**3.1 The dimension quality of life enjoyment and satisfaction**

Investigation of quality of life enjoyment and satisfaction in selected areas (**Table 2**)—physical health and activity, leisure time activities, social relations, emotions and feelings, taking care of yourself, and school environment and school duties between girls and boys—revealed more areas where the boys indicated higher scores, which means they have more often been or felt in positive statements (physical health and activities, leisure activities, emotions and feelings, taking care of yourself) than girls have been or felt in.

The girls more often felt better in the statements from the school area and social relation area.

We found statistical significance p < 0.001 for boys in comparison of the responses between boys and girls in the areas: physical health and activity, leisure time activities, and feelings. We found statistical significance p = 0.002 in the area taking care of yourself (in favor of boys). And we found statistical significance p = 0.040 for girls in the area school environment and school duties. There was no statistical significance in the area social relations in comparison between girls and boys.

The domain quality of life enjoyment and satisfaction is valued statistically and significantly better in boys than in girls (p < 0.001). The mean 3.51 for the whole sample of adolescents presented 70.2% quality of life enjoyment and satisfaction from all the possible time of life enjoyment and satisfaction.

**Table 3** shows the highest score attributed to some statements (items) from the domain quality of life enjoyment and satisfaction in boys and girls. Neither the score nor the order is the same to each other between boys and girls.


#### **Table 2.**

*Quality of life enjoyment and satisfaction and its areas of research in adolescent boys and girls.*

The statement that reached the lowest score in both girls (2.23) and boys (1.98) was the frequency of joy when being in the school.

Kruskal-Wallis H test was used to compare four groups of research sample: sport active and sport inactive boys and sport active and sport inactive girls. We found statistical significance p < 0.001 in the areas physical health and activity, leisure time activities, emotions and feelings, taking care of yourself, and the domain quality of life enjoyment and satisfaction. The significance p = 0.018 was detected in the area school environment and school duties. No statistical significance was found in the area social relations. Sport active boys have the highest score in all areas except school environment and school duties and social relations. In comparison of the area social relations, sport active boys are at the same level as the sport inactive girls (both 3.82) (**Table 4**). The highest score in the area school (school environment and school duties) have the sport inactive girls and the sport inactive boys (both 3.04) (**Table 4**). The area taking care of yourself is valued at most in three groups, sport active boys, sport inactive boys, and sport active girls, in comparison to other investigated areas.

When we compared results of the sport active boys to the results of the sport inactive boys from the **Table 4** we found statistical significance for sport active boys in the areas: leisure time activities U = 1623.50, p = 0.001, taking care of yourself U = 548.50, p = 0.004, and emotions and feelings U = 562.00, p = 0.005. The area school environment and school duties was significant for sport inactive boys in comparison to sport active boys (U = 237.50, p = 0.027). No statistical differences were in the areas physical health and activity and social relations. Sport active boys are statistically and significantly more satisfied with the domain quality of life enjoyment and satisfaction than sport inactive boys (U = 1868.50, p = 0.027).

When we compared sport active girls and sport inactive girls, the statistical significance was found only in the area leisure time activities (U = 3279.00, p < 0.001). No statistical difference was found in domain quality of life enjoyment and satisfaction.

In comparison of sport active boys and sport active girls, statistical significances were found for boys in the areas physical health and activity (U = 3387.00, p < 0.001), emotions and feelings (U = 783.50, p < 0.001), taking care of yourself (U = 982.50, p < 0.001), and leisure time activities (U = 3706, p = 0.007). No statistical significances were found in the areas social relations and school environment and school duties. The domain quality of life enjoyment and satisfaction reached statistical significance for sport active boys (U = 3604.50, p = 0.003).

Significant differences between sport inactive boys and sport inactive girls were found in the areas of physical health and activity (U = 1864.00, p = 0.038) and leisure time activities (U = 1747.50, p = 0.010), and the statistical significance is in favor of sport inactive boys. The domain quality of life enjoyment did not reach statistical significance in comparison of sport inactive boys and sport inactive girls.


#### **Table 3.**

*The highest score attributed to some statements (items) from the domain quality of life enjoyment and satisfaction in boys and girls.*

**127**

**Table 5.**

*Sport for the Subjective Dimensions of Quality of Life DOI: http://dx.doi.org/10.5772/intechopen.88209*

boys and sport inactive boys.

adolescents.

Physical health and activity

Leisure time activities

Emotions and feelings

Taking care of yourself

Quality of life enjoyment and satisfaction

*inactive boys and girls.*

**Sport active boys' score**

4.43 Enjoying the leisure activities

4.36 Joking, laughing with other people

4.33 Keeping interest in hobbies

4.29 Looking forward to

4.28 Ability to take care of yourself

*sport active boys and sport inactive boys.*

getting together

**Table 4.**

sport active girls and sport inactive girls.

