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PERCEIVED EXERCISE BENEFITS AND BARRIERS IN ACTIVE AND INACTIVE UNIVERSITY STUDENTS

Year 2021, Volume: 32 Issue: 3, 33 - 42, 21.12.2021
https://doi.org/10.21653/tjpr.794911

Abstract

active and inactive university students and to determine the relationship between physical activity
level and perceived benefits/barriers in university students.
Methods: The undergraduate students were invited to this cross-sectional survey. A total of
526 students responded to the online survey consisting of the International Physical Activity
Questionnaire (IPAQ) and Exercise Benefits/Barriers Scale (EBBS). The participants were divided
into two groups: the active group (n=341) and the inactive group (n=185) based on IPAQ.
Results: The most agreed benefit was the item "exercise improves the way my body looks," whereas
the most agreed barrier was the item "exercise tires me". Comparison of the active and inactive
groups showed that the active group perceived the benefits of exercise higher than the inactive
group, especially in terms of life enhancement, physical performance, and psychological outlook
(p<0.05). The inactive group perceived more barriers to exercise than the active group, especially
in terms of exercise milieu and physical exertion (p<0.05). Moreover, the total physical activity level
was positively associated with exercise benefits, especially psychological outlook, while negatively
related to barriers, especially exercise milieu and physical exertion (p<0.001).
Conclusion: The physical activity participation of university students can be encouraged by
increasing their knowledge and perception of the benefits of exercises and by decreasing the
barriers that they felt. Therefore, this study's results may contribute to planning interventions and
strategies aiming to promote physical activity participation among university students.

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Thanks

The author is grateful to Gazi University Academic Writing Center employees for revising the English language of the manuscript and to Prof. Dr. Arzu Guclu-Gunduz for her guidance.

References

  • Organization WH. Physical activity and adults. 2017.
  • Hallal PC, Andersen LB, Bull FC, Guthold R, Haskell W, Ekelund U. Global physical activity levels: surveillance progress, pitfalls, and prospects. The Lancet. 2012;380(9838):247-57.
  • Kohl HW, Craig CL, Lambert EV, Inoue S, Alkandari JR, Leetongin G, et al. The pandemic of physical inactivity: global action for public health. The Lancet. 2012;380(9838):294-305.
  • Kwan MY, Cairney J, Faulkner GE, Pullenayegum EE. Physical activity and other health-risk behaviors during the transition into early adulthood: a longitudinal cohort study. American journal of preventive medicine. 2012;42(1):14-20.
  • Maselli M, Ward PB, Gobbi E, Carraro A. Promoting Physical Activity Among University Students: A Systematic Review of Controlled Trials. Am J Health Promot. 2018;32(7):1602-12.
  • Savcı S, Öztürk M, Arıkan H, İnal İnce D, Tokgözoğlu L. Physical activity levels of university students. Archives of the Turkish Society of Cardiology. 2006;34(3):166-72.
  • Piercy KL, Troiano RP, Ballard RM, Carlson SA, Fulton JE, Galuska DA, et al. The physical activity guidelines for Americans. Jama. 2018;320(19):2020-8.
  • Sousa TFd, Fonseca SA, Barbosa AR. Barreiras para a prática de atividade física no lazer em estudantes universitários. Revista Brasileira de Cineantropometria e Desempenho Humano. 2013;15(2).
  • Saleem F, Bashaar M, Hassali M. Assessment of barriers to physical activities among university students in Malaysia. Pharm Pharmacol Int J. 2018;6(6):468-73.
  • Sabharwal M. Perceived barriers of young adults for participation in physical activity. Current Research in Nutrition and Food Science Journal. 2018;6(2):437-49.
  • Perry J, Stamp E, Crust L, Swann CF. Relationships between mental toughness, barriers to exercise, and exercise behaviour in undergraduate students. 2017.
  • Lovell GP, El Ansari W, Parker JK. Perceived exercise benefits and barriers of non-exercising female university students in the United Kingdom. Int J Environ Res Public Health. 2010;7(3):784-98.
  • Kilpatrick M, Hebert E, Bartholomew J. College students' motivation for physical activity: differentiating men's and women's motives for sport participation and exercise. J Am Coll Health. 2005;54(2):87-94.
  • Grubbs L, Carter J. The relationship of perceived benefits and barriers to reported exercise behaviors in college undergraduates. Family & Community Health. 2002;25(2):76-84.
  • El-Gilany A, El-Masry R. Physical inactivity among Egyptian and Saudi medical students. TAF Preventive Medicine Bulletin. 2011;10(1):35-44.
  • Deliens T, Deforche B, De Bourdeaudhuij I, Clarys P. Determinants of physical activity and sedentary behaviour in university students: a qualitative study using focus group discussions. BMC Public Health. 2015;15:201.
  • Arzu D, Tuzun EH, Eker L. Perceived barriers to physical activity in university students. Journal of sports science & medicine. 2006;5(4):615.
  • Abdullah A, Wong C, Yam H, Fielding R. Factors related to non-participation in physical activity among the students in Hong Kong. International journal of sports medicine. 2005;26(07):611-5.
  • Martínez-Lemos RI, Puig-Ribera AM, García-García O. Perceived Barriers to Physical Activity and Related Factors in Spanish University Students. Open Journal of Preventive Medicine. 2014;04(04):164-74.
  • Gyurcsik NC, Spink KS, Bray SR, Chad K, Kwan M. An ecologically based examination of barriers to physical activity in students from grade seven through first-year university. J Adolesc Health. 2006;38(6):704-11.
  • Blake H, Stanulewicz N, McGill F. Predictors of physical activity and barriers to exercise in nursing and medical students. J Adv Nurs. 2017;73(4):917-29.
  • Saglam M, Arikan H, Savci S, Inal-Ince D, Bosnak-Guclu M, Karabulut E, et al. International physical activity questionnaire: reliability and validity of the Turkish version. Perceptual and motor skills. 2010;111(1):278-84.
  • Booth M. Assessment of physical activity: an international perspective. Research quarterly for exercise and sport. 2000;71(sup2):114-20.
  • Committee IR. Guidelines for data processing and analysis of the International Physical Activity Questionnaire (IPAQ)-short and long forms. http://www ipaq ki se/scoring pdf. 2005.
  • Sechrist KR, Walker SN, Pender NJ. Development and psychometric evaluation of the exercise benefits/barriers scale. Research in nursing & health. 1987;10(6):357-65.
  • Bebis H, Ceylan S, Ortabag T, Akyuz A. The validity and reliability of the exercise benefits/barriers scale for Turkish Military nursing students. South African Journal for Research in Sport, Physical Education and Recreation. 2010;32(2):55-70.
  • Curtin F, Schulz P. Multiple correlations and Bonferroni’s correction. Biological psychiatry. 1998;44(8):775-7.
  • Schober P, Boer C, Schwarte LA. Correlation coefficients: appropriate use and interpretation. Anesthesia & Analgesia. 2018;126(5):1763-8.
  • Murphy JJ, MacDonncha C, Murphy MH, Murphy N, Nevill AM, Woods CB. What psychosocial factors determine the physical activity patterns of university students? Journal of physical activity & health. 2019;16(5).

