CHAPTER - I

INTRODUCTION

“Children are given to us on loan for a very short period of time. They
come to us like pocket of seeds, with no pictures on the cover and no
guarantee. We do not know what they will look like or have the potential
to become. Our job, like the gardeners, is to meet their needs as best we
can, to give them proper nourishment, love, attention, caring and to hope
for the best,”

Katherine Kersey

Healthy children are the greatest resource and pride of a nation. Investment in
a child’s development is an investment in the future of a nation. Children ought to be
healthy and happy to become productive and contended adults in the future. As
Nehru (1960) said “children are the future of tomorrow’s India”. It is our prime duty
to give them a happy and healthy childhood and to safeguard their total health right
from the beginning. Health, as defined by WHO, is a physical, mental, social and
spiritual well being and not merely the absence of a disease or infirmity. This implies
that mental health and physical health are inseparable. These are the two sides of
same coin. It is rightly said that a “sound mind lives in a sound body” WHO (1971)1.
A person is said to be healthy when both his body and mind are working efficiently
and harmoniously. To remain mentally and physically healthy, childhood is such a
blessed but brief time and plays such an integral part in the childhood that it seems
only natural that all children should be allowed to ‘play to their hearts’ content.
During the colonial era, for examples, “play” was frowned upon and it was dourly
said that “those who play when they are young will play when they are old”. Too
many parents, even today, adhere to the traditional belief that play is as frivolous as
work is serious and that children would do better to spend their time learning how to
count or spell.

‘Play’ is essential to the development of a child as it contributes to the

cognitive, physical, social and emotional well being. It also offers an ideal
opportunity for parents to engage fully with their children, it allows children to use

1
their creativity by developing their imagination, dexterity and a healthy brain. It is an
integral of the academic development also It is been shown to help the children adjust
to the school setting and even to enhance the readiness to learn behaviors , problem
solving skills and social emotional learning of the children.

Play has gained popularity over the recent years. Research on this has come
from a variety of backgrounds, covering the natural and biological sciences, the social
sciences and humanities. Indeed play it is viewed as the cause for almost every human
achievement and the very foundation on which human culture rests 2. During the play
children grow emotionally and develop communication with family and peers. This
acts as a means of promoting the child’s verbalization, the true medium of analysis in
3
latency aged children. “Play it out” is the most natural and self healing process in
childhood. The curative powers of it are the following: - (1) It releases tensions and
pent-up emotions. (2) It allows for compensation in fantasy for loss, hurts and
failures. (3) It facilitates self-discovery of more adaptive behavior. (4) It promotes
awareness of conflicts revealed only symbolically or through displacement.4
.

On the other hand5 mental health is the adjustment of individuals to

themselves and the world at large with a maximum of effectiveness, satisfaction,
cheerfulness and socially considerate behavior and ability of facing and accepting the
realities of life. So, to remain mentally healthy throughout life, the mental health
should be examined in early life. At the onset, problem occurs when children lack an
outlet for airing out their emotions. Some of these bottled-up emotions can be very
distressing6. Moreover children who are mentally healthy make an acceptable
adjustment to their instinctive drives and to the demands of reality. Such children
would not have problem of maladjustment either at home, at school or among their
peers. But if a children are not able to make adjustment or if there is deprivation in the
environment (psycho-social) they will have to accept certain unhealthy defenses
which adversely affect their behavior and personality. This, in turn, may lead to
behavioral problems in children. The prevalence of behavioral problems is about 5 –
44% among children aged 3 – 15 years are in developed countries. 7 The prevalence of
behavior problems is 30% at 4 – 6 of age years and 44% at 9 –12 years of age in
India.

2
 Mental health is an important aspect of one’s total health status. This means
harmonious adjustment and properly integrated living, free from continuous internal
conflicts 8. The basic factors on which mental health of any individual depend are his
heredity, physical health status, environmental and community influences. Mental
Health is also determined by the way of our basic needs as they are satisfied
especially in our childhood. Needs like physical, organic, egoistic, security through
love and affection, recognition as a person of worth and importance, to grow
independently, to play and belongingness to peer group 9.

Innumerable efforts have been made to define the concept of mental health.
Some of the definitions of Mental Health may be considered here “Mentally healthy
person is one who is self confident and can live effectively. He lives in a world of
reality rather than fantasy and is capable of tolerating frustration. Such a person lives
a well balanced life of work, rest and recreation”.

“Mental Health may be described as that which permits an individual to

realize the greatest success which his capacities will permit, with a maximum
satisfaction to himself and the social order and a minimum of friction and tension” 10.
.

“Mental Health is a the balanced development of the total personality which

enables one to interact creatively and harmoniously in the society”11

The early years of childhood are most influential in a child’s life. The
importance of early stimulation, early nutrition and optimal interactional environment
12
is widely recognized. Leave the children during their first years, to find their
greatest pleasure in nature, Let them run in the fields, learn about animals and observe
real things; Children will educate themselves under right conditions. These are the
leisure time activities in which a child engages himself when he is free and does what
13
he wants to do. There is an importance of leisure time activities as leisure,
recreation and adventures are the basic priorities of life just as food, clothing and
shelter. These are essential for healthy living, healthy thinking, developing self-
confidence and social integration.

3
 “All work and no play make Jack a dull boy”. In the same way 14playing is
what children do when they are free to do what they want. Any activity whether
passive or active, performed spontaneously without any pressure, on one’s own will,
without any goal, purpose or aim, without any motive and intention but only to get
relaxation and pleasure is called play’.

Leisure time play can be considered as any activity engaged in for enjoyment
as it gives relaxation without any consideration for the end result. It improves the
mental health and develops learning skills. Good mental health allows children to
think clearly, develop socially and learn new skills. To children, it is just a fun and
important for their development as like food and good care. Play time makes children
creative, develop problem solving skills and learn self control, 15
16
Play is an unconscious act through which children naturally reveal what is on
their minds. Adults talk out their problems and children play out their problems.
Playing is an example of child’s reaction to his environment. Through it they express
reaction like aggression, jealous, co-operation, competition, anger or love towards
parents, siblings and friends. By observing a children play one can have an idea about
personality development. Children decode their emotions such as happiness, sadness,
anger and scare through their activities spent in leisure time and accept defeat gladly,
display creativity with imagination and have healthy competitive spirit towards the
17
play. self-confidence and self-assertiveness of the child is expressed in playing
activities. It is observed that there is a correlation between the responses and reactions
expressed in childhood play and personality factors during adulthood. It is significant
to remark that the personality traits of children are expressed in their play activities
and is greatly accepted child accepts that children are ought to become balanced and
stable persons when they grows up.

The personality of developing children resembles with the sand of a beach,

shifting daily with different tidal waves. The children are very resilient and one finds
a large percentage of difficulty, stubbornness, aggressiveness, negativistism, without
motivation can half all of a sudden change course and be motivated into confirming
competent adolescents. Children with serious disorders can also mature into well-
adjusted adults.

4
 Children are the priceless resource and any nation which neglects them would
be a peril. Thus it spotlighting the basic truth that we all should strive for the
development of healthy minds and bodies of children. Hence ‘play’ is the only
medium through which one can judge one’s mental health. Early detection and
intervention through play may be the only effort to prevent more serious mental
illness and costly problems.18

5
Need for the Study

Healthy children are the greatest resource and pride of a nation. Investment in
child development is an investment in the future of the nation. Children ought to be
mentally and physically happy and healthy to become productive and contented adults
the future. To give them a happy and healthy childhood, we must safe guard their total
health right from the beginning. About one third of the population of India consists of
school going children. As per the 1991 census reports the age of 5 –10 years forms
29 % of the population (Heath Information, Govt. of India, 1992). The school age
is a formative period of the child both physically as well as mentally transforming the
child into a promising adult Health habits formed at this stage will be carried to the
adult hood, old age and even to the next generation. Much has been explored on the
physical aspects of school going children’s problems such as eyes, dental and oral
health, immunization etc. There are very few studies that deal with the mental health
and illness of school children. The present study is an attempt to bridge the gap
between leisure time activities and mental health of school children nursing to deliver
sound mental health service.

According to World Health Organization (1997)19 worldwide 20% of

children have mental health disorders serious enough to need professional attention.
More-over World Federation For Mental Health (2003)20 stated that the rate of
psychiatric disorders of children (4 – 12 years) in India is reported to be 7 – 20%
whereas in Sudan, Philippines and Columbia, the rate is 12 – 29% and in USA and
UK nearly 21% and 20% of children have a diagnosable mental or addictive
disorders. World Federation For Mental Health (2004)21 states that it is possible
that by 2020, children’s emotional and behavioral disorder could rise by 50%
throughout the world to become one of the 5th most common cause of death, illness
and disability among children. According to (Govt. of Karnataka, 2006). The rate of
behavioral problem among school children is 9- 10% in the age group of (7- 12 years)
in Karnataka and 12.5% in Bangalore in the age group of (13 – 15 years).

6
Global incidence of mental illness :

Countries Percentage Year

United 20% 2004
Kingdom
United States 21% 2004
of America
Sudan,
Philippines, 12 – 29% 2003
Columbia
India 7 – 20% 2003

A Epidemiological study was conducted on child and adolescent psychiatric

disorders in urban and rural areas of Bangalore. 2064 children aged 0-16 year was
selected by stratified random sampling from urban middle-class, urban slum and rural
areas. The screening stage was followed by a detailed evaluation stage. The results
indicated a prevalence rate of 12.5% among children aged 0-16 year. There were no
significant differences among prevalence rate in urban middle class, slum and rural
areas. The psychiatric morbidity among 0-3 year old children was 13.8% with the
most common diagnoses being breath holding spells, pica, behavior disorder Nos,
expressive language disorder and mental retardation. The prevalence rate in the
4-16 year old children was 12.0%. Enuresis, specific phobia, hyperkinetic disorders,
stuttering and oppositional defiant disorder were the most frequent diagnoses. When
impairment associated with the disorder was assessed significant disability was found
in 5.3 per cent of the 4-16 year group. Assessment of felt treatment needs indicated
that only 37.5 per cent of the families perceived that their children had any problem.
Physical abuse and parental mental disorder were significantly associated with
psychiatric disorders.22

An exploratory study was carried out during the year 2006-2007 in Dharwad
city in Karnataka to know the prevalence of behavioral problems among early
adolescents (N=216). The standardized questionnaire Emotional problem scale was
used for the study. The study revealed that majority (81.48%) of the adolescents was
found to have a normal behavior. About 9- 18% of adolescents were found with
difficult behavior.23

7
 The above data gives an evidence of the seriousness of problem that is very
much linked with the future generation. If so, children have so many problems then
what about their youth. The need to strengthen mental health services to maintain
high level of mental health for all children and integration of mental health and
physical health is to be incorporated. Due to the ignorance for mental health in
childhood, there are various mental health problems among adult students. 9% of
students have severe emotional disturbance.

Children have more adjustmental and developmental problems and it is

observed that they suffer from certain neurotic traits such as nail biting, thumb
sucking, bed-wetting, juvenile delinquency etc. India is a country in which most of the
parents do not pay attention to such health problems. In children it is very easy to
detect their mental health. The best and the only way to observe a child’s activities as
to what does he do in his free time, as these activities are his/her method of self-
expression. It reveals the process of his personality development.. 24

There is a strong impact of play on the mental health. There are different types
of activities which every child does. For children playing is the mode of seeking
relaxation from the stressful life. The researcher feels that physical activity level may
be important not only for physical development, but also for cognitive performance
and even for social organizational skills. While reviewing of literature the researcher
found that very less studies are available on children’s leisure time activities and
mental health. Moreover the researcher found that longitudinal studies have been done
of leisure time activities and medical illnesses where as there is paucity in the leisure
time activities and mental health of children as per the knowledge of the researcher.

The investigator’s own field of experience in providing child health services in

various setting such as hospitals, community and family health centers have shown
that more emphasis is laid on the physical aspect of the health and less or even no
emphasis on mental health. Therefore, the researcher became curious to know why so
when both are important for holistic development of the child and why there is such
negligence of mental health. That is why it has been decided that it is imperative to
study the relationship of leisure time activities and mental health of the children.

8
 School Health Nurses are in a unique position to help children identify their
behavioral problem at an early stage. Parents of the school children can be educated
about the importance of leisure time activities and its impact on health not only
physical but also on mental and social health also. Therefore Indian nurses should
take interest in conducting more research studies on children and practice research
based nursing, as research on children is neglected area in nursing.

This study will help to compile information regarding leisure time activities
and mental health of school children and the factors which forms the basis for
planning and providing preventive and promotive care to children to promote
personality development and prevent mental illness and behavioral problems.

9
 CHAPTER - II

OBJECTIVES

All men seek one goal: success or happiness. The only way to achieve true
success is to express yourself completely in service to society, first, have a definite,
clear, practical ideal goal, an objective. Second have the necessary means to
achieve.
-Aristotle

This chapter deals with the statement of the problem, objectives of the study,
operational definitions, hypothesis made in the study, limitations of the study and
conceptual framework. Objectives are the guiding forces for a researcher throughout
the study. Explicit description of objectives is essential to come out with a meaningful
research. The statement of the problem and the objectives for the current study are as
follows:

Statement of the Study

A descriptive study to assess the relationship between leisure time activities

and mental health of school children in a selected schools at Tumkur, Karnataka.

Purpose

The aim of the study is to assess and identify the relationship between leisure
time activities and mental health so that a holistic development of the child may be
enhanced.

Objectives

1. To identify leisure time activities of school children.

2. To assess the mental health of school children.
3. To find out the relationship between leisure time activities and mental
health of school children.
4. To ascertain the relationship of leisure time activities of school children
with selected variables ( age, sex, birth order, class, grades in class,

10
 religion, number of siblings, type of family, family income, place of living,
type of residence, parents’ education and parents’ occupation).
5. To ascertain the relationship of mental health of school children with

selected variables ( age, sex, birth order, class, grades in class, religion,

number of siblings, type of family, family income, place of living, type of

residence, parents’ education and parents’ occupation).

Assumptions

Assumptions are the basic principles that are accepted as being true on the
basis of logic or reason, without any proof or verification.

The study assumes that

1. There is a positive relationship between leisure time activities and mental health .

2. Leisure time activities improve the mental health and develop learning skills.

Hypothesis

H1: Children participating in leisure time activities will have significantly

higher grades in academic performance than children not participating in
leisure time activities.

H2: Male children will have better mental health than female children.

Delimitations

The present study was limited to

 Children of 5th to 7th standard.

 Children studying in non-government school were included in the study.

11
Operational Definitions

1. School Children: This refers to the children who are study in 5th to 7th
standard in a formal school.
2. Leisure Time Activities: Any indoor / outdoor activity / play / physical
and mental activity a child engages himself / herself for enjoyment during
free time.
3. Mental Health: This is a state of child’s ability to make adjustment with
himself, others and environment, learn new skills, think clearly, and
express feelings in a socially approved way.

Conceptual Framework

A conceptual framework represents less formal attempt in organizing a

phenomena, conceptual models with abstracts, concepts that are used as building
blocks and provides a conceptual perspective regarding inter related Phenomena
which are closely structured.25

The present study is aimed at assessing leisure time activities and mental
health of school children. This framework is based on modified Parkin’s health-illness
26
spectrum. It presents a conceptualization of health and illness continuum. Health is
not a static phenomenon. But dynamic state. Health continuum represents high level
of illness and illness continuum represents low level of wellness. In the present study
high level of mental health is considered as high level of wellness and low level of
mental health is considered as low level of wellness.

Parkin in his theory, considers the personal factors and family factors which
affect a human being. In the present study, personal factors are age, sex, birth order,
class and grades in class and family factors are number of siblings, place of living,
and type of family, type of residence, parents’ education, parents’ occupation and
family income. Personal factors and family factors enhance leisure time activities
which consequently enhance the wellness of an individual indicating, higher state of
mental health. If the personal and family factors become favorable to children their

12
leisure time activities can be maximized and low level of mental health can be
prevented helping them to maintain a high level of metal health or high level of
wellness.

Leisure time activities have a great impact on the mental health of children. If
the child is maximum engaged in leisure time activities it leads to a high level of
mental health or high level of wellness i.e. high sociability, high emotionality,
increased level of energy, less distractibility and high rhythmicity. If the child is
minimum engaged in leisure time activities there will be a low level of mental health
status or low level of wellness i.e. low sociability, low emotionality, and decreased
level of energy, more distractibility and less rhythmicity.

