Physical activity level of the students

from the economic studies academy

Vol. VII• Nr. 2 • 2015 264

PHYSICAL ACTIVITY LEVEL OF THE STUDENTS

FROM THE ECONOMIC STUDIES ACADEMY

Cristian RISTEA1

Abstract

Sports movement, as an instrument designed to increase the volume of physical activity for

the benefit people, turns out to be more important than any other social movement.

This paper aims to investigate the physical activity of students from E.S.A Bucharest and

also, through driving programs, to increase the level of student participation in motor

activities, both in physical education lessons, as well as in their leisure time.

The research methods which were the basis of this study are: bibliographic study, method

of observation, investigation procedure, statistical and mathematical method.

The results obtained from our data analysis certifies that sports activities have a positive

impact on young people, in point of raising the interest rate and in attending sports.

The quality of university physical education is not the motor activity, but how this activity is

performed, what are its objectives and the emphasis on formative training content value.

Keywords: Physical activity, students, academic cycle

JEL classification I12, I19, I20

1. Introduction

The 21st century society records great changes on several aspects of life, from

demographic dynamic to the subsequent development of communication

technology.

Physical education and sporting helps young people to develop motric, biological,

functional, mental and moral abilities through its functions and objectives. Thus,

the two activities have become indispensable in the process of harmonious

development of human personality. Influences of the two forms of motric activity

extend to the affective field, too, where they influence four emotional behaviors:

interests, motivations, attitudes and values (Dragnea, A. & colab., 2006, pp. 20-21).

Most of the studies and research aimed at young people's attitude in sports activity

have been carried out in universities. Each program of work has been designed to

increase the participation in sporting activities and to reduce the risk factors

(sedentary lifestyle and obesity). School environment and sports activity of free

time are the most conducive to implement this operation because school represents

an effective institution to promote programs of the pursuit of physical exercise with

1 The Bucharest University of Economic Studies, risteacristian163@gmail.com

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Vol. VII • Nr. 2 • 2015 265

a higher number of children and teenagers (Danish S., Taylor T.E., Fazio R., 2009,

pp. 119-123).

Motric activity (physical) is one of the forms of adaptation with which young

people unfold at the same time activities for exploration and knowledge. The

success of this construction and the models configured with the further

development of students are expressed by a superior psychomotricity which is

reflected in the fundament of a healthy lifestyle (Neacşu, I., 2010, pp. 247-248).

Purpose of the study

The purpose of this study is to identify physical activity level of young people in

the economic environment of university, as well as the frequency, the interest

shown by them in respect of constant physical activity.

Hypothesis

The completion of the study was based on the following assumptions: It is to be

assumed that sporting activities carried out within the framework of the physical

education lessons are enjoyed variable range of psycho-comportamental in the

direction of growth rate of interest and the pursuit of attending sports activities by

the young people.

2. Research methods

For the proper conduct of the study, there have been used the following methods of

research: bibliografic study, direct observation, investigation procedure,

experimental and the statistico-mathematic method.

3. The content of the experiment

In our experiment, we used independent variables, under experimental control,

with which they are linked changes studied in experiment, namely:

V1 = Programs of exercises for volleyball branch,

V2 = Programs of exercises for basketball branch

V3 = Programs of exercises specific to aerobics branch, carried out during the

physical education lessons.

3.1 Place and duration of the research

The research has been carried out during the period from 10 October 2014 to 10

May 2015, period which is associated with the academic year 2014/2015. The

study was carried out during the lessons of physical education and sports of E.S.A.

3.2 Subjects

In making the experimental groups participating in the conduct of research, we

opted for a random selection of 101 subjects, representing students of Business

Physical activity level of the students

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Vol. VII• Nr. 2 • 2015 266

Administration in Foreign Languages from the E.S.A, aged between 19 and 22

years. They formed three experimental groups, as follows: GE1 (volleyball), GE2

(basketball), GE3 (aerobics).

4. Overview of the questionnaire

The ALPHA- FIT questionnaire promoted by UKK Institute for Health Promotion

Research (Sunni, J., Husu, P. Rinne, M., 2009) and supported by the EU aimed to

know the level of physical activity of the subjects, reaching the following themes:

• Subjects' physical activity level

• Frequency of achieving physical activity

• Sports activities currently performed

• Interest in physical activity.

