scholarly journals The impact of the universities closure on physical activity and academic performance in physical education in university students during the COVID-19 pandemic

2021 ◽  
Vol 25 (1) ◽  
pp. 20-27
Author(s):  
Aleksander Yu. Osipov ◽  
Tatyana I. Ratmanskaya ◽  
Elena A. Zemba ◽  
Vladimir Potop ◽  
Mikhail D. Kudryavtsev ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Female Students ◽  
Student Population ◽  
Male Students ◽  
Lower Amount ◽  
Face To Face ◽  
The Impact

Background and Study Aim. Physical activity (PA) is regarded as a critical component of a healthy lifestyle and disease prevention. Different constraints placed upon social interaction and public spaces due to COVID-19 could decrease PA and academic performance in physical education (PE) in student population. The purpose of the research was to assess overall and sport/fitness PA level and academic performance in PE in a sample of university students pre- to post-cancellation of face-to-face PE classes due to the COVID-19 pandemic. Material and Methods. Participants (n=209) – university students (19-20 years old). The overall period of the research is September-December 2020. All participants (male–n=106 and female–n=103) were divided into approximately equal groups: humanities students (male–MG-1, female–FG-1), medicine students (male–MG-2, female–FG-2), technical students (male–MG-3, female–FG-3). The main research tools: modified student self-reported questionnaire (on the base of IPAQ), academic grading (scores for self-completed PE tasks). In surveys, all participants self-rated overall and sport/fitness PA level pre- to post-cancellation of face-to-face PE classes. The participants had to complete 32 special PE tasks, during the research period. PE teachers rated participants by a special grading scale. Results. For the male and female students’ groups there were no significant differences of overall PA, sport/fitness PA level and academic performance in PE pre-cancellation of face-to-face PE classes. All participants significantly (p≤0.05) decreased overall PA, sport/fitness PA level and academic performance in PE post-cancellation. There was a significant (p≤0.05) large amount of overall PA level in MG-2 students and sport/fitness PA level in MG-1 students’ post-cancellation of face-to-face PE classes. For the male students there were no significant differences of grading in PE pre- to post-cancellation of face-to-face PE classes between participants groups. There was a significant (p≤0.05) large amount of overall PA level post-cancellation of face-to-face PE classes in FG-2 students. There was a significantly (p≤0.05) lower amount of sport/fitness PA level post-cancellation of face-to-face PE classes in FG-3 students. There was a significant drop in mean grading scores in PE post-cancellation of face-to-face PE classes in students. FG-2 participants had significantly (p≤0.05) higher grading scores in PE post-cancellation of face-to-face PE classes. Conclusions. The universities closure and cancellation of face-to-face PE classes due to the COVID-19 pandemic decreased overall PA, sport/fitness PA level and academic performance in PE in all participants. It is important to note that the proportional decrease in overall PA for the male students was actually large, then decrease in overall PA for the female students was less. The findings highlight the need for active interventions of PA promotion targeted at the student population in the context of self-isolation measures during the COVID-19 pandemic.

Curricular Physical Activity and Academic Performance

1997 ◽  
Vol 9 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Roy J. Shephard
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Psychomotor Development ◽  
Release Time ◽  
Positive Health ◽  
School Students ◽  
The Impact

Advocates of quality daily physical education for prepubescent children frequently encounter the argument that such initiatives will harm academic progress. The impact of daily physical education upon the academic performance of primary school students is thus reviewed with particular reference to studies conducted in Vanves (France), Australia, and Trois Rivières (Québec). When a substantial proportion of curricular time (14–26%) is allocated to physical activity, learning seems to proceed more rapidly per unit of classroom time, so that academic performance matches, and may even exceed, that of control students. Children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem. Academic teachers may also favor the enhanced physical education program, creating “halo” effects, and the resulting release time may enhance their academic teaching. Irrespective of mechanisms, the implication for public policy is that daily required physical education can be introduced when a child enters primary school without compromising academic development. Given the importance of establishing positive health habits from an early age, school boards should be encouraged to follow a policy of required daily physical activity in primary schools. Evidence of specific benefit in students with learning disabilities remains less convincing.

