Behavioral Aspects of Physical Activity of Middle School-Aged Boys

Abstract

Purpose. The study aims to determine the characteristics of physical activity and the mental well-being index of middle school girls depending on their place of residence (urban vs. rural), as well as to identify the relationship between these indicators.

Methods. A set of complementary methods was applied, including analysis of scientific and methodological literature, questionnaire-based assessment using the “My Physical Activity” survey with subsequent calculation of an integral physical activity index as the mean score across 13 indicators, and evaluation of psycho-emotional well-being using the WHO-5 Well-Being Index. Statistical methods were used to process the data and conduct a comparative analysis between groups.

Results. The findings indicate that physical activity patterns of middle school girls differ depending on the living environment. Urban school girls demonstrate more structured participation in organized forms of physical activity (physical education classes, sports clubs), with a predominance of a moderate level (84 %) and a low proportion of high-level activity (8%). In contrast, rural school girls exhibit a more variable structure of physical activity, with higher proportions of both high (12,5 %) and low levels (18,75 %). The analysis of psycho-emotional well-being revealed that both groups generally demonstrate positive states; however, rural girls more frequently report the highest responses (“all the time”), indicating a higher integral level of well-being. Urban girls predominantly report “most of the time,” reflecting a stable but less pronounced level of positive well-being.

Conclusions. The results confirm a relationship between physical activity levels and psycho-emotional well-being among middle school girls. Rural environments are associated with higher levels of well-being and more variable physical activity patterns, while urban environments are characterized by more structured but less intensive activity. The findings highlight the importance of considering socio-spatial factors when designing physical education programs and interventions aimed at increasing physical activity and improving mental well-being among school-aged girls.