Using self-reported questionnaires, several studies found that social isolation during the COVID-19 pandemic has significantly changed the level of physical activity (PA) in children and adolescents. Since the objectivity of self-reported PA is limited in several ways, we used modern accelerometers in this study to assess the PA levels of male and female adolescents during the pandemic-related lockdown. Moreover, the association of PA with mental health of the adolescents were analyzed. A total of 136 students (76 girls, mean age of 16.28 ± 0.97 years) from various schools in Iran wore the accelerometer (ActiGraph GT3X-BT) for seven consecutive days. Mental health was measured through the Depression, Anxiety, Stress Scale-21 of Lovibond and Lovibond (1995). Descriptive statistics and independent t-tests were used to analyze the PA levels of male and female students, and linear regressions were computed to examine whether PA predicts mental health status. On average, the daily time spent in moderate-to-vigorous PA (MVPA) was 18.47 min, which is clearly below the WHO guideline of at least 60 min of MVPA per day. Only 4% of adolescents showed MVPA for more than 30 min per day. Male students were significantly more active than their female peers (p = 0.015). As expected, MVPA was negatively associated with mental health issues such as depression, anxiety, and stress. However, the majority of adolescents reported symptoms of mild-to-moderate mental health disorders. These results emphasize the need for targeted strategies and offerings geared to young people’s needs and preferences to promote an adequate level of PA and good mental health during and after the ongoing pandemic.

The OPTIMAL theory proposes that enhancing expectancies and autonomy facilitate motor performance and learning (Wulf & Lewthwaite). Present study with two experiments aimed to examine this proposition by using a modified dart throwing as motor task. In both experiments, motor learning (i.e., retention test) was enhanced by practice conditions, which enhance expectancies for future performance and support learners’ autonomy. Moreover, they led to significantly superior self-efficacy scores during all acquisition phase, retention, and transfer tests. Findings of the present study provided support for propositions of the OPTIMAL theory. Results are discussed in terms of motivational aspects of enhancing expectancies and autonomy and their role on facilitating motor learning.

Background: An important topic regarding school health is to investigate the factors affecting students’ participation in physical activity inside and outside of school. The purpose of the present study was to investigate the relationship between perceived competence as one of the basic psychological needs and the physical activity of male and female middle school students inside and outside school, considering the role of enjoyment as a mediator variable. Gender differences were further examined. Methods: A descriptive-correlation method was employed in this study. Participants were 600 male and female middle school students from Aliabad Katoul, Golestan province, Iran in 2019. Research tools included Scrabis-Fletcher and Silverman’s Perceived Competence Survey, Enjoyment Questionnaire, and Physical Activity Scale. Structural equation method was used to examine the relationship between variables and analysis of variance (ANOVA) was utilized to find out the gender differences. Results: The results showed significant relationships between perceived competence and physical activity inside and outside school among boys (P=0.021 and P<0.001, respectively). However, in girls, enjoyment was more effective on the in-school and out-of-school physical activity (P=0.001 and P=0.003, respectively). In addition, boys reported higher perceived competence, more enjoyment, and more physical activity in comparison to girls (P<0.001). Conclusions: Perceived competence and enjoyment in physical education classes are correlated among boys. In girls, it seems that enjoyment is a more important factor than perceived competence. Physical educators should encourage the perceptions of the students regarding their abilities in physical education classes, in order to improve their participation in physical activities.

Purpose: The purpose of this study was to investigate the effect of observing point-light and video models and physical practice on learning a crouch start. Method: Thirty-two female students were randomly assigned into point-light, video, physical practice, and control groups. They performed 10 trials in pretest, 160 trials in acquisition phase, and 10 trials in 24-hour retention test. Kinematic features and reaction time were measured as dependent variables. Results: Results showed that physical practice group performed better than other groups in reaction time and range of motion of trunk and observational groups performed better than control groups in reaction time and range of motion of knee. Conclusion: The results confirm the positive effects of observational practice on motor learning.

Background: Recognizing the factors influencing students’ participation in leisure-time physical activity is considered as an important topic concerning school health. The present study aimed to investigate the effects of basic psychological needs satisfaction in physical education (PE) classes on leisure-time physical activity behavior of primary school students, considering the role of autonomous motivation as a mediator variable. We further examined gender differences. Methods: We made use of a descriptive-correlation approach in the present study, 2019. Participants comprised 516 primary school students from Gonbad Kavoos. Research instruments included Sport Climate Questionnaire, Sport Motivation Scale, and Leisure-Time Physical Activity Behavior Scale. To analyze the data, we used the structural equation method and Mann-Whitney U test. Results: The results of structural equation method showed significant relationships between basic psychological needs satisfaction and leisure-time physical activity and autonomous motivation (all T>1.96). Furthermore, autonomous motivation had a positive association with leisure-time physical activity (all T>1.96), and it mediated the relationships between basic psychological needs satisfaction and leisure-time physical activity (all P<0.001). In addition, compared with girls, boys reported significantly higher satisfaction regarding competence and relatedness needs (P=0.040, P=0.009, respectively), higher intrinsic motivation and identified regulation (P<0.001, P=0.001, respectively), and higher leisure-time physical activity (P=0.045). Conclusions: Basic psychological needs satisfaction in PE classes positively influenced motivation and leisure-time physical activity in primary school children. Physical educators should encourage basic psychological needs satisfaction in students with regard to their activities in PE classes, in order to improve their participation in leisure-time physical activities

Background: Finding factors or conditions that could increase the level of physical activity in students is a controversial topic concerning school health. We conducted the current research to investigate the effects of perceived autonomy support in physical education class on intrinsic motivation and intention to participation of high-school students in leisure-time physical activity. Gender differences were also reported. Methods: This study utilized a descriptive-correlation approach. Our participants comprised 400 high school students, including 100 tenth-grade boys, 100 eleventh-grade boys, 100 tenth-grade girls and 100 eleventh-grade girls, from Aliabad Katoul, Golestan, Iran, in 2019. The data was collected using standard questionnaires. We employed structural equation method to examine the associations between variables, and analysis of variance (ANOVA) to examine the gender differences. Results: Descriptive statistics showed that boys and girls of the same grade had almost identical age. The results of path analysis revealed that perceived autonomy support positively influenced psychological need satisfaction and intrinsic motivation (T=1.96 and T=2.09, respectively). Moreover, psychological need satisfaction positively affected intrinsic motivation in physical education class (T=15.23). Furthermore, intrinsic motivation in physical education class was transferred to intrinsic motivation in leisuretime (T=6.82). Intrinsic motivation in leisure-time positively affected the inclination to perform physical activity outside school (T=7.05). Finally, boys were observed to have higher perceived autonomy, higher motivation and be more willing to do physical activity compared to girls (p <0.001). Conclusions: Perceived autonomy support plays an important role in motivating students to be physically active. We discussed our results based on the self-determination theory. Practical and clinical implications were presented to physical education teachers and physicians.