13
 FAMILY FACTORS
PERSONAL FACTORS
* Age * Class * Type of Family
* Educational Status of Parents
* Sex * Grades in Class * Place of Living
* Occupational Status of Parents
* Religion * Birth Order * No. of Siblings * Family Income
* Type of Residence
School
Childre
n

Leisure Time Activities

Maximum Engaged In Minimum Engaged In

Leisure Time Leisure Time
Activities Health C Health Activities

Health Continuum
Wellness Illness

Physical Health Spiritual Health

Mental Health Social Health

High Mental Health Status Low Mental Health Status

* High Sociability * Low Sociability

* High Emotionality * Low Emotionality
* Less Distractibility * More Distractibility
* Increased Energy Level * Decreased Energy Level
* High Rhythmicity * Less Rhythmicity

Nursing Intervention
 Counseling
Key  Guidance
Studied  Health Education
Not Studied

Fig .1: CONCEPTUAL FRAMEWORK BASED ON PARKIN’S HEALTH

MODEL (1951)

14
 CHAPTER - III

“To learn without thinking is fruitless. To think without

Learning is dangerous; past scholars studied to improve
Themselves; Today’ scholars study to impress others.

Confucius.

REVIEW OF LITERATURE

Review of literature is a key step in the research process. A review of

literature is comprehensive and covers all relevant research and supporting documents
in print. Literature review is essential to locate a similar or related study that have
already been completed which helps the investigator to develop a deeper insight into
the problem and gain information on earlier studies. Review of literature is a
systematic identification, location, scrutiny and summary of writer’s materials that
contain information on research and the problem. The investigator did an extensive
review of the research and non-research literature related to the present study and
made an attempt through MEDLINE (standard medical literature analysis and
retrieval system on line) and pub med search which contributed knowledge

For the purpose of easy compilation the review of literature has been placed

under the following headings:

1) Literature related to leisure time activities of children

2) Literature related to mental health of school children
3) Literature related to leisure time activities and mental health of school
Children..

15
Literature related to leisure time activities of school children

A cross-sectional survey was conducted on school population level physical

activity and substance use and the relationship between self-reported leisure time
physical activity frequency and sedentary behavior and alcohol, tobacco and other
drug use behaviors among school children. A survey was conducted with the total
sample of 24,593 school children aged 13 to 15 years from nationally representative
samples from eight African countries. Univariate and multivariate analyses were
conducted to assess the relationship between physical activity frequency, six measures
of alcohol, tobacco, and other drug use, socioeconomic status, and mental health
variables. In all only 14.2% of the school children were frequently physically active
(5 days and more in a week, at least 60 min/day) during leisure time. This was
significantly higher among boys than girls. Ugandan and Kenyan school children
were most physically active (17.7% and 16.0%, respectively), and Zambian and
Senegalese the least (9.0% and 10.9%, respectively.27

An interventional study was conducted on Walking to and from school has

potential to increase daily physical activity among children. A Walking School Bus
(WSB) intervention was implemented for 2 years in 2 schools with a third school as a
control. The primary aim evaluated school-wide prevalence of walking to school by
self-report 6 times (fall, winter and spring). The secondary aims compared objective
physical activity levels among a sub sample of research participants (intervention
[INT] =201, control [CON] = 123) and between frequency of walking to school
groups. INT and CON participants wore an accelerometer during 4 time periods to
assess daily physical activity and were measured for body mass index (BMI) and
body fat each fall and spring. School-wide prevalence of walking to school frequently
(> 50% of the time each week) was 27% higher in the WSB schools than in the
Control school. INT obtained significantly more daily physical activity than CON
(78.0 [38.9] vs. 60.6 [27.7] min/.28

An international survey was conducted to assess physical activity of first-

graders during leisure time according to family socioeconomic status. The study was
performed in Siauliai region schools selected randomly in 2008. The anonymous
questionnaires were distributed among 630 first-graders and filled out by 515 parents

16
(response rate was 81.8%). It was showed that physical activity of first-graders during
leisure time is insufficient. More than half of them (60.4%) did not attend sports or
dancing clubs; children spent much time passively watching TV or playing on a
computer. Mostly children watched TV for 2 hours on workdays (45.1%) and for 3
hours or more on weekends (41.4%). Mostly children spent about an hour per day
playing on a computer: The associations between family socioeconomic status and
physical activity of children were observed. The lowest percentage of children
attending sports or dancing clubs and playing computer games was seen in low-
income families and families where parents had low educational level.29

A research study was conducted on to assess relations among sports

participation, other out-of-school-time (OST) activities and indicators of youth
development. They used a mixture of variable and pattern-centered analyses aimed at
disentangling different features of participation (i.e., intensity, breadth). The benefits
of sports participation were found to depend in part on specific combinations of
multiple activities in which youths participated along with sports. In particular
participation in a combination of sports and youth development programs was related
to positive youth development and youth contribution even after controlling for the
total time youths spent in OST activities and their sports participation duration. These
findings suggest the need for future research to simultaneously assess multiple indices
of OST activity participation.30

A pilot study was conducted to evaluate Animal Trackers (AT), a preschool

program designed and to increase structured physical activity (PA) during the
preschool day increase practice of gross motor skills; provide teachers with an easy-
to-use PA program regardless of teacher experience and implement a teacher walking
intervention. Pilot observational study in volunteer preschools in Mexico. Two-
hundred seventy 3- to 5-year-old children and 32 teachers. Daily 10-minute classroom
activities for children. Implementation and duration of AT activities, teacher
preparation time, and added weekly time spent in structured PA.Process evaluation to
track program implementation and pre-post measures to assess the outcomes. AT
activities were implemented 4.1 times per week (11.4 minutes/activity), with 7
minutes teacher preparation time. Overall, AT added 47 minutes of structured PA per
week for children.31

17
 A cross -sectional study was conducted on prevalence of leisure time
sedentary and active behaviors in adolescents. Cross-sectional, stratified, random
sample from schools in 14 districts in Scotland, 2002-03, using ecological momentary
assessment (n=385 boys, 606 girls; mean age 14.1 years; range 12.6-16.7 years). This
is a method of capturing current behavioral episodes. . The main sedentary behaviors
for boys were homework, playing computer/video games and motorized transport and
for girls homework, motorized transport and sitting and talking32.

A study was conducted on global epidemic of childhood obesity and its

consequences to determine increasing extra-curricular levels of activity could reduce
weight gain in children. A controlled intervention study was conducted using
standardized methods to assess outcomes. Two comparable relatively rural
communities in Otego, New Zealand formed intervention and control settings. Height,
weight, waist circumference and participation in physical activity (by accelerometer)
were measured at baseline and at 1 year in 384 children aged 5 to 12 years
representing the majority of children in this age group in intervention and control
communities. Community Activity coordinators were employed at each school in the
intervention area. Their brief was to widen exposure to activity and engage children
not interested in traditional sporting activities by encouraging lifestyle-based activities
(e.g. walking) and non-traditional sports (e.g. golf and taekwondo) during extra-
curricular time at school, after school and during vacations. Simple dietary advice was
offered and the wider community was encouraged to participate. Average
accelerometry counts at 1 year were 28% (95% CI: 11 to 47%) higher in intervention
compared with control children after adjusting for age, sex, baseline values and
school. Intervention children spent less time in sedentary activity (ratio 0.91, p =
0.007) and more time in moderate (1.07, p = 0.001) and moderate/vigorous (1.10, p =
0.01) activity. 33

This descriptive study was carried out to investigate the leisure time activities
(LTA) of school-aged African American and Hispanic boys and the relationships exist
between total activity scores of LTA and BMI in the total sample of children and for
boys and girls analyzed separately. The convenience sample consisted of 78 children
aged 9 to 14 who were in the fifth to seventh grades of two elementary schools.
Children responded to a modified version of the Know Your Body Health Habits

18
Survey to assess LTA; BMI was calculated based on child height and weight. There is
no appreciable relationships existed between LTAs and BMI in the sample as a whole
or boys and girls analyzed separately34.

A descriptive study was conducted to assess ambulatory physical activity in

school children from central England to examine any variation in activity between
weekdays and weekends and to determine the percentage of children meeting recently
identified cut-off steps/day for health. 208 British primary school children (101 boys
and 107 girls, mean age 9.3+/-0.9 years) from central England wore a sealed
pedometer for 4 consecutive days (2 weekend and 2 weekdays) during 2006 from
which daily step counts were determined. Children attained significantly higher mean
steps/day during weekdays than weekends (p<0.001), and boys attained significantly
higher mean steps/day than girls (p<0.05).35

A descriptive study was conducted to examine the longitudinal associations of

changes in television viewing and other sources of sedentary behavior with changes in
leisure-time moderate/vigorous physical activity .The researcher studied a cohort of
6369 girls and 4487 boys who were 10 to 15 years of age in 1997. During each of 4
years of follow up assessments, participants self-reported their weekly hours of
television viewing. By using a seasonal questionnaire, detailed information on
physical activities over the previous year was also obtained from which calculated
total leisure-time moderate/vigorous physical activity. Linear regression analyses to
assess the longitudinal associations between 1-year changes in television viewing and
1-year changes in leisure-time moderate/vigorous physical activity was performed
during the same year, using data from 1997 through 2001. No substantive relationship
between year-to-year changes in television viewing and changes in leisure-time
moderate/vigorous physical activity (0.03 hours/week, for each 1-hour/week change
in television viewing) was found 36.

A descriptive study was conducted to assess Attitude to Leisure-time Physical

Activity, Expectations of Others, Perceived Control and Intention to Engage in
Leisure-time Physical Activity were developed for use among middle-school students.
The study sample included 349 boys and 400 girls, 10 to 14 years of age (M=11.9 yr.,
SD=.9). Unipolar and bipolar scales with seven response choices were developed with

19
each scale item phrased in a Likert-type format. Following revisions 22 items were
retained in the Attitude to Leisure-time Physical Activity Scale, 10 items in the
Expectations of Others Scale, 3 items in the Perceived Control Scale and 17 items in
the Intention to Engage in Leisure-time Physical Activity Scale. Adequate internal
consistency was indicated by standardized coefficients alpha ranging from .75 to .89.
Current results must be extended to assess discriminate and predictive validities and
to check various reliabilities with new samples then evaluation of intervention
techniques for promotion of positive attitudes about leisure-time physical activity,
including perception of control and intentions to engage in leisure-time physical
activity37.

The study was conducted on (a) the associations between sex, age, and
physical activity behavior and (b) the age and sex-related associations with the choice
of structured (formal) and unstructured (nonformal) physical activity programs. At
baseline, data were selected randomly from 1,013 students, from the 7 th to the 12th
grades. Physical activity was assessed by means of a questionnaire. A questionnaire
about leisure activities was applied to the sample to define the nominal variable
“nature of physical activity.” The data showed that significantly more girls than boys
(p₤ .001) belonged to the sedentary group (80.7% girls) and low activity group
(64.5% girls). Boys more frequently belonged to the more active groups (92.1%; p₤ .
001)38.

The study was conducted on distinguished 3 kinds of physical activity play,

with consecutive age peaks; rhythmic stereotypes peaking in infancy, exercise play
peaking during the preschool years and rough-and-tumble play peaking in middle
childhood. Gender differences (greater prevalence in males) characterize the latter 2
forms. 39

2. Literature related to mental health of school children:

A descriptive study was conducted on Physical activity and psychological

well-being that contributes to a positive lifestyle and well-being in youngsters who
have Type 1 diabetes. The aims of this study were to objectively assess the physical
activity levels of children with Type 1 diabetes, and investigate associations between
physical activity levels, psychological well-being and HbA (1c). 36 children, mean

20
age 12.8 years participated in the investigation. Physical activity was assessed using
heart rate monitoring over four days. Children further completed the Diabetes Quality
of Life for Youths Questionnaire, the Physical Self-Perception Profile for Children
and the Self-Efficacy for Diabetes Scale. Routine outpatient HbA (1c) measurements
were recorded. There were no significant associations between psychological well-
being and physical activity or HbA (1c) and physical activity thus suggesting physical
activity does not directly relate to psychological well-being in children with Type 1
diabetes.40

A longitudinal quasi-experimental time-series repeated measures design was

used School-based health centers (SBHCs) play an increasingly major role in
providing mental health services for students. This study evaluated the impact of
SBHCs on mental health-care services and psychosocial health related quality of life
(HRQOL). After the SBHC program, proportions of students accessing mental
health-care services for urban and rural SBHC intervention schools increased to 5.6%
(chi2 = 39.361, p < 0.0001) and to 5.9% (chi2 = 5.545, p < 0.0001) respectively when
compared with increases of 2.6% (chi2 =2.670, p = 0.1023) and 0.2% (chi2 = 0.006, p
= 0.9361) for urban and rural non-SBHC schools respectively. Using the data from
109 students with mental health problems based on Medicaid claims the study found
SBHC students had significantly lower total health-care costs (F = 5.524, p = 0.005)
and lower costs of mental health services (F = 4.820, p = 0.010) compared with non-
SBHC students. 41

A longitudinal study of a birth cohort of New Zealand young people.

Information was collected on: a) parent and teacher reports of child conduct problems
at ages 7, 8 and 9 years; b) measures of crime, substance use, mental health, sexual or
partner relationship, education or employment; c) confounding factors, including
childhood, family and educational characteristics. There were statistically significant
associations between childhood conduct problems from 7-9 years and risks of adverse
outcomes across all domains of functioning. Associations persisted for other
outcomes (crime, substance dependence, mental health and sexual / partner
relationship). Children in the most disturbed 5% of the cohort had rates of these
outcomes that were between 1.5 and 19 times higher than rates for the least disturbed
50% of the cohort. The associations between conduct problems and adult outcomes
were similar for males and females42.

21
 A longitudinal study was done and gathered data on (WISC-R) IQ at ages 8-9
years and a range of educational and social adjustment measures over the course of
the Christchurch Health and Development Study a 25-years longitudinal study of a
birth cohort of 1,265 New Zealand children. IQ assessed at ages 8-9 years was related
to a rage of outcomes; later crime (offending, arrest / conviction); substance use
disorders (nicotine dependence, illicit drug dependence); educational achievement
(school leaving qualifications, tertiary qualifications) and occupational outcomes
(unemployment, income). However intelligence was largely unrelated to many of
these outcomes: crime, mental health, sexual behaviors and illicit substance
dependence after statistical adjustment for early behavior problems and family
background. Strong relationship remained between childhood intelligence and later
educational and occupational outcomes.43

The study was conducted on 354 participants who were part of a single-age
cohort from a predominately Caucasian working –class community whose
psychosocial development has been traced prospectively since age 5. In these
analyses, data collected during childhood adolescence were related to diagnoses of
major depression at ages 18-26. During the transition to adulthood, 82 participants
(23.2%) experienced major depression. Bivariate indicators of later depression
included a family history of depression or substance use disorders, family
composition, and childhood family environments perceived as violent and lacking
cohesiveness.44

The study was conducted on 957 school children using Rutter B scale which
was to be completed by the class teachers in Ludhiana, India. One hundred and forty-
one children (14.6%) scored more than 9 points and were included in the second part
of the study. An equal number of sex matched children scoring less than 9 points
served as controls. Both these groups were called for an interview with a child
psychiatrist along with their parents. Only 117 and124 children turned up and were
included in the analysis. Based on the screening instrument results and parental
interview, 45.6% of the children were estimated to have behavioral problems of which
36.5% had significant problems.45

The study was conducted on 58 children aged 3 – 4 years (46 boys). Children
were randomized to a joint attention intervention a symbolic play intervention or

22
control group. Structured assessments of joint attention and play skills and mother-
child interactions were collected pre and post intervention by independent assessors.
Results indicate that both intervention groups improved significantly over the control
group on certain behaviors. Children in the joint attention intervention initiated
significantly more showing and responsiveness to joint attention on the structured
joint attention assessment and more child-initiated joint attention in the mother-child
interaction. The children in the playgroup showed more diverse types of symbolic
play in interaction with their mothers and higher play levels on both the play
assessment and in interaction with their mothers.46

This study was conducted to find the relation between cognitive and motor
performance in a sample of 378 children aged 5-6. Half of these children had no
behavior problems; the others were selected for externalizing (38%) or internalizing
problems (12%). Quantitative and qualitative aspects of motor performance were
related to several aspects of cognition, after controlling for the influence of attention.
No relation between global aspects of cognitive and motor performance was found.
Specific positive relations were found between both aspects of motor performance,
visual motor integration and working memory and between quantitative aspects of
motor performance and fluency47.

