Behavioral Aspects of Physical Activity of Middle School-Aged Boys

Abstract

Purpose. To determine the behavioral aspects of physical activity of middle school-aged boys, taking into account differences between students from urban and rural schools. Methods. The study employed analysis and synthesis of scientific literature, questionnaire survey, and methods of mathematical statistics, including the chi-square (χ²) test to assess differences in response distributions. A total of 35 students participated in the study (urban schools – n=22, rural schools – n=13). Behavioral manifestations of physical activity during the educational process and extracurricular activities were assessed, along with an integral indicator of physical activity. Results. It was established that behavioral characteristics of physical activity demonstrate both common trends and certain differences depending on the type of locality. Students from urban schools are characterized by more structured and regular physical activity, including a higher proportion of active behavior during breaks (χ² = 15.94; p < 0.001) and greater involvement in organized sports activities (χ² = 7.28; p = 0.026). In contrast, rural school students more often demonstrate variable patterns of activity, reflected in higher frequencies of "often" and "sometimes" responses, as well as more frequent outdoor activity (χ² = 9.31; p = 0.009). In most indicators, no statistically significant differences were found (p > 0.05), indicating general similarities in the formation of physical activity behavior regardless of residence. The integral physical activity score was higher in urban schools (2.92 ± 0.27 points) compared to rural schools (2.64 ± 0.26 points). However, the distribution of activity levels revealed the absence of a low level among rural students and a higher proportion of a moderate level (84.62%). Conclusions. Behavioral aspects of physical activity in middle school-aged boys depend on the characteristics of the educational environment and socio-spatial factors. Urban students demonstrate more organized and regular physical activity, whereas rural students show higher natural involvement in daily physical activity. The findings justify the need for a differentiated approach to physical education, taking into account environmental conditions and behavioral characteristics of students.