**Table 5** shows the highest score attributed to some statements from the domain quality of life enjoyment and satisfaction in sport active boys and sport inactive boys. Neither the score nor the order is the same to each other between sport active

**Table 6** shows the highest score attributed to some statements (items) from the domain quality of life enjoyment and satisfaction in sport active girls and sport inactive girls. Neither the score nor the order is the same to each other between

The statement that reached the lowest score in all four compared groups—sport active boys (1.89), sport inactive boys (2.24), sport active girls (2.03), and sport

Pearson's correlation was run to assess the relationship between domain quality of life enjoyment and satisfaction and the selected areas of the domain in 345

> **Sport inactive boys (n = 46)**

**Mean Std.** 

Social relations 3.82 0.54 3.69 0.58 3.75 0.64 3.82 0.51

School 2.69 0.57 3.04 0.37 2.88 0.44 3.04 0.48

*Quality of life enjoyment and satisfaction and its areas of research among adolescent sport active and sport* 

**boys' score**

*The highest score attributed to some statements from the domain quality of life enjoyment and satisfaction in* 

**Statement Sport inactive** 

**dev.**

3.61 0.59 3.42 0.58 3.30 0.65 3.17 0.63

4.09 0.52 3.74 0.60 3.77 0.79 3.45 0.70

3.84 0.74 3.42 0.67 3.15 0.75 3.13 0.78

4.14 0.67 3.77 0.61 3.79 0.54 3.65 0.79

3.69 0.51 3.51 0.42 3.45 0.48 3.37 0.48

**Statement**

4.39 Joking, laughing with other people

4.22 Looking forward to getting together

4.21 Ability to take care of yourself

4.09 Enjoying talking with friends

4.12 Satisfaction with the schoolmate's communication

**Sport active girls (n = 91)**

**Mean Std.** 

**dev.**

**Sport inactive girls (n = 103)**

**Mean Std.** 

**dev.**

inactive girls (2.39)—was the frequency of joy when being in the school.

**Sport active boys (n = 105)**

**Mean Std.** 

**dev.**

*Quality of Life - Biopsychosocial Perspectives*

was the frequency of joy when being in the school.

sport active girls, in comparison to other investigated areas.

The statement that reached the lowest score in both girls (2.23) and boys (1.98)

Kruskal-Wallis H test was used to compare four groups of research sample: sport active and sport inactive boys and sport active and sport inactive girls. We found statistical significance p < 0.001 in the areas physical health and activity, leisure time activities, emotions and feelings, taking care of yourself, and the domain quality of life enjoyment and satisfaction. The significance p = 0.018 was detected in the area school environment and school duties. No statistical significance was found in the area social relations. Sport active boys have the highest score in all areas except school environment and school duties and social relations. In comparison of the area social relations, sport active boys are at the same level as the sport inactive girls (both 3.82) (**Table 4**). The highest score in the area school (school environment and school duties) have the sport inactive girls and the sport inactive boys (both 3.04) (**Table 4**). The area taking care of yourself is valued at most in three groups, sport active boys, sport inactive boys, and

When we compared results of the sport active boys to the results of the sport inactive boys from the **Table 4** we found statistical significance for sport active boys in the areas: leisure time activities U = 1623.50, p = 0.001, taking care of yourself U = 548.50, p = 0.004, and emotions and feelings U = 562.00, p = 0.005. The area school environment and school duties was significant for sport inactive boys in comparison to sport active boys (U = 237.50, p = 0.027). No statistical differences were in the areas physical health and activity and social relations. Sport active boys are statistically and significantly more satisfied with the domain quality of life enjoyment and satisfaction than sport inactive boys (U = 1868.50, p = 0.027).

When we compared sport active girls and sport inactive girls, the statistical significance was found only in the area leisure time activities (U = 3279.00, p < 0.001). No statistical difference was found in domain quality of life enjoyment and satisfaction. In comparison of sport active boys and sport active girls, statistical significances were found for boys in the areas physical health and activity (U = 3387.00, p < 0.001), emotions and feelings (U = 783.50, p < 0.001), taking care of yourself (U = 982.50, p < 0.001), and leisure time activities (U = 3706, p = 0.007). No statistical significances were found in the areas social relations and school environment and school duties. The domain quality of life enjoyment and satisfaction reached

Significant differences between sport inactive boys and sport inactive girls were

4.30 Frequency of hobby's joy 4.38 Looking forward to getting together

4.23 Keeping interest in hobbies 4.08 Looking forward in advance for hobbies

4.26 Ability to take care of yourself 4.26 Enjoyed talking with friends

*The highest score attributed to some statements (items) from the domain quality of life enjoyment and* 

4.40 Be interested about own appearance and hygiene

4.30 Joking, laughing with other people

found in the areas of physical health and activity (U = 1864.00, p = 0.038) and leisure time activities (U = 1747.50, p = 0.010), and the statistical significance is in favor of sport inactive boys. The domain quality of life enjoyment did not reach statistical significance in comparison of sport inactive boys and sport inactive girls.

statistical significance for sport active boys (U = 3604.50, p = 0.003).

**Boys' score Statements Girls' score Statements**

4.37 Joking, laughing with other people

4.27 Looking forward to getting together

**126**

**Table 3.**

*satisfaction in boys and girls.*

**Table 5** shows the highest score attributed to some statements from the domain quality of life enjoyment and satisfaction in sport active boys and sport inactive boys. Neither the score nor the order is the same to each other between sport active boys and sport inactive boys.

**Table 6** shows the highest score attributed to some statements (items) from the domain quality of life enjoyment and satisfaction in sport active girls and sport inactive girls. Neither the score nor the order is the same to each other between sport active girls and sport inactive girls.

