The impact of the universities closure on physical activity and academic performance in physical education in university students during the COVID-19 pandemic

Keywords: physical activity, student population, COVID-19 pandemic, face-to-face PE classes, student survey, academic scores

Abstract

Background and Study Aim. Physical activity (PA) is regarded as a critical component of a healthy lifestyle and disease prevention. Different constraints placed upon social interaction and public spaces due to COVID-19 could decrease PA and academic performance in physical education (PE) in student population. The purpose of the research was to assess overall and sport/fitness PA level and academic performance in PE in a sample of university students pre- to post-cancellation of face-to-face PE classes due to the COVID-19 pandemic. Material and Methods. Participants (n=209) – university students (19-20 years old). The overall period of the research is September-December 2020. All participants (male–n=106 and female–n=103) were divided into approximately equal groups: humanities students (male–MG-1, female–FG-1), medicine students (male–MG-2, female–FG-2), technical students (male–MG-3, female–FG-3). The main research tools: modified student self-reported questionnaire (on the base of IPAQ), academic grading (scores for self-completed PE tasks). In surveys, all participants self-rated overall and sport/fitness PA level pre- to post-cancellation of face-to-face PE classes. The participants had to complete 32 special PE tasks, during the research period. PE teachers rated participants by a special grading scale. Results. For the male and female students’ groups there were no significant differences of overall PA, sport/fitness PA level and academic performance in PE pre-cancellation of face-to-face PE classes. All participants significantly (p≤0.05) decreased overall PA, sport/fitness PA level and academic performance in PE post-cancellation. There was a significant (p≤0.05) large amount of overall PA level in MG-2 students and sport/fitness PA level in MG-1 students’ post-cancellation of face-to-face PE classes. For the male students there were no significant differences of grading in PE pre- to post-cancellation of face-to-face PE classes between participants groups. There was a significant (p≤0.05) large amount of overall PA level post-cancellation of face-to-face PE classes in FG-2 students. There was a significantly (p≤0.05) lower amount of sport/fitness PA level post-cancellation of face-to-face PE classes in FG-3 students. There was a significant drop in mean grading scores in PE post-cancellation of face-to-face PE classes in students. FG-2 participants had significantly (p≤0.05) higher grading scores in PE post-cancellation of face-to-face PE classes. Conclusions. The universities closure and cancellation of face-to-face PE classes due to the COVID-19 pandemic decreased overall PA, sport/fitness PA level and academic performance in PE in all participants. It is important to note that the proportional decrease in overall PA for the male students was actually large, then decrease in overall PA for the female students was less. The findings highlight the need for active interventions of PA promotion targeted at the student population in the context of self-isolation measures during the COVID-19 pandemic.

Downloads

Download data is not yet available.

| Abstract views: 1344 | PDF Downloads: 611 |

Author Biographies

Aleksander Yu. Osipov, Siberian Federal University
ale44132272@yandex.ru; Siberian Federal University, Krasnoyarsk State Medical University named after professor V.F. Voyno-Yasenetsky; Krasnoyarsk, Russian Federation.
Tatyana I. Ratmanskaya, Siberian Federal University
tanyabaulina@rambler.ru; Siberian Federal University; Krasnoyarsk, Russian Federation.
Elena A. Zemba, Reshetnev Siberian State University of Science and Technology
zembaelena@rambler.ru; Reshetnev Siberian State University of Science and Technology; Krasnoyarsk, Russian Federation.
Vladimir Potop, Ecological University of Bucharest
vladimir_potop@yahoo.com; Ecological University of Bucharest; Bucharest, Romania.
Mikhail D. Kudryavtsev, Siberian Federal University
kumid@yandex.ru; Siberian Federal University, Reshetnev Siberian State University of Science and Technology; Krasnoyarsk, Russian Federation
Roman S. Nagovitsyn, Glazov State Pedagogical Institute
gto18@mail.ru; Glazov State Pedagogical Institute named after V.G. Korolenko; Glazov, Russian Federation.

References

1. Warburton D, Bredin S. Health benefits of physical activity: a systematic review of current systematic reviews. Curr Opin Cardiol, 2017; 32(5): 541–556.
https://doi.org/10.1097/HCO.0000000000000437

2. Viciana J, Mayorga-Vega D, Parra-Saldías M. Within and between-day differences in adolescents' objectively-measured physical activity and sedentary behavior. Kinesiology, 2019; 51(2): 227–237.
https://doi.org/10.26582/k.51.2.13

3. Van Hecke L, Loyen A, Verloigne M, van der Ploeg H, Lakerveld J, Brug J, et al. Variation in population levels of physical activity in European children and adolescents according to cross-European studies: A systematic literature review within DEDIPAC. Int J Behav Nutr Phys Act, 2016; 13(1): Article no. 70.
https://doi.org/10.1186/s12966-016-0396-4

