Original Research Article
Year: 2020 | Month: June | Volume: 10 | Issue: 6 | Pages: 201-206
Perceived Benefits and Barriers to Exercise of Physically Active and Non-active School Teachers in an Education Society from Pune: An Analysis using EBBS
Atiya A. Shaikh1, Sukanya P. Dandekar2, Radhika S. Hatolkar3
1PhD Scholar, KEM Mumbai, Asst Professor, D.E.S. Brijlal Jindal College of Physiotherapy, Pune, Maharashtra.
2MPT (Neuro), Consulting Physiotherapist, Rehab Station, Pune, Maharashtra, India
3Intern, D.E.S. Brijlal Jindal College of Physiotherapy, Pune, Maharashtra, India
Corresponding Author: Sukanya P. Dandekar
ABSTRACT
Background: School teachers face a lot of stress and are at a risk of various musculoskeletal conditions and diseases because of sedentary lifestyle and clerical activities in addition to teaching. It is observed that they do not engage in regular physical activity and this may affect their health. The aim of the study was to understand the level of physical fitness and their perceptions to benefits and barriers to exercise. This can help the policy makers to determine strategies to enhance physical activity and thus, overall health of teachers.
Methods: A survey was conducted on 158 school teachers of 8 schools from teaching institute in Pune. The Global Physical Activity assessment Questionnaire (GPAQ) was used to categorize subjects into physically active and non-active. The Exercise Benefits and Barriers scale (EBBS) was used to assess benefits and barriers to exercise. Scores of benefits, Barriers and Motivators subscales were compared from groups of physically active and underactive teachers.
Results: Significant difference was found in scores of perceived benefits and barriers and scores of motivators in both groups (p <0.0001, p< 0.0001 and <0.0001 respectively), Strongest benefit
Perceived by the physically active participants was “increases level of fitness, increases muscle strength and decreases tension” (60%, 54% and 54% respectively). Both groups perceived barriers similarly but physically non- active participants perceived barriers such as “exercise tires me” and “no convenient schedules” strongly.
Conclusion: Physically active participants perceive benefits strongly. Barriers perceived by both groups were same. However, physically active teachers adhere to exercise as they perceive benefits strongly.
Key words: Physical activity, Benefits, Barriers, School Teachers