This document explores the relationship between physical activity and self-efficacy among adolescents, highlighting its significance for health outcomes. It emphasizes the alarming trend of inactivity in youth and its correlation with poor health and psychological issues, advocating for engagement in regular physical activities to improve overall well-being. The study aims to fill the gap in existing research by examining the effects of physical activities on academic self-efficacy in private middle school students.

1. Running head: PHYSICAL ACTIVITY AND SELF-EFFICACY
1
PHYSICAL ACTIVITY AND SELF-EFFICACY
2
The Relationship between Physical Activity and Self-Efficacy
in Schools
Abstract
Few studies have examined the relationship between physical
activities and health outcomes among adolescents. The majority
of the adult population knows much about health-risk
behaviours of adolescents, and knows less about their health-
promoting behaviours. The purpose of the study was to
determine the relationship between physical activity levels and
self-efficacy among adolescents.
Introduction
According to Start Active, regular physical activity associates
with benefits for physical and mental health (as cited in Roberts
et al, 2015). Studies have indicated that health life traits and
styles have an impact on lifelong health and life quality.
Childhood poor diet and physical inactivity have been risk
factors for a multitude of chronic health condition in adulthood
(Matthews et al, 2015). According to the Centers for Disease
Control and Prevention for children, only 42% of children and
8% of adolescents achieve current recommended physical
activity.
Most students studying in Hoca Ahment Yesevi University were
hound to have health issues emanating from lack of physical
exercise and personal fitness programs (Ozkan, 2015). Up to 70
per cent of university students are reported as not participating
in regular free-time physical activity or exercise (Haase et al,

2. 2004, as cited in Roberts et al, 2014). Simon et al (2015)
mentioned that majority of the adult population fails to achieve
recommended daily exercise, 30-minutes moderate intensity
exercise. When physical activity is conducted regularly as the
researchers found out, it is likely to improve the physical
fitness of the students and generally of people and therefore
contributing heavily to better healthy life styles. Achieving
daily exercise was shown to promote better sleep quality and
higher psychological functioning in adolescents (Kalak et al,
2012, as cited in Rew et al, 2015).
Styles and activities that promote the health of humans increase
their chances of wellbeing and therefore promote healthy living.
In achieving well-being in health, there must be a mentioned
engagement in activities which are likely to enhance the same
such as proper exercises and fitness methods. Health promotion
takes quite a multidimensional structure, that is, intellectual,
mental, physical and social and therefore a number of
behaviours which are meant at promoting behaviours are
identified by health professionals and other researchers. These
behaviours include life appreciation, stress management, health
responsibility, social support, exercise and better nutrition.
Therefore a general conclusion is arrived at that physical
activity and exercise have an impact on the quality of human
life and can actually aid its improvement.
Other studies that were greatly explored in coming up with
tangible evidence on this relationship exhibited that physical
activity behaviour amongst students decreased from their high
school education as they progressed to university education.
According to Lindgren et al (2011), few studies have reported a
significant correlation between level of physical activity and
levels of self-efficacy. There exists a lack of adequate
information on the healthy life traits of students and therefore
this research was prompted by the need to fill this gap. This
study was purposed to determine whether there exists a
relationship between levels of physical activity and
corresponding self-efficacy levels among adolescents.

3. Literature Review
Introduction
The purpose of this review is to investigate effects of physical
activities on US adolescents’ self-efficacy. I began with reading
at articles related to current situations of adolescents’ health. I
then discuss the articles stated about physical activities and
psychological functioning. I concluded in-depth studies of the
self-efficacy levels correspond to physical activities.
Grasp the Present Situation of U.S. Adolescents’ Physical
Health
The US is facing a national childhood obesity crisis, and that is
greatly attributed to the fact that they do little no physical
activity. According to a survey conducted in 2007-2008, 30% of
children and adolescents in the United States were found to be
overweight. These results were an indication that their body
mass was greater than the 85 percentile (Azóia & Dobreiro,
2010). There are many young Americans who suffer from
chronic diseases associated with obesity even before they reach
adulthood. Even though obesity is brought about by a variety of
factors, an individual can be able to realize weight loss by
making major adjustments in his or her diet and behavioral
activities. Health behavior modifications are paramount for one
to sustain weight loss (Manley, 2008).
Technocrats in the health sector have had varied arguments on
the role played by physical education on students. More recent
reviews point out to an overwhelming role played by physical
exercise on guaranteeing physical and mental wellbeing of the
youths. Apart from the specialists’ reports, many other
institutions and government agencies alike have linked proper
physical exercise to an incredible mental and general healthy
growth among school-going age bracket youth.

