Physical activity, motivation for physical activity and experiences of schoolchildren during physical education classes and their relations to academic achievement

The aim of research was to establish interrelation between schoolchildren’s academic achievement (AA) and physical activity (PA), motivation for physical activity as well as experiences during physical education (PE) classes. The participants were 400 healthy Lithuanian schoolchildren of 6th–7th grade. The respondents were given a questionnaire, which consisted of four parts. The first part included questions about pupils’ PA (according to WHO recommendations). PE enjoyment scale was used in the second part (Health Assessment Survey), the third part was intended to determine PA motivation (SMS, The Sport Motivation Scale, Pelletier et al., 1995), in fourth part Exercise Motivations Inventory 2 (EMI-2) was used for PA enjoyment determination (Markland, 1999). In order to assess schoolchildren’s AA were registered their average learning results and results of different subjects. Schoolchildren’s were divided in four quartiles according to their AA in school. During the research it was determined that boys were more physically active than girls (respectfully 54.2 and 43.2 %). Poor AA have demonstrated 40 % active and 60 % respondents. More than half (54 %) of passive and 54 % of active schoolchildren had reached average AA. In contrary to the girls, boys expressed the opinion that PE lessons gives them freshness, strength, during the lessons they did not feel nervous (p<0.05). Factors influencing health condition encouraged the boys to be PA in order to avoid health problems, meanwhile the girls were influenced by the wish to have healthy body and feel healthier. It was also found that girls were more concerned about their looks than the boys. Schoolchildren with higher AA were motivated to be active as well as to improve personal qualities, and a way to learn many things that can be useful in life (p<0.05). It was established that boys were more physically active than girls. Schoolchildren with higher AA were motivated to be active as well as to improve personal qualities, and a way to learn many things that can be useful in life (p<0.05). It was established that boys were more physically active than girls. Schoolchildren with higher AA were more active, as well as boys and respondents with higher AA experienced more positive feelings in PE lessons (p