## 4 Discussion  
The purposes of this study were to compare both types of motivation and the self-assessments of sports skills among adolescent boys and girls in relation to additional sports activities. The findings indicate notable gender differences. In general, boys scored significantly higher in motivational factors such as competence and enjoyment, whereas girls scored higher only in the appearance factor. The issue of girls focusing on body image has been under discussion for years [32; 33; 34]. This focus can serve as both a resource and a risk factor [26; 35; 36; 37]. The \"female athlete paradox\" highlights how physical traits, such as broad shoulders in swimming or muscular thighs in sports like football or equestrianism, are often not perceived as traditionally attractive [38; 39; 40]. However, recent research has noted an increasing popularity of the athletic body ideal among both young men and women [41]. Body shape remains one of the most significant motivational factors for women to participate in sport activities [42]. Another statistically significant difference in the motivational factor of appearance was observed among the group of active boys. This focus on body shape may be one of the outcomes of social media influence, which often promotes an \"ideal body shape.\" Teenagers, particularly girls, may feel pressure from social media to change their appearance [43]. In contrast, boys are more inclined to compete, and achieving an ideal body shape may help them feel more confident and accepted within their peer groups [44]. Boys' higher scores in competence and enjoyment (with social factors also showing statistical trends, \(p\) = 0.06) may stem from their participation in community sports, which allows them to develop these aspects simultaneously [45; 46]. Similar differences were observed by [PERSON], [PERSON], and [PERSON] in their 2013 study [45] and in the research on Australian youth [47], where boys appeared more focused on playing games \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline  & \multicolumn{3}{c}{Girls} & \multicolumn{3}{c}{Boys} \\ \hline \multicolumn{2}{c}{\begin{tabular}{c} **Additional After-** \\ **School Sports Activity** \\ **(_n = 109_)** \\ **M \(\pm\) SD** \\ \end{tabular} } & \multicolumn{3}{c}{\begin{tabular}{c} **No Sport Activity** \\ **After School** \\ **(_t n = 76_)** \\ **M \(\pm\) SD** \\ \end{tabular} } & \multicolumn{3}{c}{\begin{tabular}{c} **Additional** \\ **After School** \\ **(_t n = 76_)** \\ **M \(\pm\) SD** \\ \end{tabular} } & \multicolumn{3}{c}{\
\begin{tabular}{c} **No Sport Activity** \\ **After School** \\ **(_t n = 82_)** \\ **M \(\pm\) SD** \\ \end{tabular} } & \multicolumn{3}{c}{
\begin{tabular}{c} **No Sport Activity** \\ **After School** \\ **(_t n = 88_)** \\ **M \(\pm\) SD** \\ \end{tabular} } \\ \hline \multicolumn{2}{c}{Technical skills} & 3.9 \(\pm\) 0.97 & 3.4 \(\pm\) 1.04 & 0.02 & 4.1 \(\pm\) 0.98 & 3.6 \(\pm\) 1.06 & 0.01 \\ \hline \multicolumn{2}{c}{Tactical skills} & 3.4 \(\pm\) 1.19 & 3.3 \(\pm\) 1.11 & 0.51 & 4.2 \(\pm\) 1.25 & 3.7 \(\pm\) 1.27 & 0.01 \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Comparison of the average self-assessment scores in technical and tactical skills between boys and girls in regard to after-school sports activity. and achieving results to gain popularity and the respect of their peers. The data show that, in both genders, there were significant differences in the factors of interest/enjoyment, competence, and fitness among participants who declared participation in additional sports activities. It seems that engaging in extra sports activities may enhance competence, and improved competence likely brings more enjoyment. Research has shown that enjoyment, more than health benefits, is a factor in driving participation in PA [46; 48]. Our findings align with this theory. The higher level of competence reported by both genders (even more than fitness) highlights a critical issue: teenagers generally exhibit low health awareness.