The statement that reached the lowest score in all four compared groups—sport active boys (1.89), sport inactive boys (2.24), sport active girls (2.03), and sport inactive girls (2.39)—was the frequency of joy when being in the school.

Pearson's correlation was run to assess the relationship between domain quality of life enjoyment and satisfaction and the selected areas of the domain in 345 adolescents.


#### **Table 4.**

*Quality of life enjoyment and satisfaction and its areas of research among adolescent sport active and sport inactive boys and girls.*


#### **Table 5.**

*The highest score attributed to some statements from the domain quality of life enjoyment and satisfaction in sport active boys and sport inactive boys.*


#### **Table 6.**

*The highest score attributed to some statements from the domain quality of life enjoyment and satisfaction in sport active girls and sport inactive girls.*

There was a strong positive correlation between:

Emotions and feelings and quality of life enjoyment and satisfaction, r= 0.902, p < 0.001, with the emotions and feelings explaining 81% of the variation in quality of life enjoyment and satisfaction.

Taking care of yourself and quality of life enjoyment and satisfaction, r = 0.808, p < 0.001, with taking care of yourself explaining 65% of the variation in quality of life enjoyment and satisfaction.

Physical health and activity and quality of life enjoyment and satisfaction, r = 0.766, p < 0.001, with the physical health and activity explaining 59% of the variation in quality of life enjoyment and satisfaction.

Social relations and quality of life enjoyment and satisfaction, r = 0.721, p < 0.001, with the social relations explaining 52% of the variation in quality of life enjoyment and satisfaction.

Leisure time activities and quality of life enjoyment and satisfaction, r = 0.690, p < 0.001, with the leisure time activities explaining 48% of the variation in quality of life enjoyment and satisfaction.

School environment and school duties and quality of life enjoyment and satisfaction, r = 0.541, p < 0.001, with the school environment and school duties explaining 29% of the variation in quality of life enjoyment and satisfaction.

#### **3.2 The dimension global satisfaction with life**

Investigation of the domain of satisfaction with life in the five given questions in boys and girls revealed that the most scored item was "The conditions of my life are excellent" (for both girls 5.41 and boys 5.51) with no statistical significance in comparison.

The next items (**Table 7**) with significant differences between boys and girls were: "I am satisfied with my life" (for both girls 4.49 and boys 4.88) with statistical significance in comparison t(2.276) = 326.96, p = 0.023. Boys, from the research sample, were significantly more satisfied with their life than girls.

"In most ways my life is close to my ideal" (for both girls 4.23 and boys 4.71) with statistical significance in comparison t(3.109) = 327.21, p = 0.002. Boys, from the research sample, had in most ways their life significantly closer to their ideal life than girls.

**129**

tion with life.

*Sport for the Subjective Dimensions of Quality of Life DOI: http://dx.doi.org/10.5772/intechopen.88209*

"So far, I have gotten the important things I want in life" (for both girls 4.09 and boys 4.56) with statistical significance in comparison t(2.877) = 331.10, p = 0.004. Boys, from the research sample, significantly have gotten more

SWLS mean of five items 4.70 1.21 4.33 1.18 4.49 1.21

**Mean Std.** 

**deviation**

I am satisfied with my life 4.88 1.56 4.49 1.61 4.66 1.60

**Gender Boys (n = 151) Girls (n = 194) Total (n = 345)**

**deviation**

**Mean Std.** 

**deviation**

**Mean Std.** 

4.71 1.42 4.23 1.45 4.44 1.45

5.51 1.29 5.41 1.44 5.46 1.38

4.56 1.46 4.09 1.55 4.29 1.53

3.82 1.99 3.44 1.94 3.61 1.97

There was no significant difference in the item "If I could live my life over, I would change almost nothing in my life" between the score for the item in boys

Comparing the mean of the domain satisfaction with life among the boys and the girls, we found out that boys were significantly more satisfied with their life than girls (t(2.801) = 319.71, p = 0.005). The boys are satisfied with their life at 67.14%, girls at 61.86%, and adolescents (both girls and boys together) at 64.14% from the possible

Pearson's correlation was used to assess the relationship between domain global satisfaction with life and the selected items of the domain in 345 adolescents.

I am satisfied with my life and global satisfaction with life, r = 0.839, p < 0.001, with the statement "I am satisfied with my life" explaining 70% of the variation

If I could live my life over, I would change almost nothing in my life and global satisfaction with life, r = 0.751, p < 0.001, with the statement "If I could live my life over, I would change almost nothing in my life" explaining 56% of the varia-

So far, I have gotten the important things I want in life and global satisfaction with life, r = 0.730, p < 0.001, with the statement "So far, I have gotten the important things I want in life" explaining 53% of the variation in global satisfac-

The conditions of my life are excellent and global satisfaction with life, r = 0.656, p < 0.001, with the statement "The conditions of my life are excellent" explain-

In most ways my life is close to my ideal and global satisfaction with life, r = 0.818, p < 0.001, with the statement "In most ways my life is close to my ideal" explaining 67% of the variation in global satisfaction with life.

highest measured score of satisfaction with life (7 points are 100%).

important things they wanted in their life than girls.

