ORIGINAL RESEARCH

published: 21 October 2020

doi: 10.3389/fpsyg.2020.543951

Effect of Physical-Sports Leisure

Activities on Young People’s
Psychological Wellbeing
Ana Eva Rodríguez-Bravo* , Ángel De-Juanas and Francisco Javier García-Castilla
National University of Distance Education, Madrid, Spain

This article examines the impact of physical-sports activities on the psychological

wellbeing of Spanish and Colombian young people. Scientific literature highlights that
young people devote leisure time to sports for the purpose of enjoyment, and to maintain
good health and body image. In addition, it provides the opportunity to socialize, and
come into contact and connect with people who have shared interests. It is also
an ideal resource for learning and developing social skills to ensure inclusion and
the appropriate strategies for emotional management. Similarly, it favors the learning
of values that promote the assumption of responsibilities, decision-making capacity,
tolerance to frustration, and the development of resilience. This study considers the
inherent benefits of physical-sports activities in order to analyze the impact on young
people’s assessment of their own psychological wellbeing. To this effect, a quantitative
ex post facto study was designed, and Ryff’s Model of Psychological Wellbeing was
Edited by: used with 1,148 young people from Spain and Colombia aged 16–21. The young people
Teresa Limpo, were asked whether or not they performed any type of physical-sports activity in their
University of Porto, Portugal
leisure time and the type of activity performed. The results show that young people who
Reviewed by:
perform such activities have higher overall levels of psychological wellbeing. In turn,
Steven E. Mock,
University of Waterloo, Canada they emphasize that the perform of physical-sports activities has a positive impact on
Cristina O. Mosso, three of the dimensions of psychological wellbeing: self-acceptance, positive relations
University of Turin, Italy
with others, and purpose in life. In addition, significant differences in young people’s
*Correspondence:
Ana Eva Rodríguez-Bravo psychological wellbeing were found depending on whether they perform individual, team
[email protected] or other physical-sports activities. These results provide a basis for the proposal and
design of interventions with young people based on sports and leisure activities as
Specialty section:
This article was submitted to socio-educational strategies.
Educational Psychology,
Keywords: young people, wellbeing, autonomy, sports, leisure
a section of the journal
Frontiers in Psychology
Received: 18 March 2020 INTRODUCTION
Accepted: 28 September 2020
Published: 21 October 2020
The concept of wellbeing is strongly rooted in the field of humanistic psychology and in the
Citation: more recent perspective of positive psychology. Key studies in the field of wellbeing have been
Rodríguez-Bravo AE, performed by Allport (1958, 1961), Rogers (1961), Erikson (1963, 1982), Deci and Ryan (1985),
De-Juanas Á and García-Castilla FJ
Ryff (1989, 1991), Ryff and Keyes (1995), Ryff and Singer (1996, 2008), Seligman (1999), Seligman
(2020) Effect of Physical-Sports
Leisure Activities on Young People’s
and Csikszentmihalyi (2000) and Ryan and Deci (2001), inter alia. The concept has been studied
Psychological Wellbeing. from two different perspectives, hedonic and eudaimonic (Deci and Ryan, 1985, 2008; Ryff and
Front. Psychol. 11:543951. Singer, 2008; Waterman et al., 2010; Adler and Seligman, 2016). The principal components of
doi: 10.3389/fpsyg.2020.543951 the hedonic perspective link wellbeing with happiness, affection and life satisfaction. Whereas

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Rodríguez-Bravo et al. Effect of Physical-Sports Leisure Activities