4. There has been a tremendous change in the general lifestyle of
most youths in America and the world over. This is evident in
the fashion sense, the living status as well as other day to day
interactions including leisure management (Harrell et al, 2003).
According to National Health and Nutrition Examination Survey
(NHNES), the number of cases health complications arising
from poor lifestyle, devoid of physical activities, is a major
scare to a healthy living among the youth.
Risk of Disease and Prevention
Poor nutrition is one of the major factors that heavily and most
dominantly associated with the heath complication that affect
the young people. According to Matthews et al (2015), an
incredible majority of the youth who barely engage in any
physical activity and who have poor diet are at the risk of
mental and multitude of chronic diseases that are manifested in
adulthood. According to the government statistics on healthcare
and child development, it is increasingly alarming that the foods
consumed by the young generation today calls for constant
exercise as a way of eliminating the toxins that accumulate
within the body as a way of excreting the waste products.
Divisions of Nutrition and Physical Activity and Adolescent and
School Health of the Centers for Disease Control and
Prevention and the Constellate Group, the youth in this era have
not adequately utilized their leisure time to get the best shapeup
of their health standards by stepping up their involvement in
physical activities (Liu et al, 2013). By engaging in physical
activities the individuals can easily curb the prevalence of
chronicle diseases which are the mostly deadly diseases in the
world.
Connection between Physical Activities and Health Behavior
Physical exercise documented as an aid to individuals
struggling with chronic diseases. Some of the chronic illnesses
include diabetes, cancer, and obesity that can be controlled by
physical exercises. According to medics, the lack of regular

5. activities leads to preventable diseases that also contribute to
psychological instability. Unfortunately, it is evident that the
adolescents have an inactive lifestyle that adds up their stresses
and leave them prone to chronic diseases (Delisle et al, 2010).
There is a deep connection between physical activities and
healthy behavior. However, it is not one set of practice but a
sequence of healthy choices for an individual to have a healthy
lifestyle. It is apparent that the frequency, duration and
intensity of the physical activities demonstrate psychological
well-being. Physical activities are essential for the physical and
the psychological well-being of an individual. The adolescents
need to exercise regularly to avoid stress or preventable chronic
diseases.
Improving Psychological Functioning by Physical Activities
Exercises and other physical activities are essential not just for
the physical well-being but also for the psychological health of
a person. According to research, the adolescents require
physical activities for a better functioning. Arguably, it is a
therapeutic exercise that leads to better functioning (Kalak et al,
2012). As a result, exercise is often introduced as therapeutic
intervention even in the midst of conflicts. Stress is also a
leading psychological challenge for the modern community.
Consequently, exercise leads to stress level reduction as
individuals release their tension through the physical exercises.
Evidently, physical exercises are therapeutic and are often
introduced in a psychological setting.
Physical activities are one of the ways to improve and enhance
cognitive processes. Both the young and the older adults
cognitive performance can be easily improved by doing
exercises .according to several research and studies ,
engagement of exercises and physical activities are the greatest
and the best thing to do frequently since they have some
benefits to an individual especially the emotional well-being

