KNOWLEDGE IN ADOLESCENT GIRLS AND BOYS RELATED TO PHYSICALLY ACTIVE AND HEALTHY LIFESTYLE

The adoption of healthy lifestyle, positive changes in one’s lifestyle, and also maintenance of healthy lifestyle are prompted also by adequate knowledge about key aspects of physically active and healthy lifestyle. School has the greatest opportunities and duties to provide the “literacy in healthy lifestyle” regardless of the need to educate in this area on life-long basis. Physical education is especially irreplaceable in this edu cation and it should complete several roles in this area, integration, putting into context, application, and verifi cation. Trudeau and Shephard (2008) have pointed that physical education could address more students if there were a greater emphasis exactly on this educational role rather than only on the Competitive aspect of physical activity. Physical education should provide “sports education” enhancing regular participation in PA and appropriate life-long leisure time physical activities (Mohr, Townsend, & Pritchard, 2006). Knowledge acquisition in physical education requires to respect the diff erences between boys and girls. Boys are more physically active than girls (Gavarry, Giacomoni, Bernard, Seymat, & Falgairette, 2003; Sanchez, Norman, Sallis, Calfas, Cella, & Patrick, 2007) and prefer more condition oriented physical activities (Frömel, Formánková, & Sallis, 2002). Girls prefer especially aesthe tically oriented physical activities and are more open to learning. Successful acquisition of knowledge should be more connected to performing favourite and manageable physical activities and manageable ways of their realization. An important aspect in the identifi cation of the differences in education between boys and girls is given by sex related health and developmental risks. Typical examples are the diff erences in risks of osteoporosis or cardiovascular diseases. Anderson et al. (2005) point KNOWLEDGE IN ADOLESCENT GIRLS AND BOYS RELATED TO PHYSICALLY ACTIVE AND HEALTHY LIFESTYLE


INTRODUCTION
The adoption of healthy lifestyle, positive changes in one's lifestyle, and also maintenance of healthy lifestyle are prompted also by adequate knowledge about key aspects of physically active and healthy lifestyle.
School has the greatest opportunities and duties to provide the "literacy in healthy lifestyle" regardless of the need to educate in this area on life-long basis.Physical education is especially irreplaceable in this edu cation and it should complete several roles in this area, integration, putting into context, application, and verifi cation.Trudeau and Shephard (2008) have pointed that physical education could address more students if there were a greater emphasis exactly on this educational role rather than only on the Competitive aspect of physical activity.Physical education should provide "sports education" enhancing regular participation in PA and appropriate life-long leisure time physical activities (Mohr, Townsend, & Pritchard, 2006).
Knowledge acquisition in physical education requires to respect the diff erences between boys and girls.Boys are more physically active than girls (Gavarry, Giacomoni, Bernard, Seymat, & Falgairette, 2003;Sanchez, Norman, Sallis, Calfas, Cella, & Patrick, 2007) and prefer more condition oriented physical activities (Frömel, Formánková, & Sallis, 2002).Girls prefer especially aesthe tically oriented physical activities and are more open to learning.Successful acquisition of knowledge should be more connected to performing favourite and manageable physical activities and manageable ways of their realization.
An important aspect in the identifi cation of the differences in education between boys and girls is given by sex related health and developmental risks.Typical examples are the diff erences in risks of osteoporosis or cardiovascular diseases.Anderson et al. (2005) point at the inadequate knowledge of health and prevention against osteoporosis in girls and they require education intervention to support osteo-protective praxis among adolescent girls.Andersen, Harro, Sardinha, Froberg, Ekelund, Brage et al. (2006) call for the increase of phy sical activity up to 90 minutes daily which might be necessary for children to prevent insulin resistance, which seems to be the central feature for clustering of cardiovascular disease risk factors.
The interdisciplinary integration and theme integration are on the front burner.The theme integration applies to such topics as PA, energy expenditure and ener gy income, diet and PA, health and lifestyle, benefi ts of PA, health and PA, health and diet, etc. Cross-curricular PA and education reducing risks of cardiovascular diseases in youth is also advocated by Knox et al. (2009).
Physical education as an academic subject has greater possibilities to connect school with students' life outside of school than many other subjects.The fact that according to an analysis of studies, the transfer from phy sical education to leisure time physical activities is not implemented enough (De Meester, van Lenthe, Spittaels, Lien, & De Bourdeaudhuij, 2009) can present a challenge to adopt progressive concepts of physical education including a new approach to adopt knowledge on physically active and healthy lifestyle.
The aim of research was to identify diff erences between girlsʼ and boysʼ knowledge using a standardized Comprehensive test.Further, we were to identify the strength of the association between healthy lifestyle and recommendations for weekly PA.