the eudaimonic perspective relates happiness to the development self-efficacy give rise to a combination that encourages personal
of human potential via activities that enable the individual to growth and increases satisfaction via the effort involved when
become involved and fulfilled (Romero et al., 2009). Subjective performing physical activity (González-Hernández et al., 2017).
wellbeing and psychological wellbeing are outlined as the most
representative constructs of both perspectives (Keyes et al., 2002).
Recent studies show the existence of differences between both Physical Sports Activities and
perspectives of wellbeing through the manifestation of positive Psychological Wellbeing in Young People
individual traits (gratitude, love, hope, curiosity, enthusiasm, etc.) Taking as a reference the theoretical model on the construct
in relation to subjective wellbeing and psychological wellbeing of wellbeing proposed by Ryff (1989, 1991) based on six
(Hausler et al., 2017). theoretical dimensions (self-acceptance; positive relations with
This article looks at psychological wellbeing from a others; autonomy; environmental mastery; personal growth, and
eudaimonic perspective described by Ryff (1995) as one’s purpose in life), it has been observed that young people tend
effort to perfect and develop one’s own potential. Consequently, to excel in two dimensions, positive relations with others and
wellbeing is understood as a multidimensional construct that personal growth (Mayordomo et al., 2016; Meléndez et al.,
involves personal and social aspects that influence the way 2018). In contrast, they tend to score lower than other age
we understand, interpret, and are in the world, as well as groups in self-acceptance, autonomy, and environmental mastery
how we face life’s events and challenges. This implies that (Meléndez et al., 2018), variables that are more characteristic of
psychological wellbeing relies on the employment of emotions maturity (Allport, 1961), which tends to evolve positively with
and strategies whose appropriateness and effectiveness depend age (Ryff, 1989, 1991; Ryff and Keyes, 1995).
on an individual’s optimal physical and social functioning By the same token, it has also been shown that there is a
(Romero et al., 2009). Understood in this way, wellbeing refers direct correlation between young people’s levels of psychological
to the enhancement of one’s own living conditions through the wellbeing and their coping strategies. Young people with high
development and improvement of personal capacities and skills levels of psychological wellbeing use coping strategies aimed at
to face life’s challenges and stages (Cardona et al., 2014). problem solving and managing related emotions. In contrast,
young people with low levels of wellbeing tend to use passive
and avoidant forms of coping (Romero et al., 2009). In turn,
Physical Sports Activities and young people’s psychological wellbeing also seems to be related to
Psychological Wellbeing their dominant values. In this regard, Bojanowska and Piotrowski
Over the last two decades, the relationship between physical- (2019) identified four types of relationships: (1) young people
sports activities and psychological wellbeing has attracted the with predominate values of openness and personal improvement,
attention of the scientific community. Numerous studies have and high levels of autonomy on the psychological wellbeing
demonstrated that a direct relationship exists between both scale; (2) young people with values of openness and self-
variables (Babyak et al., 2000; Sale et al., 2000; Cantón, transcendence, who score high in autonomy and positive relations
2001; Chen, 2001; Romero et al., 2009; Reigal et al., 2014; with others, (3) young people with more traditional values linked
González-Hernández et al., 2017). In addition, all types of to preservation and self-transcendence, whose wellbeing is linked
physical-sports activities have been identified as favoring to personal growth and positive relations with others; and (4)
positive psychological wellbeing (Penedo and Dahn, 2005) young people who lack clear dominant values, who present
regardless of the environment in which they are preformed lower levels of autonomy and personal growth. Psychological
(Lawton et al., 2017). wellbeing in young people seems to be positively associated
More specifically, regularly performed physical activity is with the existence of a stable set of goals, values and norms
associated with high levels of life satisfaction, quality of life and (Berzonsky and Cieciuch, 2016).
happiness (Stubbe et al., 2007) and the development of structures Furthermore, physical activity is the most popular of all the
and resources for the enjoyment of a stable and balanced life activities young people dedicate their leisure time to (De-Juanas
(Candel et al., 2008; Thompson et al., 2011). In turn, performing et al., 2018; Fragüela et al., 2018; García-Castilla et al., 2018).
physical activity through frequent and regular sports programs Moreover, it is a practice that young people link to perceptions
or independent activities, is related to improvements not only of self-determination and high levels of satisfaction (Codina
in wellbeing but also in mental health, autonomy, memory, et al., 2018). They regard physical-sports activity as a positive
body image, optimism, emotional clarity, and mental flexibility aspect in their lives, owing to its potential to promote values
(Garrido et al., 2011). linked to their psychological wellbeing, along with relaxation,
However, the benefits of physical activity on psychological responsibility, commitment and personal satisfaction (Ponce de
wellbeing are dependent on the attitudes and behaviors León Elizondo et al., 2009). Likewise, participation in sports
that individuals have toward physical activity and sports activities, especially in team or individual competitive sports,
(Cuadra-Martínez et al., 2012). Positive attitudes and behaviors is very popular among young people. Various studies have
toward performing physical activity conditions people’s reported the benefits of these activities during adolescence for
perceptions of their own health and psychological wellbeing the development of self-concept, improved social skills and
(Mackay et al., 2011). In this regard, positive relationships self-esteem (Bowker, 2006; Zimmermann-Sloutskis et al., 2010;
based on indicators of persistence, psychological wellbeing and Eime et al., 2013; Gotova, 2015). Similarly, sport leads to the