This study was conducted on the prevalence of psychiatric disorders among

children and adolescents. The school children aged 4-11yr in the city of Chandigarh
were studied using multi-stage random sampling, and multi-informant assessment
procedure. 6.33 percent of the children studied (n=963) were found to have
psychiatric disorders on I-CD-10 criteria. Teacher’s estimation of the prevalence rates
was higher i.e. 10.17 percent as compared to parent’s estimate i.e. 7.48 percent. The
most prevalent disorder was enuresis.48

This study was conducted on children of nursery school (2-4 years) for
assessing their existing behavioral problems and provides counseling to their parents.
For thorough investigation case study method was also adopted. The study revealed
that shyness, isolation, fears and bed-wetting were the major problems of this age
followed by the problem of dependence. The study clearly indicated behaviors. It also
found that male and female both had similar type and extent of problems.49

23
 This study was conducted on the prevalence of childhood behavioral
disorders. 17.7% of behavioral disorders were found to be more common in boys than
in girls. The prevalence increased with age. The most frequent symptoms reported
were headache and nervousness. The least prevalent symptom was stealing things
from home50.

3. Literature related to leisure time activities and mental health of school

children :

Cochrane Researchers have found that school-based physical activity have

positive outcomes despite having little effect on children's weight or the amount of
exercise they do outside of school. They conducted a systematic review of studies on
physical activity programs in schools and found that school-based programs increased
the time children spent exercising and reduced the time spent watching television.
Programs also reduced blood cholesterol levels and improved fitness – as measured
by lung capacity. However programs made little impact on weight, blood pressure or
leisure time activities. Exercise helps to maintain a healthy weight yet studies show
that most children do not do exercise enough to give any health benefit. The World
Health Organization has identified schools as important settings for promotion of
physical activity among children. For the study, the researchers reviewed data from 26
studies of physical activity promotion programs in schools in Australia, South
America, Europe and North America. Most studies tried to encourage children to
exercise by explaining the health benefits and changing the school curriculum to
include more physical activity for children during school hours. Programs included
teacher training, educational materials and providing access to fitness equipment.51

This study examined associations between physical activity, physical self-

esteem and psychological well-being among American college students. Participants
were 238 students (139 females, 99 males; M = 23.1, SD = .49 years of age) enrolled
in physical activity classes from a comprehensive university located in Southern
California. Participants completed demographic questions, the Godin Leisure-Time
Exercise Questionnaire and a 20-item version of the General Well-Being (10 items
each for psychological distress, PD and psychological well-being; PWB) from the
Mental Health Inventory. Participants were categorized by gender and physical

24
activity groups by three levels (i.e., never, sometimes, and often participate in
physical activity) to examine the association of psychological well-being, physical
activity, and physical self. Result showed significant gender differences on most
variables (except health, body fat, and psychological distress), with vigorous physical
activity group reporting more positive and higher physical self-perception and
psychological well-being compared with low and physically inactive groups.52

Paper presentation on the topic “The influence of leisure on psychological

well-being” has attracted much attention in recent years. Physical activity as one
feature of leisure involvement has captured the interests of sport scientists and many
work settings have deliberately structured programs to facilitate such involvement
because of its supposed beneficial effects. Presumably physical activity impacts
positively on mental (and physical) well-being, including life satisfaction (Brown &
Frankel, 1993). The salubrious somatic and health benefits of physical activity are
well documented and include enhanced cardiovascular and pulmonary functioning,
increased suppleness and flexibility, reduction in adipose tissue, increased muscular
endurance and strength, lowered risk of morbidity and mortality and improved
functioning of the immune system (Blair, Jacobs, & Powell, 1985; Taylor, Sallis, &
Needle, 1985). Desirable psychological correlates of physical activity have also been
enumerated (a) decreased depressive and anxiety symptoms and reduced stress (b)
improved self-image (c) cognitive functioning .53

This article reviews evidence supporting the need for interventions to promote
physical activity among persons with serious mental illness. Principles of designing
effective physical activity interventions are discussed along with ways to adapt such
interventions for this population. Individuals with serious mental illness are at high
risk of chronic diseases associated with sedentary behavior including diabetes and
cardiovascular disease. The effects of lifestyle modification on chronic disease
outcomes are large and consistent across multiple studies. Evidence for the
psychological benefits for clinical populations comes from two meta-analyses of
outcomes of depressed patients that showed that effects of exercise were similar to
those of psychotherapeutic interventions. Exercise can also alleviate secondary
symptoms such as low self-esteem and social withdrawal. Research suggests that
exercise is well accepted by people with serious mental illness and is often considered

25
one of the most valued components of treatment. Adherence to physical activity
interventions appears comparable to that in the general population. Mental health
service providers can provide effective evidence-based physical activity interventions
for individuals with serious mental illness.54

Physical activity is an important public health tool used in the treatment and
prevention of various physical diseases as well as in the treatment of some psychiatric
diseases such as depressive and anxiety disorders. However studies have shown that
in addition to its beneficial effects physical activity can also be associated with
impaired mental health, being related to disturbances like "excessive exercise" and
"overtraining syndrome". Although the number of reports of the effects of physical
activity on mental health is steadily increasing, these studies have not yet identified
the mechanisms involved in the benefits and dangers to mental health associated with
exercise. This article reviews the information available regarding the relationship
between physical activity and mental health specifically addressing the association
between exercise and mood55.

This study was conducted on assessed links between free-time activities in

middle childhood (hobbies, sports, toys and games, outdoor play, reading, television
viewing, and hanging out) and school grades, conduct and depression symptoms both
concurrently and 2 years, later, in early adolescence. Participants were 198 children
and their parents and information was collected on school grades from report cards.
Links were found between the nature of children’s free-time activities and their
adjustment. The social contexts of free-time activities explained activity-adjustment
links; evidence also suggested that better adjusted children became more involved in
adaptive activities56.
This study was conducted on children’s perceptions of TV and health behavior
effects. The purpose of the study is to understand and document children’s stated
experience and belief’s about television and to elicit their suggestions for alternative
activities. Sample of 51 Anglo and Latino children aged 7-10 were taken for study.
Finding showed that children did not perceive many parental rules related to TV
watching, rather daily routines are associated with TV viewing. Children perceived
both negative physical and behavioral health effects of TV and they had great
difficulty in imaging life without a TV.57

26
 A descriptive study was done on the early social cognition have been
particularly interested in play and have obtained evidence indicating that young
children do not understand that pretending involves mental representation. The
present research investigates whether children think of pretending as a mental state at
all by looking at whether they cluster it with other mental states or with physical
processes when making certain judgments. The results from 5 experiments suggest
that most children under 6 years of age see pretending as primarily physical. Further
when asked about pretending as a 2–part process entailing planning and execution
even 8-year-olds claim that the execution of pretense does not involve the mind
although the planning aspect of pretence does.58

This study was conducted to analyzed Indonesian children’s play with their
mothers and older siblings. Indonesian children were observed and videotaped on 2
separate occasions while playing with toys to promote imaginative play with their
mothers and older siblings. Play episodes were examined for level of play with
objects, mutual involvement in social and cooperative social pretend play, maternal
and siblings play behaviors and thematic content. Mothers were interviewed about
children’s play. Results showed that the level of object play and mutual involvement
in cooperative social pretend play increase with age. Pretend play with objects and
cooperative social pretend play were more frequent with older siblings than with
others. Older siblings were more actively involved in play activities than were
mothers. Siblings joined their younger partners play activities and made comments
and suggestions for pretend play. The findings suggest that older siblings can be
effective facilitators of pretend play with young children. The results also show how
the sociocultural context shapes children’s early play behavior with different
partners59.

This study was conducted to analyzed mother-toddler interaction and symbolic

play. The relation between social interaction and complexity of toddler’s symbolic
play was investigated. 57 toddlers between 15 and 24 months of age were observed
under 4 conditions: (1) child play alone, (2) child plays with the mother, (3) child
modeling mother and (4) child play with mother following the modeling condition.
Each subject was rated on complexity of play, maternal attention directing, reciprocity

27
and maternal intrusiveness. Significant condition effects were found in which more
complex forms of play were observed when the children were playing with their
mother than when playing by themselves.60

The review of literature is related with to the assessment of leisure time

activities and mental health of school children. The review of literature has widened
the sphere of knowledge of the researcher and also helped in the development of the
tool and analysis and interpretation of the data.

28
 CHAPTER - IV

METHODOLOGY

“Thinking well is wise; planning well is wiser, doing well is best of all”

- Oscar Wilde.

The methodology of the research indicates the general pattern adopted for
organizing the procedure for gathering valid and reliable data for the purpose of
investigation. This chapter deals with the methodology undertaken to assess the
leisure time activities and mental health of school children in a selected school,
Tumkur, Karnataka.

Research Methods are the techniques used by researchers in performing

research operations. Research methodology is a way of systematically solving the
problem. It may be understood as a science of study to know how research is done
scientifically.61

This chapter presents the methodology adapted for study. It includes Research
approach, Research design, Setting, Population, Sample and sampling technique,
instrument for data collection and pilot study, data collection procedure and plan for
data analysis

Research Approach

The Research approach indicates the broad based procedure for collection of
data in a particular situation. In view of the nature of the problem and to accomplish
the objectives of the study a descriptive research approach was used to assess the
leisure time activities and mental health of school children. Descriptive approach
describe situations, as they exist the world and accurate account of characteristics of
particulars individuals, situations or groups and the descriptive studies, one to
observe, describe and document different aspects of a situation.

29
Research Design
The research design of a study spells out the basic strategies that the
researchers adopt to develop information that is accurate and interpretable. It is the
overall plan on obtaining answers to the questions being studied and handling some of
the difficulties encountered during the research process.

The research design used in the present study is Descriptive research design.
For the present study independent variables were age, sex, birth order, class, and
grades in class, religion, number of siblings and type of family, family income, place
of living, and type of residence, parents’ education and parents’ occupation.
Dependent variables were leisure time activities and mental health. The schematic
representation of study design is presented in figure.

30
 FIGURE – 2 : SCHEMATIC PRESENTATION OF RESEARCH DESIGN

Design: Descriptive in approach, Non-experimental Study

Study Setting: Selected School in Tumkur, Karnataka

Sampling Technique : Simple Random Sampling

Sample : School Children

N = 100
STANDARD

5th 6th 7th

▼ ▼ ▼
34 33 33

Tool : Structured Interview Schedule

Variables

Independent Variables Socio

Dependent Variables Demographic Variables Age, Sex
Class, Grades in Class, Religion,
Ordinal position, Number of Siblings,
Leisure Time Activities and Mental Type of Family, Place of Living, Type
Health of Residence, Educational and
Occupation Status of Parents’,
Family Income

Analysis

Frequency and
percentage of Socio Mean Score Standard ANOVA
demographic Variable Deviation

31
Setting of the study

The physical location and condition in the data collection that takes place in a
study is known as setting.25

The present study was conducted in a non-governmental school of Tumkur,

Karnataka namely Shree Basaveshwara English Medium Higher Primary School. The
school is situated on B. H. Road adjacent to College of Nursing. The primary reasons
for selecting this school were investigator’s convenience, familiarity, feasibility and
the expected cooperation from the authorities in getting permission for conducting the
study.

Population

Population refers to the entire aggregate or totality of all objects, subjects or

members that confirm to set of specification. 25 the accessible population is the
population of the subjects available for this particular study. The target population is
the total group of subjects about whom the investigator is interested and to whom the
results could be reasonably generalized. In the present study, population consists of
school children study in 5th to 7th standard.

Sample size:

Sample consists of a subset of a population selected to participate in research

study25. 100 school children who study in 5th to 7th standard.

Sampling technique:

Sampling technique is the procedure the researcher adapts in selecting the

sample for the study.61 the sampling technique used for this study was simple random

sampling technique. The investigator chooses the lottery system to select the 100

school children, this the most suitable method of random sampling.

32
Criteria for sample collection:

The criteria for defining the population and selecting the sample is based on
cost, practical concern, people’s ability to participate in the study and design
consideration. The study involves

 Inclusion criteria :

1. Children who study in 5th -7th standard

2. Those who are willing to participate in the study

 Exclusion criteria :

1. Those who are not available during the time of data collection

2. School children who are physically challenged

Development of the Tool:

Tool is the written device that a researcher uses for data collection.25
The major task of the researcher is to develop the tool that accurately and
precisely measure the variables of interest. Since the purpose of study was to assess
the relationship between leisure time activities and mental health of school children.
A structured interview schedule was formulated. The tool was prepared on the basis
of objective of the study. The following steps were adopted for the development of
tool.

► Review of literature that provided adequate content for the tool preparation.

► Personal experiences, consultation with experts and discussion with peer groups.

► Development of blue print.

► Construction of demographic information and questionnaire.

► Content validity.

► Reliability.

33
Description of the blue print :

A blue print for the interview structured schedule on leisure time activities and
mental health measurement scale was prepared (Annexure-6). The leisure time
activities scale consists of 40 items. There were 24 items (60%) on indoor leisure time
activities and 16 items (40%) on outdoor leisure time activities. The mental health
scale consists of 48 items. There were 12 items (25%) on sociability, 13 items on
emotionality (27.08%), 8 items (16.66%), 10 items (20.83 %) on distractibility and 5
items (10.41 %) on rhythimicity. There were 23 positive and 25 negative items.

Description of the final tool

The tool consists of the structured interview schedule comprises of three sections.

Section –A : Socio-Demographic variables.

Section – B : Leisure Time Activities Questionnaire.
Section – C : Mental Health Measurement scale.

Organization of Items

Section – A : This part consisted of (14) items for obtaining personal information of
the research samples about age, sex, birth order, class, grades in class, religion,
number of siblings, type of family, family income, place of living, type of residence,
educational and occupational status of parents’.

Section – B : Self structured leisure time activities questionnaire was used to assess
the leisure time activities of samples. It consisted of 40 items of leisure time activities.
Each item was scored on 4 points Likert scale. The responses were always,
sometimes, rarely and never. The maximum was 120 and the minimum score was 0.
There were 24 items on indoor leisure time activities 2,4,6,8,10,12,14, 16,18,
20,21,22,24,26,30,31,32,33,34,36, 38,39, and rest of the items were on outdoor leisure
time activities.

34
 Scientific calculation was used to classify the levels. The minimum score
score (50) was subtracted from maximum score (90), the cut off score (40) was
divided by 3 and the obtained score (13) was added to minimum score and the
standard score for the lower level was obtained. Similarly for the other two levels
same number was further added. Thus score was classified into following 3 levels.

≥ 77 : Maximum engaged in leisure time activities.

64 – 76 : Average engaged in leisure time activities.

≤ 63 : Minimum engaged in leisure time activities.

Section –C: Mental Health Measurement Scale has developed and published by

Savita Malhotra (2002) was simplified with the purpose of comprehension. This tool

covered five areas of mental health –

Sociability :- ( item no ,1,2,3,10,11,12,19,24,28,31,32,34),

Total items are 12, if score is ≥ 36 indicates child is quiet responsive to

the environment, adjustable, adaptable and uninhibited.

Emotionality:- ( 4,5,13,14,20, 21,25, 29,35,36,38,44,48. )

Total items 13 if score is ≥ 39 indicates child with a positive and happy Mood.

Energy Level: - (2, 6, 7, 15, 16, 26, 33, 37.)

Total items are 8, if scores is ≥ 24 indicates higher levels of physical as well as

psychological energy in child‘s behavior and reactions.

Distractibility :-( 8, 17, 39,40,41,42, 43,45,46,47. ): Total items 10, if the score is ≥

30 , indicates higher level of distractibility and fleeting attention.

Rhythmicity: - (9, 8, 23, 29, 30.) : Total iteams-5, if score is ≥ 15, indicates a well

regulated child.

35
 The modified mental health measurement scale has 48 items. The scale has
positive as well as negative items. The negative items were 1,3,5,7,
10,11,15,16,17,20,25, 26,36,38, 39, 40,41,42,43,44,45,46,47 and rests of the items
were positive. Each item was scored on 5 points Likert scale. The responses were
strongly agree, agree, uncertain, disagree and strongly disagree. The maximum score
was 240 and minimum score was 48.

Scientific calculation was used to classify the levels. The minimum score
obtained (151) was subtracted from maximum obtained score (210), the cut off score
(59) was divided by 3 and the obtained score (20) was added to minimum score and
the standard score for the lower level was obtained. Similarly for the other two levels,
same number was further added. Thus score was classified into three following levels.

