LEISURE MOTOR ACTIVITIES AMONG PREADOLESCENTS – CHARACTERISTICS OF AFFECTIVE LEADERS
DOI:
https://doi.org/10.62229/UaViii_5_25-29Keywords:
leisure-time physical activities, affective leadership, sociometric analysis, social-emotional development, motor behaviour in preadolescenceAbstract
Background. The motivation for this research stemmed from my interest in understanding the role of leisure motor activities in shaping social interactions and leadership roles among preadolescents. Considering the increasing influence of informal physical activities performed outside the school setting, it becomes important to analyze which sports are most frequently preferred by students and how these preferences correlate with their affective status within the group. The study focused on middle school
students and aimed to identify the types of sports they commonly practice during their free time.
Objectives. The main objective of this research was to determine the types of sports preferred by preadolescents during leisure time, emphasizing the differences between affective leaders and their peers in terms of these choices.
Methods. The research methods used were: bibliographic study, observation, experimental, and statistical-mathematical analysis. These methods helped in the interpretation of the experimental results.
Results. The results showed that affective leaders tend to prefer individual and non-contact sports (such as swimming, athletics, cycling, or fitness), while the rest of the group displayed a more diverse orientation that included team sports (football, basketball, handball). The analysis highlights that affective leaders are inclined towards sports involving self-discipline, creativity, and autonomy, as opposed to those requiring direct confrontation or physical contact.
Conclusion: The study underlines that leisure sports preferences differ depending on students’ affective roles within their group. Affective leaders mainly orient themselves toward individual, heuristic, and non-contact sports, reflecting a tendency toward independence and self-regulation. These results may serve as a valuable reference for teachers, coaches, and parents in supporting leisure motor activities adapted to the socio-emotional characteristics of children.