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Rodríguez-Bravo et al. Effect of Physical-Sports Leisure Activities

acquisition of life skills and healthy habits recommended by the to include those individuals who had functional, physical or
World Health Organization (2010). mental difficulties that prevented them from participating in the
However, there are numerous studies that confirm that study. The study was performed from late 2018 to early 2019.
active participation in physical-sports activities also improves The study was conducted using an intentional non-probability
psychological wellbeing, especially in those areas closely related sample of young people from Bogotá (55.7%; Colombia) and
to the management of emotions (Baker and Brownell, 2000; Madrid (44.3%, Spain). Of the total, 60.3% were female and
Biddle, 2000; Kerr and Kuk, 2001; Leith, 2002; Hellison, 2003). 39.7% were male. Regarding the results, 59.7% of the young
On the whole, it has been observed that physical activity and people studied stated they regularly performed physical-sports
sport are related to wellbeing, as shown in the study by Greenleaf activities while 40.3% stated that they did not perform any
et al. (2014) performed with more than 1,400 young students physical-sports activities whatsoever. In parallel, we worked with
in the United States, and the more recent study by McMahon a subsample comprised of the group of young people who
et al. (2017) performed in ten European countries with more stated that their preferential leisure activity was physical sports
than 11,000 adolescents. In the latter, positive correlations were (n = 676), which corresponds to 67.5% of the general sample.
found between the frequency of physical activity and wellbeing The answers provided by this group to the question “What is
in both adolescent males and females. In their study of 493 your favorite type of physical-sports activity?” gave rise to the
vulnerable young people, García-Castilla et al. (2016) found that following categories: 34.8% (n = 235) showed a preference for
practicing sports leads to benefits such as the promotion of values “Team sports,” 30.6% (n = 207) “Individual sports,” and 34.7%
including teamwork, cooperation, interpersonal relations, and (n = 225) “Other physical-sports activities.”
greater development of autonomy, which, in turn, enables young
people to acquire better life skills (Días et al., 2000; Marques et al., Models
2013). In a study of 589 young people with an average age of 24 In this study, the Ryff Psychological Wellbeing Scale adapted
who regularly practice sports, González-Hernández and Valadez to the Spanish population by Díaz et al. (2006) was used. This
(2016) found positive correlations between personality, coping, adaptation is based on Ryff’s (1989) multidimensional model
and motivation. More recently, Bou et al. (2020), with a sample and evaluates psychological wellbeing. Consequently, it looks at
of 266 young people with an average age of 13, found that regular wellbeing from a eudaimonic perspective (Vera-Villaroel et al.,
sports practice has a direct impact on self-esteem. 2013). This model is widely used by international researchers
(Ryan and Deci, 2001; Lindfors et al., 2006; Abbott et al., 2010;
De-Juanas et al., 2013), and responds to a Likert-type rating scale
MATERIALS AND METHODS with six response alternatives, where 1 is totally disagree and 6
is totally agree. The scale comprises 39 items based on a six-
Specific Objectives dimensional model: the capacity to evaluate oneself and one’s
A quantitative, descriptive, cross-sectional ex post facto study own past while maintaining a positive attitude toward the self
was performed, the main objective being to observe whether despite one’s limitations (self-acceptance, α = 0.83); the capacity
there were differences in young people’s psychological wellbeing to establish and maintain quality relationships with others based
according to whether or not they showed a preference for on trust (positive relations with others, α = 0.81); the capacity
performing physical-sports activities. This first objective draws to maintain one’s individuality with self-determination in the
on the hypothesis that the psychological wellbeing of young face of diverse adversities, contexts and situations (autonomy,
people who perform physical-sports activities, as part of their α = 0.73); the ability to efficiently direct and control one’s life to
valuable leisure time, is different to those who do not perform generate a favorable environment and satisfy needs and desires
any type of physical-sports activity. The other important aspect (environmental mastery, α = 0.71); the ability to evolve and
of this study is its second objective: to characterize young people’s continuously develop as a person, while continuing to grow
psychological wellbeing according to the types of physical-sports through positive learning (personal growth, α = 0.68), and lastly,
activities they prefer to perform. Moreover, this study addresses the factor that measures an individual’s psychological functioning
the hypothesis that the psychological wellbeing of the young is the ability to set goals that are aligned with one’s beliefs
people who perform physical-sports activities differs according to about the purpose, meaning and significance of life (purpose in
the type of activity they prefer to perform. In relation to this, this life, α = 0.83).
paper also presents partial results on the physical-sports activities Furthermore, in this study a brief ad-hoc questionnaire was
of young people from a comprehensive study on psychological used to collect sociodemographic data on the participants (age,
wellbeing and autonomy in the transition to adulthood. gender, place of origin, etc.), who were also asked about their
preferred leisure activity.
Participants
The general sample used in the study consisted of 1,148 young Procedure and Data Analysis
people with a minimum age of 16 and a maximum age of The models were distributed to the participants in a printed
21, and an average close to the age of majority (M = 18.20; format to be completed by hand in a single session, during
SD = 1.80). The study sample were primarily recruited from school hours in education centers and during rest periods in work
secondary schools and universities. Young people in employment centers. The survey took approximately 45 min. Participation
also participated. As an exclusion criterion, it was decided not was voluntary. The individuals who agreed to participate read