Participants
In total, 14 selected schools in the Katowice region and 609 students were addressed to participate in the study.Out of the addressed, 599 participants and their parents gave their consent with the research (in total 8 boys and 2 girls refused to participate).72 participants were excluded from the pre-test and post-test for not completing or inappropriate completing of the IPAQ questionnaire and 37 participants were excluded for not completing or inappropriate completing of the Comprehensive test.In total, 495 questionnaires were processed, in particular 275 girls (15.8 ± 0.9 years) and 220 boys (15.8 ± 0.8 years).

Research techniques
The level of knowledge about healthy lifestyle was as sessed using the Comprehensive test and the level of weekly PA using the "International Physical Activity Questionnaire" (IPAQ) -long version (Craig et al., 2003) (The IPAQ group, n. d.), repeated after six weeks.The associations between knowledge, sex and meeting PA recommendations (at least 3 × 20 minutes of vigorous PA and at least 5 × 30 minutes of moderate weekly PA) were observed.Good validity and reliability of the IPAQ questionnaire have been confi rmed by previous studies (Cerin, Saelens, Sallis, & Frank, 2006;Saelens, Sallis, Black, & Chen, 2003).The Polish version of the Com prehensive test and questionnaires have undergo ne the standard process of "translation and backtrans lation" from the English and Czech versions in com pliance with the "Guide to cultural adaptation and translation of the IPAQ instruments" (The IPAQ group, n. d.).
The Comprehensive test included 32 questions, ranged in the dimensions of condition, energy, nutrition and education.The standardization of the Comprehensive test included 129 girls and 123 boys at secondary schools, and the coeffi cient of stability r tt = .481(p < .01)and the coefficient of inner consistence r tt = .482(p < .01)were identifi ed (Vašíčková, Neuls, & Frömel, 2011).

Processing of results
The results of the Comprehensive test and the questionnaire were processed using special registration soft- Legend: M -mean, SD -standard deviation ware.Due to incomplete fi lling, 37 comprehensive tests were excluded from the analysis.The assessment of the results from the IPAQ questionnaires was done in compliance with the official hand book "Guidelines for data processing and analysis of the international physical activity questionnaire" (The IPAQ group, n. d.).Unlike in the IPAQ handbook, vigorous PA was identifi ed at the level of 6 METs.Due to incomplete or inappropriate fi lling, 72 questionnaires were excluded in the pre-test and post-test.
The values of the IPAQ long questionnaire were used to divide the participants into categories of those who meet and who do not meet the recommendations for daily physical activity (Bauman, Bull, Chey, Craig, Ainsworth, Sallis et al., 2009).Those who met at least 3 × 20 mi nutes of vigorous PA and at least 5× 30 minutes of moderate weekly PA were classifi ed into category "meeting recommendation for PA".The rest of adolescents were classifi ed as "not meeting recommendation for PA".

Statistical analyses
In order to statistically process the data, we used the Statistica 8 program and the basic statistical values Kruskal-Wallis test, Mann-Whitney U test, and also "effect size" coeffi cients d (Cohen, 1988) and η 2 (Sheskin, 2007).

RESULTS
Between girls who meet recommendations for PA and who do not meet them, no signifi cant diff erences were found in knowledge related to physically active and healthy lifestyle (TABLE 2).The same applies to boys.Girls in both groups have shown better knowledge than boys in dimension of nutrition, education, and in total.The nutrition dimension describes mainly energy ba lance between food intake and output in a form of va rious PA and some rules about nutrition.The education dimension comprises questions about general know ledge that are mostly part of the biology or health education curricula.
The results of repeated survey have completely confi rmed the results of the introductory survey.It is obvious that general knowledge related to physically active and healthy lifestyle is not associated with PA level.
Also in total, girls showed better knowledge related to physically active and healthy lifestyle than boys, both in the fi rst survey, and also in the second survey (Fig. 1).Signifi cant diff erences were found in the fi rst survey in the dimensions of condition (U = 2.07; p = 0.038; d = 0.19), and nutrition (U = 5.58; p = 0.000; d = 0.50), education (U = 4.18; p = 0.000; d= 0.38) and in total (U = 5.54; p = 0.000; d = 0.50).The condition dimension is about regularity in physical conditioning and fi t ness.

TABLE 2
Knowledge related to healthy lifestyle in girls and boys meeting health recommendations for physical activity (at least 3 × 20 minutes of vigorous and at least 5 × 30 minutes of moderate weekly PA) in the fi rst and the second measurement The lowest success was identifi ed in boys in the dimensions of condition and nutrition and in girls in the dimension of condition.The biggest diff erences between girls' and boys' knowledge was found in the dimension of nutrition.The energy dimension is relatively stable in all groups with approximately 40% of successful results.This dimension relates to energy output connected with resting metabolism or during various types of exercising.
Boys declared on average more weekly PA (in the fi rst measurement 11,386 METs and in the second measure ment 11,393 METs) than girls (in the fi rst measurement 8,891 METs and in the second measurement 9,992 METs).
Between the fi rst and the second measurement, we identified lower, but statistically significant correlation in knowledge test r s = 0,472 and in questionnaire r s = 0,412.