AKTİF VE AKTİF OLMAYAN ÜNİVERSİTE ÖĞRENCİLERİNDE ALGILANAN EGZERSİZ YARARLARI VE ENGELLERİ

Year 2021, Volume: 32 Issue: 3, 33 - 42, 21.12.2021
https://doi.org/10.21653/tjpr.794911

Abstract

Amaç: Bu çalışmanın amaçları, aktif ve aktif olmayan üniversite öğrencilerinde algılanan egzersiz
yararları ve engellerini karşılaştırmak ve üniversite öğrencilerinde fiziksel aktivite düzeyi ile
algılanan egzersiz yararları ve engelleri arasındaki ilişkiyi belirlemekti.
Yöntem: Bu kesitsel araştırmaya lisans öğrencileri davet edildi. Uluslararası Fiziksel Aktivite
Anketi'ni (UFAA) ve Egzersiz Yararları/Engelleri Ölçeği'ni (EYEÖ) içeren çevrimiçi anketi toplam 526
öğrenci cevapladı. Katılımcılar UFAA'ya göre aktif (n=341) ve aktif olmayan grup (n=185) olmak
üzere iki gruba ayrılarak değerlendirildi.
Sonuçlar: Üniversite öğrencileri tarafından en çok algılanan yarar "egzersiz vücut görünümümü
geliştirme yoludur", en çok karşılaşılan engel ise "egzersizden yoruluyorum" idi. Aktif ve aktif
olmayan grupların karşılaştırılması, aktif grubun özellikle yaşam iyileştirme, fiziksel performans
ve psikolojik bakışa dair egzersizin faydalarını aktif olmayan gruptan daha yüksek algıladığını
(p<0,05), aktif olmayan grubun ise özellikle egzersiz ortamı ve fiziksel efora dair engelleri aktif
gruptan daha fazla algıladığını göstermiştir (p<0,05). Ayrıca, toplam fiziksel aktivite düzeyi özellikle
psikolojik bakış olmak üzere egzersiz yararları ile pozitif ilişkili iken, egzersiz ortamı ve fiziksel efora
dair engeller ile negatif ilişkiliydi (p<0,001).
Tartışma: Üniversite öğrencilerinin fiziksel aktivite katılımları, egzersizlerin faydalarına ilişkin bilgi
ve algıları artırılarak ve hissettikleri engeller azaltılarak teşvik edilebilir. Bu nedenle, bu çalışmanın
sonuçları, üniversite öğrencileri arasında fiziksel aktivite katılımını teşvik etmeyi amaçlayan
müdahalelerin ve stratejilerin planlanmasına katkıda bulunabilir.