scholarly journals Multiple Intelligences and Attachment among University Students and Their Influence on Life Satisfaction and Happiness

2018 ◽  
pp. 82-90
Author(s):  
Serpil Aytac ◽  
Nazan Bilgel
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Multiple Intelligences ◽  
Attachment Style ◽  
Attachment Styles ◽  
Economic Status ◽  
Female Students ◽  
Male Students ◽  
Satisfaction With Life Scale ◽  
The Impact

This study is about the types of multiple intelligences and attachment styles among a group of Turkish university students. Participants were 450 students from one public university in Turkey. A demographic and socio-economic questionnaire, Multiple Intelligence Survey, Revised Adult Attachment Scale, Satisfaction with Life Scale and The Oxford Happiness Questionnaire -short version were used as study instruments. Of the 450 students, 63.8% were female and the mean age was 21.24±2.14 years. Bodily intelligence was reported more frequently by male students whereas intrapersonal and logical intelligences were reported at higher rates in female students. Attachment related avoidance was reported by 58.7% of the students. Male students reported more attachment related anxiety, and female students reported more attachment related avoidance. No significant correlations were determined between attachment style and economic status, age, class-year and Grade Point Average of the students. The relationship between students’ intelligence and attachment style was also insignificant. No significant relationship was determined between the happiness and life satisfaction scores of students with different types of intelligences. Female students were found to be significantly happier and satisfied with their lives than male students. Students with a poor economic status had the lowest happiness and life satisfaction scores and the difference was statistically significant. These findings are important to provide a more complete picture about the difficulties experienced by young adults when socially or emotionally adapting to university life. There is much to say regarding the impact of “multiple intelligences”, “attachment styles” and the “subjective well-being” of university students.

scholarly journals The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia

Children ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 13
Author(s):  
Sehar-un-Nisa Hassan ◽  
Fahad D. Algahtani ◽  
Mohammad Raafat Atteya ◽  
Ali A. Almishaal ◽  
Ahmed A. Ahmed ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Regression Analysis ◽  
Academic Performance ◽  
University Students ◽  
Emotional Health ◽  
Well Being ◽  
Female Students ◽  
Academic Calendar ◽  
E Learning ◽  
The Impact

Educational institutions in Saudi Arabia extended e-learning until the third semester of the academic calendar to prevent the spread of COVID-19 infection and to achieve 70% inoculation for the Saudi population. This study assesses the impact of extended e-learning and other associated stressors on the emotional health of university students in Saudi Arabia. An online cross-sectional survey collected data between the months of January–March 2021. The emotional signs of stress were measured by using a subset of items from the COVID-19 Adolescent Symptom and Psychological Experience Questionnaire (CASPE). Data about demographic variables, educational characteristics and academic performance were also collected. A regression analysis was performed to determine predictors of emotional health. A total of 434 university students including females (63%) and males (37%) provided responses. One-third of students (33%) indicated that the COVID-19 pandemic and its resulting changes including online distance studies greatly influenced their daily lives in a negative way. The regression analysis demonstrated that female students and students with average academic performance had increased vulnerability to experience emotional signs of stress (p < 0.05). The factors ‘Not going to university’ and ‘Not having a routine life’ were significant predictors of stress responses (p < 0.01) and (p < 0.001) respectively. E-learning during the COVID-19 pandemic made it possible for students to complete their studies as per academic calendar; simultaneously, it increased the vulnerability to experience stress, particularly for female students and students with average academic performance. These findings imply that academic advising and counseling services should be more readily available during digital studies to support at risk students.