4. Rahman E, Islam S, Bishwas S, Moonajilin S, Gozal D. Physical inactivity and sedentary behaviors in the Bangladeshi population during the COVID-19 pandemic: An online cross-sectional survey. Heliyon, 2020; 6(10): e05392.
https://doi.org/10.1016/j.heliyon.2020.e05392

5. Biddle S, Petrolini I, Pearson N. Interventions designed to reduce sedentary behaviours in young people: a review of reviews. Br J Sports Med, 2014; 48(3): 182–186.
https://doi.org/10.1136/bjsports-2013-093078

6. Kudryavtsev M, Kramida I, Osipov A. Influence of monitor bad habits on healthy lifestyle of students. Teoriya i Praktika Fizicheskoy Kultury, 2016; 6: 24–26.
https://doi.org/10.15561/20755279.2016.0603

7. Carson V, Hunter S, Kuzik N, Gray C, Poitras V, Chaput J, et al. Systematic review of sedentary behaviour and health indicators in school-aged children and youth: An update. Appl Physiol Nutr Metab, 2016; 41(6): S240–S265.
https://doi.org/10.1139/apnm-2015-0630

8. Haverkamp B, Wiersma R, Vertessen K, van Ewijk H, Oosterlaan J, Hartman E. Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis. J Sports Sci, 2020; 38(23): 2637–2660,
https://doi.org/10.1080/02640414.2020.1794763

9. Leuciuc F, Ghervan P, Popovici I, Benedek F, Lazar A, Pricop G. Social and educational sustainability of the physical education of Romanian students and the impact on their physical activity level. Sustainability, 2020; 12: 9231.
https://doi.org/10.3390/su12219231

10. Enchenko I, Egorova N. Comparative analysis of the physical activity level in Europe and Russian Federation. Human Sport Medicine, 2020; 20(4): 103–110.
https://doi.org/10.14529/hsm200412

11. Nagovitsyn R, Tutolmin A, Maksimov Y, Dimova I, Karoyan A, Skryabina, D, et al. Motivation for physical activity of people of different ages. Gazzetta Medica Italiana - Archivio per le Scienze Mediche, 2019; 178(10): 799–806.
https://doi.org/10.23736/S0393-3660.18.03965-7

12. Loginov S. Daily physical activity and sedentary (inactive) behaviour of adults from Surgut. Human Sport Medicine, 2019; 19(4): 70– 77.
https://doi.org/10.14529/hsm190409

13. Osipov A, Ratmanskaya T, Nagovitsyn R, Zhuikova S, Iermakov S. Increasing the level of cardiorespiratory and strength endurance of female students by means of mixed training (Kangoo-jumps fitness and resistance training). Phys Activ Rev, 2020; 8(2): 38–47.
https://doi.org/10.16926/par.2020.08.20

14. Al Awamleh A. Self-comparison of athletes during times of COVID-19 pandemic. Sport Sci, 2020; 14(Suppl. 1): 93–99.

15. Dunton G, Do B, Wang S. Early effects of the COVID-19 pandemic on physical activity and sedentary behavior in children living in the U.S. BMC Public Health, 2020; 20: 1351.
https://doi.org/10.1186/s12889-020-09429-3

16. Cachón-Zagalaz J, Sánchez-Zafra M, Sanabrias-Moreno D, González-Valero G, Lara-Sánchez A, Zagalaz-Sánchez M. Systematic review of the literature about the effects of the COVID-19 pandemic on the lives of school children. Front Psychol, 2020; 11: 569348.
https://doi.org/10.3389/fpsyg.2020.569348

17. Barkley J, Lepp A, Glickman E, Farnell G, Beiting J, Wiet R, Dowdell B. The acute effects of the COVID-19 pandemic on physical activity and sedentary behavior in university students and employees. Int J Exerc Sci, 2020; 13(5): 1326–1339.

18. Luciano F, Cenacchi V, Vegro V, Pavei G. COVID-19 lockdown: physical activity, sedentary behaviour and sleep in Italian medicine students. Eur J Sport Sci, 2020:1–10.
https://doi.org/10.1080/17461391.2020.1842910

19. Cheval B, Sivaramakrishnan H, Maltagliati S, Fessler L, Forestier C, Sarrazin P, et al. Relationships between changes in self-reported physical activity, sedentary behaviour and health during the coronavirus (COVID-19) pandemic in France and Switzerland. J Sports Sci, 2020:1–6.
https://doi.org/10.1080/02640414.2020.1841396

20. Ametta A, Francavilla V, Polito R, Monda M, Messina A, Monda V, et al. Physical activity as protective factor against COVID-19 disease. J Hum Sport Exerc, 2020; 15(4proc): S987–S991.
https://doi.org/10.14198/jhse.2020.15.Proc4.01

21. Galle F, Sabella E, Ferracuti S, De Giglio O, Caggiano G, Protano C, et al. Sedentary behaviors and physical activity of Italian undergraduate students during lockdown at the time of CoViD-19 pandemic. Int J Environ Res Public Health, 2020; 17(17): 6171.
https://doi.org/10.3390/ijerph17176171

