scholarly journals Associations among handgrip strength, dietary pattern, and physical activity level in Physical Education students.

2017 ◽  
Vol 3 (2) ◽  
pp. 33-33
Author(s):  
Cem KURT ◽  
İsa SAĞIROĞLU ◽  
İmran KURT ÖMÜRLÜ ◽  
Fatih ÇATIKKAŞ
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activity Level ◽  
Dietary Pattern ◽  
Handgrip Strength ◽  
Activity Level ◽  
Education Students ◽  
Physical Education Students

scholarly journals Relationship Among Physical Activity Level, Mood and Anxiety States and Quality of Life in Physical Education Students

2017 ◽  
Vol 13 (1) ◽  
pp. 82-91 ◽  
Author(s):  
Sandro Legey ◽  
Filipe Aquino ◽  
Murilo Khede Lamego ◽  
Flavia Paes ◽  
Antônio Egídio Nardi ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Physical Activity ◽  
Physical Education ◽  
Physical Activity Level ◽  
Activity Level ◽  
Education Students ◽  
Physical Education Students ◽  
The Relationship

Background:Physical activity level (PAL) is known to play an important role in reducing risk factors associated with sedentarism, in addition to improving the mental health and health-related quality of life (HRQL).Objective:Investigate the relationship of PAL and their domains with HRQL, mood state (MS) and anxiety.Method: 140 Physical Education students (23.6 ± 3.7 years) were evaluated. The Baecke Habitual Physical Activity and Quality of Life (QOL-36) questionnaires, State-Trait Anxiety Inventories (STAI-S and STAI-T) and Profile of Mood States (POMS) scale were used to investigate PAL, HRQL and mental health indicators. Pearson’s correlation coefficient examined the association between PAL and both mental health and HRQL parameters.Results:There was a correlation between state anxiety and both the domain leisure-time physical activity (LTPA) (p = 0.013) and total PAL score (p = 0.010). In relation to MS, a negative correlation was found between LTPA and total mood disorder (TMD) (p = 0.004). However, there were positive correlations between the vigor subscale and both LTPA (p=0.001) and total PAL (p=0.019). With respect to HRQL, analysis of the relationship between LTPA and total PAL demonstrated positive coefficients with the physical component summary (PCS) (p=0.000; p = 0.005), mental component summary (MCS) (p = 0.000; p = 0.006) and total HRQL (p = 0.000; p = 0.003).Conclusion:The findings suggest that the rise in LTPA was related to an increase in HRQL and MS. However, PAL was positively related to anxiety.

scholarly journals Quality of life, stages of behavioral changes and physical activity level of Physical Education students

2015 ◽  
Vol 20 (5) ◽  
pp. 476
Author(s):  
Bruna Costa ◽  
Nicelle Leão ◽  
Gilmário Batista ◽  
Pedro Paes
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activity Level ◽  
Behavioral Change ◽  
Activity Level ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Physical Education Students

The aim of this study was to identify the stages of behavioral change (SBC) and compare quality of life (QOL) and physical activity level between first-year and last-year undergraduate Physical Education students at a public university in Pernambuco state, Northeastern Brazil. This is a descriptive study with a cross-sectional design. The sample consisted of 199 undergraduate Physical Education students, enrolled in the first, second, seventh and eighth semesters of their course, with a mean age of 21.32 ± 4.00 years, of which 61.80% were first-year students (enrolled in the first and second semesters). Behavioral change was verified with the SBC questionnaire, QOL with the WHOQOL-Bref and physical activity level with the International Physical Activity Questionnaire (IPAQ). Student’s t-test and Chi-square test were used for data analysis, with a 5% significance level. The most prevalent SBC was in the Action stage (first-year students: 53.3% and last-year students: 43.9%). There were significant differences in the social (p <0.01) and environmental (p<0.01) domains. Regarding the physical activity level, 82.93% of first-year students and 86.84% of last-year students were physically active. Both groups of students showed relatively positive QOL, SBC and physical activity level, although QOL differed in terms of sociability and environmental adaptation.

scholarly journals Prevalence of body image dissatisfaction and associated factors among physical education students

2013 ◽  
Vol 35 (2) ◽  
pp. 119-127 ◽  
Author(s):  
Elisa Pinheiro Ferrari ◽  
Edio Luiz Petroski ◽  
Diego Augusto Santos Silva
Keyword(s):  
Physical Activity ◽  
Body Image ◽  
Physical Education ◽  
Body Image Dissatisfaction ◽  
Activity Level ◽  
Excess Weight ◽  
Education Students ◽  
Factors Associated ◽  
Physical Education Students ◽  
Unhealthy Diet

OBJECTIVE: To determine the prevalence of and factors associated with body image dissatisfaction among physical education students enrolled in a public university. METHODS: This study evaluated 236 students and assessed body image perception (silhouette scale), sociodemographic variables (sex, age, parental education, marital status, university course, work, living arrangement, study shift, and income), physical activity level (International Physical Activity Questionnaire - Short Version), dietary habits, tobacco use, excessive intake of alcohol (questions from the tobacco, alcohol and drugs, and nutrition domains of the FANTASTIC instrument), and nutritional status (body mass index [BMI]). Descriptive analysis, the chi-square test, Fisher’s exact test, and crude and adjusted multinomial regression were used. RESULTS: The prevalence of body image dissatisfaction was 69.5%; 44.1% were dissatisfied with excess weight. BMI ≥ 25.0 kg/m² was associated with dissatisfaction with excess weight; factors associated with dissatisfaction with slimness were being male, eating an unhealthy diet, and smoking tobacco. CONCLUSION: Our findings suggest that female college students with a BMI ≥ 25.0 kg/m² are more likely to present dissatisfaction with excess weight. Being male, eating an unhealthy diet, engaging in physical activity for < 739.61 min/week and smoking tobacco were the variables associated with dissatisfaction with thinness.

