https://www.pachjournal.com/ Physical Activity in Children en daily 1 Mon, 01 Dec 2025 00:00:00 +0330 Mon, 01 Dec 2025 00:00:00 +0330 https://www.pachjournal.com/article_235489.html Introduction: Studies employing cognitive-musical training and the verbal working memory-balance program have demonstrated improvements in various linguistic and non-linguistic outcomes for children with dyslexia. Despite these findings, there is a notable gap in the literature regarding the impact of cognitive-motor interventions on handwriting performance in children with ADHD. Objective: This study aims to examine how a cognitive-motor intervention affects the legibility and speed of handwriting in children with ADHD.Methods: This research utilized a semi-experimental design featuring a practical application, incorporating a pre-test and post-test methodology along with a control group. After a thorough screening process, 40 children diagnosed with ADHD were chosen as participants and randomly assigned to either the intervention or control group in equal numbers. The intervention group participated in a cognitive-motor program twice weekly over an eight-week period. The Handwriting Assessment Tool was employed to evaluate both the legibility and speed of handwriting, with data analysis conducted using ANCOVA. Results: The findings indicate significant differences between the intervention or control groups in handwriting characteristics, including formation (F=9.751, P<0.001), alignment (F=8.639, P<0.001), size (F=7.938, P<0.001), and speed (F=12.527, P<0.001). However, there was no significant differences between groups regarding space and slant dimensions of legibility of handwriting (P>0.05).Conclusion: Cognitive-motor exercises demonstrated in this study prove to be an effective strategy for enhancing graphomotor skills, particularly handwriting, among primary school students, including those with special needs like ADHD. This approach is not only straightforward to implement but also requires minimal adjustments to existing educational curricula. https://www.pachjournal.com/article_235490.html Introduction: The COVID-19 pandemic has been a significant source of anxiety and discomfort, influencing individuals’ capacity to manage distress effectively. Objective: The aim of this study was to explore the relationships between resilience with psychological wellbeing among adolescent athletes during the COVID-19 pandemic with considering the mediating role of distress tolerance. Methods: This research employed a descriptive-correlational approach utilizing structural equation modeling. A sample of 115 male athletes, aged between 15 and 17, was selected through convenience sampling. The Connor-Davidson Resilience Scale, Psychological Well-Being Scale, and The Distress Tolerance Scale were applied to measure the research variables, and the data analysis was performed using Smart PLS statistical software version 4, with a significance threshold set at 0.05.Results: The results revealed a significant positive structural relationship between resilience and psychological well-being (t=6.897, b=0.617, P=0.000), as well as between resilience and distress tolerance (t=7.874, b=0.728, P=0.000). Furthermore, a significant positive correlation is observed between distress tolerance and psychological well-being (t=5.412, b=0.547, P=0.000). Notably, distress tolerance acts as a significant mediating variable in the relationship between resilience and psychological well-being (t=4.174, b=0.398, P=0.000). Conclusion: These findings indicate that the COVID-19 pandemic adversely affected adolescent athletes, highlighting the potential role of resilience and distress tolerance in enhancing psychological well-being. It is essential for sports psychologists, coaches, and trainers to implement strategies aimed at fostering resilience and improving distress tolerance among adolescent athletes to support their mental health and overall psychological well-being. https://www.pachjournal.com/article_235491.html Introduction: Research has acknowledged the significance of parental attitudes toward physical education; however, their impact on children's participation in physical activities, both within and outside of school settings, has been explored only sporadically.Objective: The purpose of this study was to explore the association between parental attitudes toward physical education and children’s physical activity participation in in-school and out-of-school contexts. Methods: This study utilized a comparative-correlational design, focusing on a sample of 239 male children aged between 10 and 13 years. The Physical Education Activity Attitude Scale was employed to evaluate the attitudes of parents towards physical education activities. Accelerometer device was used for measuring physical activity. Regression analysis was conducted for data analysis.Results: The children in this study participated in moderate-to-vigorous physical activity for an average of 19.57 minutes during school. Moreover, the average