6. (Rew et al, 2015). Some articles and studies show that the
physical activities reduce depression symptoms, anxiety and
they also improves mood. Statistics shows that most of the
individuals who had diagnosed with major issues of depression
can significantly improve if they undergo aerobic exercises.
Behavioral patterns that are initiated during childhood can
positively or negatively affect the well-being and health of an
individual throughout one’s life span (Steinberg, 2014). There
are several health’s –promoting physical activities that
individuals can engage themselves to such as games, nutritional
snacks consumption and also managing trauma effectively. By
engaging in this kind of activities the adolescent can be easily
be protected from adverse outcome of health (Nanney, Davey &
Kubik, 2013). Healthy lifestyle can be easily developed by
individuals engaging themselves in health-promoting behaviors.
The recent research shows that the age difference and gender
differ in health-promoting behaviors. For instance, the studies
show that the males are the most likely to healthy intake
patterns compared to the females (Rew et al, 2015). According
to the youth risk behavior survey(YRBS) shows that the males
are the most likely to exhibit several health-promoting
behaviors including eating more serving of fruits, vegetables,
milk and also engaging themselves in physical activities
compared to the females.
In-depth Study of Self-efficacy and Physical Activity
According to Albert Bandura’s social cognitive theory, self-
efficacy is ones’ own ability to believe that they are in a
position to achieve actions that can enable them attains the
desired effects. It links to the ability of an individual to achieve
as well as maintain changes in their behaviors. This idea,
therefore, makes it reasonable for one to anticipate that physical
activities may greatly benefit from the social cognitive theory,
hence, making it possible for one to evaluate how self-efficacy

7. is affected by behavioral changes.
Self-efficacy has been described as an indication of physical
activity rather than an independent outcome. Several studies
have supported the fact that self-efficacy served as a potential
medium within a variety of physical activity programs for
children (Amnesi, 2006). There are also several researchers who
have associated self-efficacy with improved health behaviors
and modifications. In several studies, a significant correlation
between general perceived self-efficacy and the positive effect
of life satisfaction was founded (Lindgren et al, 2011).
However, only a handful of the studies indicate a direct link
between physical activity and self-efficacy.
Method
The purpose of these surveys and interviews is to investigate
effects of physical activities on United States adolescents’ and
the relationship to academic self-efficacy in private middle
schools.
Quantitative Survey
Five boys and five girls from each of five private middles
schools will be conducting 16 questions of survey. All
participants are selected randomly, and they are 12 to 14 of
ages. Most of participants are whites and from upper-middle
class families. Questions one through three will be assessing the
demographic background. Questions four through six will
measure activity level starts from the lowest activity response
and progress to the highest activity response. Questions seven
through 14 will measure student’s academic self-efficacy level.
Question 15 and 16 allow for qualitative responses to further
allow subject to explain their thoughts toward physical
activities and academic self-efficacy. The survey form can be
found in Appendix A.
Data Analysis

8. The answers will be assessed based on their numerical value.
Questions four through 14 will be assessed based on their
reported value that is checked off for each item.
Qualitative Interview Procedures
I will collect data by interviewing teenagers between 12 years
and 14 years of age. The target population for this interview
will be randomly selected: one boy and one girl from each
school. The interviews will explore in depth how their physical
activities are directly involved with their academic
performance. The interviews are an appropriate method because
they enable understanding of how physical activities are
connected with the prevention of disease, students’ health
behaviors and the improvement of their psychological functions
in relation to their self-efficacy.
Consent Process
I will seek informed consent from the parents or guardians
of the potential study participants for participation in the
interviews. The consent discussion will be conducted with the
parents/ guardians of the potential participants in their
children’s schools and in a language that the participant is most
comfortable with, using a translator if necessary. Before
providing information answering any queries, each participant’s
parent or guardian will be asked if they can give their written
consent using the provided consent form.
Conducting the Interviews
The interviews will take place in the gymnasium of the
school. Information about the goal of the interview and the
overall study will be provided to each participant at the
beginning of each session, with each participant being clearly
informed that no incentives will be provided other than
refreshments. Each participant will be asked to present written
consent from their parents or guardian then confidentiality and

