Interference of sedentary behavior and physical activity in the burnout indicators of physical education students
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Abstract
Objective: to verify if sedentary behavior and the duration and frequency of physical activity interfere in the burnout indicators of physical education university students. Methods: a cross-sectional study, carried out with 147 physical education students, bachelor's degrees, of both genres. An adaptation for the academic context (students) of the Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo was used, and the International Physical Activity Questionnaire (IPAQ - short version). Data were analyzed by the Kolmogorov-Smirnov and “U” tests by Mann-Whitney, and the level of significance was set at p <0.05. Results: students who walk up to 40 min a day showed more significant burnout symptoms than students with longer walking time in the day (p = 0.007). Students who walk up to 135 min a week showed higher indications for the development of psychological wear than those who walk more than 135 min a week (p = 0.017). Students who practice up to 60 min of moderate activities per day had a higher score than students who practice more than 60 min of moderate activities per day (p = 0.011). Significant differences were found in indolence (p = 0.011) and guilt (p = 0.023) dimensions, showing that students who spend more time sitting had a higher score in both dimensions of burnout. Conclusion: the duration and frequency of physical activity and sedentary behavior interfere with the indications of burnout in physical education students.
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