daily physical activity recorded for the children in this study was 41.04 minutes. Furthermore, the findings reveal a significant positive correlation between parental attitudes toward physical education with in-school physical activity (β=0.386, P<0.001), out-of-school physical activity (β=0.368, P<0.001), and the overall total physical activity (β=0.221, P<0.001). Conclusion: These results suggest that when parents exhibit a supportive and positive attitude towards physical education, it significantly enhances the physical activity levels of their children, both during school hours and in extracurricular settings. These findings suggest that encouraging parents to model positive attitudes and actively support their children’s physical activity may be one of the most effective strategies for increasing children’s overall participation in physical activity. https://www.pachjournal.com/article_235492.html Introduction: The connection between motor competence and participation in physical activities among children is well established; however, the underlying mechanisms of this relationship remain inadequately explored in existing research. Objective: This study seeks to investigate the roles of motivation and enjoyment as potential mediators in the association between motor competence and engagement in physical activities among young individuals. Methods: This study utilized a descriptive-correlational methodology, employing structural equation modeling to analyze the data. A total of 183 male participants, aged between 9 and 12 years, were selected through convenience sampling. The Test of Gross Motor Development-Third Edition, accelerometer, The Revised Scale of Sport Motivation and Enjoyment Scale were used to evaluate the research variables, and data analysis was conducted using Smart PLS statistical software version 4, with a significance level established at 0.05.Results: The path analysis results indicate a significant positive structural relationship between motor competence and physical activity (b=0.622), motivation (b=0.571), and enjoyment (b=0.711). Additionally, the analysis highlights a significant positive correlation between motivation (b=0.475) and enjoyment (b=0.512) in relation to physical activity. Importantly, both motivation (b=0.271) and enjoyment (b=0.364) serve as significant mediating variables in the relationship between motor competence and physical activity.Conclusion: The results suggest that improved motor skills are linked to higher levels of physical activity, with motivation and enjoyment being crucial factors in this relationship. Consequently, it is recommended that physical education teachers and coaches prioritize sports programs tailored to the motor abilities of children. https://www.pachjournal.com/article_235493.html Introduction: The relationship between Internet addiction and participation in physical activities among children and adolescents is well recognized; however, the specific mechanisms that drive this connection have not been thoroughly examined in the current body of research. Objective: This study aims to delve into the mediating roles of sleep disruption and fatigue, which may serve as critical pathways linking Internet addiction to reduced physical activity levels in adolescents. Methods: This research employed a descriptive-correlational design and utilized structural equation modeling to analyze data from a sample of 389 adolescents aged 13 to 17, selected through convenience sampling. The Internet Addiction Test, the Physical Activity Scale, Pittsburgh Sleep Quality Questionnaire and The Modified Fatigue Impact Scale were implemented to measure the research variables, and data analysis was performed using the PROCESS macro (Model 6) in SPSS, with a significance threshold set at 0.05.Results: Internet addiction serves as a significant negative predictor of physical activity (β=−0.452). Furthermore, Internet addiction positively correlates with sleep disruption (β=0.226), which in turn negatively impacts physical activity (β=−0.143). Additionally, Internet addiction is associated with increased fatigue (β=0.364, p<0.001), and this fatigue also negatively influences physical activity (β=−0.151). Finally, both sleep disruption and fatigue fully mediate the relationship between Internet addiction and physical activity (β=0.339).Conclusion: A recommended strategy is to implement school-based programs that combine digital literacy and screen-time management with sleep education and structured physical activity sessions, aiming to reduce internet overuse, improve sleep quality, alleviate fatigue, and consequently increase adolescents’ engagement in physical activity. https://www.pachjournal.com/article_235494.html Introduction: The impact of teaching styles in physical education on prosocial and antisocial behaviors among children and adolescents is still not thoroughly investigated. Objective: This study seeks to explore how various teaching approaches in physical education affect adolescents’ prosocial and antisocial