EFFECT OF THE IMPACT OF COVID-19 ON THE MENTAL HEALTH OF UNIVERSITY STUDENTS (Preprint)

2021 ◽  
Author(s):  
Sulhi Alfakeh
Keyword(s):  
Mental Health ◽  
Saudi Arabia ◽  
University Students ◽  
Female Students ◽  
Male Students ◽  
Psychological Status ◽  
Mental Wellbeing ◽  
Anxiety And Depression ◽  
Full Time ◽  
The Impact

BACKGROUND The continuous reporting of the latest confirmed COVID-19 cases in Saudi Arabia and globally, with the concomitant social distancing measures and university closures, is likely to affect the mental wellbeing of many university students. There have been many reports on the psychological effects of the COVID-19 pandemic on the public, hospital staff, patients, children, and older adults [4,5]. However, to date, only a few studies on the mental health effects of COVID-19 and the wellbeing of college students have been conducted during the pandemic [6]. In this study, we aimed to estimate the mental health impact of COVID-19 on university students in Saudi Arabia. We conducted our study to learn more about the psychological status of university students through the pandemic for the following reasons: to evaluate the prevalence of stress, anxiety, and depression of university students during the pandemic; and to provide a basis for universities and governmental policies to support university students affected by the impact of COVID-19. OBJECTIVE Objective: To estimate the psychological impact of COVID-19 on university students in Saudi Arabia. METHODS Method: The Depression Anxiety Stress Scales 21 (DASS-21) questionnaire was distributed via the university students’ accounts. Of the 71,945 full-time undergraduate university students, 3,515 respondents completed the questionnaires. The study questionnaire also included demographic information, including age, gender, source of income, living arrangements, smoking status, and weekly physical exercise. RESULTS Results: Nearly half of participants had normal stress (40.5%, n = 1425) and anxiety (42.4%, n = 1492) levels. In terms of depression, nearly one-third of subjects were classified as ‘normal’ (29.3%, n = 1031); however, one-fourth of them were classified as ‘extremely severe’ (23.8%, n = 838). There were significantly higher levels of stress among female students. Also, a significantly higher rate of male students (50.4%, n = 667) had normal anxiety levels, compared with female students (37.7%, n = 825). Finally. significantly higher proportion of female students had symptoms of depression (72.66%, n = 1,592) compared with the degrees of depression among male students (67.37%, n = 892). CONCLUSIONS Conclusion: We detected that stress, anxiety, and depression increased during the COVID-19 pandemic, and university students were at more risk of developing mental health issues. Ongoing follow-up and monitoring of psychological consequences and their potential negative impact on academic performance and mental wellbeing are needed. CLINICALTRIAL none

scholarly journals ASSOCIATION OF PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE IN SCHOOLCHILDREN OF NEPAL

2017 ◽  
Vol 3 (106) ◽  
pp. 11-18
Author(s):  
Ram Manohar Basnet ◽  
Laxman Manohar Basnet
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Public Schools ◽  
Urban Areas ◽  
Female Students ◽  
Male Students ◽  
Female Population ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Significant Difference

Background. There is growing interest in the association between physical activity (PA) and academic performance (AP) in children, especially in the developing world. However, no in-depth study of such kind has yet been undertaken in Nepal. Therefore, this study was carried out to determine if there is correlation between PA and AP in secondary schoolchildren in Nepal. Methods. A crosssectional study was carried in four schools of Nepal. Two schools (one private and one public) were randomly selected from two different districts. Physical activity and academic performance levels of students were obtained via questionnaires and Pearson’s correlation was done to determine any association. Results. Our study showed a significant correlation between physical activity and academic performance in the study population. The correlation was significant for male students, students from rural and urban areas and from public schools. However, there was no significant correlation in the female population and students of private schools. We also observed a significant difference in the physical activity performed by male versus female students (male > female), along with a significant difference in their academic performance (male > female). Further analysis of correlation on the basis of gender showed that physical activity of male students was significantly correlated with the academic performance irrespective of the location and type of school. However there was no such correlation in the female students. Conclusion. Our study found that male students who were physically active showed positive correlation between physical activity and academic performance while no such correlation was found in the female students.

scholarly journals Gender Difference in the Relationship of Physical Activity and Subjective Happiness Among Chinese University Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Wenning Jiang ◽  
Jin Luo ◽  
Hannan Guan
Keyword(s):  
Physical Activity ◽  
Gender Difference ◽  
University Students ◽  
Sedentary Behavior ◽  
Female Students ◽  
Male Students ◽  
Subjective Happiness ◽  
Chinese University ◽  
Relationship Of ◽  
The Relationship