The questionnaire consists of 6 items, with closed answers, assisted-choice (Q1,

Q2, Q4, Q5, Q6) and open answers (Q3).

5. Results

The level of physical activity

Between the two tests, the physical level of the 3 experimental groups is considered

easy and very easy, the probability coefficient calculated using the Dependent

Student test showing significant differences, as follows (Table 1, Figure 1): GE1 –

t=-3.032, p= 0.006; GE2 – t=-2.962, p= 0.007;

GE3 – t=-6.603, p= 0.000.

On the final testing, the physical activity level of the respondents was evaluated as

being difficult (24%) in the case of the subjects from control group (GC) the value

of dependent t indicating an insignificant difference: t = 0.459, p = 0.650.

Table 1 Physical Activity Level

GE1-Volei GE2-Baschet GE3- GA GC (control)

TI TF TI TF TI TF TI TF

Total cases 26 26 26 26 26 26 25 25

Very easy Cases 13 16 5 6 2 2 8 0

% 50.0% 61.5% 19.2% 23.1% 7.7% 7.7% 32.0% 0.0%

Easy Cases 5 8 9 15 8 21 6 19

% 19.2% 30.8% 34.6% 57.7% 30.8% 80.8% 24.0% 76.0%

Hard Cases 7 2 10 5 14 3 9 6

% 26.9% 7.7% 38.5% 19.2% 53.8% 11.5% 36.0% 24.0%

Very hard Cases 1 0 2 0 2 0 2 0

% 3.8% 0.0% 7.7% 0.0% 7.7% 0.0% 8.0% 0.0%

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GE1-Volei GE2-Baschet GE3- GA GC (control)

TI TF TI TF TI TF TI TF

Total cases 26 26 26 26 26 26 25 25

Average score* 1.85 1.46 2.35 1.96 2.62 2.04 2.20 2.24

t dependent

Test

t calculated -3.032 -2.962 -6.603 0.459

p 0.006 0.007 0.000 0.650

* Scale 1-4: 1-very easy, 2-easy, 3-hard, 4-very hard

** Results by applying the Dependent Student test between initial testing and final

testing.

Figure 1 Level of physical activity of experimental and control groups

Frequency of achieving physical activity

On initial testing, the students of the four groups evaluated practiced physical

activities once (GE1-23.1%, GC-28%) or twice weekly (GE2-46.2% GE3-38.5%).

On the final testing the three experimental groups have significantly improved

their frequency of physical activity performed (Table 2).

Thus, in the case of the group GE1 (volleyball) we see an improvement in the

frequency of practicing physical activities, raising the average score of 1.31 (initial

testing) to 1.92 (final test); the group GE2 (basketball) it is observed an

Physical activity level of the students

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Vol. VII• Nr. 2 • 2015 268

improvement in the average score of 1.62 (initial testing) to 2.12 (final test) and

GE3 (GA) found an improvement in the average score of 1.58 (initial testing) to

2.19 (final test ).

The probability coefficient calculated using Dependent Student test indicates

significant differences between the two tests so (Table 2, Fig. 2): GE1 (volleyball)

- t = 2.620, p = 0.015; GE2 (basketball) - t = 2.165, p = 0.040; GE3 (G. A.) - t =

2.863, p = 0.008.

Table 2 Frequency of physical activities

GE1

(volleyball)

GE2

(basketball) GE3 (G.A.) GC (control)

TI TF TI TF TI TF TI TF

Total cases 26 26 26 26 26 26 25 25

No

physical

activity

per week

Cases 9 2 2 1 1 0 5 0

%

34.6

% 7.7% 7.7% 3.8% 3.8% 0.0%

20.0

% 0.0%

Easy

physical

activity

performe

d once a

week

Cases 6 8 10 7 13 7 7 14

% 23.1

%

30.8

%

38.5

%

26.9

%

50.0

%

26.9

%

28.0

%

56.0

%

Twice a

week

Cases 8 11 12 12 10 13 8 8

%

30.8

%

42.3

%

46.2

%

46.2

%

38.5

%

50.0

%

32.0

%

32.0

%

At least

four

times a

week

Cases 3 5 2 6 2 6 5 3

%

11.5

%

19.2

% 7.7%

23.1

% 7.7%

23.1

%

20.0

%

12.0

%

Average Score 1.31 1.92 1.62 2.12 1.58 2.19 1.72 1.68

t

depende

nt test

t

calculated 2.620 2.165 2.863 -0.202

p 0.015 0.040 0.008 0.841

** Results by applying the Dependent Student test between initial testing and final

testing.