behaviors, emphasizing moral development as a potential mediating factor. Methods: This research employed a descriptive-correlational approach utilizing structural equation modeling. A sample of 396 adolescents, consisting of 196 boys and 200 girls, was selected through convenience sampling. The Multidimensional Perceived Autonomy Support Scale for Physical Education, the Moral Development Questionnaire and Prosocial and Antisocial Behavior in Sports Scale were used to measure the research variables, and the data analysis was performed using Smart PLS statistical software version 4, with a significance threshold set at 0.05.Results: There was a significant structural relationship between the autonomy support style with prosocial behavior (b=0.586) and antisocial behavior (b=-0.487). Also, the controlling style demonstrates a significant relationship with prosocial behavior (b=-0.652) and antisocial behavior (b=0.519). Furthermore, moral development plays a significant mediating role in the relationship between autonomy-supportive style and both prosocial behavior (b=0.361) and antisocial behavior (b=-0.264). Finally, moral development also acts as a significant mediator in the context of a controlling style, affecting prosocial behavior (P=0.000, t=3.107, b=0.308) and antisocial behavior (b=-0.242). Conclusion: These findings highlight the need for physical education teachers to intentionally model and reinforce moral behaviors, as their daily interactions can significantly shape adolescents’ prosocial or antisocial tendencies. https://www.pachjournal.com/article_235495.html Introduction: Augmented reality (AR) interventions offer an innovative approach to engage children with autism while fostering their motor and social skill development. By leveraging technology-driven methods, such as AR and game-based motor-cognitive training, these interventions aim to enhance skill acquisition and increase participant engagement. Objective: This study sought to evaluate the effectiveness of an AR game-based motor-cognitive training program on various aspects of functioning in children with autism, with a particular emphasis on social skills, attention, and motor coordination.Methods: This study employed a semi-experimental design that included a practical application, utilizing a pre-test and post-test framework alongside a control group. Following a comprehensive screening process, 60 children with autism were selected as participants and randomly divided into intervention and control groups, ensuring equal representation. The intervention group engaged in AR game-based motor-cognitive training sessions twice a week for eight weeks. Standardized assessment tools were used to measure the research variables, and data analysis was conducted using MANCOVA.Results: The findings indicated that the AR intervention significantly enhanced social skills (p<0.001, F=23.31), attention (p<0.001, F=18.47), and motor coordination (p<0.001, F=17.55) in children with autism.Conclusion: The findings of this study indicate that AR game-based cognitive-motor training serves as an effective intervention for improving social skills, attention, and motor coordination in children diagnosed with autism. This study is practically and clinically important as it offers an engaging, evidence-based intervention to enhance social skills, attention, and motor https://www.pachjournal.com/article_236701.html Introduction: Environmental characteristics of sports facilities, including aesthetic quality, are increasingly recognized as determinants of adolescent physical activity (PA). However, the psychological mechanisms linking facility aesthetics to activity participation remain underexplored.Objective: This study examined the effect of aesthetic enhancements to sports facilities on adolescents’ PA participation, testing autonomous motivation as a mediating factor.Methods: A cross-sectional survey was conducted with 412 adolescents aged 13–18 years from public and private secondary schools. Participants completed validated instruments assessing perceived facility aesthetics (PEAS), autonomous motivation (BREQ-3), and PA participation (PAQ-A). Structural Equation Modelling (SEM) with bootstrapping was employed to assess direct and indirect relationships.Results: Aesthetic enhancements were positively associated with autonomous motivation (β = .48, p < .001) and PA participation (β = .12, p = .027). Autonomous motivation significantly predicted PA (β = .46, p < .001). Mediation analysis revealed a significant indirect effect of aesthetic enhancements on PA through autonomous motivation (β = .22, 95% CI: .14–.31), indicating partial mediation. The total effect of aesthetic enhancements on PA was β = .34 (p < .001).Conclusion: Adolescents’ perceptions of aesthetically enhanced sports facilities positively influence their motivation and participation in PA. Improving the visual appeal of sports facilities may increase adolescents’ motivation to be active, suggesting investments in facility aesthetics can