SOCIAL SUPPORT AND PHYSICAL ACTIVITY LEVEL OF ELEMENTARY SCHOOL STUDENTS

e aim of this research was to determine whether di erences among elementary school students of both genders in levels of physical activity in relation to their individual perception of di erent social support domains are present. 165 h graders participated in this research (88 girls and 77 boys). Social Support Scale for Children, SSSC (Harter, 1985) which consists of four subscales: 1. social support of parents; 2. social support of peers; 3. social support of teachers; and 4. social support of close friends, was administered and used. Evaluation of the level of physical activity has been assessed via the questionnaire method which was based on self-evaluation and self-perception of levels of physical activity by applying the International Physical Activity Questionnaire (Craig et al., 2003). Results of multiple regression analysis show that the system of prediction variables of speci c domain of social support has a statistically signi cant in uence on strenuous physical activity levels of boys. Social support of close friends has displayed itself as the absolute best predictor on their strenuous and total physical activity. Statistically signi cant in uence of system of prediction variables on any type and level of physical activity hasn’t been noticed among girls. By observing the in uence of certain variables of social support social support from parents has the strongest in uence on moderate level of physical activity among girls. is research paper contributes to the identi cation of factors which in uence the participation level of students in physical activity programs. e goal of this research paper was to contribute to the development of fruitful strategies and interventions which will ensure motivation and enjoyment in physical activity participation.


INTRODUCTION
e literature shows that social support correlates well with positive social and emotional outcomes in youth.ese outcomes are as follows: self-con dence, self-concept, social skills and relationship with parents, teachers and their peers (Demaray, Malecki, Davidson, Hodgson, & Rebus, 2005).Social support is connected with lowers levels of troublesome behavior, drug abuse, bullying, insults and violence (Davidson & Demaray, 2007).Great number of research points out to the fact that support from parents and peers is positively correlated with higher levels of physical activity among youth (Gustafson, & Rhodes, 2006 According to the results of one research study (Horst, Paw, Twisk & Mechelen, 2007), inter-relationship between social support and the level of participation in physical activity is strongly in uenced by the age of the student.For example, research studies point out that among 4 to 12 year olds, factor that most strongly in uences the level of physical activity participation is the social support of parents.In 13 to 18 years old adolescents, factor that most strongly in uences the level of physical activity participation is the social support of friends and family (Allender, Cowburn, & Foster, 2006). is is con rmed by other authors, which indicate that children mature, spend more and more time with friends in relation to their family, and become more and more importantly their social support of their peers and friends (Beets, Vogel, Forlaw, Pitetti, & Cardinal, 2006; Voorhees, Murray, Welk, Birnbaum, Ribisl, Johnson, Pfei er, Saksvig & Jobe, 2005).
A better understanding of physical activity determinants could lead to the development of more efcient strategies in promoting physical activity, and such e orts could potentially lead to an improvement of current and future health status of the youth.
erefore, the main purpose of this research was to determine which speci c domains of social support pose the strongest in uence on di erent levels of physical activity among participants of both genders.Taking into consideration the results of previous research studies, as well as the goals of this research paper, a fundamental hypothesis has been set, according to which a prediction of di erent types of physical activity levels of elementary school students based on speci c domains of observed social support is possible, and in addition that it is possible to stimulate them with a speci cally geared in uence of "signicant others"

METHOD
Sample of participants consisted of n=165 h graders of elementary school, out of which n=77 were boys and n=88 girls.From the total number of participants (n=165), n=97 students were attending primary school "Prva Vojvodjanska Brigada", and n=68 students were attending primary school "Dositej Obradovic".Both school are located in the city of Novi Sad, Serbia.
Data of overall physical activity levels was obtained via the questionnaire method, which is based on self-evaluation and self-perception of the level of physical activity via the application of International Physical Activity Questionnaire (IPAQ, Craig et al., 2003). is questionnaire contains 7 questions about speci c types of physical activity, while using the last 7 days as a reference period.e following speci c physical activity types were estimated are walking, moderate physical activity, strenuous physical activity as well as sedentary activity.Total score, that is the total level of physical activity is calculated based on the rst three variables (except sedentary).For each type of activity participants entered data which are related to physical activity duration (expressed in minutes) and the number of days per week when they were active, a er that depending on the level of physical activity, each physical activity type was awarded with an appropriate MET (metabolic equivalent) number.
is way the scores were obtained for walking, moderate and vigorous physical activity which were expressed in MET/min/week.
For the evaluation of social support, the Social Support Scale for Children, (SSSC) (Harter, 1985) was used. is instrument consists of four subscales; each subscale further consists of six claims.Each claim is formulated as a complex, bipolar sentence.e examinee has to determine whether a le or right part of the sentence better describes him or her; concurrently the examinee should evaluate whether that description fully relates and describes him or her or just partially in a certain part of the sentence.e score on each subscale represents an arithmetic average of the response on individual claims which are scored on a four level scale, where number 1 represents the lowest level of observed social support, and 4 represents the highest.
e applied measurement instrument is designed and intended for evaluation of four distinct and separate speci c levels of observed social support.erefore SSSC consists of the following subscales: Social support of parents -refers to the degree in which parents understand their children, have a desire to hear their problems, take care of their feelings and emotions, treat them as important and valuable people (e.g.certain children have parents which do not have a desire to listen to their children's problems, but other children have parents that are willing to listen to their problems).
Social support of classmates -refers to the degree of interpersonal relationship and acceptance of the child from his or her classmates (e.g.certain children have friends in a class with whom they can be friends with, but other children do not have any friends in the class with whom they can be friends with).
Social support of teachers -refers to the degree in which teachers help children when they are upset, how they motivate them to give their maximal e ort, how they take care of them and treat them as valuable, and equally important people (e.g.