*Satisfaction with life and its items of research in adolescent boys and girls.*

There was a strong positive correlation between:

ing 43% of the variation in global satisfaction with life.

(3.82) and girls (3.44).

In most ways my life is close to

The conditions of my life are

If I could live my life over I would change almost nothing in my life

So far, I have gotten the important things I want in life

my ideal

excellent

**Table 7.**

in global satisfaction with life.

tion in global satisfaction with life.


#### **Table 7.**

*Quality of Life - Biopsychosocial Perspectives*

4.41 Looking forward to getting together

4.36 Be interested about own

4.20 Looking forward in advance for hobbies

*sport active girls and sport inactive girls.*

appearance and hygiene

**Sport active girls' score**

**Table 6.**

There was a strong positive correlation between:

**Statement Sport** 

variation in quality of life enjoyment and satisfaction.

quality of life enjoyment and satisfaction.

quality of life enjoyment and satisfaction.

**3.2 The dimension global satisfaction with life**

of life enjoyment and satisfaction.

life enjoyment and satisfaction.

Emotions and feelings and quality of life enjoyment and satisfaction, r= 0.902, p < 0.001, with the emotions and feelings explaining 81% of the variation in

4.23 Enjoying talking with friends 4.35 Looking forward to getting

4.20 Enjoying the leisure activities 4.29 Enjoying talking with friends

*The highest score attributed to some statements from the domain quality of life enjoyment and satisfaction in* 

**inactive girls' score**

**Statement**

4.45 Joking, laughing with other people

4.44 Be interested about own

together

3.98 Ability to take care of yourself

appearance and hygiene

Taking care of yourself and quality of life enjoyment and satisfaction, r = 0.808, p < 0.001, with taking care of yourself explaining 65% of the variation in quality

p < 0.001, with the social relations explaining 52% of the variation in quality of

Leisure time activities and quality of life enjoyment and satisfaction, r = 0.690, p < 0.001, with the leisure time activities explaining 48% of the variation in

Physical health and activity and quality of life enjoyment and satisfaction, r = 0.766, p < 0.001, with the physical health and activity explaining 59% of the

Social relations and quality of life enjoyment and satisfaction, r = 0.721,

School environment and school duties and quality of life enjoyment and satisfaction, r = 0.541, p < 0.001, with the school environment and school duties explaining 29% of the variation in quality of life enjoyment and satisfaction.

Investigation of the domain of satisfaction with life in the five given questions in boys and girls revealed that the most scored item was "The conditions of my life are excellent" (for both girls 5.41 and boys 5.51) with no statistical significance in

The next items (**Table 7**) with significant differences between boys and girls were: "I am satisfied with my life" (for both girls 4.49 and boys 4.88) with statistical significance in comparison t(2.276) = 326.96, p = 0.023. Boys, from the research

"In most ways my life is close to my ideal" (for both girls 4.23 and boys 4.71) with statistical significance in comparison t(3.109) = 327.21, p = 0.002. Boys, from the research sample, had in most ways their life significantly closer to their

sample, were significantly more satisfied with their life than girls.

**128**

comparison.

ideal life than girls.

*Satisfaction with life and its items of research in adolescent boys and girls.*

"So far, I have gotten the important things I want in life" (for both girls 4.09 and boys 4.56) with statistical significance in comparison t(2.877) = 331.10, p = 0.004. Boys, from the research sample, significantly have gotten more important things they wanted in their life than girls.

There was no significant difference in the item "If I could live my life over, I would change almost nothing in my life" between the score for the item in boys (3.82) and girls (3.44).

Comparing the mean of the domain satisfaction with life among the boys and the girls, we found out that boys were significantly more satisfied with their life than girls (t(2.801) = 319.71, p = 0.005). The boys are satisfied with their life at 67.14%, girls at 61.86%, and adolescents (both girls and boys together) at 64.14% from the possible highest measured score of satisfaction with life (7 points are 100%).

Pearson's correlation was used to assess the relationship between domain global satisfaction with life and the selected items of the domain in 345 adolescents.

There was a strong positive correlation between:

I am satisfied with my life and global satisfaction with life, r = 0.839, p < 0.001, with the statement "I am satisfied with my life" explaining 70% of the variation in global satisfaction with life.

In most ways my life is close to my ideal and global satisfaction with life, r = 0.818, p < 0.001, with the statement "In most ways my life is close to my ideal" explaining 67% of the variation in global satisfaction with life. If I could live my life over, I would change almost nothing in my life and global satisfaction with life, r = 0.751, p < 0.001, with the statement "If I could live my life over, I would change almost nothing in my life" explaining 56% of the variation in global satisfaction with life.

So far, I have gotten the important things I want in life and global satisfaction with life, r = 0.730, p < 0.001, with the statement "So far, I have gotten the important things I want in life" explaining 53% of the variation in global satisfaction with life.

The conditions of my life are excellent and global satisfaction with life, r = 0.656, p < 0.001, with the statement "The conditions of my life are excellent" explaining 43% of the variation in global satisfaction with life.

The global satisfaction with life (**Table 8**) presented that boys, girls, and adolescents are in the category as slightly satisfied within the domain satisfaction with the life.

