Egyetemi hallgatók fizikai aktivitása és annak tanulásra gyakorolt hatása – pedagógiai és tanárképzési implikációk
DOI:
https://doi.org/10.37205/TEL-hun.2024.3.04Kulcsszavak:
fizikai aktivitás, tanulmányi eredmény, diákok, egyetemisták, üléssel töltött idő, tanári felelősségAbsztrakt
Több tanulmány kimutatta, hogy a fizikailag aktív diákok és hallgatók általában magasabb tanulmányi teljesítményt érnek el, mint kevésbé aktív társaik.
A fizikai aktivitás számos fizikai és mentális előnnyel jár, mely a tanulmányok mellett a mindennapi életre is kihat. Ezen tanulmány célja, hogy felmérje a fizikai aktivitás és a tanulmányi eredmények közötti kapcsolatot egyetemi hallgatók körében, s ennek kapcsán rámutasson arra, hogy a fizikai aktivitás igényének és feltételeinek megteremtésére való felkészülés a pedagógusképzés fontos feladata. A keresztmetszeti vizsgálatban 18–31 éves (átlagéletkor: 20,51 ± 1,59 év) egyetemi hallgatók (N = 670) vettek részt. A szociodemográfiai jellemzőkre egy online kérdőív formájában kérdeztünk rá. A fizikai aktivitás szintjét az International Physical Activity Questionnaire (IPAQ) rövid verziójával, a tanulmányi teljesítményt pedig a kitöltést megelőző tanulmányi félév súlyozott átlaga alapján értékeltük.
Az eredmények pozitív összefüggést mutattak a tanulmányi átlag és a fizikai aktivitás között (p<0,05). Azonban ezek mellett például a nemnek, a családi helyzetnek, a munkának és az életvitelnek is kiemelkedő hatása lehet a fentiekre képzési típustól függetlenül. A pedagógusoknak köszönhetően a korai, fizikai aktivitással kapcsolatos beavatkozások élethosszig tartó jó szokásokat alakíthatnak ki, ami számos egészségügyi előnnyel járhat.
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