## 3 Results  
The comparison of types of motivation between adolescent girls and boys (Table 1) revealed significant differences (\(p<0.05\)) in all motives, except for fitness and social ones. Boys scored higher in motives of interest/enjoyment and competence, while girls scored higher only in the case of appearance. The comparison of different types of motivation between boys and girls regarding participation in after-school sports activities (Figure 2) showed that girls who participated in additional sports activities had significantly higher results (\(p<0.05\)) in almost all types of motivation, except for appearance and social aspects. In contrast, boys had higher results in all motives, except for the social one. In both groups, the greatest difference between those participating in after-school sports and those not participating was observed in the types of interest/enjoyment and competence, a pattern that was consistent across both genders. \begin{table}
\begin{tabular}{l c c c} \hline \multirow{2}{*}{**Motives**} & **Girls** & **Boys** & \\  & **(_n = 185_)** & **(_n = 170_)** & **\(p\)** \\  & **M \(\pm\) SD** & **M \(\pm\) SD** & \\ \hline Interest/Enjoyment & 30.6 \(\pm\) 10.48 & 35.4 \(\pm\) 9.21 & 0.01 \\ \hline Competence & 30.9 \(\pm\) 10.08 & 34.4 \(\pm\) 8.82 & 0.02 \\ \hline Appearance & 29.8 \(\pm\) 8.85 & 27.5 \(\pm\) 9.38 & 0.01 \\ \hline Fitness & 25.3 \(\pm\) 6.31 & 26.3 \(\pm\) 5.43 & 0.21 \\ \hline Social & 18.9 \(\pm\) 7.38 & 20.3 \(\pm\) 7.31 & 0.06 \\ \hline \end{tabular}  
* M—mean; \(\pm\)/SD—standard deviation; _n_—sample size; _p_—probability value.  
\end{table} 
Table 1: Comparison in types of motives between boys and girls based on MPAM-R. The comparison of self-assessment across different skill levels (Table 2) revealed significant differences in particular sports. In football, both technical and tactical skills were more highly self-assessed by boys (\(p<0.05\)), which aligns with the fact that football is more popular among males, who practice it more frequently. Conversely, girls rated their technical gymnastic skills higher (\(p<0.05\)). The lowest self-assessment scores for skills were observed among girls in football, both for technical and tactical skills, with the differences in assessment levels being statistically significantly lower compared to boys (\(p<0.05\)). Boys also rated themselves the lowest in technical gymnastics skills, with their self-assessment significantly lower than that of girls (\(p<0.05\)). In terms of tactical skills, handball was where the boys felt least competent, although the average self-assessment score was similar to that of girls. Both groups felt most competent in volleyball skills (both technical and tactical) and swimming. \begin{table}
\begin{tabular}{l c c c} \hline \hline  & **Girls (\(n=185\))** & **Boys (\(n=170\))** & \\  & **M \(\pm\) SD** & **M \(\pm\) SD** & **\(p\)** \\ \hline TECHNICAL SKILS & & & \\ \hline volleyball & \(4.3\pm 1.44\) & \(4.3\pm 1.29\) & \(0.90\) \\ \hline basketball & \(3.8\pm 1.36\) & \(4.0\pm 1.47\) & \(0.30\) \\ \hline football & \(2.6\pm 1.69\) & \(4.2\pm 1.85\) & \(0.01\) \\ \hline handball & \(3.1\pm 1.69\) & \(3.4\pm 1.52\) & \(0.07\) \\ \hline athletics & \(3.7\pm 1.83\) & \(3.7\pm 1.71\) & \(0.91\) \\ \hline gymnastics & \(3.7\pm 1.97\) & \(2.8\pm 1.56\) & \(0.01\) \\ \hline swimming & \(4.8\pm 1.78\) & \(4.5\pm 1.78\) & \(0.06\) \\ \hline TACTICSKIILS & & & \\ \hline volleyball & \(4.2\pm 1.72\) & \(4.3\pm 1.55\) & \(0.41\) \\ \hline basketball & \(3.5\pm 1.50\) & \(3.9\pm 1.69\) & \(0.06\) \\ \hline football & \(2.6\pm 1.70\) & \(4.4\pm 1.97\) & \(0.01\) \\ \hline handball & \(3.1\pm 1.72\) & \(3.2\pm 1.79\) & \(0.58\) \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Comparison in self-assessment of technical and tactical skills between boys and girls. Figure 2: Comparison of types of motives between boys and girls in regard to participation in after-school sport activities based on MPAM-R. * \(p<0.05\); ** \(p<0.01\).