≥192 : High mental health score

172 – 191 : Moderate mental health status

≤171 : Low mental health status

Development of rating scale

The rating scale was prepared to assess the relevancy, accuracy and

appropriateness of the items in the socio demographic data and structured interview

schedule of leisure time activities and mental health scale.

Content Validity of Tool

“Validity refers to the degree to which a tool measure and what is suppose to
measure”.25

To ensure the content validity, the demographic information selected personal

information, and structured interview schedule were given to twelve experts along
with the blue print and objectives of the study and evaluation criteria rating scale.
These experts were the professors from the different specialties i.e. Psychiatric
Nursing, Psychologist, Community Health Nursing, Psychiatrists and Statistician. The
tool was modified according to the suggestions of the experts.

36
Translation of the tool

The tool was translated from English to Kannada by literature experts,

Reliability of the Tool

Reliability of the measuring tool is a major criterion for assessing the quality
and adequacy. The reliability of tool is the degree of consistency with which it
measures the attribute it is supposed to measure .25
Reliability was computed by Split Half Method and Spearman Brown
Prophecy formula and the reliability of Leisure Time Activities Questionnaire was
r=0.90 and of Mental Health Measurement Scale was r=0.82 and thus the tools were
highly reliable.

Statistical validity = r = 0.95 for Leisure Time Activities Questionnaire

And r = 0.90 for Mental Health Measurement Scale.

Pilot Study

The pilot study is a miniature version of trial run of the major study. 25 To
assess the feasibility in the conducted main study and to obtain information for
improving the project, the pilot study was undertaken.

The pilot study was conducted from 28-8-2009 to 3-9-2009 after obtaining a
formal permission from Principal of Shree Basaveshwara English Medium Higher
Primary School in Tumkur. A simple random sampling technique was used for
selection of samples. Inclusion criteria were taken into consideration during sample
selection. The consent was taken from all the samples after explaining the purpose of
the study. The structured interview schedule was used to collect the data. Duration of
data collection was 25-30 minutes for per child. A concise data analysis was done
using descriptive statistics. There was no significant problem faced by the
investigator. The total sample size was 10 School Children.

37
Data Collection Procedure

Prior to data collection, the permission was obtained from the principal of
Shree Siddaganga institute of nursing sciences and research centre and the Principal,
Shree Basaveshwara English medium higher primary school, Tumkur. The aim and
nature of the study was explained to the principal. After getting permission, consent
forms were obtained from the parents to allow their children to participate in the
study. The data was collected from 15-10-2009 to 15-11-2009.The responses from the
students were collected by structured interview technique. An interview conducted
with the samples and got information about leisure time activities and mental health.
Average 3-4 samples were interviewed each day. This way a total of 100 samples
were selected from 234. There were 50 male and 50 female samples. The data
collection process was terminated after thanking children for their participation and
co-operation.

Plan for Data Analysis

Data analysis is the systematic organization of research data and the testing of
the research hypothesis of the study to compute data the investigator would prepare
master data sheet .25 the collected data was coded and transformed to master sheet for
statistical analysis.

Analysis of collected data was done in accordance with the objectives and
hypothesis of the study. Data obtained has been analyzed in terms of descriptive
statistics i.e. calculation of percentage mean, standard deviation and inferential
statistics i.e. correlation coefficient and analysis of variance (ANOVA) were used to
explore the between leisure time activities and mental health of school children. Bar
and Pie diagrams were also used to depict the findings.

Summary

This chapter dealt with research approach and rationale, research design,
selection and description of the setting, population, sample and sampling techniques,
development and description of the tool, content validity and reliability of the tool,
pilot study, criterion measures, data collection procedure & Plan of analysis.

38
 CHAPTER - V

RESULTS

“There is nothing more exhilarating than to be shot at without result”

- Winston Churchill

Analysis is the process of organizing and synthesizing data in such a way that
research questions can be answered and hypothesis tested.25

This chapter deals with analysis and interpretation of the information collected
through structured interview schedule from School children in selected school at
Tumkur. The present study was designed to assess the relationship between leisure
time activities and mental health of school children, collected data were coded,
tabulated, organized, analyzed and interpreted using descriptive and inferential
statistics.

The data has been analyzed and interpreted in the light of objectives and
hypothesis of the study. The data was obtained from 100 school children who can
fulfill inclusion and exclusion criteria.

Objectives

1. To identify leisure time activities of school children.

2. To assess the mental health of school children.
3. To find out the relationship between leisure time activities and mental health
of school children.
4. To ascertain the relationship of leisure time activities of school children
with selected variables i.e. age, sex, birth order, class, grades in class,
religion, number of siblings, type of family, family income, place of living,
type of residence, parents’ education and parents’ occupation.
5. To ascertain the relationship of mental health of school children with
selected variables
i.e. age, sex, birth order, class, grades in class, religion, number of siblings,
type of family, family income, place of living, type of residence, parents’
education and parents’ occupation.

39
Hypothesis

H1: Children participating in the leisure time activities will have

significantly higher grades in academic performance than the children

not participating in leisure time activities.

H2: Male children will have better mental health than female children.

Organization of Findings

Section - 1 Findings related to socio - demographic variables of samples.

Section - 2 Findings related to leisure time activities of samples.
Section - 3 Findings related to mental health of samples.
Section - 4 Findings related to association between leisure time activities and
mental health.
Section - 5 Findings related to Leisure time activities and mental health of the
samples with selected socio - demographic variables.

40
 Section A : Socio - Demographic Variables

Table No. - 1:- Frequency and Percentage distribution of samples according

To Age, Gender, Class and Grades in Class.

N=100
Socio-
Sl. Percentage
demographic Frequency (f)
No (%)
variables
Age (years)

1 10-11 34 34

2 11-12 33 33

3 12-13 33 33

Sex

1 Male 50 50

2 Female 50 50

Class

1 5th 34 34

2 6th 33 33

3 7th 33 33

Grades in class

1 90-99% 44 44

2 70-90% 41 41

3 50-70% 14 14

4 Below 50% 01 01

41
Table No. 1: Shows that majority of the school children 34% belong to the age group

of 10 –11 years, 33% of sample belongs to the age group 11-12 years and 33% of

sample belongs to the age of 12 -13 years respectively. 50% samples are males and

50% samples are females. With regard to their class 34% belong to 5 th class, 33%

belong to 6th class and 33% belong to 7th class. with regards to their grades in class

( 44%) belong to 90% - 99 % grades in class ,(41 %) belong to 70% - 90% followed

by (14% )belong to 50% - 70% and ( 1%) belong to below 50% .

42
 FIGURE NO. 3.1
DISTRIBUTION OF SAMPLES ACCORDING TO AGE

33% 34%

33% Age 10-11

Age 11-12
Age 12-13

FIGURE NO. 3.2

DISTRIBUTION OF SAMPLES ACCORDING TO GENDER

43
 FIGURE NO. 3.3

DISTRIBUTION OF SAMPLES ACCORDING TO CLASS

33% 34%

33%
5th
6rh
7th

FIGURE NO. 3.4

DISTRIBUTION OF SAMPLES ACCORDING TO GRADES IN CLASS

44
Table No. - 2:- Frequency and Percentage distribution of samples according
To Religion, Ordinal position in the family, Number of siblings and Type of
family.

N = 100
Sl. Socio-demographic Frequency Percentage
No variables (f) (%)
RELIGION

a) Hindu 94 94

b) Muslim 06 06

c) Christian - -

d) Others - -

ORIDINAL POSITION IN FAMILY

a) 1st 48 48

b) 2nd 38 38

c) 3rd 10 10

d) 4th 04 04

NO. OF SIBILINGS

a) One 69 69

b) Two 27 27

c) Three 04 04

d) More than three - -

TYPE OF FAMILY

a) Nuclear 83 83

b) Joint 17 17

45
Table No- 2: Reveals that majority of school children are Hindus (94%) followed by

Muslims (6%). As per birth order (48%) are belong to 1 st ordinal position in family

followed by (38%) belong to 2nd, (10%) belong to 3rd and (4%) belong to 4th position

in the family. with regard to no. of siblings ( 69%) have one sibling followed by

( 27%) have 2 siblings and ( 4%) have 3 siblings. About type of family (83%) live in

nuclear and (17%) in joint families.

46
 FIGURE NO. 3. 5

DISTRIBUTION OF SAMPLES ACCORDING TO RELIGION

FIGURE NO. 3.6

DISTRIBUTION OF SAMPLES ACCORDING TO ORDINAL POSITION IN

FAMILY

10% 4%
48%
1st
2nd
3rd
4th

38%

47
 FIGURE NO. 3.7

DISTRIBUTION OF SAMPLES ACCORDING TO NO. OF SIBLINGS

4% 0%
27%

One

Two

69%

FIGURE NO. 3.8

DISTRIBUTION OF SAMPLES ACCORDING TO TYPE OF FAMILY

Nuclear Joint

17%

83%

48
Table No. - 3:- Frequency and Percentage distribution of samples according to
Place of living, size of house, educational status of parents.
N=100

Sl. Socio-demographic Frequency Percentage

No variables (f) (%)
Place of living

a) Urban 99 99

b) Rural 01 01

Size of house

a) 1 Bed room set 34 34

b) 2 Bed room set 50 50

c) 3 Bed room set 11 11

d) More spacious than above 05 05

Educational status of father

a) School education 10 10

b) PUC/10+2 37 37

c) Graduate 34 34
d) Post graduate or above 19 19

Educational status of mother

a) School Education 13 13

b) PUC/10+2 62 62

c) Graduate 24 24

d) Post graduate or above 01 01

49
Table No –3 Depicts that (99%) school children are belong to nuclear and (1%)

belong to rural family. As per the type of residence, (50%) live in 2 bedrooms set,

(34%) live in one bedroom set, (11%) in 3 bedrooms set, (5%) live in more spacious

houses than above. With regard to parent’s education, highest percentage is whose

fathers are PUC (37%) followed by graduate (34%), post graduates or above (19%),

and school education (10%). Highest percentage is mothers; those are PUC (62%),

followed by graduates (24%), School education (13%) and post graduate or above

(o1%).

50
 FIGURE NO. 3.9

DISTRIBUTION OF SAMPLES ACCORDING TO PLACE OF LIVING

FIGURE NO. 3.10

DISTRIBUTION OF SAMPLES ACCORDING TO SIZE OF HOUSE

51
 FIGURE NO. 3.11

DISTRIBUTION OF SAMPLES ACCORDING TO EDUCATIONAL

STATUS OF FATHER

FIGURE NO. 3.12

DISTRIBUTION OF SAMPLES ACCORDING TO EDUCATIONAL

STATUS OF MOTHER

52
 Table No. - 4:- Frequency and Percentage distribution of samples according

To occupational status of parents, family income.

N=100

Sl. Socio-Demographic Frequency Percentage

No. variables (F)
Occupational status of Father
a) Employed 55 55
b) Unemployed 02 02
c) Businessman 43 43
d) Labourer - --
Occupational status of Mother
a) Employed 35 35
b) Unemployed 60 60
c) Businessman 05 05
d) Laborer - --
Family Income
a) Up to Rs. 10,000 51 51
b) Rs. 10,000 - 15,000 22 22
c) Rs. 15,000 – 20,000 14 14
More than Rs. 20,000
d) 13 13
-

53
Table - No. 4 : Reveals that maximum ( 55% ) Fathers of school children are

employed, ( 43% ) are in business and ( 2% ) are unemployed. Maximum (60%)

mothers of are unemployed, (35%) are employed and 5% are in business. Regarding

family income maximum (51%) are belongs to income up to Rs 10,000 (22%) to Rs

10,000 -15,000 (14%) to Rs 15,000 - 20,000 and more than Rs. 20,000 (13%).

54
 FIGURE NO. 3.13(a)
DISTRIBUTION OF SAMPLE ACCORDING TO OCCUPATIONAL STATUS
0F FATHER

55%

43%

2%

FIGURE NO. 3.13(b)

DISTRIBUTION OF SAMPLE ACCORDING TO OCCUPATIONAL
STATUS 0F MOTHER

Employed
Unemployed
Businessman
Laborer

5% 0%
35%

60%

55
 FIGURE NO. 3.14

DISTRIBUTION OF SAMPLE ACCORDING TO FAMILY INCOME

Upto 10,000

Rs. 10,000 to 15,000

0% Rs. 15,000 to 20,000

16% More than Rs.

20,000

25% 59%

56
SECTION – II: MAIN ANALYSIS

The analysis of data was done in accordance with the objectives of study. The
data was analyzed by calculating the frequency, percentage, mean, mean percentage,
SD and ‘F’ ratio.
Objective - 1: To identify leisure time activities of school children.

Table – 5
Percentage and Rank Order of Leisure Time Activities of School
Children.
N = 100
Leisure Time Activities Score

Sl. Activities Score % Rank Order

No.
1 Watching TV 175.5 58.5 1
2 Video Games 174 58 2
3 Gossiping with Friends 173.5 57.8 3
4 Music 173 57.6 4
5 Running & Jumping 170.5 56.8 5
6 Cycling 166 55.5 6
7 Hide & seek 161 53.66 7
8 Snake & ladders 160 53.3 8
9 Art & Craft 157 53.3 8
10 Drawing 157 52.3 9
11 Disc Throw 154.5 51.5 10
12 Cricket 152 50.7 11
13 Football 151 50.33 12
14 Doctor – Doctor 149.5 49.8 13
15 Cooking 149 49.7 14
16 Carom / Chess 146.5 48.8 15
17 Tuition & Homework 122 48.7 16
18 Story Reading & Telling 146 48.7 16
19 Swimming 144.5 48.2 17
20 Antakshari 143 47.7 18
21 Badminton 141 47 19
22 Dancing 138 46 20
23 Hockey 138 46 20
24 Dolls 137.5 45.8 21
25 Cars & Automobiles 133 44.3 22
26 Kite Flying 127 42.3 23
27 Playing Marbles 125.5 41.8 24
28 Baseball 119 39.7 25
29 Clay molding 118 39.3 26

Contd.

57
________________________________________________________________

Sl. Activities Score % Rank Order

No.
30 Basketball 117.5 39.2 27
31 Tools 114.5 38.2 28
32 Cleaning the house 111.5 37.2 29
33 Music Instrument 108.5 36.2 30
34 Writing and reading poems 108 36 31
35 Soft Toys 108 36 31
36 Zigzag Puzzles 101 33.7 32
37 Gardening 96.5 32.2 33
38 Sitting Ideally 79 26.3 34
39 Sleeping 71.5 23.8 35
40 Bullying & teasing 70.5 23.5 36

Maximum Score = 100

Table – 5 and Fig. 4 signify that the most common items of leisure time activities in
which school children engage, are watching T.V. (58.5%) followed by playing video
games / computers (58%), gossiping with friends (57.8%), listening music (57.6%),
running & jumping (56.8%), cycling (55.5%), hide and seek (53.66%), snake and
ladder (53.3%), art and craft (53.3%), drawing (52.3%), disk throw (51.5%), cricket
(50.7%) and football (50.3%) whereas the least common items of leisure time
activities in which primary school children engaged are bullying & teasing (23.5%)
followed by sleeping (23.8%), sitting ideally (26.3%), gardening (32.2%), solving
zigzag puzzles (33.7%), playing with soft toys (36%), writing and reading poems
(36%), playing with music instrument (36.2%), cleaning the house (37.2%), playing
with tools (38.2%), clay molding (39.2%), Basketball (39.3%) and baseball (39.7%).

Hence, it can be inferred that school children mostly engage themselves in

watching TV and least engage themselves in bullying and teasing others.

58
59
 Table – 5 (a)

Percentage Distribution of Levels of Leisure Time Activities of School Children.

N = 100
Levels Leisure Time Activities Score
N %

Maximum engaged in leisure time 29 29

Activities ≥ 77

Average engaged in leisure time 51 51

Activities (64 – 76)

Minimum engaged in leisure time 20 20

Activities (≤ 63)

Maximum obtained score = 90

Minimum obtained score = 50

Table - 5 (a) and Fig. 4(a) illustrate that the maximum percentage of school

children (51%) are averagely engaged in leisure time activities and (29%) are engaged

in maximum leisure time activities whereas only (20%) engaged in minimum leisure

time activities. Therefore, it can be said that maximum percentage of school children

are engaged in the average leisure time activities. Hence, it can be concluded that

school children do engage themselves in leisure time activities.