Background: Gender makes a difference in health and physical activity (PA). This research aimed to identify the gender difference in the relationship of PA and subjective happiness among Chinese university students.Methods: A cross-sectional survey was conducted in Shanghai Jiao Tong University from July 7 to 17 in 2021, using an anonymous online self-report questionnaire. The questionnaire included the Chinese version of the International Physical Activity Questionnaire-Short Form (IPAQ-SF), the Subjective Happiness Scale (SHS), the Depression Anxiety Stress Scale-21(DASS-21). The demographic and health-related factors were also reported. Linear regression was carried out to identify the relationship of PA and subjective happiness.Findings: In total, 1,512 students (1,108 males and 404 females) from three comprehensive schools completed the survey. The SHS score was 17.20 ± 3.44, and it was 17.00 ± 3.23 in males, and 17.75 ± 3.93 in females, respectively (p &lt; 0.001). There was no gender difference in vigorous, moderate PA, or walk min/week, while female students had longer sedentary behavior hours/day than males. Male students scored higher in each subscale of DASS-21. After controlling for confounders, vigorous PA min/week (β = 0.002, p = 0.002) and sedentary behavior hours/day (β = 0.168, p = 0.005) were significantly positively associated with happiness in male students. In contrast, walk min/week (2= 0.002, p = 0.005) was significantly positively associated with happiness in female students.Interpretation: This research demonstrated a significant gender difference in the association between PA and happiness. Policymakers and college management should pay more attention to PA programs to promote students’ happiness and mental health status.

Gender Differences in Personality Traits in Relation to Academic Performance

2021 ◽  
pp. 124-137
Author(s):  
Dur Khan
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Personality Traits ◽  
Sample Size ◽  
Emotional Stability ◽  
Female Students ◽  
The Other ◽  
Male Students ◽  
Primary Study ◽  
The Impact

The study attempted to explore the impact of personality traits on academic performance with regards to gender differences. A primary study was conducted on a sample size of 666 students (453 males and 213 females). Using Mann-Whitney analysis, it was found that different personality traits impact the academic performance of students for both boys and girls. Extraversion, Conscientiousness Agreeableness and Emotional Stability were found to influence the academic performance of male students. On the other hand, Openness influenced the academic performance of female students. Conscientiousness was the only trait to influence the academic performance of both male as well as female students.

scholarly journals Aerobic Capacity and Anaerobic Power Levels of the University Students

2016 ◽  
Vol 6 (2) ◽  
pp. 76
Author(s):  
Cengiz TASKIN
Keyword(s):  
Physical Education ◽  
University Students ◽  
Aerobic Capacity ◽  
Business Students ◽  
Anaerobic Power ◽  
Anaerobic Capacity ◽  
Female Students ◽  
Male Students ◽  
Fatigue Index ◽  
The University

<p>The aim of study was to analyze aerobic capacity and anaerobic power levels of the university students. Total forty university students who is department physical education and department business (age means; 21.15±1.46 years for male and age means; 20.55±1.79 years for female in department physical education), volunteered to participate in this study. Anaerobic power was measured with Running Anaerobic Sprint Test (RAST). Oxygen consumption was estimated 20-m shuttle run test. We found that was aerobic and minimum anaerobic capacity of physical education students higher than aerobic and minimum anaerobic capacity of business students (P&lt;0.05). On the other hand, we didn’t found differences between physical education female and male students and business female and male students in maximal anaerobic capacity and average anaerobic capacity (P&gt;0.05). We found that was aerobic and minimum anaerobic capacity of female and male students in department physical education higher than aerobic and minimum anaerobic capacity of female and male students in department of business (P&lt;0.05). In addition, fatigue index of female students in department physical education lower than fatigue index of female students in department of business was found (P&lt;0.05). In conclusion, recreational sportive activities affect development of aerobic capacity, depending on this, aerobic capacities of the students having education at the physical education and sport teaching department are more advanced than the students of the business management department due to applied courses included in the curriculum, in addition to recreational activities, genetic factors are determinants of anaerobic capacities.</p>

scholarly journals Comparison of Sports Habits and Attitudes in University Students of Physical and Sports Education of Mostaganem (Algeria) and Physical Activity and Sport Sciences of León (Spain)

