The physical activity of gymnasium and secondary education teachers

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The physical activity of gymnasium and secondary education teachers

Andrzej Soroka Dr. Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach, Joanna Baj-Korpak Dr. Panstwowa Szkola Wyzsza im. Papieza Jana Pawla II w Bialej Podlaskiej

Abstract

Despite a noticeable increase in health awareness of active participation in physical culture, the vast majority of society still does not see a dependency between health and physical activeness. Only a few consider the lack of movement as one of the most harmful factors. Many researches, both Polish and foreign, point to insufficient level of physical activeness among citizens of the European Union, also including Polish ones. The report was aimed at determining the level of declared physical activity of gymnasium and secondary education teachers from Bialski region. In addition, an attempt was made to assess the impact of such variables as sex and subject taught on the level of respondents' physical activeness.

There was applied a method of diagnostic survey using an IPAQ questionnaire (International Physical Activity Questionnaire) - short version, last 7 days. The research material consisted of 221 randomly selected gymnasium and secondary school teachers from Bialski region. Due to the subject taught, respondents were divided into two groups: physical education teachers (n=76) and teachers of other subjects (n=145). The largest percentage of groups surveyed consisted of people who had a sufficient level of physical activity, whilst the one third met the criteria of the high level. Only physical activeness of moderate nature significantly differentiated groups surveyed in favour of physical education teachers. Taking sex as a criterion of division of the population surveyed, among the women, a considerable differentiation appeared in the area of walking, whereas the male population did not show significant differences only in the area of intense activity.

Key words: teachers, physical activeness, health.

Анотація

Незважаючи на значне збільшення інформованості про вплив фізичної культури на здоров'я, основна частина суспільства все ще не бачить залежності між здоров'ям і фізичною активністю. Мало хто розуміє, що гіподинамія є одним із найбільш небезпечних факторів. Багато польських і зарубіжних дослідників указують на недостатній рівень фізичної активності в громадян Євросоюзу, у тому числі й у поляків. Мета дослідження - визначити номінальний рівень фізичної активності вчителів середніх шкіл та гімназій, які працюють у Бяльському районі.

Крім того, ми спробували оцінити вплив таких чинників, як стать і предмет викладання, на рівень фізичної активності респондента. Для проведення анкетування використано опитувальник IPAQ (Міжнародний опитувальник із фізичної активності) - короткий варіант, тривалість - сім днів. Дослідження проводили на 221 учителю середніх шкіл і гімназій Бяльського району, яких обрано випадковим чином.

Ґрунтуючись на предметах, котрі вони викладають, респондентів поділено на дві групи: учителі фізкультури (n = 76) та педагоги, які викладають інші предмети (n = 145). Виявлено, що люди, котрі мають достатню фізичну активність, складають найбільший відсоток у групах, тоді як лише в 1/3 респондентів відзначено високий рівень активності. При використанні тендерної приналежності як критерію, за яким респондентів поділяли на групи, можна відзначити, що серед жінок істотні відмінності виявлено під час занять ходьбою, тоді як у чоловічій групі достовірних відмінностей не виявлено тільки при інтенсивних тренуваннях.

Ключові слова: учителі, фізична активність, здоров'я.

Аннотация

Несмотря на значительное увеличение информированности о влиянии физической культуры на здоровье, основная часть общества все еще не видит зависимости между здоровьем и физической активностью. Только немногие понимают, что гиподинамия является одним из наиболее опасных факторов. Многие польские и зарубежные исследователи, указывают на недостаточный уровень физической активности у граждан Евросоюза, в том числе и у поляков. Цель исследования - определить номинальный уровень физической активности учителей средних школ и гимназий, которые работают в Бяльском районе. Кроме того, мы попытались оценить влияние таких факторов, как пол и предмет преподавания, на уровень физической активности респондента. Для проведения анкетирования использован опросник IPAQ (Международный опросник по физической активности) - короткий вариант, длительность - семь дней.