promote PA. https://www.pachjournal.com/article_236702.html Introduction: Research indicates that structured interventions focusing on locomotor skills can improve motor competence and encourage active lifestyles. However, the specific mechanisms that connect the acquisition of these skills to broader aspects of motor development have not been thoroughly investigated.Objective: This research sought to assess the impact of a structured locomotor skill training program on the physical activity (PA) levels and motor development of primary school children.Methods: A quasi-experimental design was utilized involving 120 children aged 8 to 10, who were randomly divided into intervention (n = 60) and control (n = 60) groups. The intervention comprised a structured locomotor skill program conducted over 12 weeks during physical education classes. Standard tools were used for measuring research variables. Structural equation modeling (SEM) analyses were performed for data analysis.Results: Children participating in the intervention group exhibited significant enhancements in locomotor skill proficiency (ΔTGMD-3 = +6.1, p < .001) and overall motor development (ΔBOT-2 = +5.4, p < .001) when compared to the control group. SEM indicated a significant positive relationship between locomotor skill proficiency and PA (β = 0.58, p < .001), along with a partial mediation effect of PA on the connection between locomotor skills and overall motor development (indirect β = 0.35, 95% CI [0.21, 0.51], p < .001).Conclusion: Structured locomotor-skill training can be effectively integrated into primary-school PE to enhance children’s motor development and PA levels. https://www.pachjournal.com/article_236703.html Introduction: Fundamental motor skills (FMS) and physical activity (PA) are critical determinants of motor development in children. Psychosocial factors such as enjoyment and perceived competence may mediate these relationships, yet few studies have examined these pathways simultaneously using structural equation modeling (SEM).Objective: This study aimed to investigate direct and indirect associations among FMS proficiency, PA intensity, enjoyment of PA, perceived competence, and motor development in children aged 6–10 years.Methods: A cross-sectional study was conducted with 262 children (136 boys, 126 girls). Standard tools were used for measuring research variables. SEM was employed to test direct and indirect pathways among variables. Model fit was evaluated using χ²/df, CFI, TLI, RMSEA, and SRMR.Results: FMS proficiency and PA intensity significantly predicted motor development directly (β = 0.44 and 0.31, p < 0.001, respectively). Enjoyment and perceived competence partially mediated these relationships, with significant indirect effects (p < 0.01). The final SEM model demonstrated excellent fit (χ²/df = 2.15, CFI = 0.968, TLI = 0.961, RMSEA = 0.049, SRMR = 0.043).Conclusion: Motor development in children is influenced by both behavioral factors (FMS and PA) and psychosocial mediators (enjoyment, perceived competence). Interventions that integrate skill practice, PA, and motivational elements may enhance motor competence and support lifelong engagement in PA. https://www.pachjournal.com/article_236704.html Introduction: Fundamental motor skills (FMS) are essential for children’s motor development and physical activity (PA) engagement. Play-based interventions may enhance FMS proficiency while influencing activity behaviors, yet the mechanisms linking skill development to PA and sedentary behavior remain underexplored.Objective: This study examined the effects of a 12-week play-based FMS intervention on motor development, PA, and sedentary behavior in primary-school children.Methods: A total of 305 children (152 intervention, 153 control; mean age = 7.95 ± 1.2 years) participated. Motor development was assessed using the TGMD-3. MVPA and sedentary behavior were measured via accelerometry. Duration of the intervention was eight weeks. AMOS v28 was utilized for data analysis.Results: Post-intervention, the intervention group demonstrated significantly higher TGMD-3 scores (β = 0.46), increased MVPA (β = 0.39), and reduced sedentary behavior (β = -0.34) compared to controls. SEM indicated that MVPA and sedentary behavior partially mediated the effect of the intervention on motor development (β_indirect = 0.14 and 0.10, respectively). Model fit indices were excellent (CFI = 0.971, RMSEA = 0.048).Conclusion: A play-based FMS intervention effectively enhances motor development by improving MVPA and reducing sedentary behavior. Integrating enjoyable, skill-focused, and activity-promoting programs in schools may foster both immediate and long-term motor competence in children. The current research offers valuable insights for educators, coaches, and policymakers. https://www.pachjournal.com/article_236847.html Introduction: The early motor development of preschool-aged children is shaped by a combination of environmental and behavioral influences, particularly home-based physical activity (HBPA) and fundamental motor skills (FMS).Objective: This research focused on exploring the relationships between HBPA, FMS, and motor competence in preschool-aged children. Additionally, it aimed to assess the mediating effect of FMS through a mixed-method approach that incorporated structural equation modeling.Methods: A total of 315 preschool children, aged 3 to 5 years, along with their caregivers, took part in the study. Preschool-age Physical Activity Questionnaire, the Test of Gross Motor Development-Third Edition and the Movement Assessment Battery for Children-2 were utilized for measuring research variables. SEM and semi-structured interviews were used for data analysis.Results: The analysis indicated a positive correlation between HBPA (β = 0.53) and FMS (β = 0.18) with motor competence. Furthermore, FMS was found to significantly mediate the relationship between HBPA and motor competence, evidenced by an indirect effect of β = 0.33. Qualitative findings highlighted that factors such as parental involvement, opportunities for daily active play, and a supportive home environment contributed positively to the development of FMS, while constraints like limited space and excessive screen time posed significant barriers.Conclusion: HBPA plays a crucial role in early motor development, influencing FMS both directly and indirectly. To enhance motor competence in preschoolers, interventions should prioritize parental involvement and promote skill-oriented active play within the home environment. https://www.pachjournal.com/article_236848.html Introduction: Fundamental motor skills (FMS) play a vital role in developing children’s motor competence and encouraging lifelong engagement in physical activity (PA).Objective: This research investigated the impact of a 12-week intervention combining object-control and aerobic circuit training on FMS proficiency, PA levels, and overall motor competence among primary school children.Methods: A total of 143 children, comprising 72 in the intervention group and 71 in the control group, aged between 8 and 10 years, participated in the study. The intervention group engaged in a 12-week program that combined object-control skill drills with aerobic circuits, while the control group received standard physical education. TGMD-3, BOT-2 and accelerometer were used for measuring research variables. Path analysis was conducted for data analysis.Results: The intervention group exhibited significant enhancements in various physical performance metrics, including TGMD-3 locomotor scores (Δ = +6.5, p < .001) and object-control scores (Δ = +7.5, p < .001), as well as BOT-2 motor competence (Δ = +7.9, p < .001). Additionally, there was a significant increase in daily MVPA (p < .001) compared to the control group. Path analysis revealed that FMS had both direct effects on motor competence and indirect effects that were mediated by PA, with an indirect effect coefficient of β_indirect = 0.29 (95% CI [0.18, 0.42], p < .001).Conclusion: PA serves as a partial mediator in the relationship between skill proficiency and motor competence, underscoring the necessity of multicomponent programs to foster comprehensive motor development and enhance physical literacy. https://www.pachjournal.com/article_237404.html Introduction: Exercise interventions are recommended for improving metabolic health, but the comparative effects of aerobic versus resistance exercise on insulin sensitivity and lipid metabolism enzymes in children remain unclear.Objective: To investigate the impact of aerobic (AE) versus resistance exercise (RE) on insulin sensitivity and lipid metabolism enzymes in overweight children.Methods: Fifty-six overweight children (aged 8–12 years) were randomly assigned to AE, RE, or CON groups. AE consisted of moderate-intensity aerobic training, and RE included progressive resistance exercises targeting major muscle groups. Primary outcomes were fasting insulin, HOMA-IR, LPL and HL. Secondary outcomes included body composition and physical fitness. ANCOVA adjusted for baseline values was employed to compare post-intervention differences, with effect sizes reported as partial η². Results: Both AE and RE significantly improved insulin sensitivity (HOMA-IR: AE −1.2 ± 0.3; RE −1.3 ± 0.3; CON −0.0 ± 0.2; p < 0.001, partial η² = 0.75) and enhanced LPL and HL activities (p < 0.001, partial η² > 0.50). AE led to greater reductions in body fat and improvements in VO₂max, whereas RE produced larger gains in lean mass and muscular strength. Both interventions demonstrated robust, clinically relevant effects compared with controls.Conclusion: Aerobic and resistance exercise both improve insulin sensitivity and lipid metabolism in overweight children, with complementary modality-specific benefits. Structured exercise programs should incorporate both modalities to maximize metabolic health and physical fitness in pediatric populations. https://www.pachjournal.com/article_245334.html Background: Mind-body practices such as Tai Chi may enhance cognitive, physical, and