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Rodríguez-Bravo et al. Effect of Physical-Sports Leisure Activities

the form before giving their informed consent. No incentives RESULTS

were offered to the respondents. Participants and their legal
guardians were informed of the purpose of the study and Table 1 shows descriptive statistics (mean scores and standard
were provided with a set of guidelines. Following approval by deviations) for each of the factors on the psychological wellbeing
the human research ethics committees from the participating scale for each group and the total sample.
universities, the Declaration of Helsinki (64th WMA, Brazil, Prior to enter the MANOVAs, a correlation analysis between
October 2013) was followed to ensure confidentiality of responses dependent variables was performed to determine the relationship
and avoid selection bias. pattern between the dimensions of the psychological wellbeing
Once the field work was complete, the database was scale. The correlation matrix for each pair of dimensions of
digitized, and descriptive analyses were designed and performed the psychological wellbeing scale, both for the total sample and
to statistically represent the sample. In order to examine for each of the sport-preference groups, yielded a very similar
the differences between the young people who stated that pattern. All correlation coefficients were positive and statistically
their preferred leisure pursuit was physical-sports activities significant (p < 0.001) and did not differ between groups. Table 2
and those who did not, two different MANOVAs were then shows the resulting correlation matrix between each pair of
performed after ensuring that the assumptions of normality psychological wellbeing dimensions for the total sample (for the
and homoscedasticity were met. A new categorical variable sake of simplicity and clarity, correlations between dimensions
(group) was created from the recoding of the responses to within the different groups are not shown as they follow the same
the survey in order to characterize and analyze the differences pattern as the total sample).
in the psychological wellbeing of the participants who stated In order to compare young people’s psychological wellbeing
that performed various types of physical-sports activities. For scores according to their preferences for performing physical-
the first MANOVA, the preference for performing physical sports activities, a MANOVA was performed with group (G1,
sports was considered as the independent variable and two G2) as the independent variable, to determine the statistical
groups G1 (people that perform physical activity) and G2 differences between groups in each dimension of the wellbeing
(participants that do not perform physical activity) were scale. The results of the MANOVA, showed statistically
constructed and compared. For the second MANOVA, the significant differences in psychological wellbeing between both
preferred type of activity was considered as an independent groups of physical-sports activity [V = 0.021, F(6,1121) = 4.03,
variable and three groups of participants were constructed p = 0.001, η2p = 0.02]. The follow-up univariate tests yielded
and associated with the three different types of physical- statistically significant differences in three dimensions of the
sports activities that participants could choose as preferred: wellbeing scale: self-acceptance [F(1,1121) = 13.267; p < 0.001,
G1 (sports activities involving cooperation and opposition η2p = 0.012], positive relations with others [F(1,1121) = 3.77;
by different teams were categorized as “Team sports”); G2 p = 0.052, η2p = 0.003], and purpose in life [F(1,1121) = 4.03;
(individual and combative sports activities categorized as p < 0.001, η2p = 0.02].
“Individual sports”); and G3 (artistic and expressive physical Second, a new MANOVA was performed to compare the
activities, activities in the natural environment and other scores on psychological wellbeing between the different types
unspecified physical sports activities, categorized as “Other of physical-sports leisure activities that young people prefer
physical-sports activities”). to perform (G1, G2, G3). The results indicated the existence
To evaluate the relationship between dependent variables, of statistically significant differences in psychological wellbeing
correlation analyses between the different dimensions of the Ryff between the three groups, [V = 0.062, F(12,1316) = 3.538,
Psychological Wellbeing Scale were performed prior to enter de p < 0.001, η2p = 0.031]. The univariate analyses showed that
main analysis. All the statistical analyses were performed using significant differences appeared along the 6 dimensions of the
SPSS 25.0 for Macintosh (IBM SPSS Statistics 25). Confidence
R R
psychological wellbeing scale: self-acceptance [F(2,662) = 3.183;
level was set at 95% (p < 0.05). p = 0.042, η2p = 0.010], positive relations with others