Исследование проводили на 221 учителе средних школ и гимназий Бяльского района, которых выбрали случайным образом. Исходя из предметов, которые они преподают, респондентов поделили на две группы: учителя физкультуры (n=76) и учителя, которые преподают другие предметы (n=145). Выявлено, что люди, имеющие достаточную физическую активность, составляют наибольший процент в группах, тогда как лишь у 1/3 респондентов отмечается высокий уровень активности. При использовании гендерной принадлежности как критерия, по которому респондентов разделяли на группы, можно отметить, что среди женщин существенные различия выявлены при занятиях ходьбой, тогда как в мужской группе достоверные различия не выявлены только при интенсивных тренировках.

Ключевые слова: учителя, физическая активность, здоровье.

 Systematically undertaken physical activity, which is an individual's indicator of health culture and health responsibility, determines a proper development of organism as well as prevents from degenerative changes and diseases of civilisation [1; 12]. A rationale for active participation in physical culture seems to be almost obvious - it results from an extremely important role of activity in achieving and improving health potential of a human.

A lifestyle has an influence on our health in about 50 % [20]. Its basis is the physical activeness which has a positive effect on the improvement of morphofunctional indicators and others related to physical fitness and efficiency as well as on the mental condition of an individual.

Defining physical activity as any body movements associated with the work of skeletal muscles, causing an increase of energy expenditure above the level of basic metabolism [8], we represent the view that any kind of effort involving locomotor system has a positive effect on human body.

Due to the role of physical activity, its measurement becomes an aware challenge for scientists from all over the world. Determination of the level of society's physical activeness helps to assess public health. However, there is no compatible position on the minimal physical effort. According to some authors, it is an effort which does not exceed 4-5 units on MET scale (Metabolic Equivalent of Task), and at the same time does not cause the additional expenditure of energy 500 kcal/week [10]. Others, the insufficient physical activity define as the energy expenditure associated with physical activity less than 10 % of total 24-hour energy expenditure [18]. According to recommendations of FAO / WHO / UNU in 2004, the minimum physical effort is specified with the PAL factor (Physical Activity Level) not less than 1,4 [16].

The development of methods and techniques for measuring physical activity is a priority in the field of physical education studies [19]. The precise measurement allows to accurately estimate health benefits of undertaking regular physical activity and to build appropriate programs promoting healthy lifestyle.

The basis of the overall structure of physical culture is physical education whose primary purpose is to raise the physical fitness to a higher level, stimulate physical development and to shape attitudes related to personal concern for the physical condition, physical fitness, beauty and health [3]. In view of the fact that the physical education mainly refers to children and adolescents, the role of a teacher in this field seems to be considerable. According to the authors, particularly important is the attitude of a physical education teacher - in his proceedings should not appear contradictions between what he orders and what he represents. His personality often plays a considerable role in raising awareness of his pupils about the benefits of regular physical activity, thus having an influence on their interest in movement.

Materials and methods of the study. Research material consisted of 77 randomly selected teachers of Bialskie gymnasium and high schools. Respondents were divided into two groups. The first one were physical education teachers (n = 39), of whom 26 respondents were women and 13 men. The second group consisted of 38 teachers involved in subjects other than physical education. Three-quarters of this group were women (n = 29) and 23 % were men (n = 9). Both, the physical education teachers and teachers of other subjects had similar somatic parameters within the sex. However, it should be noted that men in the group of physical education teachers only minimally had the average results of weight-growth parameters in the range of normal body build (24,6 ± 2,2 kg/m²). The average value of BMI rate in the group of teachers of other subjects was 26,0 ± 2,9 kg/m² indicating the access weight among men (tab. 1).

Table 1 Characteristics of Studied Groups of Teachers

* proper body mass (18,5-24,9 kg/m²). ** excess weight (25,0-29,9 kg/m²).

The body mass index (BMI), used for this purpose, is the result of the dependency between body mass expressed in kilogr-ams and body height expressed in meters squared. The higher value of the BMI indicator, the greater body mass. The values of this ratio below 18,5 indicate the underweight, the range 18,5 -24,9 is the normal weight, 25,0-29,9 is overweight, while the BMI above 30.0 indicates obesity [17]. Due to the small number of teachers qualified as obese, calculations include three ranges that specify body build i.e. underweight, normal body build and overweight.