**Table 9** shows the mean and standard deviation of the items of global satisfaction with life and SWLS mean of the five items in sport active boys and sport active and sport inactive girls.

Kruskal-Wallis H test was used to find out the statistical significance of differences in comparison of four selected groups from the sample (sport active boys, sport inactive boys, sport active girls, and sport inactive girls). We found out in all items the significant differences in comparison of these groups (p < 0.001) except one "The conditions of my life are excellent." All compared groups perceived this item at a very similar level of strength of agreement (5.22–5.64 from the seven-point scale), and we did not find out statistical differences in crisscross comparison.

We search for the answer how much one group differs from another, so we used the calculation of effect size. The Hedges' *g* for calculating effect size with the different sample sizes (sport active boys and sport inactive boys) when comparing SWLS mean of the five items (from **Table 9**) revealed the number 0.63, and it means medium effect. Cohen's *d* was calculated for the girls' groups (sport active and sport inactive for comparison), because the sample size is more than 50 girls. And we found out the effect size 0.35, and this is a small effect. Sport active boys differ more to sport inactive boys than sport active girls differ to sport inactive girls in global satisfaction with life.

No statistical significance was found out in comparison of two independent groups (**Table 9**):


Statistical significance was found out in comparison of two independent groups (**Table 9**):


**131**

**Table 10.**

*Sport for the Subjective Dimensions of Quality of Life DOI: http://dx.doi.org/10.5772/intechopen.88209*

Global satisfaction with life

Category of global satisfaction with life

In most ways my life is close to my ideal

The conditions of my life

So far, I have gotten the important things I want

If I could live my life over I would change almost nothing in my life

are excellent

in life

**Table 9.**

**Sport active boys**

*Global satisfaction with life in adolescent boys and girls.*

**Table 8.**

SWLS mean of five items (U = 3818.50, p = 0.026)

**Mean Std.** 

**Sport active boys (n = 105)**

**Mean Std. dev.**

**deviation**

p = 0.022). And in the global satisfaction with life presented in **Table 9** as

3.Between sport active boys and sport active girls in the items: "In most ways my life is close to my ideal" (U = 3839.50, p = 0.015) and "I am satisfied with my life" (U = 3948.00, p = 0.032). And in the global satisfaction with life presented in **Table 9** as SWLS mean of five items (U = 3851.50, p = 0.019)

> **Gender Boys (n = 151) Girls (n = 194) Total (n = 345)**

> > **Mean Std.**

23.48 6.03 21.66 5.92 22.46 6.02

Slightly satisfied Slightly satisfied Slightly satisfied

**Sport inactive boys (n = 46)**

**Mean Std.** 

I am satisfied with my life 5.16 1.49 4.24 1.54 4.67 1.63 4.33 1.59

SWLS mean of five items 4.92 1.18 4.19 1.12 4.55 1.18 4.14 1.16

**The order of the items of satisfaction with life in sport active boys and** 

5.64 1. The conditions of my life are excellent 5.53 5.16 2. I am satisfied with my life 4.67 4.89 3. In most ways my life is close to my ideal 4.41 4.73 4. So far, I have gotten the important things I want in life 4.35 4.17 5. If I could live my life over I would change almost nothing in my life 3.78

*The order of the items of satisfaction with life in sport active boys and girls in dependence on the score.*

*Satisfaction with life and its items of research in adolescent sport active and sport inactive boys and girls.*

**girls in dependence on the score**

**dev.**

4.89 1.34 4.30 1.49 4.41 1.48 4.07 1.42

5.64 1.24 5.22 1.37 5.53 1.43 5.31 1.45

4.73 1.51 4.15 1.26 4.35 1.64 3.85 1.44

4.17 1.96 3.03 1.83 3.78 1.97 3.15 1.87

**deviation**

**Sport active girls (n = 91)**

**Mean Std.** 

**dev.**

**Mean Std.** 

**deviation**

**Sport inactive girls (n = 103)**

**Mean Std.** 

**Sport active girls**

**dev.**

p = 0.022). And in the global satisfaction with life presented in **Table 9** as SWLS mean of five items (U = 3818.50, p = 0.026)

3.Between sport active boys and sport active girls in the items: "In most ways my life is close to my ideal" (U = 3839.50, p = 0.015) and "I am satisfied with my life" (U = 3948.00, p = 0.032). And in the global satisfaction with life presented in **Table 9** as SWLS mean of five items (U = 3851.50, p = 0.019)


#### **Table 8.**

*Quality of Life - Biopsychosocial Perspectives*

and sport inactive girls.

in global satisfaction with life.

of my life are excellent"

satisfied with my life"

(U = 1536.00, p < 0.001)

groups (**Table 9**):

The global satisfaction with life (**Table 8**) presented that boys, girls, and adolescents are in the category as slightly satisfied within the domain satisfaction with the life.

