0000000000512883
AUTHOR
Reidar Säfvenbom
showing 15 related works from this author
Development of basic psychological need satisfaction in physical education
2019
Research shows that sports-active students experience more basic need satisfaction (autonomy, competence, relatedness) in physical education (PE) than their non-sports-active peers, and thus, reap most of the benefits of PE. This study aimed to investigate the role of a two-year PE programme, referred to as Interest-based PE, in contributing to students’ basic need satisfaction in PE, and in particular, to assess potential basic needs-benefits among students who were not involved in leisure-time sport. Among 693 students, 348 were offered a choice of two different PE approaches (“explorative” vs. “sports” approach) for the next two years, while the remaining students continued to receive tr…
The temporal relations of adolescents' basic need satisfaction in physical education and global self-worth
2020
This study investigated the temporal relations of adolescents’ basic need satisfaction in physical education (PE) and global self-worth in a sample of 3,398 lower and upper secondary school students (49% boys, 51% girls, average age T1 = 15.00, SD = 1.79). Four models and competing hypotheses were tested, and the model with bidirectional paths specified showed the best fit to the data. The bidirectional effect estimates suggest not only that basic need satisfaction in PE predicts global self-worth development but also that adolescents’ perceptions of global self-worth predict the degree to which they experience basic need satisfaction in PE. Findings could suggest that students with low glo…
Additional file 4 of The effect of a school-based intervention on physical activity, cardiorespiratory fitness and muscle strength: the School in Mot…
2020
Additional file 4: Table 3. Mean (95% confidence interval) for cardiorespiratory fitness and muscle strength among participants stratified by study arm and gender at baseline and follow-up.
Additional file 1 of The effect of a school-based intervention on physical activity, cardiorespiratory fitness and muscle strength: the School in Mot…
2020
Additional file 1:. CONSORT 2010 checklist of information to include when reporting a randomised trial*.
Forholdet mellom elevers motivasjon for kroppsøvingsfaget, motivasjonsklima og tilhørighet i kroppsøvingstimene, og deres intensjon om å være fysisk …
2021
Studiens hensikt var å undersøke forholdet mellom elevers tilhørighet i kroppsøvingstimene, deres opplevelse av motivasjonsklimaet i faget og deres intensjon om å være fysisk aktive etter endt obligatorisk skolegang, samt å undersøke i hvilken grad autonom og kontrollert motivasjon medierte det ovennevnte forholdet. Tverrsnittsdata fra 2610 avgangselever ved ungdoms- og videregående skoler fra fire forskjellige geografiske områder i Norge dannet grunnlaget for mediasjonsanalysen. Denne målte indirekte effekter ved hjelp av en bias-korrigert bootstrapping metode. Resultatene viste at opplevd tilhørighet og opplevd mestringsklima i faget var positivt assosiert med elevers intensjoner om å vær…
Additional file 3 of The effect of a school-based intervention on physical activity, cardiorespiratory fitness and muscle strength: the School in Mot…
2020
Additional file 3: Table 2a. Mean (95% confidence interval) physical activity levels among girls stratified by study arm at baseline and follow-up. Table 2b. Mean (95% confidence interval) physical activity levels among boys stratified by study arm at baseline and follow-up.
Sport participation and loneliness in adolescents: the mediating role of perceived social competence
2013
Published version of an article in the journal: Current Psychology. Also available from the publisher at: http://dx.doi.org/10.1007/s12144-013-9174-5 Young people perceive loneliness as a distressing emotional experience associated with sadness and boredom. Also, feelings of loneliness may be associated with psychosocial and emotional problems during adolescence. The aim of this study was to investigate whether perceived social competence mediated the cross-sectional relationship between sport participation and loneliness in young people when controlling for age, sex, shyness, and non-organized physical activity. This cross-sectional study consisted of 2,055 pupils (995 boys and 1,060 girls…
Additional file 2 of The effect of a school-based intervention on physical activity, cardiorespiratory fitness and muscle strength: the School in Mot…
2020
Additional file 2:. The TIDieR (Template for Intervention Description and Replication) Checklist*.