Weight-growth parameters calculated in the form of BMI indicator showed a similar structure in both studied groups of teachers. More than 70 % of respondents had normal body build. Similar percentages were also observed in individual groups: 76,9 % among physical education teachers and 71,1 % among teachers of other subjects. On average, every fourth teacher was overweight. Comparing groups surveyed, a greater percentage of respondents had the BMI indicator at the level of 25,0 kg/m2 than teachers of other subjects (26,3 %). In the group of PE teachers, the overweight teachers constituted 20,5 % of all respondents. Taking into account the sex of respondents, it was stated that the highest percentage of overweight respondents were men who taught other subjects than physical education (77,8 %). It seemed striking that more overweight women were among PE teachers (15,4 %) (5,1 % more than among women teaching other subjects) (fig.1.).

Fig. 1. Weight-growth Parameters of Physical Education Teachers and Teachersof Other Subjects Specifying the Sex of Respondents

There was applied a method of diagnostic survey using an IPAQ questionnaire (International Physical Activity Questionnaire) - short version, last 7 days, which is especially recommended in the assessment of the level of physical activity of the whole population [6]. This questionnaire is regarded as one of the most widely used survey tools to monitor physical activity.

In the questionnaire are collected information about the amount of time spent on the intensive and moderate exercise as well as on walking, considering all areas of human life. Taken into account are only activities lasting at least 10 minutes and performed in a continuous manner. The physical activity was defined, according to the IPAQ methodology, as a heavy effort that forces to increased respiration and to rapid heartbeat such as aerobics, fast cycling, lifting heavy loads, digging the earth. Moderate physical activity amounts to activities that require the average effort with slightly increased respiration and slightly accelerated heart rate.

A total energy expenditure was calculated on the basis of multiplying the frequency and duration of physical activity by the corresponding intensity expressed in units of MET. A metabolic equivalent of 1 MET corresponds to O2 consumption at rest and amounts to 3,5 ml 02/kg of body weight per minute [4].

A question on the self-esteem of physical activity level found its place in specifications. Respondents had a choice of three answers: a high level of physical activity, a satisfactory level of physical activity and physical activity at an unsatisfactory level.

The obtained results were analyzed statistically using Statistica program. There was used a location measure in the form of the arithmetic mean and the measure of variability using the standard deviation. As some analyzed variables did not meet assumptions of parametric test application due to the lack of normal distribution and the lack of equality of variance, the U Mann-Whitney test was used. Differentiations were defined as statistically significant at p <0.05.

Discussion and the results of the study. The analysis of the value of MET - min/week indicator within the overall physical activity showed higher average values in the group of physical education teachers. This ratio reached 4344,1 MET - min/week comparing to 3936,8 MET - min/week of teachers of other subjects. The highest differentiations were found within the moderate nature of physical efforts. It was significantly higher (p = 0,047) between physical education teachers (1057,4 MET - min/week) and teachers of other subjects (580,0 1057,4 MET - min/week). A group of physical culture specialists had higher values of MET -min/week (without any evidence of significant differences) in the field of activity of intensive nature (1491,21272,6 MET - min/week) in relation to teachers of other subjects (1272,6 MET - min/week). However, pedagogues of other subjects showed higher activity in walking which in their case reached 2084,2 MET - min/week comparing to 1795,5 MET - min/week of physical education teachers (tab. 2, fig. 2).

Table 2 Physical Activity of Groups of Surveyed Teachers (the U Mann-Whitney Test)

* level of essentiality p<0,05.

Fig. 2. Average Physical activity of Groups Surveyed Including the Type of Activity (MET-min/week)

Studying physical activity of particular groups of teachers with sex taken into account, slightly higher activity was demonstrated by female teachers of other subjects than of physical education ones. The average activity in this group reached 4029,0 MET - min/week comparing to 3951,5 MET - min/week of the group of physical education teachers. The greatest significant differentiation (p=0,049) in favour of female teachers of other subjects appeared in walking which was respectively: 2282,1 MET - min/week and 1729,9 MET - min/week of female physical education teachers. In areas of intensive and moderate physical efforts, female PE teachers reached higher values. However, differentiations were not substantial and did not have signs of statistically significant differences (tab. 3, fig. 3).

Table 3 Physical Activity of Groups of Female Teachers (U Mann-Whitney Test)