**Table 9** shows the mean and standard deviation of the items of global satisfaction with life and SWLS mean of the five items in sport active boys and sport active

Kruskal-Wallis H test was used to find out the statistical significance of differences in comparison of four selected groups from the sample (sport active boys, sport inactive boys, sport active girls, and sport inactive girls). We found out in all items the significant differences in comparison of these groups (p < 0.001) except one "The conditions of my life are excellent." All compared groups perceived this item at a very similar level of strength of agreement (5.22–5.64 from the seven-point scale), and we did not find out statistical differences in crisscross comparison. We search for the answer how much one group differs from another, so we used the calculation of effect size. The Hedges' *g* for calculating effect size with the different sample sizes (sport active boys and sport inactive boys) when comparing SWLS mean of the five items (from **Table 9**) revealed the number 0.63, and it means medium effect. Cohen's *d* was calculated for the girls' groups (sport active and sport inactive for comparison), because the sample size is more than 50 girls. And we found out the effect size 0.35, and this is a small effect. Sport active boys differ more to sport inactive boys than sport active girls differ to sport inactive girls

No statistical significance was found out in comparison of two independent

1.Between sport active boys and sport inactive boys in the item: "The conditions

2.Between sport active girls and sport inactive girls in the items: "The conditions of my life are excellent"; "In most ways my life is close to my ideal"; and "I am

3.Between sport active boys and sport active girls in the items: "The conditions of my life are excellent"; "So far, I have gotten the important things I want in life"; and "If I could live my life over, I would change almost nothing in my life"

4.Between sport inactive boys and sport inactive girls in all five items and the

Statistical significance was found out in comparison of two independent groups

1.Between sport active boys and sport inactive boys in the items: "In most ways my life is close to my ideal" (U = 1849.00, p = 0.018); "I am satisfied with my life" (U = 1596.00, p = 0.001); "So far, I have gotten the important things I want in life" (U = 1806.00, p = 0.012); and "If I could live my life over, I would change almost nothing in my life" (U = 1601.50, p = 0.001). And in the global satisfaction with life presented in **Table 9** as SWLS mean of five items

2.Between sport active girls and sport inactive girls in the items: "So far, I have gotten the important things I want in life" (U = 3767.50, p = 0.016) and "If I could live my life over, I would change almost nothing in my life" U = 3806.50,

global satisfaction with life presented as SWLS mean of five items

**130**

(**Table 9**):

*Global satisfaction with life in adolescent boys and girls.*


#### **Table 9.**

*Satisfaction with life and its items of research in adolescent sport active and sport inactive boys and girls.*


#### **Table 10.**

*The order of the items of satisfaction with life in sport active boys and girls in dependence on the score.*

The order of the items of satisfaction with life in sport active boys and girls in dependence on the score is the same for sport active boys and sport active girls (**Table 10**).

The order of the items of satisfaction with life in sport inactive boys and girls in dependence on the score is the same for sport inactive boys and sport inactive girls (**Table 11**).

All selected groups evaluated the domain global satisfaction with their life (from the mean of the total sum) as slightly satisfied (**Table 12**).

**Table 13** presents the detailed percentage of sport active and sport inactive boys and girls classified according to the statements of satisfaction degree (from extremely satisfied to extremely dissatisfied). Sport active boys scored the highest percentage of extreme satisfaction, followed by sport active girls, sport inactive girls, and sport inactive boys.

Sport inactive girls scored the highest percentage of extreme dissatisfaction followed by sport active boys and sport active girls, and no one among the sport inactive boys scored the points from 5 to 9, which mean extreme dissatisfaction in the global satisfaction with life.

The sample of sport active boys consists of 79.05% sport active boys who were satisfied, 15.24% who were dissatisfied, and 5.71% who presented neutral attitude to global satisfaction with life.

The sample of sport inactive boys consists of 52.17% sport inactive boys who were satisfied, 34.78% who were dissatisfied, and 13.04% who presented neutral attitude to global satisfaction with life.

The sample of sport active girls consists of 64.83% sport active girls who were satisfied, 29.67% who were dissatisfied, and 5.49% who presented neutral attitude to global satisfaction with life.


#### **Table 11.**

*The order of the items of satisfaction with life in sport inactive boys and girls in dependence on the score.*


**133**

**Table 14.**

*Sport for the Subjective Dimensions of Quality of Life DOI: http://dx.doi.org/10.5772/intechopen.88209*

the points in this range, we classified as dissatisfied.

**Statement Sport** 

**active boys (n = 105) (%)**

**Sport active and sport inactive boys (n = 151) and the SWLS category:** 

attitude to global satisfaction with life.

girls (n = 194).

**Summed score**

31–35 Extremely

21–25 Slightly

15–19 Slightly

5–9 Extremely

**Table 13.**

satisfied

satisfied

dissatisfied

dissatisfied

**satisfied, neutral attitude, dissatisfied**

The sample of sport inactive girls consists of 57.28% sport inactive girls who were satisfied, 37.87% who were dissatisfied, and 4.85% who presented neutral

We created three SWLS category (satisfied, neutral, and dissatisfied) from the seven benchmarks of statements (see in methods of **Table 1**). We put together all the statements with word satisfied (extremely satisfied, satisfied, slightly satisfied – statements with the points 21–35) in one criterion and all the boys and girls, who reached the points in this range, we classified as satisfied. Neutral statement (with the points 20) remains neutral. All the statements with the word dissatisfied (extremely dissatisfied, dissatisfied, slightly dissatisfied – statements with the points 5–19) we put together in one criterion and all the boys and girls who reached

In **Table 14**, we present how many sport active boys and sport inactive boys from the entire sample of boys (n = 151) answered dissatisfied, neutral attitude, and satisfied. In **Table 15**, we present the same for sport active girls and sport inactive