Significant difference between the two tests if p< 0.05

The interest in physical activity

On the final testing this interest has improved significantly in the three

experimental groups, more than half of the participants of these groups being very

interested in physical activity (Table 3, Fig. 2).

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Vol. VII • Nr. 2 • 2015 269

The probability coefficient calculated using the Dependent Student test indicates a

significant difference between the two tests, in all three experimental groups, as

follows: GE1: t = -2.335, p = 0.028; GE2: t = 5.255, p = 0.000; GE3: t = -9.701, p

= 0.000.

Between the two tests, the control group (GC) has not reached a growth of the

interest in physical activity, the probability coefficient calculated using the

Dependent Student test, indicating an insignificant difference: t = -0.227, p =

0.822.

Table 3 The interest in physical activity

GE1 GE2 GE3 GC

TI TF TI TF TI TF TI TF

Total cases 26 26 26 26 26 26 25 25

Very interested Cases 11 15 6 17 1 17 7 7

%

42.3

%

57.7

%

23.1

%

65.4

%

3.8

%

65.4

%

28.0

%

28.0

%

Somewhat

interested

Cases 13 11 18 9 17 9 4 15

%

50.0

%

42.3

%

69.2

%

34.6

%

65.4

%

34.6

%

16.0

%

60.0

%

Not interested Cases 2 0 2 0 8 0 14 13

%

7.7

%

0.0

%

7.7

%

0.0

%

30.8

%

0.0

%

56.0

%

52.0

%

Average score* 1.65 1.42 1.85 1.35 2.27 1.35 2.28 2.24

t dependent test

t

calculate

d -2.335 -5.255 -9.701 -0.227

p 0.028 0.000 0.000 0.822

*Scale 1-3: 1- Very interested, 2- somewhat interested, 3- not interested.

** Results by applying the Dependent Student test between initial testing and final

testing.

Significant difference between the two tests if p< 0.05.

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Vol. VII• Nr. 2 • 2015 270

42.3%

57.7%

23.1%

65.4%

3.8%

65.4%

28.0%28.0%

50.0%

42.3%

69.2%

34.6%

65.4%

34.6%

16.0%60.0%

7.7% 7.7%

30.8%

56.0%

52.0%

0%

20%

40%

60%

80%

100%

TI TF TI TF TI TF TI TF

GE1 GE2 GE3 GC

Care este interesul dv. ca activitatea fizică să fie regulată în viaţa dv.?

Nu sunt interesat

Oarecum interesat

Foarte interesat

Baza: total respondenţi

Figure 2 The interest in physical activity

Conclusions

Following the results obtained through the Alpha Fit questionnaire, we indicate an

improvement of the following variables "level of physical activity" of research

subjects in all three experimental groups (GE1, GE2, GE3) carrying out physical

activity more easily, "frequency of practicing physical activity" in final testing, an

increase of average scores at all three experimental groups, "interest in physical

activity" has improved significantly in the three experimental groups, more than

half of the participants of these groups were very interested in physical activity.

We conclude that the hypothesis with the statement: "It is believed that sports

activities carried out under the physical education lessons are variable moderating

of the psycho-behavior in the direction of growing the rate of interest and the

pursuit of motor activities by young people" has been confirmed.

Physical Education and Sport, through its positions in terms of human formation,

gives individual benefits in terms of personal development, development of socio-

cultural values and personal character, concentrating primarily on the areas of

prosocial behavior.

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BIBLIOGRAPHY

1. Dragnea, A., și colab., 2006. Educație Fizică și Sport – teorie și didactică,

București: Ed. FEST

2. Danish S., Taylor T.E., Fazio R., 2009. În Adams, G., Berzonsky, M., 2009.

Psihologia adolescenței – Manualul Blackwell, București: Ed. Polirom

3. Neacșu, I., 2010. Introducere în psihologia educației și a dezvoltării,

București: Ed. Polirom

4. Sunni, J., Husu, P., Rinne, M., 2009. Fitness for Health: The Alpha-Fit Test

Baterry for Adults Aged 18-19, Tester’s Manual, Tamper, Finland