60
 FIGURE NO. 4 (a)

PERCENTAGE DISTRIBUTION OF LEVELS OF LEISURE TIME

ACTIVITIES OF SCHOOL CHILDREN

60 51
Percentage of Leisure Time Activities

50

40
29
Maximum
30 20
Average
Minimum
20

10

0
Maximum Average Minimum

61
 Table – 5 (b)

Mean Percentage And Rank Order Of Leisure Time Activities Score Of School
Children.

N = 100

Leisure Time Activities Score

Categories Max. Score Mean Mean Rank
Score %

Indoor LTAs 72 34.85 48.44 2

Outdoor LTAs 48 36.44 75.91 1

Maximum Score – 120 LTAs – Leisure Time

Activities
Minimum Score – 0

Table – 5 (b) and Fig. 4(b) indicate that school children has high mean

percentage (75.91%) in outdoor leisure time activities e.g. cycling, cricket, football,

badminton, hockey etc. as compared to indoor leisure time activities i.e. (48.44%) e.g.

watching TV, playing videogames / computer, gossiping with friends, listening to

music etc. This means school children engage themselves in outdoor leisure time

activities largely.

Hence, it can be concluded that though school children engage themselves in

the outdoor leisure time activities the most they do engage themselves in indoor

leisure time activities also.

62
 FIGURE – 4 (b)

MEAN PERCENTAGE AND RANK ORDER OF LEISURE TIME

ACTIVITIES SCORE OF SCHOOL CHILDREN.

75.91
80
70
Mean Percentage Score

48.44
60
50
40 Indoor LTAs
Outdoor LTAs
30
20
10
0
Indoor LTAs Outdoor LTAs

63
 Objective – 2: To assess the mental health of school children.

Table - 6

Comparative Mean Percentage and Rank Order Of Mental Health Areas Of

School Children.

N = 100
Leisure Time Activities Score
Areas of Max. Score Mean Mean
Rank
Mental Health Score %

Sociability 60 48.85 81.41 2

Emotionality 57 46.08 80.7 3

Energy level 37 30.24 81.72 1

Distractibility 44 34.88 79.27 4

Rhythm icity 25 16.96 67.84 5

Total 240 177.01 78.18

Maximum Score—240
Minimum Score---- 48

Table – 6 and Fig. 5 reveals that the comparison of mean percentage and rank
order of mental health areas of school children. These reveal that school children have
highest mean percentage mental health score in energy level (81.72%) followed by
sociability (81.41%), emotionality (80.7%), and distractibility (79.27%) and least in
rhythmicity (67.84%). School children have 78.18% in over all areas of mental health.

Thus, it can be inferred that school children have high energy level, high
sociability, increased emotionality but low distractibility and rhythmicity

64
 FIGURE – 5

COMPARATIVE MEAN PERCENTAGE AND RANK ORDER OF MENTAL

HEALTH AREAS OF SCHOOL CHILDREN.

81.41 80.7 81.72 79.27

90 67.84
Sociability
80
Mean Percentage Score

Emotionality
70 Energy Level

60 Distractibility
Rhythmicity
50
40
30
20
10
0
Sociability EmotionalityEnergy LevelDistractibilityRhythmicity

65
 Table – 6 (a)

Percentage Distribution of Mental Health Status of School Children.

N = 100
Mental Health Score
Status of Mental Health n %

High ≥ 192 9 9

Moderate (172 – 191) 63 63

Low ≤ 171 28 28

Maximum Score – 210

Minimum Score – 151

Table – 6 (a) and Fig. 5(a) indicate that the maximum percentage of school children

(63 %) has moderate mental health status and (28%) have low mental health status

whereas only (9%) have high mental health status. Therefore, it can be said that

maximum school children have moderate mental health status.

Hence, it can be inferred that very few school children have low mental health

status.

66
 FIGURE – 5 (a)

PERCENTAGE DISTRIBUTION OF MENTAL HEALTH

STATUS OF SAMPLES

High
63
70
Moderat
Percentage of Mental Health

60 e
Low
50

40 28

30

20 9

10

0
High Moderate Low

67
Objective 3 – To find out the relationship of leisure time activities and mental
health of children.

Table - 7

Relationship between Leisure Time Activities and Mental Health School

Children.

N = 100
Leisure Time Activities Score
Relationship Max Mean SD r
Between Score

Leisure Time 90 71.15 8.76

Activities

And
0.680**

Mental Health 210 177.94 11.58

Table – 7 and Figure – 6 shows that there is a positive correlation between leisure
time activities and mental health. Thus, it is statistically evident that as leisure time
activities score increases the mental health score also increases.

However, it indicates that there is a correlation between leisure time activities

and mental health.

68
 FIGURE – 6

RELATIONSHIP BETWEEN LEISURE TIME ACTIVITIES AND

MENTAL HEALTH OF SAMPLES.

180 177.94

160
Mean Percentage Score

140

120

100 71.15

80

60

40
8.76 11.58
20

0
Leisure Time Activities Mental Health Mean

SD

69
 Objective – 4 and 5: To ascertain the relationship of leisure time
activities and mental health of school children with
selected socio demographic variables.

Table 8

Comparative Mean of Leisure Time Activities And Mental Health Score of

School Children According To Age.
N =100
Leisure Time Activities Score Mental Health Score

Age in years n Mean SD Mean SD

a) 10-11 34 73.32 8.23 178.67 11.04

b) 11-12 33 71.12 10.51 178.75 11.28
c) 12-13 33 68.93 6.84 176.36 12.56

Mean Score Mean Score

Between The Groups: 160.95 61.25
Within The Groups: 75.01 135.62
F p F p
2.146 0.123 0.452 0.638

Max. Min.
Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table – 8 and Fig. 7 shows that school children score the highest mean of leisure time
activities in the age group of 10 - 11years (73.32) followed by (71.12 and 68.9) in the
age group of 11 – 12yrs and 12 – 13yrs p of 10 -11years (178.75) followed by
(178.67and 176.36) in the age group of 11-12 and 12-13years respectively. These
findings of leisure time activities are not statistically significant arespectively where
as school children score the highest mean of mental health in the age grout p<0.05
level and the findings of mental health are also not significant at p <0.05 level in ‘F’
ratio.

Hence, it can be emphasized that age plays no important role for the
engagement of leisure time activities and also has no impact on mental health of
school children.

70
 FIGURE - 7

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL

HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO AGE.

178.67 178.75
176.36

180
160
Mean Percentage Score

140
120
100 73.32 71.12 68.93
Leisure Time Activities
80
Mental Health
60
40
20
0
Age 10-11 Age 11-12 Age 12-13

71
H2: Male children will have better mental health than female children.

Table- 9

Comparative Mean Of Leisure Time Activities And Mental Health Score Of

School Children According To Gender.
N = 100
Leisure Time Activities Score Mental Health Score
Sex of Child n Mean SD Mean SD
a. Male 50 73.38 8.46 181.38 10.16
b. Female 50 68.92 8.55 174.5 11.97

Mean Score Mean Score

Between the groups: 497.90 1183.36
Within groups: 72.46 123.41
F p F p
6.863* 0.01 9.589** 0.003

Max. Min. * Significant at p<0.01 level

Score Score ** Significant at level p<0.003 level

Leisure Time Activities – 120 0

Mental Health – 240 48

Table – 9 and Fig. 8 illustrate that male school children score the highest mean
leisure time activities score and mean mental health score (73.38 and 181.38 )
respectively where are female school children score the lowest mean leisure time
activities score and mean mental health score (68.92 and 174.5) respectively. These
findings of leisure time activities are highly significant at p<0.01 level and the
findings of mental health are significant at p<0.003 level in ‘F’ ratio. Thus, the
findings indicate that male school children are more engaged in leisure time activities
as compared to female school children. Findings also indicate that male school
children have better mental health then female school children. Thus, research
hypothesis is accepted.

Hence, it can be concluded that sex of the child makes a significant difference
in the engagement of leisure time activities and mental health of school children.

72
 FIGURE – 8

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL

HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO GENDER.

181.38
200 174.5 Leisure Time
180 Activities
160 Mental Health
Mean Percentage Score

140
120
100 73.38
68.92
80
60
40
20
0
Male Female

73
 Table - 10

Comparative Mean Of Leisure Time Activities And Mental Health Score Of

School Children According To Class.

N = 100

Leisure Time Activities Score Mental Health Score

Class n Mean SD Mean SD

a) 5th 34 73. 32 8.23 178.67 11.04

b) 6th 33 71.12 10.51 178.75 11.28

c) 7th 33 68.93 6.84 176.36 12.56

Mean Score Mean Score

Between groups: 160.97 61.25
Within groups: 75.01 135.62
F p F p

0.452NS 0.638 2.146NS 0.123

NS- Non Significant

Max. Min.
Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 10 and Fig. 9 depict that 5th class school children obtained the highest
mean of leisure time activities score (73.32) followed by (71.12,and 68. 93, ) in 6 th
and 7th class respectively where as 6th class school children score the highest mean of
mental health (178.75) followed by (178.67 and 176.36) in 5 th and 7th class
respectively. The findings of leisure time activities are statistically not significant at
p< 0.05 level and the findings of mental health are not significant at p<0.05 level in
‘F’ ratio. .Hence, it can be stated that class has not a significant role in the
engagement leisure time activities and improvement of mental health of school
children.

74
 FIGURE - 9
COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL
HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO CLASS.

180

160

140

120
Mean Percentage Scoe

100
Leisure Time
Activities
80 Mental Health Score

60

40

20

0
5th 6th 7th

75
H1:-Children participating in leisure time activities will have significantly higher
grades in academic performance than children not participating in leisure time
activities.
Table 11

Comparative Mean of Leisure Time Activities and Mental Health Score Of

School Children According To Grades in Class.
N = 100
Leisure Time Activities Score Mental Health Score
Grades in Class n mean SD mean SD

(a) 90%- 99% 44 72.29 8.54 178.56 11.44

(b) 70%-- 90% 41 69.56 8.45 176.70 11.28

(c) 50%- 70% 14 72.71 10.20 179.85 13.60

(d) Below 50% 01 64.00 ---- 174.00 -----

Mean Score Mean Score

Between groups: 246.63 146.64
Within groups: 7352.11 13130.99
F p F p
1.073NS 0.364 0.357 NS 0.784

Max. Min. NS = Non Significant

Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 11 and Fig. 10 reveal that school children have highest mean leisure
time activities score in 50%- 70%grade (c ) (72.71) followed by (72.29, 69.56 and
64.00) in 90%-99% ,70%-90% and below 50% grade respectively whereas school
children have the highest mean mental health score in 50%-70% (179.85) followed by
(178.56, 176.70 and 174.00 ) in 90%-99%, 70%-90%and below 50% grade
respectively. The findings of leisure time activities are statistically not-significant at
p < 0.364 and the findings of mental health are not significant at p < 0.784 level in
‘F’ ratio. This means that school children who engage more in leisure time activities
do not have better academic performance whereas school children who have high

76
mean mental health score have better academic performance. But the findings are
statistically non-significant thus the research hypothesis H1 is not accepted.

FIGURE – 10

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL

HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO GRADES IN
CLASS

178.56 176.7 179.85

174
180
160
Mean Percentage Score

140
120
100 72.71
72.29
69.56 64
Leisure Time
80 Activities
Mental Health
60
40
20
0
90% - 99% 70% - 90% 50% - 70% Below 50%

77
 Table 12

Comparative Mean of Leisure Time Activities and Mental Health Score Of

School Children According To Religion.
N = 100
Leisure Time Activities Score Mental Health Score
Religion n Mean SD Mean SD

a) Hindu 94 71.18 8.77 177.87 11.34

b) Muslim 6 70.66 9.33 179.00 16.12
c) Christian - - - - -
d) Others - - - - -

Mean Score Mean Score

Between Groups: 1.491 7.172
Within Groups: 7597.25 135.41
F p F p
0.019 NS 0.890 0.53 NS 0.818

Max. Min. NS = Non Significant

Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 12 and Fig. 11 signify that Hindu School Children score the highest

mean leisure time activities (71.18) followed by (70.66) in Muslims school children

respectively whereas Muslim school children score the highest mean mental health

(179.00) followed by (177.87) Hindus school children respectively. The findings of

leisure time activities are statistically non-significant at p < 0.890 and the findings of

mental health are non-significant at p < 0.818 in ‘F’ ratio.

78
 Hence, we can conclude that religion of school children has no role in the

engagement of leisure time activities and improvement of mental of school children.

FIGURE – 11

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL

HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO RELIGION.

177.87 179 Leisure

180 Time
160 Activities
Mental
Mean Percentage Score

140 Health

120
100
71.18 70.66
80
60
40
20
0
Hindu Muslim Christian Others

79
 Table 13
Comparative Mean of Leisure Time Activities and Mental Health Score of
School Children According To Ordinal Position in the Family.
N = 100
Leisure Time Activities Score Mental Health Score
Birth order n Mean SD Mean SD

a) 1st 48 70.47 8.93 177.08 13.01

b) 2nd 38 73.15 9.07 179.55 10.92

c) 3rd 10 67.30 5.35 177.30 8.42

d) 4th 04 69.75 8.34 174. 50 4.93

Mean Score Mean Score

Between groups: 110.28 61.82

Within groups: 75.70 136.37

F p F p

1.457 0.231NS 0.453 0. 716NS

Max. Min. NS = Non

Significant
Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 13 and Fig. 12 shows that school children score the highest mean leisure time
activities score who are 2rd in birth order (73.15) followed by (70.47, 69.75 and 67.30)
in 1st, 4th and 3rd birth order respectively where as school children score the highest
mean mental health score who are 2nd in birth order (179.55) followed by (177.30,
177.08, and 174.50) in 3rd, 4th and 1st birth order. The findings of leisure time
activities are statistically not significant at p <0.231 and the findings of mental health
are not-significant at p <0.716 levels in ‘F’ ratio.

Hence, it can be inferred that birth order plays no role in the engagement of
leisure time activities and improvement of mental health of school children.

80
 FIGURE - 12

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL

HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO ORDINAL
POSITION IN THE FAMILY

81
 Table - 14

Comparative Mean of Leisure Time Activities And Mental Health Score Of

School Children According To Number Of Siblings.

Leisure Time Activities Score Mental Health Score

Number of n Mean SD Mean SD
Siblings

a) 1 69 71.72 8.56 178.68 12.53

b) 2 27 69. 11 8.73 176.25 9.68

c) 3 4 75.00 11.63 176.50 3.10

d) > 3 - - - - -

Mean Score Mean Score

Between Groups: 97.158 61.235
With in Groups: 76.334 135.62

F p F p
1.273 0.285 NS 0.452 0.638

Max. Min. NS = Non

Significant
Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 14 and Fig. 13: illustrate that school children score the highest mean of
leisure time activities who has 3 siblings (75.00) followed by (71.72 and 69.11) mean
score who has 1 and 2 number of siblings respectively. Whereas school children score
the highest mean mental health who has 1 sibling (178.68) followed by mean score
(176.25 and 176.50) who has 2 and 3 number of siblings respectively. The findings of
leisure time activities are statistically non significant at p<0.285 and the findings of
mental health are non significant at p<0.638 level in ‘F’ ratio.

Hence, it can be emphasized that number of siblings does not have any
significance in the engagement of leisure time activities and improvement of the
mental health of school children.

82
 FIGURE - 13

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL

HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO
NUMBER OF SIBLINGS.

178.68
180 176.25 176.5

160
Mean Percentage Score

140

120

100
71.72 75
69.11
80

60

40

20 Leisure Time
Activities
0
1 2 3 >3
Mental
Health

83
 Table 15

Comparative Mean of Leisure Time Activities and Mental Health Score Of

School Children According To Type of Family.
N = 100

Leisure Time Activities Score Mental Health Score

Type of family n Mean SD Mean SD

Nuclear 83 70.98 8.75 178.61 11.80

Joint 17 71.94 9.03 174.64 10.10

Mean Score Mean Score

Between Groups: 12.82 222.05
Within Groups: 7385.92 133.22

F p F p

0.166 NS 0.685 1.667 NS 0.200

Max. Min. NS = Non

Significant
Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 15 and Fig. 14 reveals that school children score the highest mean of
leisure time activities belonging to joint family (71.94) followed by to nuclear family
(70.98) where as school children score the highest mean of mental health belonging to
nuclear family (178.61) followed by joint family (174.64) respectively. These
findings of leisure time activities are statistically non-significant at p<0.685 and the
findings of mental health are not-significant at p<0.200 level in ‘F’ ratio.