22. Sallis J, Adlakha D, Oyeyemi A, Salvo D. An international physical activity and public health research agenda to inform coronavirus disease-2019 policies and practices. J Sport Health Sci, 2020; 9(4): 328–334. DOI:10.1016/j.jshs.2020.05.005

23. Chang H. Online learning in Pandemic times. Rev Românească Pentru Educ Multidimens, 2020; 12(2Sup1): 111–117.
https://doi.org/10.18662/rrem/12.2Sup1/296

24. Pérez-Turpin J, Gomis-Gomis M. Physical activity and sport: post-COVID-19. J Hum Sport Exerc, 2020; 15(2): 476–477.
https://doi.org/10.14198/jhse.2020.152.21

25. Mishra L, Gupta T, Shree A. Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. Int J Educ Res, 2020; 1: 100012.
https://doi.org/10.1016/j.ijedro.2020.100012

26. Malinauskas R, Pozeriene J. Academic motivation among traditional and online university students. Eur J Contemp Educ, 2020; 9(3): 584–591.
https://doi.org/10.13187/ejced.2020.3.584

27. Tilga H, Kalajas-Tilga H, Hein V, Raudsepp L, Koka A. How does perceived autonomy-supportive and controlling behaviour in physical education relate to adolescents' leisure-time physical activity participation? Kinesiology, 2020; 52(2): 265–272.
https://doi.org/10.26582/k.52.2.13

28. Nagovitsyn R, Vaganova O, Kutepov M, Martyanova L, Kosenovich O, Moeseev Y, et al. Interactive technologies in developing student's motivation in physical education and sport. Int J Appl Exerc Physiol, 2020; 9(6): 72–79.

29. Gonzalez T, de la Rubia M, Hincz K, Comas-Lopez M, Subirats L, Fort S, et al. Influence of COVID-19 confinement on students' performance in higher education. PLoS ONE, 2020; 15(10): e0239490.
https://doi.org/10.1371/journal.pone.0239490

30. Pokrovskaya T, Usupov R, Titova E, Zhuravleva Y. Distance learning in physical education and sports discipline in terms of self-isolation. Teoriya i Praktika Fizicheskoy Kultury, 2020; 11: 65–67.

31. Osipov A, Kudryavtsev M, Galimova A, Plotnikova I, Skurikhina N. How can distance learning be used in the physical education of students? Rev Românească Pentru Educ Multidimens, 2020; 12(2Sup1): 77– 85.
https://doi.org/10.18662/rrem/12.2Sup1/292

32. Silva R, Vera Lucia F, Silva A. Distance learning for teaching in physical education. Motriz: Rev Educ Fís, 2019; 25(1): e101832.
https://doi.org/10.1590/s1980-6574201900010002

33. Lavrin G, Sereda O, Kucher V, Grygus I, Zukow W. The Results of student's survey on models of physical education in universities and motivations to encourage for active participation in physical education. Int J Appl Exerc Physiol, 2019; 8(2): 1–5.
https://doi.org/10.30472/ijaep.v8i2.391

34. Mozolev O, Polischuk O, Kravchuk L, Tatarin O, Zharovska O, Kazymir V. Results of monitoring the physical health of female students during the COVID-19 pandemic. J Phys Educ Sport, 2020; 20(suppl. 6): 3280–3287.
https://doi.org/10.7752/jpes.2020.s6445

35. Radu M, Schnakovszky C, Herghelegiu E, Ciubotariu V, Cristea I. The impact of the COVID-19 pandemic on the quality of educational process: A student survey. Int J Environ Res Public Health, 2020; 17: 7770.
https://doi.org/10.3390/ijerph17217770

36. Borodavko L, Silkin N, Shakhmatov A, Chelysheva O. Organization of education using modern distance learning technologies in the context of the COVID-19 pandemic (on the example of Russian law schools). Amazonia Investiga, 2020; 9(33): 51–58.
https://doi.org/10.34069/AI/2020.33.09.6

37. Banku T, Yakimovich E, Konoplev V, Kharchenko E, Panin E. Effect of distance learning of students' physical condition. Teoriya i Praktika Fizicheskoy Kultury, 2020; 5: 40–42.

38. Nagovitsyn R, Osipov A, Loginov D, Prikhodov D, Vapaeva A. Individual system of self-monitoring of the daily motor activity of athletes. J Hum Sport Exerc, 2020; 15(2proc): S118–S128.
https://doi.org/10.14198/jhse.2020.15.Proc2.01
Published
2021-02-26
How to Cite
1.
Osipov A, Ratmanskaya T, Zemba E, Potop V, Kudryavtsev M, Nagovitsyn R. The impact of the universities closure on physical activity and academic performance in physical education in university students during the COVID-19 pandemic. Physical education of students. 2021;25(1):20-7. https://doi.org/10.15561/20755279.2021.0103
Section
Articles

Most read articles by the same author(s)