Project Number

Proje numarası bulunmamaktadır.

References

  • Organization WH. Physical activity and adults. 2017.
  • Hallal PC, Andersen LB, Bull FC, Guthold R, Haskell W, Ekelund U. Global physical activity levels: surveillance progress, pitfalls, and prospects. The Lancet. 2012;380(9838):247-57.
  • Kohl HW, Craig CL, Lambert EV, Inoue S, Alkandari JR, Leetongin G, et al. The pandemic of physical inactivity: global action for public health. The Lancet. 2012;380(9838):294-305.
  • Kwan MY, Cairney J, Faulkner GE, Pullenayegum EE. Physical activity and other health-risk behaviors during the transition into early adulthood: a longitudinal cohort study. American journal of preventive medicine. 2012;42(1):14-20.
  • Maselli M, Ward PB, Gobbi E, Carraro A. Promoting Physical Activity Among University Students: A Systematic Review of Controlled Trials. Am J Health Promot. 2018;32(7):1602-12.
  • Savcı S, Öztürk M, Arıkan H, İnal İnce D, Tokgözoğlu L. Physical activity levels of university students. Archives of the Turkish Society of Cardiology. 2006;34(3):166-72.
  • Piercy KL, Troiano RP, Ballard RM, Carlson SA, Fulton JE, Galuska DA, et al. The physical activity guidelines for Americans. Jama. 2018;320(19):2020-8.
  • Sousa TFd, Fonseca SA, Barbosa AR. Barreiras para a prática de atividade física no lazer em estudantes universitários. Revista Brasileira de Cineantropometria e Desempenho Humano. 2013;15(2).
  • Saleem F, Bashaar M, Hassali M. Assessment of barriers to physical activities among university students in Malaysia. Pharm Pharmacol Int J. 2018;6(6):468-73.
  • Sabharwal M. Perceived barriers of young adults for participation in physical activity. Current Research in Nutrition and Food Science Journal. 2018;6(2):437-49.
  • Perry J, Stamp E, Crust L, Swann CF. Relationships between mental toughness, barriers to exercise, and exercise behaviour in undergraduate students. 2017.
  • Lovell GP, El Ansari W, Parker JK. Perceived exercise benefits and barriers of non-exercising female university students in the United Kingdom. Int J Environ Res Public Health. 2010;7(3):784-98.
  • Kilpatrick M, Hebert E, Bartholomew J. College students' motivation for physical activity: differentiating men's and women's motives for sport participation and exercise. J Am Coll Health. 2005;54(2):87-94.
  • Grubbs L, Carter J. The relationship of perceived benefits and barriers to reported exercise behaviors in college undergraduates. Family & Community Health. 2002;25(2):76-84.
  • El-Gilany A, El-Masry R. Physical inactivity among Egyptian and Saudi medical students. TAF Preventive Medicine Bulletin. 2011;10(1):35-44.
  • Deliens T, Deforche B, De Bourdeaudhuij I, Clarys P. Determinants of physical activity and sedentary behaviour in university students: a qualitative study using focus group discussions. BMC Public Health. 2015;15:201.
  • Arzu D, Tuzun EH, Eker L. Perceived barriers to physical activity in university students. Journal of sports science & medicine. 2006;5(4):615.
  • Abdullah A, Wong C, Yam H, Fielding R. Factors related to non-participation in physical activity among the students in Hong Kong. International journal of sports medicine. 2005;26(07):611-5.
  • Martínez-Lemos RI, Puig-Ribera AM, García-García O. Perceived Barriers to Physical Activity and Related Factors in Spanish University Students. Open Journal of Preventive Medicine. 2014;04(04):164-74.
  • Gyurcsik NC, Spink KS, Bray SR, Chad K, Kwan M. An ecologically based examination of barriers to physical activity in students from grade seven through first-year university. J Adolesc Health. 2006;38(6):704-11.
  • Blake H, Stanulewicz N, McGill F. Predictors of physical activity and barriers to exercise in nursing and medical students. J Adv Nurs. 2017;73(4):917-29.
  • Saglam M, Arikan H, Savci S, Inal-Ince D, Bosnak-Guclu M, Karabulut E, et al. International physical activity questionnaire: reliability and validity of the Turkish version. Perceptual and motor skills. 2010;111(1):278-84.
  • Booth M. Assessment of physical activity: an international perspective. Research quarterly for exercise and sport. 2000;71(sup2):114-20.
  • Committee IR. Guidelines for data processing and analysis of the International Physical Activity Questionnaire (IPAQ)-short and long forms. http://www ipaq ki se/scoring pdf. 2005.
  • Sechrist KR, Walker SN, Pender NJ. Development and psychometric evaluation of the exercise benefits/barriers scale. Research in nursing & health. 1987;10(6):357-65.
  • Bebis H, Ceylan S, Ortabag T, Akyuz A. The validity and reliability of the exercise benefits/barriers scale for Turkish Military nursing students. South African Journal for Research in Sport, Physical Education and Recreation. 2010;32(2):55-70.
  • Curtin F, Schulz P. Multiple correlations and Bonferroni’s correction. Biological psychiatry. 1998;44(8):775-7.
  • Schober P, Boer C, Schwarte LA. Correlation coefficients: appropriate use and interpretation. Anesthesia & Analgesia. 2018;126(5):1763-8.
  • Murphy JJ, MacDonncha C, Murphy MH, Murphy N, Nevill AM, Woods CB. What psychosocial factors determine the physical activity patterns of university students? Journal of physical activity & health. 2019;16(5).
There are 29 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Araştırma Makaleleri
Authors