Hence, it can be emphasized that type of family has no impact in the

engagement of leisure time activities and improvement of mental health of school
children.

84
 FIGURE - 14

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL

HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO TYPE OF
FAMILY.

178.61
174.64
Leisure Time Activities
Mental Health
180
160
Mean Percentage Score

140
120
70.98 71.94
100
80
60
40
20
0
Nuclear Joint

85
 Table - 16

Comparative Mean Of Leisure Time Activities And Mental Health Score Of

School Children According Place Of Living.
N = 100

Leisure Time Activities Score Mental Health Score

Sex of Child n Mean SD Mean SD

A Urban 99 71.26 8.73 178.16 11.42

B Rural 01 60.00 ---- 156 ---

Mean Score Mean Score

Between the groups: 125.57 486.22

Within groups: 76.25 130.52

F p F p
1.647 0.202 3.725 0.056*

Max. Min. * Significant at p<0.056 level

Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table – 16 and Fig. 15 illustrate that Urban school children score the highest mean
leisure time activities score and mean mental health score (71.26 and 178.16 )
respectively where are rural school children score the lowest mean leisure time
activities score and mean mental health score (60.00 and 156) respectively. These
findings of leisure time activities are not significant at p<0.202 level and the findings
of mental health are significant at p<0.056 level in ‘F’ ratio. Thus, the findings
indicate that urban school children are more engaged in leisure time activities as
compared to rural school children.

86
 FIGURE - 15

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL

HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO PLACE OF
LIVING

178.16
156
180

160

140
Mean Percentage Score

120

100
71.26
80 60

60

40

20

0
Urban Rural

Leisure Time Activities

Mental Health

87
 Table 17

Comparative Mean Of Leisure Time Activities And Mental Health Score Of

School Children According To Size Of House.
N = 100

Leisure Time Activities Score Mental Health Score

Type of Residence n Mean SD Mean SD

a) 1 bedroom Set 71.11 9.34 177.17 13.27

b) 2 bedrooms Set 70.46 7.62 177.66 11.10
c) 3 bedrooms Set 74.09 10.17 182.18 9.61
d) More spacious than this 71.80 13.31 176.60 8.17
Mean Score Mean Score

Between Groups: 40.36 76.88

Within Groups: 77.89 135.41

F p F p

0 .518 NS 0.671 0.566 NS 0.639

Max. Min. NS = Non
Significant
Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 17 and Fig. 16 depicts that school children who reside in 3 bedrooms set
score the highest mean leisure time activities (74.09) followed by (71.80, 71.11 and
70.46,) more spacious than above and 1 bedroom set and 2 bedrooms set respectively
where as school children who reside in 3 bedrooms set score highest mean mental
health (182.18) followed by (177.66, 177.17 and 176.60) in who reside in 2 bedrooms
set, 1 bedroom set and more spacious than above respectively. The findings of leisure
time activities are statistically not-significant at p<0.671 and the findings of mental
health are not-significant at p<0.639 level in ‘F’ ratio.

Hence, it can be concluded that school children do not depend on the type of
residence for the engagement in leisure time activities and improvement in mental
health.

88
 FIGURE - 16

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND

MENTAL HEALTH SCORE OF SCHOOL CHILDREN ACCORDING
TO SIZE OF HOUSE

200 177.17 177.66

Leisure Time
182.18
176.6 Activities
180 Mental Health
160
140
Mean Percentage Score

120
100
71.11 74.09 71.8
80 70.46

60
40
20
0
1 Bedroom 2 Bedroom 3 Bedroom More
set set set specious
than this

89
 Table 18

Comparative Mean Of Leisure Time Activities And Mental Health Score Of

School Children According To Father’s Education.
N = 100
Leisure Time Activities Score Mental Health Score
Level of
Education n Mean SD Mean SD

a) School Education 10 70.70 10.76 178.60 16.42

b) PUC/ 10+ 2 37 69.64 9.63 175.78 12.12

c) Graduate 34 71.70 8.52 179.14 10.20

d) Post Graduate 19 73.31 5.91 179.63 10.10

Or above
Mean Score Mean Score
Between Groups; 61.68 93.42
Within Groups; 77.22 135.38

F p F p

0.799 NS 0.428 0.690 NS 0.560

Max. Min. NS = Non

Significant
Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 18 and Fig. 17 signify that school children score the highest mean of
leisure time activities whose fathers are educated up to post graduate or above (73.31)
followed by (71.70, 70.70 and 69.64) graduates, school education and PUC/ 10+2
respectively whereas school children score the highest mean of mental health whose
fathers are educated up to post graduate or above (179.63) followed by (179.14,
178.60 and 175.78) graduate, school education and PUC/ 10+2 respectively. The
findings of leisure time activities are statistically not-significant at p<0.498 and the
findings of mental health are not-significant at p<0.560in ‘F’ ratio.

Hence, it can be inferred that fathers’ education has no role in the engagement
of leisure time activities improvement of mental health of school children.

90
 FIGURE - 17

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND

MENTAL HEALTH SCORE OF SCHOOL CHILDREN ACCORDING
TO FATHER’S EDUCATION.

178.6 175.78 179.14 179.63

180
160
140
120
Mean Percentage Score

100 73.31
70.7 69.64 71.7
80
60
40
20
0
School PUC/10+2 Graduate Post
Education graduare or Leisure Time
above Activities
Mental Health

91
 Table 19

Comparative Mean of Leisure Time Activities and Mental Health Score Of

School Children According To Mother’s Education.
N = 100

Leisure Time Activities Score Mental Health Score

Level of
Education n Mean SD Mean SD

a) Sch Edu 13 71.76 10.40 179.84 12.79

b) PUC/ 10+2 62 70.50 9.08 177.25 12.43

c) Graduate 24 72.12. 7.02 178.45 8.77

d) Post Graduate 1 80.00 ------ 183.00 -----

Or above
Mean Score Mean Score
Between Groups: 44.10 36.03
Within Groups: 77.77 137.18

F p F p
0.5677 NS 0.638 0.263NS 0.852

Max. Min. NS = Non Significant

Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 19 and Fig. 18 reveal that school children have the highest mean leisure
time activities score whose mothers are post graduates (80.00) followed by (72.12,
71.76 and 70.50) are graduates, school education and PUC/ 10+2 respectively where
as school children score the highest mean mental health score whose mothers are post
graduate or above (183.00) followed by (179.84, 178.45 and 177.25) are school
education, graduate and PUC/ 10+2. These findings of leisure time activities are
statistically not-significant at p<0.638 level and the findings of mental health are not-
significant at p<0.852 in ‘F’ ratio.

Hence, it can be emphasized that mother’s education has no impact in the

engagement of leisure time activities and improvement of mental health of school
children .

92
 FIGURE – 18

Comparative Mean of Leisure Time Activities and Mental Health Score Of

School Children according To Mother’s Education

200
179.84 177.25 178.45 183
180
160
140
Mean Percentage Score

120
100 80
71.76 70.5 72.12
80
60
40
20
0
School PUC/10+2 Graduate Post
Education graduare or
above
Leisure Time Activities
Mental Health

93
 Table 20 (a)

Comparative Mean of Leisure Time Activities and Mental Health Score Of

School Children According To Parent’s Occupation.
N = 100
Leisure Time Activities Score Mental Health Score
Type of
Occupation n Mean SD Mean SD

a) Employed 55 71.03 8.48 177.56 12.49

b) Unemployed 2 64.00 19.79 171.50 4.94
c) Businessman 43 71.62 8.73 178.72 10.58
d) Laborer --- --- --- --- ---

Mean Score Mean Score

Between Groups: 56.38 58.48
Within Groups: 77.17 135.67

F p F p

0.731 NS 0.484 0.431 NS 0.651

Max. Min. NS = Non Significant

Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 20 (a) and Fig. 19(a) depict that school children score the highest mean
of leisure time activities and mental health whose fathers are in business (71.62,
178.72 ) respectively followed by (71.03 , 64.00 and 177.56, 171.50) employed and
unemployed respectively. The findings of leisure time activities are statistically not
significant at p<0.484 level and the findings of mental health not-significant at
p<0.651 level in ‘F’ ratio.

Thus, it is evident that father’s occupation plays no role in the engagement of

the leisure time activities and improvement of mental health of school children.

94
 FIGURE – 19 (A)

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL

HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO PARENT’S
OCCUPATION (FATHER)

177.56 178.72
180 171.5

160

140
Mean Percentage Score

120

100
71.62
80 71.03 64

60

40

20

0
Employed Unemployed Businessman Labourer

Leisure Time
Activities
Mental Health

95
 Table 20 (b)

Comparative Mean of Leisure Time Activities and Mental Health Score of

School Children According To Mother’s Occupation.

N =100
Leisure Time Activities Mental Health Score
Type of
Occupation n Mean SD Mean SD

a) Employed 35 78.53 11.52 165.4 16.3

b) Unemployed 60 78.9 10.6 166.6 15.9

c) Business 05 86 4 171.4 13.1

d) Laborer -- -- -- -- --

F p F p

0.635 NS 0.638 2.188 NS 0.072

Max. Min. NS = Non

Significant
Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 20 (b) and Fig. 19(b) illustrate that school children score the highest
mean of leisure time activities whose mothers are in business (86) followed by (78.9,
and 75.53) in unemployed and employed respectively whereas school children score
the highest mean of mental health whose mothers are in business (171.4) followed by
(166.6 and 165.4) are unemployed and employed respectively. These findings of
leisure time activities are statistically not-significant at p<0.638 level and the findings
of mental health are not-significant at p<0.072 in ‘F’ ratio.

Hence, it can be concluded that mother’s occupation does not play any
important role in the engagement of leisure time activities and improvement of mental
health of school children.

96
 FIGURE – 19 (B)

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL

HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO MOTHER’S
OCCUPATION

180 171.4
165.4 166.6

160

140
Mean Percentage Score

120
86
100 78.53 78.9

80

60

40

20

0
Employed Unemployed Businessman Labourer

Leisure Time Activities

Mental Health

97
 Table 21

Comparative Mean of Leisure Time Activities and Mental Health Score Of

School Children According To Family Income.
N = 100
Leisure Time Activities Mental Health Score
Family income n Mean SD Mean SD

a) Upto Rs. 10,000 51 71.21 9.39 176.84 12.8

b) Rs. 10,000 – Rs. 15,000 22 70.36 9.26 178.8 10.24
c) Rs. 15,001 – Rs. 20,000 14 72.50 7.09 181.64 9.06
d) > Rs. 20,000 13 70.76 7.59 176.76 10.46

Mean Square Mean Square

Between Groups: 13.74 96.03
Within Groups: 78.72 135.30

F p F p
0175 NS 0.913 0.710 NS 0.549

Max. Min. NS = Non Significant

Score Score

Leisure Time Activities – 120 0

Mental Health – 240 48

Table 21 and Fig. 20 signify highest mean leisure time activities score among
school children in the income group of Rs. 15,000---Rs 20,000 (72.50) followed by
(71.21, 70.76 and 70.36) in the income group of >Rs. 10,000, Rs. 20,000 and up to
Rs. 15,000 respectively whereas highest mean mental health score among school
children in the income group of Rs. 15,001-- 20,000 (181.64) followed by (178.81,
176.84 and 176.76) in the income group of Rs. 15,000 – Rs. 20,000, Rs. 10,000 and
Rs. 20,000. These findings of leisure time activities are statistically not-significant at
p<0.913 level and the findings of mental health are not significant at p<0.549 level in
‘F’ ratio.

Hence, it can be emphasized that the family income has no role in the
engagement of leisure time activities but plays an important role in the improvement
of mental health of school children.

98
 FIGURE NO.20

COMPARATIVE MEAN OF LEISURE TIME ACTIVITIES AND MENTAL

HEALTH SCORE OF SCHOOL CHILDREN ACCORDING TO FAMILY
INCOME

240

176.84 178.81 181.64

190 176.76
Mean Percentage Score

140

70.76
90 71.21 70.36 72.5

40

-10
Rs. 10,000 to Rs.

Rs. 15,000 to
Upto Rs. 10,000

More than
20,000

Leisure Time
20,000
15,000

Activities
Mental Health

99
 CHAPTER VI

“Discovery consists of seeing what everybody has been seen and

thinking what nobody has thought “
- Albert Szent

DISCUSSION
The discussion brings the research report to a closure. A well – developed
discussion section “makes sense ’’ of the research results. This is the most important
section of any research report.

The findings of the present study have been discussed with reference to the
objectives hypothesis pertaining to the research problem. The findings of the study are
discussed with reference to the results obtained by other investigators.

Organization of Findings

Section- 1. Findings related to socio demographic variables of samples.

Section - 2 Findings related to leisure time activities of samples.

Section- 3 Findings related to mental health of samples.

Section- 4 Findings related to association between leisure time activities

and mental health.

.Section- 5 Findings related to Leisure time activities and mental health of

the samples with selected socio- demographic variables.

Finding related to socio demographic variables:-

School children (SC) were in the age group of 10-11, 11- 12 and 12- 13 years.
They are males and females of 5th to 7th standard obtaining grade- >90%. They are
Hindus and 1st in their birth order and had 2 siblings. They live in nuclear family in
urban area in 2 bedrooms. Most of their fathers and mothers are educated up to 10+2.

100
Most of their fathers are employed and mothers are unemployed and have family
income up to Rs.10, 000

Findings related to leisure time activities of samples.

The analysis of the data regarding first objective is to identify the leisure time
activities of school children. The findings of present study reveal that watching TV,
playing video games ,computers, running and jumping respectively are the most
common leisure time activities where as sleeping, sitting ideally and bullying or
teasing are the least common leisure time activities in which school children engage.
This study is supported by observed children’s behavior at a micro-analytical level in
a sample with mean age of 49 months, approximate 20% of children’s activities were
physically vigorous such as run, free wrestle, chase, jump, push and pull, lift and
climb.62
Section- 3 Findings related to mental health of samples.

The second objective of the study is to assess the mental health of school
children. The findings show that most of the school children possess moderate mental
health status. Further analysis shows that school children are highly enerable and able
that indicates they are adaptive and adjustable to the environment. This finding is
supported by those who assessed links between free time activities and adjustments.
The evidence suggested that better adjusted children become more involve in adaptive
activities.63

Findings related to relationship of leisure time activities and mental health of

samples

The present study shows that there is a significant correlation

between leisure time activities and mental health. The maximum leisure time activity
score is 90 and mean is 71.15. The maximum score of mental health is 210 and mean
is 177.84. The standard deviation is 8.76 and 11.58 respectively. The r= 0.680**. So
it is statistically evident that as leisure time activities score increases, the mental
health score also increases. This finding supported by the study who examined
Korean- and Anglo-American preschool’s play and found that the play activities

101
encourage the development of academic skills, social skills self expression and
cognitive developments.64

Findings related to gender predict that male are more engaged in leisure time
activities and have better mental health than female school children. This is found
statistically significant at p < 0.010 level and p= 0.003 level respectively. The
objective of the research reveals that the hypothesis H2 –male children will have better
mental health than female children. Since the findings show significant difference in
mental health score of male and female school children. Therefore, research
hypothesis is accepted.

This finding is supported by a study that male report significantly more active
than female. Female are more helpless than male. The other supported study reported
that 78% of the girls from the age group of 13, 5 – 16.8 years exhibited higher level of
stress and more adjustment problems than boys.65

Findings related to grades in class illustrate that the school children who have
lower grade have highest mean leisure time activities score and mental health score.
These findings are not-significant at p <0.364 levels But the research hypothesis H 1
reveals that children participating in leisure time activities will have significantly
higher grades in academic performance than children not participating in leisure time
activities. As the findings are not-significant therefore research hypothesis is not
accepted. This contradictory study reported that children who received leisure time to
play during school hours have superior academic performance than children not
received leisure time to play during school hours.66

The relationship of leisure time activities and mental health with variables i.e.
age, sex, birth order, class, grades in class, religion, number of siblings, type of
family, family income, place of living, type of residence, parents’ education and
parents’ occupation are computed, it is found that, as the children grow older they
engage more in leisure time activities and this improves their mental health. This is
also found statistically significant at p < 0.05 level and p < 0.03 level respectively.
The findings are supported by the study where it stated that approximately 3-5%of
play behavior at 5-10 years, 7-8% at 7-11 years but falls from 5% to 3% at 14 years 67.

102
The findings of mental health are significant at p<0.056 level in ‘F’ ratio with
association to place of living.
Summary

This chapter discusses the findings related to socio-demographic variables,

related to association of leisure time activities and mental health, related to leisure
time activities and related to mental health of samples with selected variables.