TABLE 1 | Descriptive statistics and Student’s t-test on psychological wellbeing based on preference for performing physical-sports activities or not.

Preference for performing physical-sports activities

Yes No

M SD M SD d.f. t ρ d

Self-acceptance 25.70 5.59 24.34 5.85 1130 3.927 0.000 0.238

Positive relations with others 25.82 6.14 25.00 6.12 1130 2.211 0.027 0.134
Autonomy 34.16 6.87 34.19 6.78 1130 −0.084 0.933 0.003
Environmental mastery 25.53 5.06 25.00 5.23 1130 1.689 0.092 0.102
Personal growth 32.74 5.20 32.69 5.32 1130 0.180 0.857 0.009
Purpose in life 27.51 5.39 26.37 6.15 1130 3.266 0.001 0.200
Total psychological wellbeing 171.47 25.16 167.32 27.34 1130 2.624 0.010 0.158

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TABLE 2 | Descriptive statistics and results of the variance analysis for the three groups of physical-sports activities on the dimensions of psychological wellbeing.

Total Team sports Individual sports Other physical- Multiple

(G1) (G2) sports activities comparisons
n = 235 n = 207 (G3)
n = 225

M SD M SD M SD M SD F ρ f

Self-acceptance 25.75 5.57 25.14 5.04 26.51 6.18 25.68 5.45 3.380 −0.035 0.100 G2 > G1
(ρ = 0.048)
Positive relations 25.89 6.11 24.49 6.10 26.99 5.79 26.33 6.17 10.312 0.000 0.174 G2 > G1
with others (p = 0.000)
G3 > G1
ρ = 0.004)
Autonomy 34.17 6.89 33.60 7.00 35.22 6.43 33.81 7.12 3.515 0.030 0.102 G2 > G1
(ρ = 0.050)
Environmental 25.55 5.06 24.55 4.92 26.13 4.90 26.08 5.21 7.274 0.001 0.146 G2 > G1
mastery (ρ = 0.004)
G3 > G1
(ρ = 0.004)
Personal growth 32.73 5.22 31.62 5.52 33.61 4.89 33.09 5.02 9.024 0.000 0.162 G2 > G1
(ρ = 0.001)
G3 > G1
(ρ = 0.000)
Purpose in life 27.5 5.39 26.74 5.52 28.32 5.18 27.55 5.35 4.785 0.009 0.120 G2 > G1
(ρ = 0.000)
G3 > G1
(ρ = 0.000)
Total psychological 171.62 25.14 166.16 24.35 176.79 24.49 172.56 25.51 10.360 0.000 174 G2 > G1
wellbeing (ρ = 0.000)
G3 > G1
(ρ = 0.000)