Çağla Özkul 0000-0001-9367-9910

Project Number Proje numarası bulunmamaktadır.
Publication Date December 21, 2021
Published in Issue Year 2021 Volume: 32 Issue: 3

Cite

APA Özkul, Ç. (2021). PERCEIVED EXERCISE BENEFITS AND BARRIERS IN ACTIVE AND INACTIVE UNIVERSITY STUDENTS. Türk Fizyoterapi Ve Rehabilitasyon Dergisi, 32(3), 33-42. https://doi.org/10.21653/tjpr.794911
AMA Özkul Ç. PERCEIVED EXERCISE BENEFITS AND BARRIERS IN ACTIVE AND INACTIVE UNIVERSITY STUDENTS. Turk J Physiother Rehabil. December 2021;32(3):33-42. doi:10.21653/tjpr.794911
Chicago Özkul, Çağla. “PERCEIVED EXERCISE BENEFITS AND BARRIERS IN ACTIVE AND INACTIVE UNIVERSITY STUDENTS”. Türk Fizyoterapi Ve Rehabilitasyon Dergisi 32, no. 3 (December 2021): 33-42. https://doi.org/10.21653/tjpr.794911.
EndNote Özkul Ç (December 1, 2021) PERCEIVED EXERCISE BENEFITS AND BARRIERS IN ACTIVE AND INACTIVE UNIVERSITY STUDENTS. Türk Fizyoterapi ve Rehabilitasyon Dergisi 32 3 33–42.
IEEE Ç. Özkul, “PERCEIVED EXERCISE BENEFITS AND BARRIERS IN ACTIVE AND INACTIVE UNIVERSITY STUDENTS”, Turk J Physiother Rehabil, vol. 32, no. 3, pp. 33–42, 2021, doi: 10.21653/tjpr.794911.
ISNAD Özkul, Çağla. “PERCEIVED EXERCISE BENEFITS AND BARRIERS IN ACTIVE AND INACTIVE UNIVERSITY STUDENTS”. Türk Fizyoterapi ve Rehabilitasyon Dergisi 32/3 (December 2021), 33-42. https://doi.org/10.21653/tjpr.794911.
JAMA Özkul Ç. PERCEIVED EXERCISE BENEFITS AND BARRIERS IN ACTIVE AND INACTIVE UNIVERSITY STUDENTS. Turk J Physiother Rehabil. 2021;32:33–42.
MLA Özkul, Çağla. “PERCEIVED EXERCISE BENEFITS AND BARRIERS IN ACTIVE AND INACTIVE UNIVERSITY STUDENTS”. Türk Fizyoterapi Ve Rehabilitasyon Dergisi, vol. 32, no. 3, 2021, pp. 33-42, doi:10.21653/tjpr.794911.
Vancouver Özkul Ç. PERCEIVED EXERCISE BENEFITS AND BARRIERS IN ACTIVE AND INACTIVE UNIVERSITY STUDENTS. Turk J Physiother Rehabil. 2021;32(3):33-42.