| Abstract | Cilj je ovog istraživanja bio utvrditi rodne razlike u stavovima prema tjelesnoj aktivnosti te povezanost tjelesne aktivnosti u različitim domenama (posao, transport, kućanstvo i slobodno vrijeme) s očekivanim dobrobitima i percipiranim preprekama za vježbanje. Uzorak je činilo 76 učenica i učenika srednje medicinske škole u Zadru. Razina tjelesne aktivnosti mjerena je dugom verzijom Međunarodnog upitnika za tjelesnu aktivnost (IPAQ), a stavovi prema tjelesnoj aktivnosti upitnikom „Barriers & Benefits Scale“ za procjenu očekivanih dobrobiti tjelesne aktivnosti i percipiranih prepreka za vježbanje. Rezultati pokazuju da su najznačajnije očekivane dobrobiti vježbanja zdravlje, bolji osjećaj nakon aktivnosti, smanjenje stresa i opuštanje. Najznačajnije percipirane prepreke za vježbanje su nedostatak vremena, obiteljske i školske obveze. Učenice pridaju veći značaj dobrobitima psihološkog učinka u odnosu na učenike. Na tjednoj razini ispitanici su prosječno aktivni 7364,22 ± 5338,38 MET-min/tjedno, a usporedbom po domenama utvrđeno je da su najaktivniji su u slobodnom vremenu, u prosjeku 2241,7 ± 2599,62 MET-min/tjedno. Nema razlika u domenama tjelesne aktivnosti između učenica i učenika. Na cijelom uzorku postoji značajna povezanost tjelesne aktivnosti u slobodnom vremenu sa zdravstvenim dobrobitima (r=0,33) te ukupnog sjedenja s psihološkim dobrobitima (r=-0,27), nedostatkom volje (r=0,25), objektivnim preprekama (r=0,27), ukupnim dobrobitima (r=-0,24) i ukupnim preprekama (r=0,27). Kod učenica, tjelesna aktivnost u kućanstvu povezana je s objektivnim preprekama (r=-0,37), tjelesna aktivnost u slobodnom vremenu povezana je sa zdravstvenim dobrobitima (r=0,37) te je ukupno sjedenje negativno povezano s psihološkim dobrobitima (r=-0,28), objektivnim preprekama (r=0,31) i ukupnim dobrobitima (r=-0,31). Kod učenika, tjelesna aktivnost na poslu povezana je s objektivnim preprekama (r=0,43), tjelesna aktivnost u kućanstvu povezana je s nedostatkom volje (r=0,4), objektivnim preprekama (r=0,4) i ukupnim preprekama (r=0,39) te je ukupna tjelesna aktivnost povezana s objektivnim preprekama (r=0,49) i ukupnim preprekama (r=0,4). Nedostatak vremena je najznačajnija percipirana prepreka, a unapređenje zdravlja najznačajnija percipirana dobrobit vježbanja kod učenica i učenika u srednjim školama. Analizom razlika između učenica i učenika, utvrđeno je da u najvećoj mjeri nema razlika u očekivanim dobrobitima, preprekama i razini tjelesne aktivnosti. U kampanjama za promociju
tjelesne aktivnosti potrebno je cjelovito informirati učenice i učenike o zdravstvenim dobrobitima tjelesne aktivnosti i uključiti strategije koje će učenicima pomoći da učinkovitije organiziraju svoje slobodno vrijeme. |
| Abstract (english) | The aim of this research was to determine gender differences in attitudes towards physical activity and the association between the domains of physical activity and the benefits and barriers of exercise. The sample consists of 76 male and female students of Zadar medical school. The level of physical activity was measured with the long form of the International physical activity questionnaire (IPAQ) and attitudes towards physical activity with the Barriers & Benefits Scale (EBBS) questionnaire. The results show that the most significant benefits of exercise are health, feeling better after activity, and stress reduction and relaxation. The most significant barriers are lack of time, family and school obligations. Female students give greater importance to the well-being of the psychological effect compared to male students, and there is no significant difference in other variables. On a weekly level, the students are active on average 7364.22 ± 5338.38 MET-min/week, and they are most active in their leisure time, on average 2241.7 ± 2599.62 MET-min/week. There are no differences in physical activity domains by gender. In the entire sample, there is a association between physical activity in leisure time with health benefits (r=0.33) and overall sitting with psychological benefits (r=-0.27), lack of will (r=0.25), objective obstacles (r= 0.27), total benefits (r=-0.24) and total barriers (r=0.27). Among female students, physical activity at home is associated with objective obstacles (r=-0.37), physical activity in leisure time is associated with health benefits (r=0.37) and overall sitting is associated with psychological benefits (r=- 0.28), objective obstacles (r=0.31) and overall benefits (r=-0.31). Among male students, physical activity at work is associated with objective obstacles (r=0.43), physical activity at home is associated with lack of will (r=0.4), objective obstacles (r=0.4) and total barriers (r=0.39) and total physical activity is associated to objective obstacles (r=0.49) and total barriers (r=0.4). Lack of time is the most significant perceived barrier while the health benefits are the most significant
expected benefit in female and male high school students. In campaigns for the promotion of physical activity, it is necessary to comprehensively inform students about the health benefits of physical activity and include strategies that will help students organize their free time more effectively. |
| Study programme | Title: Kinesiology; specializations in: Kinesiology in Education and Track-and-Field, Kinesiology in Education and Fitness, Kinesiology in Education and Wrestling, Kinesiology in Education and Sailing, Kinesiology in Education and Windsurfing, Kinesiology in Education and Judo, Kinesiology in Education and Kayaking, Kinesiology in Education and Kinesiological Recreation, Kinesiology in Education and Kinesitherapy, Kinesiology in Education and Physical Conditioning of Athletes, Kinesiology in Education and Basketball, Kinesiology in Education and Football, Kinesiology in Education and Volleyball, Kinesiology in Education and Basic Kinesiological Transformations, Kinesiology in Education and Dancing, Kinesiology in Education and Swimming, Kinesiology in Education and Rhythmic Gymnastics, Kinesiology in Education and Handball, Kinesiology in Education and Skiing, Kinesiology in Education and Artistic Gymnastics, Kinesiology in Education and Management of Sport, Kinesiology in Education and Tennis, Kinesiology in Education and Rowing
Course: Kinesiology in Education and Kinesiological Recreation
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: sveučilišni/sveučilišna magistar/magistra kineziologije u edukaciji (sveučilišni/sveučilišna magistar/magistra kineziologije u edukaciji) |