[F(2,662) = 10.311; p < 0.001, η2p = 0.03], autonomy “Individual sports” and the “Other physical-sports activities”
[F(2,662) = 3.651; p = 0.026, η2p = 0.011], environmental mastery groups (both ps = 0.004). Similar results were obtained for
[F(2,662) = 7.078; p = 0.001, η2p = 0.021], personal growth personal growth, with the “Team sports” group showing the lower
[F(2,662) = 8.769; p < 0.001, η2p = 0.026], and purpose in life mean, compared to both “Individual sports” (p = 0.000) and
[F(2,662) = 4.678; p = 0.010, η2p = 0.014]. “Other physical-sports activities” (p = 0.008) groups.
Last, to follow up the univariate analysis after finding Finally, in the purpose in life dimension significant differences
significant differences between groups in all the dimensions were found only between the “Individual sports” and the
of the well-being scale, post hoc comparisons (Bonferroni and “Team sports” groups (p = 0.070), with the higher scores in
Games-Howell correction for equal and unequal homogeneity of the former group.
variance cases) were performed in order to determine between
which groups the differences arise in each dimension. Thus,
in self-acceptance there were significant differences between the DISCUSSION
“Individual sports” and the “Team sports” groups (p = 0.038).
Those who practice individual sports showed a greater level In order for leisure activities to be considered positive
of self-acceptance relative to those that practice team sports. and as having constructive potential, they must have the
In the positive relations with others dimension, there were following characteristics: be a healthy activity, integrate positive
significant differences between the “Individual sports” group experiences, and promote social capital and competencies
and both the “Team sports” group (p < 0.001), and the for life (Navarro et al., 2018). In this regard, physical
other physical-sports activities group (p = 0.004). The highest activity is one of the most valued sources of positive and
scores were obtained by those who practice individual sports constructive leisure activities, given the physical, psychological
followed by the “Other physical-sports activities” group and and social benefits it provides (World Health Organization,
the “Team sports” group. In the autonomy dimension, again 2010; Garrido et al., 2011; Cuadra-Martínez et al., 2012;
a statistically significant difference was observed between the Ponce de León Elizondo et al., 2015).
“Individual sports” and the “Team sports” groups (p = 0.038), The findings from this study confirm that young people with
indicating that those who practice individual sports showed a preference for performing physical-sports activities in their
greater autonomy. leisure time present higher average scores in all the dimensions
In the environmental mastery dimension, the “Team sports” of wellbeing compared to those who do not perform any type
group obtained scores that were significantly below the of physical-sports activity. These data are congruent with those

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Rodríguez-Bravo et al. Effect of Physical-Sports Leisure Activities

