*2.1.1 Participants*

A total of 345 adolescents (151 boys and 194 girls) in the decimal age ranging from 15.38 to 19.60 years (whole sample age mean was 17.13 ± 0.92; boys 17.14 ± 0.98; girls 17.12 ± 0.87) were included in the research sample. A total of 196 were labeled as sport active (sample age was 17.10 ± 0.95) and 149 as sport inactive (sample age was 17.16 ± 0.87). Sport active boys were 105 (with age 17.13 ± 1.00); sport inactive boys were 46 (with age 17.16 ± 0.92); sport active girls were 91 (with age 17.07 ± 0.88); and sport inactive girls were 103 (with age 17.16 ± 0.86). Sport active respondents were those who exercised regularly, at least twice a week (at least 120 min) of extracurricular physical activity, and sport inactive respondents were those who exercised less than 2 extracurricular hours in a week. They all attended two compulsory physical and sport education lessons in school weekly. Four main items were included in the questionnaire to gain the additional data about the research sample.

A questionnaire survey was conducted during the physical and sport education lessons. We used questionnaires quality of life enjoyment and satisfaction questionnaire and satisfaction with life scale. The procedures of the research were in accordance with the ethical standards of the ethics committee and with the Helsinki Declaration of 1975, as revised in 2000.

Student's t-test, Mann-Whitney U Test, and Kruskal-Wallis H test were taken into consideration in finding statistical differences according to test of normality. Pearson's correlation was run, and we calculated Hedges' *g* and Cohen's *d* for calculating effect size.

We used the statistical program IBM SPSS Statistics (Version 17 for Windows; SPSS, Chicago, IL, USA). Significance was considered at p < 0.05.

The importance of preselected domains of subjective quality of life (quality of life enjoyment and satisfaction and global satisfaction with life) was investigated individually. The levels of satisfaction with each of these domains were assessed. We hypothesized that the mean values of the domains would differ as a function of gender (boys and girls) and gender and sporting activity (sport active boys, sport inactive boys, sport active girls, and sport inactive girls).

#### *2.1.2 Q-LES-Q*

The quality of life enjoyment and satisfaction questionnaire (Q-LES-Q ) is a self-reported measure designed by [79] to obtain sensitive measures of the degree of enjoyment and satisfaction in various areas of daily functioning. The Q-LES-Q is a multidimensional measure of life satisfaction also for healthy people [80].

From the original questionnaire, we selected 50 items from 93-item self-reported measure asking about satisfaction on items over the past week from the areas physical health and physical activity, leisure time activities, social relations, feelings, taking care of yourself, and school environment and school duties, and we put them into one domain—quality of life enjoyment and satisfaction. That is why we present the mean of the scores from selected areas rather than the total scores for each area as a summary score. The higher the score is, the greater the satisfaction indicated for these selected areas.

Respondents indicate on a five-point scale how much of the time they have agreed or disagreed with regard to the statement presented in questionnaire during the past week. The five-point scale ranges from 1 not at all or never, 2 rarely, 3 sometimes, 4 often or most of the time to 5 frequently or all of the time.

#### *2.1.3 SWLS*

To measure the global life satisfaction, [81] developed and validated the satisfaction with life scale (SWLS). This scale is used worldwide and has shown to have favorable psychometric properties, including high internal consistency and high temporal reliability. The SWLS is suitable for use with different age groups. The SWLS can assess the respondent's life and the positive side of the individual's experience rather than focusing on unpleasant emotions. The SWLS has potential as a cross-cultural index of life satisfaction. SWLS is a five-item scale designed to measure global cognitive judgements of one's life satisfaction (not a measure of either positive or negative effect). Respondents indicate how much they agree or disagree with each of the five items using a 7-point scale that ranges from 1 strongly disagree, 2 disagree, 3 slightly disagree, 4 neither agree nor disagree, 5 slightly agree, 6 agree to 7 strongly agree, with higher scores representing greater life satisfaction. The highest amount of points in global satisfaction with life is 35 (**Table 1**).

The satisfaction with life scale (SWLS) was developed to assess satisfaction with the respondent's life. It assesses an individual's conscious evaluative judgment of his or her life by using his/her own criteria [82]. Reviews of research using the SWLS suggest that it is sensitive enough to detect changes in life satisfaction over time.

The five items are:


By measuring the different aspects of people's lives differentiated according to sport, exercise and physical activity participation, we can gather and find information as the evidences, which can be used to improve the circumstances of living active and valuable life, when they need it. Then we can tailor suitable leisure time sporting activities for those who want it and most need it, because of the desire to have a better life. Because we know that the sporting activities bring indisputable benefits to the life of people.

In this study that we are presenting here, we examined some important issues.


#### **Table 1.**

*The points of global satisfaction with life, which constitute seven benchmark statements and three SWLS categories in satisfaction.*

**125**

**Table 2.**

Quality of life enjoyment and satisfaction

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

of yourself) than girls have been or felt in.

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

the area social relations in comparison between girls and boys.

from all the possible time of life enjoyment and satisfaction.

score nor the order is the same to each other between boys and girls.

**Mean Std.** 

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

inactive boys and girls.

**3. Results**

relation area.

The aim of the research was to extend the knowledge about the quality of life enjoyment and satisfaction and about global satisfaction with life of secondary school pupils in terms of their level of extracurricular physical activity, to compare the results among different areas of the domain of quality of life enjoyment and satisfaction and the items of global satisfaction with life, and to find out the differences between the areas and items of the domains among sport active and sport

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

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

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 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

**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

**deviation**

Physical health and activity 3.57 0.59 3.23 0.64 3.38 0.64 Leisure time activities 3.98 0.57 3.60 0.76 3.77 0.71 Social relations 3.78 0.55 3.79 0.57 3.79 0.56 Emotions and feelings 3.71 0.74 3.14 0.77 3.40 0.81 Taking care of yourself 4.02 0.67 3.72 0.68 3.85 0.69 School 2.79 0.54 2.97 0.47 2.89 0.51

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

**Mean Std.** 

3.64 0.49 3.41 0.48 3.51 0.50

**deviation**

**Mean Std.** 

**deviation**

The aim of the research was to extend the knowledge about the quality of life enjoyment and satisfaction and about global satisfaction with life of secondary school pupils in terms of their level of extracurricular physical activity, to compare the results among different areas of the domain of quality of life enjoyment and satisfaction and the items of global satisfaction with life, and to find out the differences between the areas and items of the domains among sport active and sport inactive boys and girls.
