PERCEIVED EXERCISE BENEFITS AND BARRIERS IN ACTIVE AND INACTIVE UNIVERSITY STUDENTS

Yıl 2021, Cilt: 32 Sayı: 3, 33 - 42, 21.12.2021

Çağla Özkul

https://doi.org/10.21653/tjpr.794911

Cited By: 3

Öz

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.

Anahtar Kelimeler

Barrier, Benefit, Exercise, Physical Activity, Student

Destekleyen Kurum

Destekleyen kurum bulunmamaktadır.

Proje Numarası

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Teşekkür

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.

AKTİF VE AKTİF OLMAYAN ÜNİVERSİTE ÖĞRENCİLERİNDE ALGILANAN EGZERSİZ YARARLARI VE ENGELLERİ

Öz

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.

Anahtar Kelimeler

Bariyer, Yarar, Egzersiz, Fiziksel aktivite, Öğrenci

Proje Numarası

Proje numarası bulunmamaktadır.

Kaynakça

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