Tyrimo tikslas – įvertinti veiksnius, turinčius įtakos 9–12 m. vaikų laisvalaikio praleidimo būdams. Uždaviniai: (1) įvertinti, kokias veiklas laisvalaikiu dažniausiai atlieka 9–12 m. vaikai, (2) išanalizuoti negalios daromą įtaką vaikų laisvalaikiui, (3) įvertinti šeimos socialinės padėties sąsajas su vaikų laisvalaikiui, (4) įvertinti tėvų nuomonę apie jų vaikų laisvalaikį. Metodika: tyrimas atliktas 2013 m. sausio – 2014 m. vasario mėn. Atlikta anketinė apklausa, naudojant: „Vaikų laisvalaikio domėjimosi anketą“ (vaikams), „Godin Shephard‘o laisvalaikio fizinio aktyvumo klausimynas“ (vaikams) ir pačios autorės sudarytą klausimyną tėvams. Tyrimo dalyviai: 9–12 m. vaikai (gyvenantys globos namuose ir šeimose, su spec. poreikiais ir be jų) ir jų tėvai (gyvenantys kartu su vaiku). Rezultatai. Apklausta iš viso 99 vaikai ir 57 tėvai. 63,6 proc. apklausoje dalyvavusių vaikų yra FA ir aktyviai veiklai laisvalaikio metu vidutiniškai skiria 2,14±1,3 val. per dieną, o pasyviai – 2,74±1,3 val. Vaikai be spec. poreikių laisvalaikiu yra fiziškai aktyvesni nei vaikai su spec. poreikiais (p=0,003). Gyvenamoji vieta (globos namai ar kartu su tėvais) neturi įtakos vaikų FA. Būdami vieni patys vaikai dažniausiai užsiima kambario veikla (64,5 proc.), su draugais – sportine (90,2 proc.), o su šeimos nariais – žiemos veikla (59,4 proc.). Išvados: 1. Laisvalaikiu 9–12 metų amžiaus vaikai dažniausiai užsiima įvairiomis kambario veiklomis (67,5 proc.), 59,4 proc. – žiemos pramogomis, 59,0... [toliau žr. visą tekstą] / The purpose of the research – to evaluate factors influencing types of leisure activities of children in the age group of 9–12 years. Tasks of the research: (1) to evaluate the most common leisure activities of children in the age group of 9–12 years, (2) to analyze the impact of disability for children leisure time, (3) to evaluate the links between family social status and children leisure time, (4) to evaluate the opinion of parents about their children leisure time. Methodology of the research. The research was carried out in the period of 2013 January – 2014 February. There was a questionnaire survey conducted using questionnaire for children “Pediatric Interest Profiles” and “The Godin Shephard Leisure-Time Physical Activity Questionnaire” and the questionnaire for parents prepared by the author herself. Participants of the research: children in the age group of 9-12 years (living in the foster home and with their parents, with special needs and without it) and their parents (living with their children). Results. There were totally 99 children and 57 their parents questioned. 63,6 % of children participating in the survey are physically active and for the active physical activities devote 2,14±1,3 hour per day, for passive activities – 2,74±1,3 per day. Children without special needsduring their leisure are more physically active than children with special needs (p=0,003). Living place (foster home or together with parents) does not affect children physical... [to full text]

The aim of this study was to examine the relationship between motor skills proficiency and participation in physical activity considering three mediators (ability beliefs, subjective task value, and expectancy of success) among Grade 3 children and considers those relationships in terms of sex-based differences. The participants in this study were recruited from eight elementary schools from School District 61 in Victoria, British Columbia. Participants were 398 children (Girls: n = 201, Boys: n = 197). Motor skills were assessed using the Test of Gross Motor Development-2 (TGMD-2), physical activity participation was measured using the Children’s Assessment of Participation and Enjoyment (CAPE), and ability beliefs, subjective task value, and expectancy of success were measured using the Expectancy Value Questionnaire (EVQ). Descriptive statistics showed that participation in physical activities was low with a mean score of 3.7 on a scale of 14. Percent of maximum (POMP) scores of the psychological variables were in the middle of the range of possible scores; specifically: 68.7%, 74.8%, and 72.7% for children’s ability beliefs, task value, and expectancy of success, respectively. A MANCOVA revealed a main effect of sex (F (7, 389) = 29.684, p < .001; Wilks’ Lambda = 0.652) between boys and girls in terms of their ability beliefs, expectancy of success, subjective task value, motor skills proficiency. A second MANCOVA examining the effect of sex on total raw scores of motor skills and physical activity also revealed a main effect of sex (F (2, 394) = 11.130, p < .001; Wilks’ Lambda = 0.947). Separate parallel multiple mediator models were created for both boys and girls. The mediator model for boys revealed an overall significant effect of .044 (p < .001). The mediator model for girls revealed an overall significant effect of .031 (p < .05). The mediation model for boys showed that the psychological variables in this study did not mediate the relationship between motor skills and physical activity participation. Instead, boys’ motor skills directly predicted their participation in physical activity. The girls’ mediation model showed mediation between motor skills and physical activity with subjective task value as the mediator. Girls’ motor skills did not have a direct relationship with their participation in physical activities. Future research might: (1) include gender as a mediating factor in future mediation models, (2) explore mediation models with locomotor skills and object control skills as independent variables, and (3) explore the role of social and environmental factors such as the influence of parents, teachers, peers, culture, and society on children’s participation in physical activity. / Graduate