103
 CHAPTER VI

CONCLUSION

“Reasoning draws a conclusion, but does not make the conclusion certain,
unless the mind discovers it by the path of experience”
- Roger Bacon.

The study was undertaken to assess the relationship between leisure time
activities and mental health of school children. the following conclusion were drawn

The School children (SC) were in the age group of 10-11, 11- 12 and 12- 13
years. They were males and females of 5th to 7th standard obtaining grade- >90%. They
were Hindus and 1st in their birth order and had 2 siblings. They lived in nuclear
family in urban area in 2 bedrooms. Most of their fathers were and mothers were
educated up to 10+2. Most of their fathers were in employed and mothers were
unemployed and had family income up to Rs.10, 000/.

Major findings of the study

 Majority of the samples had averagely engaged (51%) in leisure time activities
followed by maximum (29%) and minimum (20%).

 Majority of the samples had moderate status of mental health (63%) followed
by low mental status (28%) and high mental status (9%).

 There is a significant correlation between leisure time activities and mental

health score of school children.

 Majority of the samples had highest mean percentage score in areas of mental
health in energy level (81.72%followed by sociability (81.41%), emotionality
(80.07%), distractibility (79.27%) and rhymicity (67.84%) being the last one.

 Majority of samples had highest mean percentage score of leisure time

activities and mental health (73.38 and 178.75) in the age group of 10 – 11
years respectively.

104
  The male school children had highest mean percentage score of leisure time
activities and mental health score as compared to female school children.

 There was significant association between mental health score and place of
living.

Implications:

The findings of the study on leisure time activities and mental health suggest
many implications for nursing education, nursing administration, nursing research and
community health nursing.

The findings of the present study indicate that children are averagely engaged
in leisure time activities and have moderate mental health status. Therefore, there is a
need for parents to be aware of the importance of leisure time activities for holistic
development of children. The results of the study also conclude that male children
engage themselves in leisure time activities more and have better mental health than
female children.

Nursing Education:

Nursing education should not only prepare the nurses to work in the hospital
but should give great priority to prepare school health nurses also who would play a
key role in the school health programme. The nursing students must be provided with
experience in all the settings i.e. hospital, community and school to learn and assess
mental health status and developmental characteristics of the children and this should
be mandatory for each student to complete the course. In nursing the curriculum more
emphasis should be laid on child’s growth and development and psychological
development because a nation’s health depends upon the child’s holistic development.
Teaching learning activities should include heath education on holistic development
and promotion of mental health by engaging in leisure time activities of the school
children. Parents of the school children are to be educated about the importance of
leisure time activities and its impact on health not only physical but mental and social
health also.

105
Nursing Research :

Every year, the World Mental Health Day is being celebrated. According to
the observations made, most of the topics / theme undertaken during previous years
are mainly on child’s mental health e.g. child abuse and violence, emotional and
behavioral problems among school children and mental health across the life span.
Mental health is very much important at every stage of life especially in the childhood
because childhood is the base of all other developmental stages of life.

Therefore Indian nurses should take interest in conducting more research

studies on children and practice research based nursing, as research on children is a
neglected area in nursing studies.

General Education :

The study will also have an implication for teacher preparation for general
education. The teacher can have a profound influence on children and their families
specially in promoting the principles of sound mental health. The teachers not only
should have the knowledge about the child psychology but also should learn about the
importance of leisure time activities in the holistic development of the child. Every
school must give a period to engage in leisure time activities. The teachers need to be
educated about the holistic development of child in every aspect of health i.e.
physical, mental, social and spiritual. School health nurses should educate parents and
teachers about the importance of leisure time activities and through these the early
identification of low mental health status.

Community Health Nurse :

When a community health nurse visits the families she may tell the parents
about the importance of breast feeding, love and affection for the child, rearing
practices, growth and development changes, consistent discipline at home, acceptance
of the child, importance of leisure time activities and especially mental health for the
holistic development of the child. For this purpose, the primary health nurse should
counsel parents about the importance of looking after the physical, mental, social and
spiritual development of the child.

106
Nursing Administration

Nurse administrator can provide in service education programmes for the staff
nurses who are working in pediatric, psychiatric wards and OPDs on importance of
leisure time activities and mental health for school children. Workshops and seminars
on identification of mental illness through leisure time activities can be conducted to
create awareness in the society regarding mental health in general.

Puppet show / skits can be arranged in pediatric outpatient department to

improve the knowledge of the parents about the leisure time activities and mental
health.

Nursing Practice :

Nurse should provide tender loving care to the child and good environment
with lots of play materials in hospitals so that they should not feel home sick. Parents
should be allowed to stay with them in hospital and they should be educated to
understand importance of play and play therapy to explore the feelings of child and to
meet the needs of the sick child.

Recommendations

Based on the findings the following recommendations are offered for future research:

 The study needs to be replicated in a large sample to validate and generalize

its findings.
 Comparative study may be conducted on leisure time activities & mental
health in children of private and Govt. schools.
 Comparative study may be undertaken on leisure time activities & mental
health of urban and rural children.
 Comparative study can be conducted involving parents, teachers and peer
group to identify the leisure time activities & mental health amongst school
children.
 An exploratory study can be conducted for the prevalence of leisure time
activities.

107
  A descriptive study may be conducted on development of educational
guidelines, manuals on mental health in children for parents, teachers and
health workers.
 A comparative study may be undertaken on leisure time activities and mental
health of male and female primary school children.
 A longitudinal study can be conducted with leisure time activities and mental
health to know the cause and effect relationship

Limitations

 The size of the sample studied was only 100 school children.
 The study was conducted only in one non-governmental school.
 Data collected was based on verbal responses of the samples.

108
 CHAPTER VIII

SUMMARY

Introduction :

Children are the future of tomorrow’s India (Nehru, 1960). Children are the
loving creation of God. They are the young buds and flowers of the garden, which
ought to blossom, when they grow young. But for their physical and mental growth
leisure time activities are necessary as leisure, recreation and adventures should
priorities in life just as food, clothing and shelter. These are essential for healthy
living, healthy thinking, developing self-confidence and social integration.

Leisure time play improves the mental health and develops learning skills.
Good mental health allows children to think clearly, develop socially and learn new
skills. To children, play’ is just a fun and is important for their development. So, play
is only an unconscious act through which children naturally reveal what is on their
minds.

Statement of the Study

“A descriptive study to assess the relationship between leisure time activities

and mental health of school children in selected schools at Tumkur, Karnataka.”

Purpose

The aim of the study is to assess and identify the relationship between leisure
time activities and mental health so that a holistic development of the child may be
enhanced.

109
Objectives

1. To identify leisure time activities of school children.

2. To assess the mental health of school children.
3. To find out the relationship between leisure time activities and mental health
of School children.
4. To ascertain the relationship of leisure time activities of school children with
selected variables ( age, sex, birth order, class, grades in class, religion,
number of siblings, type of family, family income, place of living, type of
residence, parents’ education and parents’ occupation).
5. To ascertain the relationship of mental health of school children with selected
variables ( age, sex, birth order, class, grades in class, religion, number of
siblings, type of family, family income, place of living, type of residence,
parents’ education and parents’ occupation).

Assumptions:

The study assumes that

1. There is a positive relationship between leisure time activities and mental health.

2. Leisure time activities improve the mental health and develop learning skills.

Hypothesis

Hi: Children participating in leisure time activities will have significantly

higher grades in academic performance than children not participating
in leisure time activities.

H2: Male children will have better mental health than female children.

The conceptual framework adopted for the study

The present study is aimed at assessing leisure time activities and mental
health of school children. This framework is based on modified Parkin’s health-illness
spectrum presents a conceptualization of health and illness continuum 25. Health is not

110
a static phenomenon. But dynamic state. Health continuum represents high level of
illness and illness continuum represents low level of wellness.

Parkin viewed the personal factors and family factors which affect a human
being. In the present study personal factors are age, sex, birth order, class and grades
in class and family factors are number of siblings, place of living, type of family, type
of residence, parents’ education, parents’ occupation and family income. Personal
factors and family factors enhance a leisure time activity which consequently
enhances wellness in an individual which means, higher status of mental health. If the
personal and family factors become favorable to the children, their leisure time
activities can be maximized and low level of mental health can be prevented by
helping them to maintain a high level of metal health or high level of wellness.

Research methodology

The research design consists of a descriptive approach with non experimental

descriptive design. The population selected for the study was 100 school children in a
selected school of Tumkur. 100 samples were selected by simple random sampling
technique. The data was collected using structured interview schedule. Development
of the tool involves steps of test construction i.e. preparing the blue print, selection of
items, content validation and establishment of reliability. Content validity of the
questionnaire was done according to the suggestions given by the experts and
reliability testing of the tool was done. The reliability co-efficient was found to be
acceptable. The pilot study was conducted on 10 school children at Shree
Basaveshwara English Medium Primary School, Tumkur and the study was found
feasible.

The purpose of the study was explained to them and informed consent was
obtained. The tool used for data collection was structured interview schedule. It
consists of the following items.

Section – A : This part consisted of Fourteen (14) items for obtaining personal
information of the research subjects about age, sex, birth order, class, grades in class,

111
religion, number of siblings, type of family, family income, place of living, type of
residence, parents’ education and parents’ occupation.

Section – B : Self structured leisure time activities questionnaire was used to assess
the leisure time activities of school children. It consisted of 40 items (24 indoor and
16 outdoor of leisure time activities. Each item was scored on 4 points Likert scale.
The responses were always, sometimes, rarely and never.

The maximum score was 120.

.

Part –C: Mental Health Measurement Scale has developed and published by Savita
Malhotra (2002) was simplified with the purpose to be understood by child. This tool
covered five areas of mental health Sociability (12), Emotionality (13), Energy level
(8), Distractibility (10) and Rhythimicity (5) items. It consisted of 48 items (23)
positive and (25) negative. The maximum score was 240. Each item was scored on 5
points Likert scale. The response were strongly agree, Agree, Uncertain, Disagree and
strongly disagree.

Tools were constructed by discussion with experts and reviewing the

literature. The validity pre testing and reliability of the tools were established. The
reliability of Leisure time activities scale was 0.95 and mental health measurement
scale was 0.90.

Pilot study was conducted to confirm the feasibility of conducting the main
study. Data for the main study was collected from 18-10-2008 to 18-11-2008.

Analysis of data collection was done in accordance with the objectives of the
study. Data obtained has been analyzed in terms of descriptive statistics i.e.
calculation of percentage mean, standard deviation and inferential statistics i.e.
correlation coefficient and analysis of variance (ANOVA) were used to explore the
relationship of leisure time activities and mental health care of school children. Bar
and Pie diagrams were also used to depict the findings.

112
Organization of Findings

Section - 1 Findings related to socio demographic variables of samples.

Section - 2 Findings related to leisure time activities of samples.
Section- 3 Findings related to mental health of samples.
Section- 4 Findings related to association between leisure time activities
and mental health.
Section- 5 Findings related to Leisure time activities and mental health of
the samples with selected socio- demographic variables.

Findings of the study

Description of Socio-demographic variables

 Majority of the samples were 34 (34%) in the age group 10- 11 years.

 The 50 (50 %) samples were males and 50 (50%) were females.

 Majority of the samples were 34 (34%) belongs to 5th class.

 Majority 44 (44%) of the samples were belongs to 90-99% grades in class.

 Majority 94(94%) of the samples were Hindu.

 Majority48 (48%) of the samples were belongs to 1st ordinal position in the
family.

 Majority 69 (69%) of the samples had one sibling.

 Majority 83(83%) of the samples were belongs to nuclear family.

 Majority 99 (99%) of the samples were belongs to urban family.

 Majority 50(50%) of the samples were live in 2 bedroom set.

 Majority 37(37%) of the father of samples were educated up to 10+2 / PUC.

 Majority 62(62%) of the mothers of respondents were educated up to 10+2 /

PUC.

113
  Majority 55 (55%) of the fathers of samples were employed

 Majority 60 (60%) of the mothers of samples were employed

 Majority 51 (51%) of the samples were belongs to up to 10,000 Rs family

income group.

Findings Related to Leisure Time Activities :

 Watching TV, playing videogames/computer and gossiping with friends were

the most interested leisure time activities of school children.
 Sitting ideally, sleeping and bullying and teasing were the least interested
leisure time activities of school children.
 51% school children were averagely engaged in leisure time activities, 29%
school children were maximum engaged in leisure time activities and only
20% primary school children were minimum engaged in leisure time
activities.
 It was found that there was positive correlation between leisure time activities
and mental health. it was found significant r = .680**
 The mean leisure time activities score was highest in male school children
(73.38) and lowest in female school children (68.92). The difference was
statistically significant at p <0.001 level in ‘F’ ratio.

Findings Related to Mental Health

 School children had highest mean percentage score in areas of mental health in
(81.72%) followed by sociability (81.41%), emotionality (80.07%),
distractibility (79.27%) and rhythmicity (67.84%) being the least one.
 63% school children were in the moderate status of mental health, 28% in low
status and 9% were in high mental health status.
 The mean mental health score of school children was highest in the age group
of 10 – 11years (178.75) and lowest in 12 -13years (176.36). The difference
was statistically significant at p <0.638 level in ‘F’ ratio.
 The mean mental health score was highest in male of school children (181.38)
and lowest in female school children (175.50). The difference was statistically
significant at p <0.003 level in ‘F’ ratio.

114
  The mean mental health score of school children was highest who lived in
urban area (178.61) and lowest in rural area (156.). The difference was
statistically significant at p <0.056 level in ‘F’ ratio

Results

Analysis of data collection was done in accordance with the objectives of the
study. Data obtained has been analyzed in terms of descriptive statistics i.e.
calculation of percentage mean, standard deviation and inferential statistics i.e.
correlation coefficient and analysis of variance (ANOVA) were used to explore the
relationship of leisure time activities and mental health care of school children. Bar
and Pie diagrams were also used to depict the findings.

115
 CHAPTER – IX

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122
 ANNEXURE - 1
LETTER SEEKING PERMISSION TO CONDUCT PILOT STUDY

From;

Ms. Amandeep kaur Bajwa

Final year M.Sc., (Nursing) Student
Shree Siddaganga Institute of Nursing
Science and Research Center,
B.H. Road, Tumkur District.
Karnataka.

To,
The Principal,
Shree Basaveshwara English Medium Higher Primary School,
B.H. Road, Tumkur.

Through

The Principal,
Shree Siddaganga Institute of Nursing
Science and Research Center,
B.H. Road, Tumkur District.
Karnataka.
Respected Sir,

Sub: - Letter seeking formal permission to conduct the pilot study.

I Ms. Amandeep kaur Bajwa studying in Final Year M.Sc Nursing Psychiatry
Specialty at Shree Siddaganga Institute of Nursing Science and Research Center
Tumkur. For the partial fulfillment of M.Sc Nursing Programme to submit
dissertation to the Rajiv Gandhi University of Health Sciences Bangalore, I have
selected the following topic. “A descriptive Study to assess the relationship
between leisure time activities and mental health of school children in selected
school Tumkur”.

The study will not disturb the daily routine of the school. The information
provided will be kept confidential and anonymity will be maintained throughout and
after the study.

Kindly permit me to take up the study at your esteemed institution.

Thanking you

Your sincerely

Date:
Place: (Mrs Amandeep Kaur Bajwa)

123
 ANNEXURE – 2
LETTER SEEKING PERMISSION TO CONDUCT RESEARCH STUDY
From;

Ms. Amandeep Kaur Bajwa

Final year M.Sc.(Nursing) Student
Shree Siddaganga Institute of Nursing
Science and Research Center,
B.H. Road, Tumkur District.
Karnataka.

To,

The Principal
Shree Basaveshwara English Medium Higher Primary School,
B. H. road Tumkur, Karnataka.

Through
The Principal,
Shree Siddaganga Institute of Nursing
Science and Research Center,
B.H. Road, Tumkur District.
Karnataka.

Respected Sir,

Sub: - Letter seeking formal permission to conduct the research study

I Ms. Amandeep Kaur Bajwa studying in Final Year M.Sc Nursing Psychiatry
Speciality at Shree Siddaganga Institute of Nursing Science and Research Center
Tumkur. For the partial fulfillment of M.Sc Nursing Programme to submit
dissertation to the Rajiv Gandhi University of Health Sciences Bangalore, I have
selected the following topic “A descriptive Study to assess the relationship
between leisure time activities and mental health of school children in a selected
school Tumkur, ”.

