The goal of this study was to analyze the role of physical activity, enjoyment of physical activity, and school performance in the dimensions of learning motivation (Cognitive Domain, Affective Domain, Moral Domain, Adult Pressure). A total of 249 high school students were involved in this study, ranging in age from 14 to 19 years old. A self-administered questionnaire was filled out by the participants, including questions about sociodemographic background and school performance. The International Physical Activity Questionnaire was used to assess physical activity. Learning motivation was measured by the School Motivation Inventory. The Physical Activity Enjoyment Scale was used to determine the enjoyment of physical activity. Path analyses were chosen as a statistical method to understand the associations between the variables. Our findings reveal that learning motivation was associated with school performance and enjoyment of physical activity. Physical activity did not show any direct relationship with learning motivation, but it was positively associated with school performance and enjoyment of physical activity, hence showing an indirect relationship with learning motivation. Another important finding was the role of physical activity enjoyment. It has a preventive role concerning pressure from adults since such enjoyment strengthens the intrinsic motivation of students. We believe our findings highlight the benefits of physical activity and enjoyment of physical activity in learning environments.

This paper aimed to analyze fundamental movement skill (FMS) assessment tools that could be used for primary school children. In this narrative review, the Motoriktest für Vier- bis Sechjärige Kinder (MOT 4–6), Movement Assessment Battery for Children-2 (M-ABC-2), Motorische Basiskompetenzen (MOBAK) Körperkoordinationtest für Kinder (KTK), Test of Gross Motor Development (TGMD), Maastricht Motoriek Test (MMT) and the Bruininks–Oseretsky Test of Motor Proficiency-2 (BOT-2) were analyzed from a methodological perspective, such as the number of test items, tools and types of tests, in terms of the FMS area. The analysis revealed that to assess locomotor movement skills, the BOT-2 has an excellent test for running ability, but for detecting technical difficulties, the TGMD is recommended. To test hopping, the MMT is the best test. Object control movement skills are measured with throws, dribbles and catches. Most of the tools assessed these skills, but it turned out that the TGMD is the best for measuring object control. Stability movement skills are tested with static and dynamic balance tests. Dynamic balance is more frequently used, and the MOT 4–6, KTK and BOT-2 have the most tools to use. However, the MMT is an excellent test for static balance. Fine motor movement skills are easy to assess with the MMT and MOT 4–6, since they have low equipment requirements. The BOT-2 is the best measurement tool; however, it has high equipment requirements. All of the FMS assessment tools are good; however, we concluded that although these tools are excellent for research purposes, they are difficult to apply in a school setting. Thus, teachers and coaches are advised to always select a single task from the available assessment tools that is appropriate for the skills they would like to measure.

Background: Sport enjoyment is one of the most important factors in physical activity (PA) and physical education (PE) domains. It is not only beneficial for regular participation but also has a positive effect on mental health. Due to these benefits, this study aims to understand the relationships between PA, two forms of enjoyment, and the dimension of self-concept. Methods: The sample consisted of 315 students (M_age=12.63). The Self-Description Questionnaire-I was used to measure the domains of self-concept. Enjoyment was measured with two scales. The Physical Activity Enjoyment Scale reflects extracurricular PA enjoyment, and the Factors Influencing Enjoyment of Physical Education Questionnaire reflects school PE enjoyment. The International Physical Activity Questionnaire was used to assess vigorous, moderate, and walking types of extracurricular PA enjoyment. Results: Hierarchical multivariate regression analysis revealed that vigorous PA predicted physical ability (β = 0.19) and physical appearance (β = 0.15). PA enjoyment was a significant predictor of general self-concept (β = 0.29), physical ability (β = 0.28), physical appearance (β = 0.16), peer relation (β = 0.16), and parental relations (β = 0.14). PE enjoyment significantly predicted general school (β = 0.17), physical ability (β = 0.27), peer relations (β = 0.21) and parental relations (β = 0.22). Furthermore, boys scored at a higher level on most of self-concept domains. Conclusions: The present study suggested that enjoyment plays a more important role in self-concept than PA. PE enjoyment mainly strengthens boys’ self-concept, but PA enjoyment is an important predictor of general self-concept in both genders. It is concluded that extracurricular PA enjoyment is beneficial, but increasing enjoyment of physical education could increase girls’ self-concepts as well.