9. anonymity will be explained. During each interview session, the
question guide will be followed and the investigator will take
notes of the verbal responses on the questions posed to the
participants. The protocol and interview questions can be found
in Appendix B.
Data Analysis
Upon completion of the interview, I will prepare a typed
and complete transcript for each participant while properly
assigning them numbers for anonymity. The analysis will begin
with the identification of the patterns and trends that emerge
from field notes, transcripts of the interviews, additional
documents that the participants’ parents or guardians may deem
fit to provide and my observations.
This inductive analysis protocol will scan the text, identify
possible relationships between physical activities and self-
efficacy, while attempting to examine the contemporary
phenomenon in its real-life context as it is discovered,
developed, and provisionally verified through systematic data
collection.
References
Allender, S., Cowburn, G., & Foster, C. (2006). Understanding
participation in sport and
physical activity among children and adults: a review of
qualitative studies.
Health education research, 21(6), 826-835. Retrieved from:
https://scholar.google.com
Amnesi, J. J. (2006). Relations of physical self-concept and
self-efficacy with frequency of voluntary physical activity in
preadolescents: implications for after-school care programming.
Journal of Psychosomatic Research, 61(4), 515-520.
Azóia, N., & Dobreiro, P. (2010). Treadmill exercise and its
effects on cardiovascular
fitness,depression and muscle aerobic function. New York:

10. Nova Science Publishers.
Delisle, T. T., Werch, E. C., Wong, H. A., Bian, H., & Weiler,
R. (2010). Relationship between frequency and intensity of
physical activity and health behaviors of adolescents. Journal of
School Health, 80(3), 134-140.
Harrell, J. S., Pearce, P. F., Markland, E.,T., Wilson, K.,
Bradley, B. C., & McMurray, G. R. (2003). Assessing physical
activity in adolescents: Common activities of children in 6th-
8th grades. Journal of American Academy of Nurse
Practitioners, 15, 170-178.
Lindgren, E., Baigi, A., Apitzsch, E., & Bergh, H. (2011).
Impact of a six-month empowerment-based exercise
intervention programme in non-physically active adolescent
Swedish girls. Health Educational Journal, 2011, 70(I), 9-20.
doi:10.1177/0017896910379366
Liu, J., Sun, H., Beets, W. M., & Probst, C. J. (2013). Assessing
natural groupings of
common leisure-time physical activities and its correlates
among US adolescents. Journal of Physical Activity and Health,
10, 470-479.
Kalak, N., Gerber, M., Kirov, R., Mikoteit, M. D., Yordanova,
J., Puhse, U., Holsboer-Trachsler, E., & et al. (2012). Daily
morning running for 3 weeks improved sleep and psychological
functioning in healthy adolescents compared with controls.
Journal of Adolescent Health, 51(6), 615-622.
Manley, D., Cowan, P., Graff, C., Perlow, M., Rice, P., Richey,
P., & Sanchez, Z. (2014). Self-efficacy, physical activity, and
aerobic fitness in middle school children: Examination of a
pedometer intervention program.
Journal of Pediatric Nursing, 29(3), 228-237
Matthews, T. D., O’Neill, E., Kostelis, K. T., Jaffe, D., Vitti,
S., Quinlan, M., & Boland, M. (2015). Physical activity and

11. self-efficacy in physical activity and healthy eating in an urban
elementary setting. American Journal of Health Education,
46(3), 132-137. doi:10.1080/19325037.2015.1023476
Nanney,M. S., Davey, C. S., & Kubik, M. Y. (2013). Rural
disparities in the distribution
of policies that support healthy eating in US secondary schools.
Journal of Academic Nutrition and Diet, 113, 1062–1068.
Ozkan, A. (2015). The relationship between physical activity
level and healthy life-style
behaviors of distance education students. Academic Journals,
2015, 10(4), 416-422.
doi:10. 5897/ERR2015.2082
Rew, L., Arheart, K. L., Horner, S.D., Thompson, S., &
Johnson, K. E. (2015). Gender and
ethnic differences in health-promoting behaviors of rural
adolescents.
The Journal of School Nursing, 31(3), 219-232.
doi:10.1177/1059840514541855
Roberts, S., Reeves, M., & Ryrie, A. (2014). The influence of
physical activity, sport and
exercise motives among UK-based university students.
Journal of Further and Higher Education, 2014, 39(4), 598-607.
doi:10.1080/0309877X.2014.938265
Steinberg, L. (2014). Adolescence, 10th ed. New York, NY:
McGraw-Hill.
Verd, J. M. (2004). Qualitative research methods. Retrieved
from: https://scholar.google.com
Appendix A