scholarly journals Level of physical activity of physical education students according to criteria of the IPAQ questionnaire and the recommendation of WHO experts

2014 ◽  
Vol 6 (1) ◽  
Author(s):  
Anna Pastuszak ◽  
Krzysztof Lisowski ◽  
Joanna Lewandowska ◽  
Krzysztof Buśko
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Psychological Health ◽  
Preventive Measure ◽  
Total Physical Activity ◽  
Activity Level ◽  
Moderate Activity ◽  
Activity Levels ◽  
Education Students ◽  
Physical Education Students

Summary Study aim: Systematic physical activity is an effective preventive measure that supports the preservation of physical health and psychological health. Three expressions employed that relate to the work carried out with MET-min/week as a measure of the level of total physical activity are intense activity, moderate activity, and walking. These were applied to students studying Physical Education. In the process, those who failed to meet the requirements for the ‘sufficient’ level according to IPAQ criteria and as recommended by the WHO were identified. Material and methods: Research was conducted amongst 146 students: 50 from Charles University (CU) and 96 from the University of Physical Education in Warsaw (UPE). The total physical activity of students was determined according to the accepted standards (IPAQ). WHO recommendations concerning physical activity per week were converted into MET-min/week used by IPAQ as follows: physical activity needs to achieve at least 1200 MET-min/week to increase its effect on health. Results: The study of Physical Education students at CU shows that they were significantly more active than their counterparts at UPE. Total physical activity per week as measured by IPAQ at CU was 9525.2 ± 4275.9 for men and 10964.3 ± 4092.0 MET-min/week for women. At UPE, this was 4034.3 ± 2617.8 for men and 2469.8 ± 1721.2 MET-min/week for women. The difference in total levels of physical activity carried out by these students was found to depend largely upon their involvement in championship sports. Inclusion of WHO recommendations in the assessment of physical activity of students increased the proportion of individuals with low activity levels, particularly in the group of not-training students. Conclusions: It is recommended either that the WHO criterion “of activity level for health” be added to the IPAQ classification, thus toughening the requirements of the moderate level of activity, or, alternatively, an additional threshold of completing at least 1200 MET-min/week be applied, with the recommendation that this is achieved on a regular basis.

scholarly journals COMPARISON OF PHYSICAL ACTIVITY LEVEL BETWEEN COLOMBIAN AND BRAZILIAN PHYSICAL EDUCATION STUDENTS

2020 ◽  
pp. 1-5
Author(s):  
Luz Albany Arcila Castaño ◽  
Marco Carlos Uchida ◽  
João Francisco Barbieri ◽  
Ricardo Aurélio Carvalho Sampaio ◽  
Priscila Yukari Sewo Sampaio ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cardiovascular Risk ◽  
Physical Education ◽  
Normative Data ◽  
Short Form ◽  
Activity Level ◽  
Access To Information ◽  
Education Students ◽  
Physical Education Students ◽  
Significant Difference

Introduction: Evidence suggests that populations of developing countries present high levels of sedentarism. In contrast, it is also shown that educational level and access to information regarding the health benefits of exercise can raise a population’s level of physical activity (LPA). Thus, the present study aimed to evaluate the morphological profile (MP), level of physical activity (LPA) and cardiovascular risk among Brazilian (BPES) and Colombian physical education students (CPES) in an effort to determine if these specific subjects presented different results among themselves and in relation to normative data for each country. Method: The subjects, 59 BPES and 65 CPES, were evaluated through IPAQ in its short form, and had their MP determined through a bioelectric scale and waist measurement to determine the cardiovascular risk. Results: As result we verified that between BPES and CPES only waist circumference (WC) had significant difference (p = 0.016), being higher for CPES males. Comparing the results of the subjects with normative data, with the exception of CPES males, we observed higher LPA, better MP, and lower WC values. Female CPES were more active than their male peers, the opposite being true for the Brazilian subjects. Conclusion: We conclude that the repetitive exposition to information regarding the benefits of physical activity and the access to installations that allows for its practice not only raises LPA of physical education students, but also improves, in general, their MP and cardiovascular risk.

Using Cluster Analysis to Examine the Combinations of Motivation Regulations of Physical Education Students

2009 ◽  
Vol 31 (3) ◽  
pp. 358-379 ◽  
Author(s):  
Sarah Ullrich-French ◽  
Anne Cox
Keyword(s):  
Physical Activity ◽  
Cluster Analysis ◽  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Education Students ◽  
Physical Education Students ◽  
Adaptive Physical Education ◽  
Different Types ◽  
8Th Grade

According to self-determination theory, motivation is multidimensional, with motivation regulations lying along a continuum of self-determination (Ryan & Deci, 2007). Accounting for the different types of motivation in physical activity research presents a challenge. This study used cluster analysis to identify motivation regulation profiles and examined their utility by testing profile differences in relative levels of self-determination (i.e., self-determination index), and theoretical antecedents (i.e., competence, autonomy, relatedness) and consequences (i.e., enjoyment, worry, effort, value, physical activity) of physical education motivation. Students (N = 386) in 6th- through 8th-grade physical education classes completed questionnaires of the variables listed above. Five profiles emerged, including average (n = 81), motivated (n = 82), self-determined (n = 91), low motivation (n = 73), and external (n = 59). Group difference analyses showed that students with greater levels of self-determined forms of motivation, regardless of non-self-determined motivation levels, reported the most adaptive physical education experiences.

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