The study will not disturb the daily routine of the school. The information
provided will be kept confidential and anonymity will be maintained throughout and
after the study.

Kindly permit me to take up the study at your esteemed institution.

Thanking you
Your sincerely
Date :
Place :
(Mrs. Amandeep Kaur Bajwa)

124
 ANNEXURE - 3

APPROVAL LETTER

From;

The Principal
Shree Basaveshwara English Medium Higher Primary School,
B. H. road Tumkur, Karnataka.

Sub: - Permission to conduct a study regarding to assess the

relationship between leisure time activities and mental
health of school children in a selected school, Tumkur.

With reference to the above letter it has been informed that Mrs. Amandeep
Kaur Bajwa Finial Year M.Sc Nursing Student, Shree Siddaganga Institute of Nursing
Science and Research Center Tumkur granted permission to conduct her study in
Shree Basaveshwara English Medium Higher Primary School Tumkur Karnataka.

Date: Sd/-

Place: (Mr. G. Basvaraju)

125
 ANNEXURE - 4

LETTER SEEKING PERMISSION FOR VALIDATION OF TOOL

From;

Ms. Amandeep Kaur Bajwa

Final year M.Sc. (Nursing) Student
Shree Siddaganga Institute of Nursing
Science and Research Center,
B.H. Road, Tumkur District.
Karnataka.

To,
………………………………..
……………………………….
……………………………….

Through the Principal

Respected Madam / Sir,

Sub: - Expert opinion for the content validity of the tool.

I Ms. Amandeep kaur Bajwa studying in Final Year M.Sc Nursing Psychiatry

Specialty Nursing Course at Shree Siddaganga Institute of Nursing Science and

Research Center Tumkur. In partial fulfillment of the course, I am conducting

dissertation “A descriptive Study to assess the relationship between leisure time

activities and mental health of school children in a selected school Tumkur”.

Hence I have prepared a tool under the guidance of the guide. I am here with

submitting a copy of the tool for its content validity.

126
Objectives of the study

1) To identify leisure time activities of school children.

2) To assess the mental health of school children.

3) To find out the relationship between leisure time activities and mental health

of school children.

4) To compare mental health between male and female children

5) To find out the association between leisure time activities and mental health

of school children with selected variables 1.e. age, sex , religion, birth order,

number of siblings, types of family, grades in class, places of living, , types

of residence, parents’ education, parents’ occupation, family income.

To achieve these objectives, I have prepared the following tool, which includes

Section – A Socio demographic variables

Section – B Rating scale on leisure time activities

Section – C Rating scale on measurement of mental health

Hence, I request you to kindly go through the tool item wise and give your

valuable opinion and suggestions for the improvement of the tool.

Kindly certify the content validity at an early date.

Thanking you in anticipation

Your sincerely

Date: (Amandeep kaur bajwa)

Place:

127
List of enclosures

1. Demographic Information
2. Structured interview schedule to assess the leisure time activities and mental
health
3. Check list for validating tool
4. Content validity certificate
5. Self addressed envelop

Date: (Amandeep kaur Bajwa)

Place:

128
 ANNEXURE - 5

LIST OF EXPERTS

1. Mr. G.Radhakrishana
Principal
P.D.Bhartesh College of Nursing
Gopal Jinagouda Hospital Complex
Halaga Belgaum

2. Mrs. Triza Jiwan

Principal
H.O.D of Psychiatry
College of Nursing
C.M.C & Hospital
Ludhiana, Punjab

3. Mr. Ambu Mani

Department of Psychiatric Nursing
Priyadarshani College of Nursing
Marati Industrial Estate
Ishewari Nagar
Bangalore - 96

4. Mrs. Penamma Ranadive

Professor Department of Psychiatric Nursing
College of Nursing
C. M.C. & Hospital
Ludhiana, Punjab

5. Mrs. Ramandeep Kaur Dhillon

Principal
H. O. D. of Psychiatry
Shiv Shakti College of Nursing
Bhikhi, Punjab

6. Mrs. Jyothi M.S.

Principal
H.O.D. of Community Health Nursing
Shree Siddaganga Institute of Nursing Sciences and Research Center
B.H. Road, Tumkur

7. Dr. Balbir Chouhan.

Consultant psychiatrist
Model Town, phagwara
Punjab

129
8. Mr. Samuel George
Principal
HOD of Psychiatry
City College of Nursing
City enclave, Shaktinagar
Mangalore – 575016

9. Mrs. Suguna Sundari Devi

HOD of Psychiatry
Shree Siddaganga Institute of Nursing Sciences and Research Center
B.H. Road, Tumkur

10. Dr. Natasha

Clinical Psychologist
Vidya Sagar Institute of Mental health & Sciences
Amritsar, Punjab

11. Dr. Sathyanarayana M.T.

Consultant psychiatrist
New G.M.S. Shopping Complex
Ashoka Road
Tumkur

12 Dr Sawinder Singh
Professor of Psychiatry
Vidya Sagar Institute of Mental health & Sciences
Amritsar, Punjab

130
 ANNEXURE – 6

BLUE PRINT OF LEISURE TIME ACTIVITIES RATING SCALE

The Leisure time activities rating scale included 2 domains and items are distributed
under each domain. The 2 domains are indoor leisure time activities and outdoor
leisure time activities.

S. NO CONTENT ITEAM NO NO OF %
AREA ITEAMS
1 Indoor 2,6,8,10,,12.14,16,18,20,21,22,24, 24 60%
Leisure Time 26,30,31, 32,33,34,35,36,38,39
Activities And 40.

2 Outdoor 1,3,5,7,9,11,13,15,17,19,23,25,27, 16 40%

Leisure Time 28, 29 and 37.
Activities
Total 40 100

SCORING KEY FOR ASSESSING THE LEISURE TIME ACTIVITIES

Score
S.N
ITEAM NO
O ALWAYS SOMETIM RARELY NEVER
ES

1 Indoor 2,6,8,10,,12.14,16,18,20, 3 2 1 0
Leisure 21, 22,24,
Time 32,33,34,35,36,38,39
Activities And 40.

2 Outdoor 1,3,5,7,9,11,13,15,17,19 3 2 1 0
Leisure ,23,25 ,27,28,29 and 37
Time
Activities

131
 The Mental health rating scale included 5 domains and items are distributed under
each domain. The 5 domains are sociability, emotionality, energy level, distractibility
and rhythimicity.

BLUE PRINT OF MENTAL HEALTH MEASUREMENT RATING SCALE

S. CONTENT ITEM NO NO OF %
NO. AREA ITEAMS
1 Sociability 1,2,3,10,11,12,19,24,28,31,32,34 12 25%
2 Emotionality 4,5,13,14,20,21,25,29,35,36,38,44,48 13 27.08%
3 Energy level 6,7,15,16,22,26,33,37 08 16.66%
4 Distractibility 8,17,39,40,41,42,43,45,46,47 10 20.83%
5 Rhythimicity 9,18,23,27,30 05 10.41%
Total 48 100%

SCORING KEY FOR ASSESSING THE MENTAL HEALTH

Score
S
NO. ITEAM NO Strongly Agree uncertain Disagree Strongly
disagree disagree

1 Positive 2,4,6,8,9,12,13,14,
scoring 18,19,21,22,23,24, 1 2 3 4 5
27,28,29,30,31,32,
33,37,40,
2 Negative 1.3,5,7,10,11,15,16,
items 17,20,25,26,34,35,
36,38,39,41,42,43, 5 4 3 2 1
44,45,46,47& 48

132
 ANNUXERE-7

STRUCTURED INTERVIEW SCHEDULE

The structured interview schedule consists of three sections.

Section A consists of 14 items related to socio demographic information.

Section B consists of 40 items related to leisure time activities scale.
Section C consists of 48 items related to mental health measurement scale.

Section – A

Socio Demographic Data.

(Please give the appropriate answer.)

1 Age ( )
_______
_______
_______

2 Sex

(a) Male ( )
(b) Female ( )

3. Class

(a) 5th ( )
(b) 6th ( )
(c) 7th ( )

4. Grades in class

(a) 90%--- 99% ( )

(b) 70%---90% ( )
(c) 50%---70% ( )
(d) below 50% ( )

133
5. Religion

(a) Hindu ( )
(b) Muslim ( )
(c) Christian ( )
(d) Others ( )

6. Ordinal position in family

(a) 1st ( )
(b) 2nd ( )
(c) 3rd ( )
(d) 4th ( )

7. No of Siblings

(a) One ( )
(b) Two ( )
(c) Three ( )
(d) More than three ( )

8. Type of Family

(a) Nuclear ( )
(b) Joint ( )

9. Place of Living

(a) Urban ( )
(b) Rural ( )

10. Size of House

(a) 1 Bedroom Set. ( )

(b) 2 Bedrooms Set. ( )
(c) 3 Bedrooms Set. ( )
(d) More spacious than above ( )

134
11. Educational status of Father

(a) School education ( )

(b) PUC / 10+2 ( )
(c) Graduate ( )
(d) Post Graduate or above ( )

12 Educational status of Mother

(a) School education ( )

(b) P U C/10+2 ( )
(c) Graduate ( )
(d) Post Graduate or above ( )

13 Occupational status of Parent’s

Father’s occupation Mother’s occupation

(a) Employed ( ) (a) Employed ( )

(b) Unemployed ( ) (b) Unemployed ( )
(c) Businessman ( ) (c) Businessman ( )
(d) Laborer ( ) (d) Laborer ( )

14 Family Income

(a) Up to Rs. 10,000 ( )

(b) Rs. 10,000 - Rs.15,000 ( )
(c) Rs. 15,001 – Rs. 20,000 ( )
(d) More than Rs 20,000 ( )

135
 SECTION-B

RATING SCALE ON LEISURE TIME ACTIVITIES

Please give the appropriate answer for the activity which you enjoy the most & do
more Often in your free time.

Sl.no. Activities Most of Sometimes Rarely Never

Time
1 Bicycling
2 Reading story books/ news papers
3 Running & jumping
4 Dancing
5 Playing football
6 Listening music
7 Playing basketball
8 Playing music instrument
9 Playing baseball
10 Drawing /painting
11 Playing disk throw
12 Arts & crafts
13 Swimming
14 Cleaning the house
15 Playing cricket
16 Cooking
17 Playing hockey
18 Sleeping
19 Playing badminton
20 Playing with cars/ any automobiles
toys
21 Bullying and teasing
22 Clay molding
23 Playing hide and seek
24 Playing snake and ladders
25 Kite flying
26 Playing carom / chess
27 Playing marbles
28 Sitting ideally
29 Gossiping with peer group
30 Reading & writing poems
31 Doing home work/ coaching classes
32 Playing with dolls
33 Watching television
34 Playing with kitchen set/ doctor set
35 Playing video games/ computers
36 Playing antakshri
37 Gardening
38 Playing zigzag puzzles
39 Playing with soft toys
40 Playing with tools

136
Key Notes

The Leisure time activity rating scale is based on likert rating scale. There are four
options for each items.

Most of the time - 3

Sometimes - 2
Rarely - 1
Never - 0

Leisure time activities rating scale has forty items. It has two parts.

1 Indoor leisure time activities: - 24 items

2 Outdoor leisure time activities: - 16 items.

137
 SECTION - C
MENTAL HEALTH MEASURE SCALE

Please give the appropriate answer :

Sr.
Items SA A UN DA SDA
no.
1 Approaches slowly to strangers
2 Settles back to school routine after long holidays
3 Reacts if accidentally lightly bruised
4 Generally remains happy
5 Leaves a task without completing it
6 Is active
7 Gets upset when his / her team loses a game
8 Can be consoled with a toy or story while Crying
Feels hungry approximately at the same time
9
Everyday
10 Talks hardly to strangers
11 Bothers about minor noises
12 Immediately notices any change in Surrounding
13 Enjoys with other children
14 Gets out of the bad mood within very Short time
15 Keeps moving while eating
16 Cries when another child takes his/her toy
Can be easily drawn away from an activity
17
Due to minor distraction
18 Eats according to his/her need
19 Easily mix with other children of his/her age
20 Argues with other children while playing
21 Starts same activity after interruption
22 Runs and jumps excitedly while playing
23 Sleeps usually at the same time every night
24 Tries to eat a new food
25 Fights with other children while playing
26 Gets angry if not given something that he/she Wants
27 Wakes up usually at the same time every morning

138
 Plays a new game and joins a new activity Very
28
happily
29 Becomes happy when gets what he /she wants
30 Goes to the toilet daily usually at the same time
31 Prefers his/her familiar toys to other toys
32 Enjoys to eat in company of family members
Sits still while listening a story, joke or some
33
Interesting incident
34 Ignores temperature of food
35 Remains scared
36 Is aggressive
37 Can be easily motivated to do any work / Activity
38 Cries a lot
39 Demands a lot of attention
40 Is obedient
41 Feels easily jealous
42 Shows fears of certain animals, situations or places
43 Lacks self confidence
44 Feels or complain that no one love me
45 Screams a lot
46 Steals at home/ outside
47 Shows stubbornness in many situations
48 Remains quiet

Note :---

Mental health Measurement Scale is modified scale. It has 48 items rating scale . it
contain

1- positive items ----23

2- Negative items--- 25

139
Scoring for positive items
Strongly Agree (SA ) - 5
Agree (A ) - 4
Uncertain (UN) - 3
Disagree (DA ) - 2
Strongly Disagree (SDA) - 0

Scoring for Negative items

SA >1
A >2
UN >3
DA >4
SDA >5

140
 ANNEXURE - 8

Criteria checklist for Tool Validity

Kindly go through tool and the content and give opinion in the column given
in the criteria table against to each question. If the item is not relevant please give
your valuable suggestion and remarks.

AREAS ITEM NUMBER SUGGESTIONS &

REMARKS
SECTIOB-A Not relevant

Socio Demographic Relevant to certain

data Extent
Relevant
SECTION-B Not relevant
Rating Scale on Relevant to certain
Leisure Time extent
Activities Relevant
SECTION-C Not relevant
Rating Scale on Relevant to certain
Measurement of extent
Mental health Status Relevant

Signature of Expert

141
 ANNEXURE – 9

CONTENT VALIDITY CERTIFICATE

I here by certify that I have validated the tool of Amandeep Kaur

Bajwa, studying M.Sc. Nursing (PSYCHIATRIC Specialty) course at Shree
Siddaganga Institute of nursing Science. Tumkur. Working on the dissertation
“A Descriptive Study to The Relationship Between leisure Time Activities
and Mental Health of School Children in a selected schools at Tumkur,
Karnataka.”

Signature of the Expert

Date:
Place:

Designation and Address

142
 ANNEXURE - 10

CONSENT FORM OF THE SAMPLES

Dear Children

I Ms. Amandeep Kaur Bajwa Final Year, M.Sc (N) Student of the Shree

Siddaganga Institute of Nursing Science and Research Center. For the partial

fulfillment of M.Sc Nursing Programme to submit dissertation to the Rajiv Gandhi

University of Health Sciences Bangalore, I have selected the following “A

descriptive Study to assess the relationship between leisure time activities and

mental health of school children in a selected schools at Tumkur” I request you to

participate in the study.

I will not disturb the daily routine of the school.

The information provided will be kept confidential and anonymity will be

maintained throughout and after the study.

Signature of the investigator

(Amandeep Kaur Bajwa)

I am willing to participate in the study and I am sure that the information

provided will be kept confidential and used for the study purpose.

Signature of the Participants

143
 ANNEXURE – 11

CERFICATE OF ENGLISH EDITING

This to certify that content prepared by Mrs Amandeep Kaur Bajwa on

following “A descriptive Study to assess the relationship between leisure time

activities and Mental Health of School Children in a selected School of

Tumkur” has been edited by me.

Signature of editor

Date: Signature of co-editor

Place:

144
 ANNEXURE- 12
LIST OF FORMULAS USED FOR ANALYSIS OF DATA

1. ∑ху – (∑х) (∑у)

n
r =

(∑х ²) - (∑х) ² (∑y ²) - (∑y) ²

n n
2. r = 2r
1+r

3. X = ∑х

4. Mean percentage
Mean % = Mean x 100
Max. Score
5. Standard deviation =
∑ (х – x) ²
n–1
x = Mean
n = Number of items

6. 6 ∑ d²
r=1–
n–1

7. ANOVA
F = MSB

MSW

Where = MSB = SSB

K–1
MSW = SSW
N–K

145
 ANNEXURE- 13
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