certain children have a teacher that treats them as an individual valuable person, but other children do not have a teacher which treats them as an individual valuable person).
Social support of close friends -refers to the fact whether a child has close friends with whom he or she can have a conversation about his or her problems, which truly understand them, whom they can complain to about things which are bothering them, and which truly listen to what they have to say (e.g.certain children do not have close friends that truly listen to what they have to say, but other children have close friends which listen to what they have to say).
In addition to the basic indicators of descriptive statistics, a series of regression analyzes were used to obtain data of which speci c domains of observed so-cial support pose the greatest in uence on di erent types of physical activity among participants of both genders.All of the data was analyzed with a statistics package Statistical Package for Social Sciences (v.19.0,SPSS Inc., Chicago, IL, USA).

RESULTS
Basic descriptive determinants of the level of social support of children of both genders can be seen in Table 1.It can be seen from Table 1 that girls show a more favorable observation of the social support in all domains compared to boys.Girls rate social support of parents with the highest scores, a er that social support from close friends follow, a er which social support from classmates comes, whilst the lowest level of social support which girls remark to as important is the social support of teachers .In boys the most important source of social support comes from their parents, social support from close friends falls into second place, a er which social support from class-mates and teachers follow.Results of the t-test for independent sample in an observed level of social support from parents, teachers and close friends outside of school show statistically relevant di erences between genders in favor of girls.
Results of regression analysis are presented in the next section with an objective to questions to the total and individual in uence of system of predictive variables on di erent physical activity types for boys (Table 2) and girls (Table 3) By measuring the in uence of speci c domains of observed social support of student as predictors of di erent activity types, the predictor system has showed as statistically signi cant in relation to strenuous physical activity (R=.34; p=.05).
By observing the individual in uence of each domain of observed social support, the most signi cant in uence among girls on strenuous physical activity the observed social support of close friends had the greatest in uence (β = .27,p = .04)and teachers (β = -.32,p = .01),while the observed osical support of teachers has a negative in uence on strenous physical activity od boys.By observinng the toatl levleo f physical actiity, teachers (β = -.26 , p = .05) and close friends (β = .29 , p = .04)also have a statistically signi cant in uence.Obtained results point out to the fact that all analyzed domains of social support among boys explain only 7% of variance in walking variable, 4% of variance in variable sedentary physical activity, 6% of variance in moderate physical activity, 11% of variance in strenuous physical activity and 8% of variance in total physical activity..88R = .26,R 2 = .07,p = .19R = .23,R 2 = .05,p = .32R = .32,R 2 =.10, p = .06R = .27,R 2 = .07,p = .17R = .24,R 2 = .06,p = .27 By observing the in uence of speci c domains of observed social support of girls on di erence types of physical activity (Table 3), it can be seen that the system of predictive variables hasn't showed as statistically signi cant in any of the physical activity types.Taking into consideration the isolated in uence of di erent domains of observed social support, the observed social support of parents has showed as statistically signi cant predictor of moderate physical activity levels among girls (β = .28,p =.02).Obtained results point out to the fact that all analyzed domains of social support among girls explain only 7% of variance in walking variable, 5% of variance in variable sedentary physical activity, 10% of variance in moderate physical activity, 7% of variance in strenuous physical activity and 6% of variance in total physical activity

