Social values of sport participation and their significance for youth attitudes towards physical education and sport

Introduction. The purpose of the educational process at school is to promote a pro-fitness lifestyle, which means that after completing education school graduates should be able to engage in different forms of physical activity on a regular basis for the aim of health enhancement. Adolescents with positive attitudes to physical education are more active and tend to opt for more PE lessons at school. Aim of Study. The aim of the present study was to determine whether School Sport Clubs (SSC) might support the efforts of the school to prepare youngsters for lifelong participation in physical activity in its socio-cultural aspects. Material and Methods. The method of diagnostic survey was used. The study group consisted of SSC members involved in school sport for at least three years, while the control group comprised their uninvolved peers. The main research tool, i.e., diagnostic Questionnaire for Testing Youths’ Attitude to Physical Education and Sport was developed by S Strzyżewski. 2,704 diagnostic questionnaires were selected for statistical analysis. Results. In the entire group of participants three attitude parameters showed the highest values: attitude towards physical education classes and exercises, attitude towards one’s own physical fitness and development, and attitude towards self-control and self-evaluation. Parameters such as “social values of physical education and sport” and “cognitive activity in physical education and sport” reflected a neutral attitude. No attitude parameters scored negatively or highly negatively. Average values of all attitude parameters obtained from SSC members were higher than those from the uninvolved peer group. Average values of all parameters were significantly higher in boys. Conclusion. The results seem to confirm the hypothesis that School Sport Clubs members present more pro-social attitudes towards sport and physical education than their peers uninvolved in the sport process. The results strongly support the important role of extracurricular sport as reinforcement of positive effects of social and cultural education at school.