2021 ◽  
Vol 11 ◽  
Author(s):  
Marta Zubiaur ◽  
Abdelkader Zitouni ◽  
Saray Del Horno
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
University Students ◽  
Professional Practice ◽  
Good Practice ◽  
Male Students ◽  
Sports Facilities ◽  
Education Students ◽  
Chi Square ◽  
Healthy Habits

BackgroundIn their professional practice, teachers can exert a strong influence on students, promoting healthy habits for life through the example of their own lifestyle. The aim of this study was to compare sports habits and attitudes in Physical Activity and Sports Education students at the universities of León (Spain) and Mostaganem (Algeria).MethodsWe administered the “Motivations and Attitudes Toward Physical Activity and Sports” questionnaire (in Spanish MIAFD) to 125 Algerian university students from the Institute for Physical Education and Sport (age: 21.87 ± 2.51) and 122 Spanish university students (age: 22.98 ± 2.36) from the Faculty of Physical Activity and Sport Science.ResultsChi-square tests showed significant differences (p &lt; 0.001) with a large effect size (Cramer’s V: 0.650) in perceptions of sport and satisfaction with participation.ConclusionThe students from Mostaganem and Leon show many similarities, such as the number of female students in physical education and sport is quite small compared to male students. Both consider that universities should improve sports facilities to promote good practice. The practice of sports by our university students is far superior to that of students with other degrees, suggesting that they will set a good example of healthy habits once they enter their profession. Nevertheless, the participation of female Algerian students in sport was lower than that of Spanish students, and students at León showed more intrinsic motivation for participating in sport than their counterparts at Mostaganem.

scholarly journals O impacto das aulas de educação física no nível de atividade física, estado de humor e qualidade de vida de adolescentes escolares

2018 ◽  
Vol 16 (2) ◽  
pp. 73-83
Author(s):  
Guilherme De Azambuja Pussieldi ◽  
Franciany De Jesus Silva ◽  
Deyliane Aparecida De Almeida Pereira
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Physical Education ◽  
Physical Activity Level ◽  
Mood State ◽  
Female Students ◽  
Activity Level ◽  
Adolescent Students ◽  
The Impact

O objetivo do estudo foi verificar o efeito de 20 semanas de Educação Física Escolar no nível de atividade física, estado de humor e na qualidade de vida em adolescentes. Participaram do estudo 40 estudantes, com idade média de 16,5±0,6 anos. Aplicou-se os questionários: IPAQ, POMS e o WHOQOL-Bref. Não foram encontradas diferenças no nível de atividade física, no entanto, houve diferenças para o estado de humor das meninas de forma negativa e para ambos os sexos na qualidade de vida, também negativa, ao final do semestre. Observou-se influências negativas nas variáveis da qualidade de vida em ambos os sexos. Conclui-se que as aulas de Educação Física não foram capazes de proporcionar melhoria nos níveis de atividade física e na manutenção do estado de humor nos estudantes do sexo feminino.ABSTRACT. The impact of physical education classes in the level of physical activity, mood state and quality of life of adolescent students. It was investigate the effect of 20 weeks of physical education classes at physical activity level, mood state, and quality of life in adolescents. Was included 40 students of both genders, with a mean of 16.5±0.6 years. To obtain the data we used questionnaires: IPAQ, POMS and the WHOQOL-Bref. No differences were found in the level of physical activity, however, there were negative differences for the mood of the girls and for both genders in the quality of life at the end of the semester. Negative influences were observed in the variables of quality of life in both genders. It is concluded that the physical education classes were not able to provide improvement in the levels of physical activity and the maintenance of the mood state in the female students.

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