12. Physical Activity Level and Academic Self-Efficacy Survey
1. Gender
( Male ( Female
2. Grade
( 7thth ( 8thth
3. What is your race? (Mark one or more boxes)
( White ( Black, African American ( Asian, Asian
American
( Hispanic ( American Indian ( some other race
__________
We are trying to find out about your level of physical activity
from the last 7 days. This includes sports or dances that make
you sweat or make your legs feel tired, or games that make you
breathe hard, like playing soccer, running, playing basketball
and others.
Please answer all the questions as honestly and accurately as
you can.
4. In the last 7 days, during your physical education (PE)
classes, how often were you very active?
( I do not participate at all during PE class.
( I Hardly ever participate during PE class.
(I Sometimes participate during PE class.
( I Quite often participate during PE class.

13. (I Always actively participate during PE class.
5. In the last 7 days, what did you normally do at lunch? (check
one only)
( I was sitting down talking, reading, and doing homework.
( I Stood around the cafeteria or walked around the school at
lunch.
( I Ran and played with classmates a little bit
( I Ran around and played more than 3 days.
( I Ran and played hard most of the time
6. Think about what activities outside of school over the last 7
days, how many times did you participate in sports, dance, or
some other activity that required you to be active?
( None ( 1 time in last week ( 2 or 3 times in last week
( 4 or 5 times in last week ( Everyday
Questions 7~14
Now we are trying to find out about your level of academic self-
efficacy.
Self-efficacy means one's belief in one's ability to succeed in
specific situations or accomplish a task.
One's sense of self-efficacy can play a major role in how one
approaches goals, tasks, and challenges
Please answer all the questions as honestly and accurately as
you can.

14. Questions
Not at all
1
2
3
4
Very well
5
7. How well can you get teachers to help you when you get
stuck on school work?
8. How well can you study when there are other interesting
things to do?
9. How well can you study a chapter for a test?
10. How well do you succeed in finishing all your homework
every day?

15. 11. How well can you pay attention during every class?
12. How well do you succeed in understanding all subjects in
school?
13. How well do you succeed in satisfying your parents with
your school work?
14. How well do you succeed in passing a test?
For the next two questions, please do not hesitate to include
your thoughts.
Your answers will not be shared.
15. What would you say to your friend to let him/her know the
importance of regular physical activity?
_____________________________________________________
_____________________________________________________

16. _____________________________________________________
_____________________________________________________
_____________________________________________________
______________
16. What factors help you feel like you will do well in school?
(such as, parents compliment, friends, & health)
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_______________
Thank you for taking time to complete this survey. This survey
is confidential.
Appendix B
A Qualitative Study on Adolescents Who Participate
in Physical Activities in
Private Middle Schools in the
United States
Thank you for agreeing to participate in this interview
session. The study is focused on adolescents who participate in
physical activities in private middle schools in the United
States, and is specifically aimed at finding the relationship
between physical activities of adolescents, their health
behaviors and their academic self-efficacy levels. Your answers
here will be confidential, unless you provide written permission
to the research team to quote you by name. We anticipate that
this interview will take about 20-30 minutes. Do you have any
questions for me before we begin?
Interview Questions

17. 1. Do you know about importance of physical activity at your
age? Why do you think it is important? How do you think it
helps you?
2. What activities do you do with your friends? What do you
usually do/tell a friend to let them know regular physical
activity is important to them?
3. Can you concentrate well in class after physical education
class? What do you usually do before you start of after you
finish studying or doing homework?
4. How attentive are you in class? What do you do if something
interesting happens when in an ongoing class?
5. Are your parents satisfied with how you do your homework
or how you do on tests? If not, what actions have you taken to
ensure you satisfy them?