Background: Social exclusion usually contributes to an increased vulnerability to mental health problems and risky health behaviors. This study aims to identify the role of health behavior in the increased risk of depressive symptoms among adolescents during the coronavirus pandemic in Hungary. Methods: A total of 705 high school students participated in our study (M = 15.9 years; SD = 1.19). The self-administered questionnaire included items about sociodemographics, eating habits, physical activity, sedentary behavior, and substance use. Depressive symptoms were measured using the short version of the Child Depression Inventory. Descriptive statistics and binary logistic regression were used to analyze our results. Results: Daily fruit and vegetable consumption was reported by 21.7% and 22.4% of respondents, respectively. The proportion of the respondents reporting daily sweets consumption stood at 13.2%, daily soft drinks consumption was 12.3%, and daily energy drink consumption tallied to 4.5%. More than one-third of the sample (35.5%) reported having breakfast every school day, which rose to 68.1% of the sample reporting breakfast on both weekend days. The rate of students engaged in daily physical activity was 6.5%, while 86.1% of them reported more than four hours screen time in a day. In addition, despite the mandatory confinement, a notable percentage of adolescents engaged in substance use. Consistent with previous studies, girls had a higher risk of depression. Low levels of physical activity and high levels of screen time – as well as alcohol and drug use – were associated with a high risk of depression. Conclusions: We believe our study provided useful information on adolescent health behaviors that can lead to adolescents’ depression, and that maintaining physical activity can prevent it even in these unusual circumstances.

The aims of this study were to adapt the Hungarian version of the Sport Commitment Questionnaire-2 and test an expanded Sport Commitment Model (SCM) with psychological variables. Participants were 526 adolescent athletes (aged 14-18 years, 52.3% males). Applied scales were the following: Hungarian version of the Sport Commitment Questionnaire-2, Consideration of the Future Consequences Scale and Health Attitudes Scale. Exploratory, confirmatory, and path analysis were used for statistical analysis. Our result showed adequate construct validity of the Hungarian version of Sport Commitment Questionnaire-2. We found several positive predictors of Enthusiastic Commitment and three positive predictors of Constrained Commitment. We found that Health Attitudes had positive relationship with Constrained Commitment and it was associated with future goals and plans; whereas Enthusiastic Commitment had a positive relationship, and Constrained Commitment had a negative relationship with Future Orientation. Information about sport commitment provided by Sport Commitment Questionnaire may be useful as a tool to prevent dropout among young athletes.

Summary: This study examined the relationship between the Sport Commitment Model and the Self-Determination Theory. The participants were 214 adolescent athletes who completed the Hungarian version of the Sport Commitment Questionnaire-2 and the Hungarian version of the Sport Motivation Scale. Several commitment sources predicted SMS scores as well. Amotivation was predicted by the obligatory reason for commitment such as Personal Investment-Loss and Other Priorities. External Regulation was predicted by Social factors of commitment. Introjected Regulation was determined by Desire to Excel-Mastery and Personal Investment-Loss. Identified Regulation was explained by Desire to Excel-Mastery, Valuable Opportunities, and Personal Investment-Loss. Integrated Regulation was explained with Valuable Opportunities, Desire to Excel-Mastery, Personal Investment-Loss and Social Support-Informal. The Intrinsic Motivation subscale was significantly predicted by Desire to Excel-Mastery, Personal Investment-Loss, Sport Enjoyment and Social Support-Informal. As we see the types of commitment showed a clear association with SMS, however the commitment sources showed a complex relationship with self-determination, thus it is hard to separate them on the Self-determination continuum.