Physical activity enjoyment and self-efficacy in school performance of 11-17-year-old students at educational institutions in Lima

Introduction: People have become sedentary because of the lifestyles they have adopted. Consequently, they are unable to enjoy the physical and cognitive benefits that sports offer. Furthermore, the Peruvian school curriculum includes only 2–3 hours of physical activity (PA) per week (Ministry of Education, 2018) because it is not considered relevant for academic development. Purpose: The present study aimed to identify the relationship between PA enjoyment and self-efficacy in school performance. Methods: A non-experimental correlational design and non-probabilistic sampling were employed. A self-efficacy scale on academic performance (Cartagena, 2008) and a scale of enjoyment of PA were administered. This instrument comprises two dimensions. The first one focuses on and includes three items linked to intrinsic motivation; the second dimension deals with perception of enjoyment (Fernández, Sánchez & Salinero, 2008). The instrument was administered to a sample of 442 students (62.7% women and 37.3% men) of 11–17 years. They all attended secondary-level educational institutions in Lima—specifically, 60.9% and 39.1% public and private schools, respectively. Results: The results reveal a positive and significant relationship between both variables. Students who enjoyed PA had greater confidence in their skills and abilities in relation to their academic performance. Furthermore, male students demonstrated greater intrinsic motivation to be involved in sports activities than their female counterparts. Conclusions: It is recommended that programs in educational institutions that promote the continued practice of PA should be implemented because they are imperative for the holistic development of adolescents; such programs encourage the development of feelings of trust and awareness about the goals and objectives that students have achieved.