Effects of physical activity on children's behavior

  • Spela Golubovic
  • Tatjana Tubic
  • Gustav Bala
Open Access
Poster presentation


Physical Activity Elementary School Behavioral Disorder Cognitive Mechanism Activity Point 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


This study was conducted to determine whether there is a correlation between organized physical activities and behavioral disorders in children.

Materials and methods

Sample consisted of 1831 children aged between 4 and 10 who responded to a Likert-type behavior-assessment questionnaire, as well as to a questionnaire on physical activity. Independent variables in this analysis are examinees' gender and age (preschool or elementary school beginner, depending on which institution examinees attended at a time of analysis).


Results showed that children of preschool age are less involved in organized physical activities, and also that girls of all ages have a lower participation rate than boys in organized physical activities. Factor-analysis isolated four contributors to aberrant behavior in children: negativity, anxiety, lack of adjustment, and lack of established controls. Relation of these four factors to participation in physical activity was also analyzed. A structure of aberrant behavior points to a strong interconnection between neurobiological and cognitive mechanisms and socio-emotional aspects of behavior in children.

Differences in exhibition of socially incompetent behavioral modules in children included in physical activity, versus those that weren't, are most evident in following traits: stubbornness, unruliness, being spoiled, maudlin, as well as in being aggressive, grabbing toys, throwing things around and breaking them. Children engaged in physical activities also exhibit differences in behaviors that manifest anxiety.


The established correlation of factors leading to aberrant behavior and engagement in physical activity point to a prospect that by correctly choosing and directing physical activities, we can prevent behavioral disorders and contribute to children's mental health and well-being.


  1. 1.
    Bala G., Hošek A., i Momirovic K.: Aberantno ponašanje i motoricke sposobnosti predškolske dece. Teme. 2002, 3: 371-382.Google Scholar
  2. 2.
    Katz L.G., McCleellan D.E.: Poticanje razvoja decije socijalne kompetencije. 2005, Zagreb: EducaGoogle Scholar
  3. 3.
    Tremblay R.E., Pihl R.O., Vitaro F., Dobkin P.: Predicting earla onset of male antisocial behavior from preschool behavior. Archives of General Psychiatry. 51 (9): 732-739.Google Scholar

Copyright information

© Golubovic et al.; licensee BioMed Central Ltd. 2008

This article is published under license to BioMed Central Ltd.

Authors and Affiliations

  • Spela Golubovic
    • 1
  • Tatjana Tubic
    • 2
  • Gustav Bala
    • 3
  1. 1.Faculty of Education,SomborUniversity of Novi SadSerbia
  2. 2.Faculty of Education,SomborUniversity of Novi SadSerbia
  3. 3.Faculty of Sport and Physical EducationUniversity of Novi SadSerbia

Personalised recommendations