DISCUSSION
Based on previous research studies that have documented the levels of importance that social support plays in total physical activity levels, present study had the goal to examine relations between certain types of physical activity and speci c domains of social support in youth population (12 year olds).Speci c domains of social support were the following: social support of parents, social support of classmates, social support of teachers, and social support of close friends.
In relation to gender, the results of this research indicate that girls show a better observation of special support in all domains compared to boys, which is in congruence with previous research (Bokhorst, Sumter & Westenberg, 2010).In connection with that, it has been proven that in the initial childhood period, girls show a tendency of developing more intimate peer relationships which are based on trust (Belle, 1989;Maccoby, 1966;Wheeler & Nezlek, 1977), whilst boys show a tendency to base their friendships on mutual interests including physical activity (Ervin, 1985).Researchers also point out that females have a better social support perception in general during all life periods (Demaray & Malecki, 2002;Frey & Rothlisberger, 1996;Jackson & Warren, 2000;Malecki & Demaray, 2003).Obtained data are in congruence with the results of previous research studies which also con rm the presence of gender di erences in relationship with parents during adolescence.Girls generally report higher levels of social support as compared to (Armsden & Greenberg, 1987;Furman & Buhrmester, 1992) boys.Girls have less or less intense contacts, while boys develop an extensive social network, which is in great part based on super cial relationships (Bryant, 1994;Vondra & Garbarino, 1988).
Previous research con rms that females evaluate themselves in an unfavorable fashion when it comes to physical self-concept in comparison to boys, that is, when talking about physical appearance and the competency to play and participate in sports (Ommundsen, & Vaglum, 1991; Weiss, & Chaumeton, 1992).Boys show a more favorable perception of oneself when self-worth is taken into consideration, and especially when they estimate their own physical appearance and competency to play sports.erefore, it can be concluded that boys show a lower expression of needs in comparison to girls for social support from family, school, teachers, coaches, etc. (Harter, 2001).Among boys, social support stimulates involvement in sports more compared to girls.It is expected from boys to be strong and active, and are therefore directed towards playing sports, in which they form and perfect their motor abilities (Neisen, Braun, & Shepherd, 2007) Longitudinal studies that were carried out in United States of America also show that a lower level of observed family social support for physical activity participation among elementary school student was connected with a sudden decrease of level of physical activity during high school period of education (Dowda, Dishman, Pfei er, Pate, 2007). is points out to a conclusion that boys have a better self-perception and self-estimation of themselves in physical domain, which further leads to their greater participation in physical activity programs.
e answer to a research question on how the analyzed domains of observed social support in uence the di erent types of physical activity of participants was obtained by the application of multiple regression analysis.Obtained results of this research point out to the fact that analyzed domains of observed social support have a statistically signi cant in uence on strenuous physical activity among boys.By observing the isolated in uence of each of domains of observed social support, the observed social support of close friends had the greatest in uence on strenuous physical activity among boys.Positive in uence of close friends on strenuous physical activity of boys can be explained by the fact da boys have a greater tendency to form friendships based on mutual interests, including physical activity, in contrast to girls which form even closer and more intimate friendships that are based on trust (Erwin, 1985).Perhaps during participation in di erent activities, competitive relationships with peers are more important to boys, while girls tend to develop more intimate relationships, group interaction and communication, and therefore social support and understanding of parents and friends is more important to them (Brajša, Žganec, Raboteg, Šarić, & Franc, 2000).
Observed social support of teachers has a negative e ect on strenuous physical activity of boys. is negative e ect of observed social support of teachers can be explained by the fact that physical education classes are usually geared toward program standards of achievement and comparison of boys-girls based on achieved results in pedagogical activities, and not on o ering positive feedback and creation of everyday environment which will allow the children to feel motivated, to be con dent and to enjoy in physical activity participation (Weiss, 2000).
Observing the in uence of speci c domains of observed social support of girls on di erent types of physical activity, no statistically signi cant in uence on any of the physical activity types has been observed.Taking into consideration the isolated in uence of di erent domains of observed social support, the observed social support of parents has a positive in uence on moderate physical activity participation among girls.Parental support can be especially important for girls because it was shown that parental encouragement and participation in physical activity in uence the patterns of activity to a greater degree in girls as compared to boys (Fogelholm, Nuutinen, Pasanen, Myohanen, & Saatela, 1999; Myers, Strikmiller, Webber & Berenson, 1996; Trost, Pate, Saunders, Ward, Dowda, & Felton, 1997).Longitudinal studies carried out in United States of America, also point out that the lower level of observed social support of the family for physical activity participation among girls of elementary school was connected with a sudden and dramatic drop of physical activity participation during their high school education period (Dowda, Dishman, Pfei er, & Pate, 2007).Obtained results of this research have refuted the hypothesis that observed domains of social support have a significant in uence on di erent types of physical activity among participants.
As far as the possible limitations of this research paper are concerned, characteristics of the measuring device for physical activity participation could be brought into question.It is possible that with the application of certain more objective parameters, a more authentic evaluation of everyday physical activity, such as pedometers in combination with monitoring, more relevant data could be obtained in relation to di erent physical activity types, which could further give a di erent picture of relation of observed social support and physical activity among students.In other words, physiologic scope could portray a slight di erent image of relations between perceived social support and the level of physical activity of students.Considering that the data obtained for this research was gathered by only examining a single age group, comparing it with results of other research papers which contained a sample of di erent age groups might present a good direction in future research of similar problems.
Bene ts of continuous, regular physical activity participation in its broadest sense represents an underutilized potential of enhancing psycho-social functioning of the youth.Active children become active adolescents and adults, and therefore they represent the target group which should be motivated to participate in physical activity.Identi cation of factors and special needs that in uence participation levels of children in physical activity program present a key factor for developing strategies and interventions with a goal of creating everyday environment which will potentiate motivation, self-con dence and enjoyment in physical activity.It is these positive perceptions and emotions which present the key for resolving problems of children's motivation for physical activity participation.adolescent girls.American Journal of Health Behavior, 29 (2) En las alumnas no se ha notado una in uencia estadísticamente importante del sistema de variables predictoras sobre ninguno de los tipos de actividad física.Observando la in uencia de algunos variables de apoyo social, el apoyo social de los padres tiene la mayor in uencia en una actividad física moderada de las alumnas.El presente trabajo representa una contribución a la identi cación de los factores que in uyen en la participación de los niños en la actividad física con el n de desarrollar unas estrategias e intervenciones efectivas que posibilitarán la motivación y disfrute en la actividad física.Социјална подршка родитеља -односи се на степен у којем родитељи разумеју своју децу, желе да чују њихове проблеме, брину о њиховим осећањима, третирају их као важне особе (Нпр.