> **Sport inactive boys (n = 46) (%)**

26–30 Satisfied 28.57 21.74 28.57 19.41 24.93

20 Neutral 5.71 13.04 5.49 4.85 6.38

10–14 Dissatisfied 3.81 17.39 7.69 11.66 8.99

*The percentage (%) of sport active and sport inactive boys and girls in seven SWLS benchmarks of statements.*

Sport active boy satisfied 84 55.63 Sport inactive boy satisfied 24 15.89 Sport inactive boy dissatisfied 16 10.60 Sport active boy dissatisfied 15 9.94 Sport active boy neutral attitude 6 3.97 Sport inactive boy neutral attitude 6 3.97 Total 151 100

*The frequency (n) and the percentage (%) of sport active and sport inactive boys in SWLS categories.*

**Sport active girls (n = 91) (%)**

17.15 2.17 8.79 2.91 8.70

33.33 28.26 27.47 34.96 31.59

9.52 17.39 20.88 23.30 17.68

1.91 0 1.10 2.91 1.74

**Sport inactive girls (n = 103) (%)**

> **Frequency (n)**

**Percent (%)**

**Total (n = 345) (%)**

#### **Table 12.**

*Global satisfaction with life in adolescent sport active and sport inactive boys and girls.*

*Quality of Life - Biopsychosocial Perspectives*

girls, and sport inactive boys.

the global satisfaction with life.

to global satisfaction with life.

to global satisfaction with life.

**Sport inactive boys**

**Table 11.**

Global satisfaction with life

Category of global satisfaction with life

attitude to global satisfaction with life.

(**Table 10**).

(**Table 11**).

The order of the items of satisfaction with life in sport active boys and girls in dependence on the score is the same for sport active boys and sport active girls

The order of the items of satisfaction with life in sport inactive boys and girls in dependence on the score is the same for sport inactive boys and sport inactive girls

All selected groups evaluated the domain global satisfaction with their life (from

**Table 13** presents the detailed percentage of sport active and sport inactive boys and girls classified according to the statements of satisfaction degree (from extremely satisfied to extremely dissatisfied). Sport active boys scored the highest percentage of extreme satisfaction, followed by sport active girls, sport inactive

Sport inactive girls scored the highest percentage of extreme dissatisfaction followed by sport active boys and sport active girls, and no one among the sport inactive boys scored the points from 5 to 9, which mean extreme dissatisfaction in

The sample of sport active boys consists of 79.05% sport active boys who were satisfied, 15.24% who were dissatisfied, and 5.71% who presented neutral attitude

The sample of sport inactive boys consists of 52.17% sport inactive boys who were satisfied, 34.78% who were dissatisfied, and 13.04% who presented neutral

The sample of sport active girls consists of 64.83% sport active girls who were satisfied, 29.67% who were dissatisfied, and 5.49% who presented neutral attitude

**The order of the items of satisfaction with life in sport inactive boys** 

5.22 1. The conditions of my life are excellent 5.31 4.30 2. In most ways my life is close to my ideal 4.33 4.24 3. I am satisfied with my life 4.07 4.15 4. So far, I have gotten the important things I want in life 3.85 3.03 5. If I could live my life over I would change almost nothing in my life 3.15

*The order of the items of satisfaction with life in sport inactive boys and girls in dependence on the score.*

**Sport inactive boys (n = 46)**

**Mean Std.** 

**dev.**

24.59 5.88 20.94 5.61 22.74 5.89 20.71 5.81

Slightly satisfied Slightly satisfied Slightly satisfied Slightly

**Sport active girls (n = 91)**

**Mean Std.** 

**dev.**

**Sport inactive girls**

**Sport inactive girl (n = 103)**

**Mean Std.** 

satisfied

**dev.**

**and girls in dependence on the score**

**Sport active boys (n = 105)**

**Mean Std.** 

**dev.**

*Global satisfaction with life in adolescent sport active and sport inactive boys and girls.*

the mean of the total sum) as slightly satisfied (**Table 12**).

**132**

**Table 12.**

The sample of sport inactive girls consists of 57.28% sport inactive girls who were satisfied, 37.87% who were dissatisfied, and 4.85% who presented neutral attitude to global satisfaction with life.

We created three SWLS category (satisfied, neutral, and dissatisfied) from the seven benchmarks of statements (see in methods of **Table 1**). We put together all the statements with word satisfied (extremely satisfied, satisfied, slightly satisfied – statements with the points 21–35) in one criterion and all the boys and girls, who reached the points in this range, we classified as satisfied. Neutral statement (with the points 20) remains neutral. All the statements with the word dissatisfied (extremely dissatisfied, dissatisfied, slightly dissatisfied – statements with the points 5–19) we put together in one criterion and all the boys and girls who reached the points in this range, we classified as dissatisfied.

In **Table 14**, we present how many sport active boys and sport inactive boys from the entire sample of boys (n = 151) answered dissatisfied, neutral attitude, and satisfied. In **Table 15**, we present the same for sport active girls and sport inactive girls (n = 194).


