Clearly more research is needed in order to investigate these effects in neurophysiological levels.Īdolescence has often been described as a period of turmoil during which: (a) young people are more at risk for emotional maladjustment, and (b) physical activity typically declines or is completely avoided ( Skinner and Piek, 2001). Thus, we argued that attending in an organized physical activity program is more beneficial for participants with disabilities and/or behavior disorders, due to an increase in the probability of school integration and development of their motor skills. The findings indicate that not participating in an organized physical activity program results in a reduced level of physical mobility and consequently is associated with maladaptive social and psychological outcomes. Multivariate analysis of variance MANOVA (3 × 3) and discriminant analysis were used to examine differences between the psychological and sensorimotor coordination outcomes across three groups and three types of physical activity context: (a) organized physical activity, (b) non-organized physical activity, and (c) no physical activity. Personality traits, school behavior, and sensorimotor coordination were assessed by using the Eysenck personality questionnaire-junior scale, school in-adaptability questionnaire scale, and Vienna Test System Sport (SMK-sensorimotor coordination test) respectively. Eighty Romanian adolescents were recruited and allocated to three groups: (a) with disabilities, (b) with conduct disorders, and (c) participants who had not shown signs of conduct disorders or disabilities. A cross-sectional study was conducted to test the differences between organized physical activity and non-organized physical activity in an after school program. School behavior adaptation involves the ability to learn, conform to school norms and manage school activities without major behavior conflicts. However, the influence of organized physical activity (i.e., programs controlled and supervised by a trainer) on school adaptive behavior of adolescents with disabilities and/or behavioral disorders remains unclear. It is now well-established that physical activity has positive effects on both physical and mental health. 6Department of Physical Education and Special Motricity, Faculty of Physical Education and Mountain Sports, Transilvania University of Braşov, Braşov, Romania.5Laboratory of Vulnerabilities and Innovation in Sport, University of Claude Bernard Lyon 1 – University of Lyon, Lyon, France.4Department of Physical Education and Sport Sciences (PESS), University of Limerick, Limerick, Ireland.3Faculty of Health and Behavioural Sciences, School of Human Movement and Nutrition Sciences, University of Queensland, Brisbane, QLD, Australia.
2Department of Sport and Health Sciences, Chair of Sport Psychology, Technical University of Munich, Munich, Germany.1Department of Psychology, Education and Teacher Training, Faculty of Psychology and Education Sciences, Transilvania University of Braşov, Braşov, Romania.Mosoi 1*, Jürgen Beckmann 2,3,4, Arash Mirifar 2, Guillaume Martinent 5 and Lorand Balint 6
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