Global Self-Worth among Adolescents: The Role of Basic Psychological Need Satisfaction in Physical Education
2019
Global self-worth is important for healthy development and learning, and is therefore highlighted as a major aim in the Norwegian physical education (PE) curriculum. Based on prior research this study aimed to assess potential differences in global self-worth and contextual basic need satisfaction among 2854 adolescents (47.5% boys, 52.5% girls, ages 13 and 16) participating in different movement contexts, and to determine whether basic need satisfaction in PE relates to global self-worth. Structural equation modeling analyses indicate that basic need satisfaction in PE relates significantly to global self-worth. However, adolescents who do not participate in movement contexts outside schoo…
The effect of a school-based intervention on physical activity, cardiorespiratory fitness and muscle strength : the School in Motion cluster randomiz…
2020
Abstract Background Physical activity (PA) declines throughout adolescence, therefore PA promotion during this period is important. We analyzed the effect of two school-based PA interventions on daily PA levels, cardiorespiratory fitness (CRF) and muscle strength among adolescents. Methods For the nine-month School in Motion intervention study (ScIM), we cluster-randomized 30 Norwegian secondary schools (N = 2084, mean age [SD] = 14 [0.3] years) to one of three study arms. The physically active learning (PAL) intervention included 30 min physically active learning, 30 min PA and a 60 min physical education (PE) lesson per week. The Don’t worry-Be happy (DWBH) intervention included a 60 min …
Attitudes toward and motivation for PE: who collects the benefits of the subject?
2014
Background and purpose: Due to attitudinal and motivational aims in the national curriculum, and to lack of research on adolescents' experiences with physical education (PE) in Norway, the purposes of this study were to (1) attain data on attitudes toward PE and self-determined motivation for PE among a representative sample of adolescents (N = 2010) in middle school (grade 8–10/age 13–15) and high school (grade 11–13/age 16–19) in Norway, and (2) to explore the relationship between involvement in movement activities outside school and self-determined motivation in PE. Findings: The results showed that 43% of the adolescents were not happy with how PE is taught in Norwegian schools, and tha…
Physical activity and global self-worth: The role of physical self-esteem indices and gender
2011
Abstract Purpose The aim of this study was: a) to investigate mediating influences of body areas satisfaction, appearance evaluation and perceived athletic competence in the relationship between physical activity and global self-worth, controlling for contextual variations in physical activity; b) to investigate the relative magnitude of the specific indirect effects; c) to investigate whether gender moderates the mediating influences of body areas satisfaction, appearance evaluation and perceived athletic competence. Methods This is a cross-sectional study consisting of 2055 adolescents (995 boys and 1060 girls) from ages 13 to 18 (mean age 15.3 years) from 38 different Norwegian schools, …
Sports clubs as accessible developmental assets for all? Adolescents’ assessment of egalitarianism vs. elitism in sport clubs vs. school
2013
School and sport clubs are considered important public institutions in the nationwide scaffolding of developmental assets for adolescents. However, external assets’ impact on individuals’ internal assets is not given and developmental institutions do not necessarily function as the society would like to believe. Previous qualitative studies from Norway indicate that organized youth sport appears as competitive and exclusive and the purpose of the present study was therefore to assess a national sample of adolescents’ perceptions of their local sports clubs in terms of egalitarianism (inclusiveness) and elitism (exclusiveness). A comparison with their assessments of their local school was pe…
Development of basic psychological need satisfaction in physical education - Effects of a two-year PE programme
2019
Research shows that sports-active students experience more basic need satisfaction (autonomy, competence, relatedness) in physical education (PE) than their non-sports-active peers, and thus, reap most of the benefits of PE. This study aimed to investigate the role of a two-year PE programme, referred to as Interest-based PE, in contributing to students’ basic need satisfaction in PE, and in particular, to assess potential basic needs-benefits among students who were not involved in leisure-time sport. Among 693 students, 348 were offered a choice of two different PE approaches (“explorative” vs. “sports” approach) for the next two years, while the remaining students continued to receive tr…
Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial – …
2021
Abstract Background School-based physical activity interventions evaluating the effect on academic performance usually includes children. We aimed to investigate the effect of a nine-month, school-based physical activity intervention titled School in Motion (ScIM) on academic performance in adolescents. Methods Thirty secondary schools in Norway were cluster-randomized into three groups: the Physically active learning (PAL) group (n = 10), the Don’t worry – Be Happy (DWBH) group (n = 10) or control (n = 10). Target dose in both intervention groups was 120 min/week of additional PA during school hours. Parental consent was obtained from 2084 adolescent students (76%). Standardized national t…