#### **Table 13.**

*The percentage (%) of sport active and sport inactive boys and girls in seven SWLS benchmarks of statements.*


#### **Table 14.**

*The frequency (n) and the percentage (%) of sport active and sport inactive boys in SWLS categories.*


#### **Table 15.**

*The frequency (n) and the percentage (%) of sport active and sport inactive girls in SWLS categories.*

The largest number of satisfied boys was sport active boys. They were 39.74% more satisfied than sport inactive boys. Slightly more dissatisfied (0.66%) were sport inactive boys than sport active boys. Sport active and sport inactive boys had the same number in terms of neutral attitude to global satisfaction with life.

Sport inactive girls took the first place in satisfaction with life (**Table 15**). They were slightly more satisfied than sport active girls (0.52%). More dissatisfied were sport inactive girls (5.66%) than sport active girls. Sport active and sport inactive girls had the same number in terms of neutral attitude to global satisfaction with life.

Pearson's correlation was run to assess the relationship between domain global satisfaction with life and the domain quality of life enjoyment and satisfaction and its areas in 345 adolescents.

There was a strong positive correlation between:

Emotions and feelings and the domain global satisfaction with life, r = 0.739, p < 0.001, with emotions and feelings—explaining 55% of the variation in the domain global satisfaction with life.

The domain quality of life enjoyment and satisfaction and the domain global satisfaction with life, r = 0.657, p < 0.001, with the domain quality of life enjoyment and satisfaction explaining 43% of the variation in the domain global satisfaction with life.

Taking care of yourself and the domain global satisfaction with life, r = 0.680, p < 0.001, with taking care of yourself—explaining 46% of the variation in the domain global satisfaction with life.

Physical health and activity and the domain global satisfaction with life, r = 0.543, p < 0.001, with the physical health and activity explaining 30% of the variation in the domain global satisfaction with life.

Social relations and the domain global satisfaction with life, r = 0.463, p < 0.001, with the social relations explaining 21% of the variation in the domain global satisfaction with life.

Leisure time activities and the domain global satisfaction with life, r = 0.423, p < 0.001, with the leisure time activities explaining 18% of the variation in the domain global satisfaction with life.

**135**

compared to a person who does not exercise.

diseases.

*Sport for the Subjective Dimensions of Quality of Life DOI: http://dx.doi.org/10.5772/intechopen.88209*

This study examined the domain quality of life enjoyment and satisfaction with its areas and the domain global satisfaction with life with its items in sport active and sport inactive adolescent boys and girls. It is very important to measure the subjective dimensions of the quality of children's lives. Children and youth are the future of all nations. There are more than 3.2 billion of the world population under 24 years of age (about 42%; 26% children in the age 0–14 and 16% children and

Emotional well-being in [57] publication shows the overall balance between frequency of experienced positive and negative emotions, with higher scores presented for positive emotions. Positive emotions are felt more often than negative ones. Exercising brings positive emotions, provides serious benefits in mental health, and leads to a happier life. Exercise releases endorphins, and because of them the feelings of happiness occur. There is growing recognition in society presented by [27] that measures of subjective well-being directly index evaluations and feelings associated with the quality of life, and we have confirmed this in our research with the correlation coefficient, which shows that the emotions and feelings explained

The specific aspects of adolescents' health-related quality of life were acknowledged by [84], such as physical maturation and body image, peer relationships, intimacy and sexuality, and autonomy. We considered health as a universal value, independent of the sociocultural context. Health is one of the most important aspects of the quality of life and to some extent affects other aspects. Slovakia, according to the United Nations, is one of the advanced countries of the world, but the overall health of the Slovak population has hardly improved in the last decades. The health of the Slovak population is not only a reflection of the level and quality of national health services but also, and above all, the responsibility of citizens for their health. Health is one of the most important manifested values, but it is surprising how little attendance devotes man to both prevention and treatment of

Young people in Slovakia presented the main motives for being active with sport—the positive health. It is very encouraging information for the researchers in the field of sport sciences. We found out in our research that the physical health and activity explained 59% of the variation in quality of life enjoyment and satisfaction, and taking care of yourself explained 65% of the variation in quality of life enjoyment and satisfaction. A total of 160 high school students (80 of them were sport active and 80 were sport inactive) were the research sample for the investigation of subjective quality of life (SQUALA) [85] in the research of [37]. This research has confirmed that health clearly dominates all high school students, whether they are sport active or not. The mean for the valued score for sport active was 4.72 of the five-point scale and for sport inactive was 4.61. People in Singapore attached great importance to being healthy and having a happy family life, and they were very satisfied with the various domains of life [86]. The former study of 175,850 adults [87] was based on the recommended guideline of 30 min of moderate exercise daily on most days of the week, or 20 min of intense exercise on at least 3 days of the week revealed that if somebody exercises, according to the recommended guidelines, he/ she will have twice as many days when he/she feels physically and mentally healthy

If there are good social relations in the framework of participating in sporting activities, then it is easier for the individuals to stay with some regular sporting activity if supported by their families and other acquaintances. Our research

81% of the variation in quality of life enjoyment and satisfaction.

**4. Discussion**

youth in the age 15–24) [83].

School environment and school duties and the domain global satisfaction with life, r = 0.259, p < 0.001, with the school environment and school duties explaining 7% of the variation in the domain global satisfaction with life.