APOYO SOCIAL Y LA ACTIVIDAD FÍSICA DE LOS ALUMNOS DE LA ESCUELA PRIMARIA Resumen
El objetivo del presente trabajo es analizar si existen las diferencias en el nivel de la actividad física de alumnos y alumnas en dependencia de su percepción de distintos alcances del apoyo social.En la investigación participaron en total 165 alumnos del quinto grado de la escuela primaria, y de ellos 88 alumnas y 77 alumnos.Se aplicó la Escala de Apoyo Social para Niños (Social Support Scale for Children, SSSC; Harter, 1985) que contiene cuatro sub-escalas que son: el apoyo social de los padres, apoyo social de los compañeros del aula, apoyo social de los enseñadores y el apoyo social de los amigos cercanos.Los datos sobre la actividad física de los alumnos se obtuvieron aplicando el Cuestionario Internacional de Actividad Física (International Physical Activity Questionnaire, IPAQ; Craig et al., 2003), basado en autoevaluación de la actividad física.Los resultados del análisis de regresión múltiple indican que el sistema de variables predictoras de dominios especí cos del apoyo social notado tiene estadísticamente una in uencia importante sobre la actividad física intensa de los alumnos varones.El apoyo social de los amigos cercanos se ha mostrado como el factor que in uye más en su actividad física intensa y total.En las alumnas no se ha notado una in uencia estadísticamente importante del sistema de variables predictoras sobre ninguno de los tipos de actividad física.Observando la in uencia de algunos variables de apoyo social, el apoyo social de los padres tiene la mayor in uencia en una actividad física moderada de las alumnas.El presente trabajo representa una contribución a la identi cación de los factores que in uyen en la participación de los niños en la actividad física con el n de desarrollar unas estrategias e intervenciones efectivas que posibilitarán la motivación y disfrute en la actividad física.

Table 1 .
Social support of students of both genders (values of descriptive statistics and t-test for independent sample)

Table 3 .
In uence of di erent domains of social support on di erent types of physical activity among girls

Social source Walking Sedentary physical activity Moderate physical activity Strenuous physical activity Total physical activity
,183 -190.37.Weiss, M. R., & Hayashi, C. T.(1995).All in the family: Parent-child in uences in competitive youth gymnastics.El objetivo del presente trabajo es analizar si existen las diferencias en el nivel de la actividad física de alumnos y alumnas en dependencia de su percepción de distintos alcances del apoyo social.En la investigación participaron en total 165 alumnos del quinto grado de la escuela primaria, y de ellos 88 alumnas y 77 alumnos.Se aplicó la Escala de Apoyo Social para Niños (Social Support Scale for Children, SSSC;Harter, 1985)que contiene cuatro sub-escalas que son: el apoyo social de los padres, apoyo social de los compañeros del aula, apoyo social de los enseñadores y el apoyo social de los amigos cercanos.Los datos sobre la actividad física de los alumnos se obtuvieron aplicando el Cuestionario Internacional de Actividad Física (International Physical Activity Questionnaire, IPAQ;Craig et al., 2003), basado en autoevaluación de la actividad física.Los resultados del análisis de regresión múltiple indican que el sistema de variables predictoras de dominios especí cos del apoyo social notado tiene estadísticamente una in uencia importante sobre la actividad física intensa de los alumnos varones.El apoyo social de los amigos cercanos se ha mostrado como el factor que in uye más en su actividad física intensa y total.