

It is now well-established that physical activity has positive effects on both physical and mental health. However, the influence of organized physical activity (i.e., programs controlled and supervised by a trainer) on school adaptive behavior of adolescents with disabilities and/or behavioral diso...

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Autores principales: Mosoi, Adrian A., Beckmann, Jürgen, Mirifar, Arash, Martinent, Guillaume, Balint, Lorand
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7711162/
https://www.ncbi.nlm.nih.gov/pubmed/33329181
http://dx.doi.org/10.3389/fpsyg.2020.550952
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author Mosoi, Adrian A.
Beckmann, Jürgen
Mirifar, Arash
Martinent, Guillaume
Balint, Lorand
author_facet Mosoi, Adrian A.
Beckmann, Jürgen
Mirifar, Arash
Martinent, Guillaume
Balint, Lorand
author_sort Mosoi, Adrian A.
collection PubMed
description It is now well-established that physical activity has positive effects on both physical and mental health. However, the influence of organized physical activity (i.e., programs controlled and supervised by a trainer) on school adaptive behavior of adolescents with disabilities and/or behavioral disorders remains unclear. School behavior adaptation involves the ability to learn, conform to school norms and manage school activities without major behavior conflicts. A cross-sectional study was conducted to test the differences between organized physical activity and non-organized physical activity in an after school program. Eighty Romanian adolescents were recruited and allocated to three groups: (a) with disabilities [Ds; N = 17, M(age) = 14.55 years (SD = 1.16), 12 males and 5 females], (b) with conduct disorders [CDs, N = 21, M(age) = 14.52 years (SD = 1.11) 16 males and 5 females], and (c) participants who had not shown signs of conduct disorders or disabilities [as a control group; N = 42, M(age) = 14.2 years (SD = 0.46) 20 males and 22 females]. Personality traits, school behavior, and sensorimotor coordination were assessed by using the Eysenck personality questionnaire—junior scale, school in-adaptability questionnaire scale, and Vienna Test System Sport (SMK—sensorimotor coordination test) respectively. Multivariate analysis of variance MANOVA (3 × 3) and discriminant analysis were used to examine differences between the psychological and sensorimotor coordination outcomes across three groups and three types of physical activity context: (a) organized physical activity, (b) non-organized physical activity, and (c) no physical activity. The findings indicate that not participating in an organized physical activity program results in a reduced level of physical mobility and consequently is associated with maladaptive social and psychological outcomes. Thus, we argued that attending in an organized physical activity program is more beneficial for participants with disabilities and/or behavior disorders, due to an increase in the probability of school integration and development of their motor skills. Clearly more research is needed in order to investigate these effects in neurophysiological levels.
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spelling pubmed-77111622020-12-15 Influence of Organized vs Non Organized Physical Activity on School Adaptation Behavior Mosoi, Adrian A. Beckmann, Jürgen Mirifar, Arash Martinent, Guillaume Balint, Lorand Front Psychol Psychology It is now well-established that physical activity has positive effects on both physical and mental health. However, the influence of organized physical activity (i.e., programs controlled and supervised by a trainer) on school adaptive behavior of adolescents with disabilities and/or behavioral disorders remains unclear. School behavior adaptation involves the ability to learn, conform to school norms and manage school activities without major behavior conflicts. A cross-sectional study was conducted to test the differences between organized physical activity and non-organized physical activity in an after school program. Eighty Romanian adolescents were recruited and allocated to three groups: (a) with disabilities [Ds; N = 17, M(age) = 14.55 years (SD = 1.16), 12 males and 5 females], (b) with conduct disorders [CDs, N = 21, M(age) = 14.52 years (SD = 1.11) 16 males and 5 females], and (c) participants who had not shown signs of conduct disorders or disabilities [as a control group; N = 42, M(age) = 14.2 years (SD = 0.46) 20 males and 22 females]. Personality traits, school behavior, and sensorimotor coordination were assessed by using the Eysenck personality questionnaire—junior scale, school in-adaptability questionnaire scale, and Vienna Test System Sport (SMK—sensorimotor coordination test) respectively. Multivariate analysis of variance MANOVA (3 × 3) and discriminant analysis were used to examine differences between the psychological and sensorimotor coordination outcomes across three groups and three types of physical activity context: (a) organized physical activity, (b) non-organized physical activity, and (c) no physical activity. The findings indicate that not participating in an organized physical activity program results in a reduced level of physical mobility and consequently is associated with maladaptive social and psychological outcomes. Thus, we argued that attending in an organized physical activity program is more beneficial for participants with disabilities and/or behavior disorders, due to an increase in the probability of school integration and development of their motor skills. Clearly more research is needed in order to investigate these effects in neurophysiological levels. Frontiers Media S.A. 2020-11-19 /pmc/articles/PMC7711162/ /pubmed/33329181 http://dx.doi.org/10.3389/fpsyg.2020.550952 Text en Copyright © 2020 Mosoi, Beckmann, Mirifar, Martinent and Balint. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Mosoi, Adrian A.
Beckmann, Jürgen
Mirifar, Arash
Martinent, Guillaume
Balint, Lorand
Influence of Organized vs Non Organized Physical Activity on School Adaptation Behavior
title Influence of Organized vs Non Organized Physical Activity on School Adaptation Behavior
title_full Influence of Organized vs Non Organized Physical Activity on School Adaptation Behavior
title_fullStr Influence of Organized vs Non Organized Physical Activity on School Adaptation Behavior
title_full_unstemmed Influence of Organized vs Non Organized Physical Activity on School Adaptation Behavior
title_short Influence of Organized vs Non Organized Physical Activity on School Adaptation Behavior
title_sort influence of organized vs non organized physical activity on school adaptation behavior
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7711162/
https://www.ncbi.nlm.nih.gov/pubmed/33329181
http://dx.doi.org/10.3389/fpsyg.2020.550952
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