Scholarlink

Aim <p>Physical inactivity is a significant global health concern, with many individuals, including teachers, engaging in insufficient physical activity. Teachers' physical activity levels are influenced by work-related stress and sedentary behaviors, which can lead to health problems and hinder their role as health models for students. This study aimed to assess teachers' physical activity levels, exercise behavior change stages, and sociodemographic factors affecting their physical activity.</p> Subject and Methods <p>A descriptive design was used for this study. Seven hundred forty teachers participated in the study. Data were collected using the "Personal Information Form," "International Physical Activity Questionnaire Short Form," and "Exercise Change Stages Scale." Descriptive statistics and Pearson chi-square tests were used for data analysis.</p> Results <p>Results revealed that 40.8% of teachers were physically inactive, mostly at the "preparation" and "not thinking" stages. Physical activity levels were higher among males, undergraduate students, those with exercise spaces, and non-smokers. Teachers with chronic diseases and those in the fields of science and social sciences were more likely to be physically inactive.</p> Conclusion <p>The study suggests that providing time, suitable exercise areas, and psychological support, as well as developing incentive programs and personalized exercise plans, can help increase teachers' physical activity levels. Collaboration between school management and health professionals is essential to support these efforts.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Determination of Teachers’ Physical Activity Behaviors And Exercise Behavior Change Teachers' Physical Activity and Exercise Behavior

  • 期刊论文

  • 发表日期：

    2025年8月29日

查看全文
  • Seyma Nur Hepokur-Yıldırım,
  • Sümeyra Yılmaz,
  • Yeter Kitiş

摘要

Aim

Physical inactivity is a significant global health concern, with many individuals, including teachers, engaging in insufficient physical activity. Teachers' physical activity levels are influenced by work-related stress and sedentary behaviors, which can lead to health problems and hinder their role as health models for students. This study aimed to assess teachers' physical activity levels, exercise behavior change stages, and sociodemographic factors affecting their physical activity.

Subject and Methods

A descriptive design was used for this study. Seven hundred forty teachers participated in the study. Data were collected using the "Personal Information Form," "International Physical Activity Questionnaire Short Form," and "Exercise Change Stages Scale." Descriptive statistics and Pearson chi-square tests were used for data analysis.

Results

Results revealed that 40.8% of teachers were physically inactive, mostly at the "preparation" and "not thinking" stages. Physical activity levels were higher among males, undergraduate students, those with exercise spaces, and non-smokers. Teachers with chronic diseases and those in the fields of science and social sciences were more likely to be physically inactive.

Conclusion

The study suggests that providing time, suitable exercise areas, and psychological support, as well as developing incentive programs and personalized exercise plans, can help increase teachers' physical activity levels. Collaboration between school management and health professionals is essential to support these efforts.