emotional outcomes in children. However, research examining their simultaneous effects on attention, flexibility, and anxiety in school-aged children is limited.Objective: To investigate the effects of a 12-week Tai Chi intervention on attention, flexibility, and anxiety in children aged 8–12 years.Methods: Sixty children (32 boys, 28 girls; mean age 10.0 ± 1.2 years) were assigned by class to a Tai Chi group (n = 30) or a control group (n = 30) engaging in standard physical activity. The Tai Chi group participated in two 45-minute sessions per week for 12 weeks, focusing on sequential movements, balance, and mindful attention. Attention was assessed using the Conners’ Continuous Performance Test (CPT), flexibility using the sit-and-reach test, and anxiety using the Spence Children’s Anxiety Scale (SCAS). Data were analyzed using ANCOVA controlling for baseline scores, age, and sex; effect sizes were reported (partial η²).Results: In the post-intervention, the Tai Chi group demonstrated significant improvements compared to controls: attention (F = 48.5, p < 0.001, partial η² = 0.46), flexibility (F = 39.2, p < 0.001, partial η² = 0.40), and anxiety (F = 35.8, p < 0.001, partial η² = 0.38).Conclusions: Twelve weeks of Tai Chi practice significantly enhances attention, flexibility, and reduces anxiety in school-aged children. These findings support Tai Chi as a holistic, developmentally appropriate intervention that can promote cognitive, physical, and emotional well-being in youth. https://www.pachjournal.com/article_245335.html Background: Team sports during childhood promote physical, social, and psychological development. Mini-tournaments, or short structured game formats, may enhance teamwork, motor coordination, and motivation, but empirical evidence in volleyball is limited.Objective: To investigate the effects of volleyball mini-tournaments on teamwork, motor coordination, and motivation in school-age children.Methods: Seventy-two children (8–12 years; 38 boys, 34 girls) were assigned by class to a mini-tournament group (n = 36) or a control group (n = 36). The intervention consisted of two 40-minute volleyball mini-tournament sessions per week for 8 weeks, including small-sided matches emphasizing skill application, collaboration, and fair play. Teamwork was assessed using a validated observational checklist, motor coordination with the Körperkoordinationstest für Kinder (KTK), and intrinsic motivation using the Intrinsic Motivation Inventory (IMI) – Sports Version. Data were analyzed using ANCOVA.Results: In the posttest, the mini-tournament group demonstrated significant improvements compared to controls: teamwork (17.6 ± 2.1 vs. 12.9 ± 2.5; F = 101.2, p < 0.001, partial η² = 0.59), motor coordination (98.2 ± 8.0 vs. 91.9 ± 8.5; F = 85.4, p < 0.001, partial η² = 0.54), and intrinsic motivation (4.3 ± 0.4 vs. 3.6 ± 0.5; F = 72.8, p < 0.001, partial η² = 0.50).Conclusions: Volleyball mini-tournaments significantly enhance teamwork, motor coordination, and motivation in school-age children. Structured, game-based interventions provide an efficient, engaging, and developmentally appropriate approach for promoting both physical and psychosocial outcomes in youth sports. https://www.pachjournal.com/article_245399.html Background: Opportunities for outdoor nature play have declined in contemporary childhood, raising concerns about children’s physical activity, cognitive development, and emotional well-being. Emerging evidence suggests that nature-based play environments may support holistic child development; however, experimental studies examining causal effects remain limited.Methods: This randomized controlled experimental study investigated the effects of an eight-week outdoor nature play intervention on children aged 6–10 years (N = 80). Participants were randomly assigned to an outdoor nature play group (n = 40) or a control group engaging in non-nature-based play (n = 40). Physical activity was measured using accelerometers, cognitive performance was assessed with standardized executive function tasks, and emotional well-being was evaluated using validated parent-report questionnaires. Outcomes were measured at baseline and post-intervention. Repeated-measures ANOVA was used to examine group × time effects.Results: Significant group × time interactions were observed for all outcomes. Children in the outdoor nature play group demonstrated greater increases in moderate-to-vigorous physical activity compared to controls (F(1,78) = 36.42, p < .001, η² = .32). Significant improvements were also found in cognitive performance (F(1,78) = 14.88, p < .001, η² = .16) and emotional well-being (F(1,78) = 22.15, p < .001, η² = .22). No significant changes were observed in the control group.Conclusion: Outdoor nature play produces significant benefits for children’s physical activity, cognitive functioning, and emotional well-being. Integrating nature-based play into educational and community settings may support healthier and more balanced child development.