9 – 12 grades students‘ physical activity, learning climate, learning outcomes, self–esteem and relationships between them

Object of the study. Links between 9 – 12 grade students’ physical activity, learning climate during physical education lessons, learning outcomes and self–esteem. Problem of the study. More physically active students tend to be greater learners (Van Dijk et al., 2014), more over, physical activity positively influences psychological adolescents health, including their self–esteem (Dharshana et al.: In 2016.), which gives self–confidence, ability to deal with complex situations (Vasiliu, 2015), however, low self–esteem can lead to criminal behavior and depression (Liu et al. 2015). Unfortunately, during adolescence physical activity decreases (Micklesfield et al., 2014; Sutherland et al., 2013; Belanger et al., 2011) and that influences inactive lifestyle after graduating school and into adulthood, which is associated with serious health problems, moreover, shortens the life span and its quality (Lee et al., 2012; Hyde et al., 2013). Purpose. Identify 9 – 12 grade students’ physical activity, learning climate during physical education lessons, learning outcomes, self–esteem and links between them. To reach the main object of the study were raised following objectives: 1. To determine subjectively evaluated general physical activity and physical activity during physical education classes by gender and age aspects. 2. To determine adolescent leisure and school physical activity by gender, age and learning achievement aspects. 3. To determine learning climate in physical education lessons by gender, age, learning achievement and physical activity aspects. 4. To determine adolescent self–esteem by gender, age, learning achievement and physical activity aspects. 5. To determine links between students’ physical activity, self–esteem, learning climate and learning achievements. Hypothesis. In this survey we assumed that the more physically active adolescents have higher academic achievements (Van Dijk et al., 2014) and higher level of self–esteem (Liu et al., 2015). Study sample and organization. In this study we used convenience sample, which consisted of 468 subjects (201 males and 267 females) from four different Kaunas, Šakiai and Kėdainiai district gymnasiums. Subjects were selected according to their grades, from 9 to 12 inclusive (14 – 19 years old). The questionnaire survey took place in January – March, 2016. Conclusions: 1. The study found that boys estimate their physical activity preferably than girls (p0,05). 2. Physical activity levels at school and in leisure time among boys is higher than among girls (p0,05). 3. The learning climate is evaluated with highest scores by those who have excellent and very good academic achievements and the lowest scores – poor academic achievements (p0,05), according to age, fourteen year olds evaluate learning climate with highest scores and nineteen year olds – lowest (p>0,05). According to physical activity in leisure time learning climate was evaluated with highest scores by students who are the most physically active (p0,05). 4. Girls are more self–confident than boys, their self–esteem level is higher (p0,05). Among average learners self–esteem level is the lowest (p>0,05), among excellent, very good and poor learners self–esteem levels are the highest (p>0,05). Among self–esteem and school and leisure physical activity statistically significant differences were not found (p>0,05). 5. Statistically significant correlation was determined among learning achievement average and learning climate (p0,05)