provided by other studies that have found a direct relationship an ideal resource for developing self-concept and self-
between both variables (Babyak et al., 2000; Sale et al., 2000; esteem, learning and developing social skills that favor social
Cantón, 2001; Chen, 2001; Penedo and Dahn, 2005; Romero inclusion, appropriate emotional management strategies,
et al., 2009; Greenleaf et al., 2014; Reigal et al., 2014; González- values that promote the assumption of responsibilities,
Hernández et al., 2017; McMahon et al., 2017). decision-making capacity, tolerance to frustration and
Similarly, the findings in this study are also aligned with the development of resilience (Hartmann, 2003; Bowker,
studies that identify positive relations with others as one of 2006; Zimmermann-Sloutskis et al., 2010; Eime et al.,
the main strengths of young people’s psychological wellbeing 2013; Buelens et al., 2015; Chen et al., 2015; Gotova, 2015;
(Mayordomo et al., 2016; Meléndez et al., 2018). They also Fernández-Gavira et al., 2018).
emphasize the potential of physical-sports activities as a strategy In order for such programs to improve young people’s
to promote the early development of other dimensions such wellbeing they must be based on social relationships that promote
as autonomy and self-acceptance, which are directly linked autonomy, participation, and also structure activities. Moreover,
to having a more mature personality (Allport, 1961), which the educators/trainers responsible for their development must be
has been documented as improving with age (Ryff, 1989, 1991; trained in such aspects (Haudenhuyse et al., 2012, 2013; González
Ryff and Keyes, 1995). et al., 2015; McDavid et al., 2017). In turn, such programs
This is also related to the degree of self-confidence one has must offer young people opportunities to develop competencies
when practicing sport, whether individual or team activities linked to emotional intelligence (Di Fabio and Kenny, 2016)
(Martínez-Romero et al., 2016). The findings confirm and qualify and to assess and reflect on their values and long-term goals
the results obtained by Penedo and Dahn (2005) by corroborating (Berzonsky and Cieciuch, 2016). It should be highlighted that
that young people’s preference for performing all types of intervention programs must be supported and sustained by
physical-sports activities influences their positive psychological adequate funding, in order for the performance of physical-sports
wellbeing, while identifying that the choice of “Individual activities to really undertake the function of a mechanism for
sports” has a greater influence than “Team sports” and “Other social inclusion and not just become another means of social
physical-sports activities.” Likewise, the preference for “Other exclusion (Collins and Haudenhuyse, 2015).
physical-sports activities” also seems to have more influence
than “Team sports.” Notwithstanding, there are differences in
psychological wellbeing depending on whether an individual LIMITATIONS AND FUTURE RESEARCH
practices an individual or team sport. González-Hernández
and Valadez (2016) found the lowest indicators of affability The data reported in this paper may constitute a unique
and motivational orientation (ego) in individual sports, and reference framework for the sample studied in Madrid and
the lowest indicators of open-mindedness and motivational Colombia. However, although the sample size is considerable,
orientation (task) in team sports. In turn, Almeida (2017), in a it should be noted that conducting a purposing sampling
sample of 95 subjects with an average age of 25, found significant among a group of young people in Spain and Colombia
differences between subjective levels of post-exercise recovery, may offer a specific insight into the results that limit their
revealing higher levels of stress in those subjects practicing generalization to other populations. Having said that, we believe
individual sports. However, Méndez (2017) found that in a it is important to replicate the study with other European and
sample of 329 participants that those who practice individual Latin American populations. We also believe it is important
sports have higher levels of emotional intelligence than those who to explore the psychological wellbeing of young people and
compete in team sports. their preference for physical-sports activities throughout their
In short, it can be concluded that physical activity is a lives and not only in a cross-sectional study. In addition,
key source of valued leisure-time among young people, which we are aware that the objectives we proposed in this study
has a high potential to promote their positive psychological did not contemplate the use of other measures that could
wellbeing and, consequently, contribute to their self-realization be used to perform other analyses (for example: values,
and personal satisfaction (Valdemoros San Emeterio et al., 2016). personality, etc.). We believe that this may be of great interest to
Given that young people attach great importance to leisure future research.
activities in their daily lives (Rodríguez-Bravo et al., 2018),
encouraging the performance of physical activity can contribute
to stimulating dimensions of psychological wellbeing in which DATA AVAILABILITY STATEMENT
they excel (positive relations with others and personal growth)
and reinforce others in which they fall behind (self-acceptance, All datasets presented in this study are included in the
autonomy and environmental mastery). article/supplementary material.
To this end, we believe it is essential to develop programs
that use physical-sports activities in intervention strategies
with young people, given the opportunities they provide ETHICS STATEMENT
to socialize, and come into contact and connect with
people who have shared interests (De-Juanas et al., 2018; The studies involving human participants were reviewed and
García-Castilla et al., 2018). Physical-sports activities are approved by Ethics Committee of the Universidad Santo

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Rodríguez-Bravo et al. Effect of Physical-Sports Leisure Activities

Tomás (Bogotá, Colombia) and the Ethics Committee of FUNDING

the Universidad Nacional de Educación a Distancia (Madrid,
Spain) and is, therefore, in accordance with the Declaration This paper documents the study performed by the Faculty
of Helsinki (seventh revision 2013, Fortaleza, Brazil). The of Psychology’s Psychology, Life Cycle and Rights Research
participants provided their written informed consent to Group at the Universidad Santo Tomás (Colombia) and
participate in this study. TABA International Research, Social Inclusion and Human
Rights, UNED (Spain), directed by Professor Teresita Bernal
Romero. The study was funded through the Research Project
AUTHOR CONTRIBUTIONS on the Design and Validation of a Transition to Adulthood
Autonomy Scale (Call 2018 FODEIN Research Development
AR-B coordinated the project. ÁD-J set up the database and Fund Universidad Santo Tomás, Colombia. Project Code
completed the statistical analysis. AR-B and FG-C drafted the 18645020) and Project EVAP-SETVA 2015-2020 (Assessment
initial version of the article, which was then revised by all of Personal Autonomy – Assessment in the Transition to
three authors. AR-B and FG-C prepared the introduction and Adulthood) UNED, funded by the Autonomous Region of
theoretical framework and wrote the discussion section and AR-B Madrid General Directorate of Family and Minors, Fundación
also reviewed the references section. All authors contributed to ISOS, Reina Sofia Center for Adolescence and Youth (FAD) and
the article and approved the submitted version. the Fundación Santa María.

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