Measuring Cognitive Behavioral Physical Activity Levels of Students Aged 17-18

This study intended to measure the cognitive behavioral physical activity levels of students aged 17-18 enrolled at different schools. The study population was comprised of the 17-18 age group and the study sample was comprised of 159 students in total n:76 (47.8%) enrolled at 15 Temmuz Şehitler Sports High School and n:83 (52.2%) enrolled at Cumhuriyet Anatolian High School in the province of Niğde. The data was analyzed with Statistical Package for the Social Sciences and the confidence level was 95%. According to the Kolmogrow Smirnov analysis, t and ANOVA tests were used as the participants’ cognitive behavioral physical activity scores had normal distribution (p>0.05) and Mann Whitney U and Kruskal Wallis tests were used as result expectation, self-regulation and personal obstacles subdimension scores did not have normal distribution (p<0.05). According to the study results, there was no significant difference between the students enrolled at the Sports High School and the Anatolian High School. There was significant difference between the participants aged 17 and 18 considering cognitive behavioral physical activity by school. There was significant difference between the female and male participants in terms of Personal Obstacles. Accordingly, females had higher Personal Obstacles. Considering cognitive behavioral physical activity by gender, there was significant difference between the female and male participants in terms of cognitive behavioral physical activity. Accordingly, males had higher Cognitive Behavioral Physical Activity.


Introduction
In parallel with rapid technological development and digital advancement since the 20 th century, people are now able to meet all their needs on their desks, with a single click on their computers.Thus, people have started to adopt a more sedentary lifestyle differently from the previous eras.Motion, required by people to meet their essential needs (shelter, hunting, security etc.) in old times, has significantly reduced with the recent technological advancements.
The main factors to live a healthy life and to minimize possible age-related health risks are healthy diet and increased physical activity.Daily regular physical activity, together with a healthy diet, is the most important component to prevent chronic diseases (Garibağaoğu et al., 2006).
The main purpose of exercise for health is to prevent organic and physical degradation caused by a sedentary life, to improve further the physiologic capacity which is the main component of the bodily health and to maintain physical competence and health for long years.The reason for increased interest in exercise in developed countries can be explained by the need for a biological balance (Günay et al., 2008).Regular exercise is of utmost importance for physical, mental and emotional health (Selim, 2007).
Various studies demonstrate participation in regular physical activities among teens and adults has diminished recently (Plotnikoff et al., 2013).The negative impacts of a sedentary lifestyle on health play a key role in assessment of this situation as a social problem.It is important to develop effective approaches intended to increase physical activity especially among teens and to understand the motivation, attitude and behaviors of these individuals towards participation in regular exercise (Mirzeoğlu & Çoknaz, 2014).
There are various studies into the psychological, environmental, behavioral and social factors to have an impact on participation in physical activities, based on different theoretical foundations with regard to participation in physical activity (Schembre et al., 2015).Based on this, the purpose of this study is to measure the Cognitive Behavioral Physical Activity levels of students aged 17-18 enrolled at different schools.

Study Model
The study used the screening model.The screening model is an approach to research which aims for describing a condition which occurred in the past or occurs in the present as it is (Büyüköztürk, 2012).

Study Group
The study population is comprised of the 17-18 age group and the study sample was comprised of 159 students in total n:76 (47.8%) enrolled at 15 Temmuz Şehitler Sports High School and n:83 (52.2%) enrolled at Cumhuriyet Anatolian High School in the province of Niğde.The rate of those with a major in athletics is 13,2% (n:10), football is 13.2% (n:10), volleyball is 23.7% (n:18), basketball is 13.1% (n:10) and others is 36.8%(n:28) among the participants enrolled at the sports high school.The rate of those in the math department is 66.3% (n:55) and in the equal weight department is 33.7% (n:28) among the participants enrolled at the Anatolian high school.

Data Collection Tool
The Cognitive Behavioral Physical Activity Questionnaire developed by Schembre et al. (2015) and validated and verified by Eskiler et al. (2016) was used as the data collection tool.The Cronbach's Alpha for the measurement tool was 0.84.