Knowledge
Despite the fact that the questions of the Comprehensive test are based on the curriculum of ninth or tenth grade, it is diffi cult for the 15-16 year-old pupils, which is apparent in the low percentage of successful answers.The most diffi cult questions are found in the dimension of condition both for Polish and Czech pupils (Vašíčková, Neuls, Frömel, Lokvencová, Vašíček, & Skočovská, 2009).
In one comparable study by Vašíčková, Neuls, and Frömel (2011), in the dimension of condition, Czech boys reached in 10% better results than Polish boys (the same applies to the dimension of nutrition), and in girls, Czech girls showed in 7.5% better score than Polish girls in the dimension of condition.In the education dimension, the biggest diff erences were found in boys with 16.5% better results in Czech students.
Pupils show very low knowledge especially in the area of volume and intensity of physical activity and load.Boys gave better answers than girls only in the case of the selection of type of exercises for overweight individuals.On the other hand, girls showed better results in questions regarding food intake, reducing weight, and in other questions.Generally, topics regarding nutrition and healthy diet are not discussed properly enough at schools.It is necessary to include these issues into school education programs with in the interdisciplinary approach to teaching because they are useful in praxis and everyday life.

Questionnaire IPAQ
Questionnaires assessing physical activity can serve teachers and pupils also in terms of enhancing the awareness of healthy lifestyle and can contribute to selfrefl ection which can assist in making positive changes in lifestyle.The estimated level and structure of PA refl ects present fi ndings (Frömel et al., 2007).
Girls show less vigorous and moderate PA than boys but are more active in walking, which has been also confi rmed by fi ndings by Rangul, Holmen, Kurtze, Cuypers, and Midthjell (2008) who applied the same IPAQ questionnaire in Norwegian adolescents aged 13-18 years.Higher walking activity was not found in girls who show ed better estimation of the caloric expenditure for the given time of walking and the responding consumption of selected food.

Subject and thematic integration as a prerequisite of "literacy in healthy lifestyle"
The results obtained on the basis of pupils' answers in the knowledge test are supported by general statements that present school does not still connect sufficiently education with students' needs outside of school (Beyer, 2008).Especially, curricula of physical education are insuffi cient in providing activities which would motivate students to higher physical activity unless they themselves join in some physically oriented program out side of school (Beyer, 2008).Promoting lifetime par ticipation in physical activity is a major goal of PE, which study by Fairclough (2002) considered in the con text of curricular and extra-curricular activities.The questions in the Comprehensive test are based especially on topics taught in physical education, biology, chemistry, and health education, which makes the connection between lessons and pupils' life outside of school a challenge especially to teachers of these subjects.The literacy in the area of physically active and healthy lifestyle in pupils is a competence which transfers also to other subjects.These issues are of concern also in the neighbouring countries as was shown in a similar study carried out in the Czech Republic (Vašíčková, Chmelík, Frömel, & Neuls, 2009).

CONCLUSION
The results of the study have confi rmed that boys show higher total weekly PA than girls.On the other hand girls show better knowledge related to physically active and healthy lifestyle.In total, knowledge about healthy lifestyle is inadequate and does not respond to curricular requirements in physical education and bio logy.Better knowledge acquisition about healthy life style requires more eff ective application of subject and thematic integration and the connection between theoretical knowledge about physical activities and diet with the lifestyle of girls and boys.aca demic performance.International Journal of Beha vioral Nutrition and Physical Activity, 5, 10. Vašíčková, J., Chmelík, F., Frömel, K., & Neuls, F. (2009).Vztah mezi vědomostmi o problematice pohybové aktivity a realizovanou pohybovou aktivitou u středoškolských studentů.Tělesná kultura, 32( 2

TABLE 1
Basic characteristics of girls and boys meeting or not meeting the PA recommendations

Dimension Measurement Meet recommendations for PA
Legend: n 1 -number in measurement I, n 2 -number in measurement II, Mdn -median, IQR -interquartile range, H -Kruskal-Wallis test, η 2 -"eff ect size" coeffi cient, *p < 0.05 (u η 2 low), **p < 0.01 (medium), ***p < 0.001 (high), a -signifi cant diff erences between boys meeting and not meeting PA recommendations, b -signifi cant diff erences between girls meeting and not meeting PA recommendations, c -signifi cant diff erences between boys and girls meeting PA recommendations, d -signifi cant diff erences between boys and girls not meeting PA recommendations