Data Analysis
The data was analyzed with the SPSS 22 program and the reliability level was 95%.Considering result expectation, examination of result expectation, self-regulation, and personal obstacles sub-dimension points in terms of the branches of the participants in sports (ANOVA) , there is no significant difference between the participants.When the result expectation, self-regulation and personal obstacles subdimension scores are examined according to the school, there is no statistically significant difference between the participants enrolled at the Sports High School and the Anatolian High School in terms of Result Expectation, Self-Regulation (p>0.05).There is a significant difference between the participants enrolled at the Sports High School and the Anatolian High School in terms of the subdimension of Personal Obstacles (p<0.05).While the mean rank of the participants studying at the sports high school is 71.42, the mean rank of the participants studying at the Anatolian High School is 87.86.Accordingly, the participants studying at the Anatolian High School have higher Personal Obstacles scores.Considering cognitive behavioral physical activity by school (Independent Groups t test), there is no significant difference between the participants enrolled at the Sports High School and the Anatolian High School in terms of cognitive behavioral physical activity (p>0.05).When the result expectation, self-regulation and personal obstacles subdimension scores are examined according to the gender, there is no statistically significant difference between the female and male participants in terms of Result Expectation, Self-Regulation (p>0.05).
There is statistically significant difference between the female and male participants in terms of Personal Obstacles (p<0.05).Females have 89.07 mean rank, whereas males have 73.05 mean rank.Accordingly, females have higher Personal Obstacles scores.When cognitive behavioral physical activity is examined according to gender (Independent Groups t test), there is significant difference between the female and male participants in terms of cognitive behavioral physical activity (p<0.05).Females have 3.54 mean score, whereas males have 4.28 mean score.Accordingly, males have higher Cognitive Behavioral Physical Activity scores.

Discussion
There is no significant difference between result expectation, self-regulation and personal obstacles subdimension scores of the participants aged 17 and 18.There is no significant difference between the participants aged 17 and 18 considering cognitive behavioral physical activity by school.Those who engage in physical activities regularly are very rare in the study of Yorulmaz et al. (2002).It has been determined the state of being physically active becomes infrequent with age.Adolescents in primary school are more active compared to those in elementary school.Men engage in physical activities more than women.Öztora (2005) determined only 15.7% of adolescents worked out for 4 hours and more per week.Şahin et al. (2017) determined the students at İstanbul University Faculty of Sport Sciences had high physical activity levels and major, gender, sport history and smoking and drinking did not affect the physical activity level.Özkan (2018) studied the physical activity levels of teachers and candidates and found the intensive physical activity times and total physical activity times of male candidates were high and the walking and medium level physical activity times of female candidates were high.According to the results of Baydemir et al. (2018) physical activity, self physical description and self esteem levels in children aged 11-13 varied by gender and socioeconomic levels.
There is no significant difference between result expectation, self-regulation and personal obstacles subdimension scores of the female and male participants in terms of gender (p>0.05).There is significant

Table 1 .
Distribution of data according to school status

Table 2 .
Distribution of participants by age and gender

Table 3 .
According to the conducted Kolmogrow Smirnov analysis, the Cognitive Behavioral Physical Activity scores of the participants demonstrated normal distribution (p>0.05),whereas the Result Expectation, Self-Regulation and Personal Obstacles subdimension scores did not demonstrate normal distribution (p<0.05).The difference according to demographic variables among Result Expectation, Self-Regulation and Personal Obstacles subdimension scores was analyzed with non-parametric test methods Mann Whitney U and Kruskal Wallis.The difference according to demographic varibles between Cognitive Behavioral Physical Activity Questionnaire scores was analyzed with parametric test methods, t and ANOVA tests.Examination of result expectation, self-regulation, and personal obstacles subdimension points in terms of the branches of the participants in sports list(Kruskal Wallis)

Table 4 .
Examination of cognitive behavioral physical activity in terms of branches of the participants who read on the sports level

Table 5 .
Descriptive Statistics of the Cognitive Behavioral Physical Activity Questionnaire and Subdimension Scores

Table 6 .
Analysis of Result Expectation, Self-Regulation and Personal Obstacles Subdimension Scores by School

Table 7 .
Analysis of cognitive behavioral physical activity by school

Table 8 .
Analysis of result expectation, self-regulation and personal obstacles subdimension scores by gender

Table 9 .
Analysis of cognitive behavioral physical activity by gender