The aim of this study was to analyze the main leisure habits of students at the University of Huelva and the relationship with perceived health by grouping the various activities into components whilst also evaluating possible gender differences. The sample was selected through random cluster sampling and was composed of 903 students from various courses and degrees. Of the sample, 73.8% were female and 26.2% were male, with a mean age of 20.82 years. The participants responded to items measuring perceived health and the inventory of leisure activities extracted from the INJUVE (Spanish Youth Observatory) survey. The results obtained offered a solution of four components, grouping the activities into passive leisure, festive leisure, sports–competitive leisure and cultural leisure. Passive leisure was the most practiced and cultural leisure the least practiced. Statistically significant differences were observed between men and women in terms of the sports–competitive component and in the perception of health. In addition, a direct relationship was found between the sports–competitive dimension and health perception. These results support the existence of a “techno-active” profile in males and should be considered in the creation of university policies linked to health promotion or the prevention of risk behaviors.
En el presente trabajo mostramos los datos de una actividad realizada con estudiantes universitarios. La actividad constaba de dos partes: en primer lugar, una experta dió una conferencia sobre estilos de vida y salud, haciendo referencia a las principales conductas de salud y de riesgo, el efecto de éstas sobre la salud, los factores que determinan su instauración y mantenimiento, y las posibilidades de cambio. Posteriormente, se realizó un taller en el que el alumnado trabajaba con el “Cuestionario de prácticas y creencias sobre estilos de vida” (Arrivillaga, Salazar y Gómez, 2002), completándolo y analizándolo, planteando en los casos necesarios las intervenciones oportunas. Los objetivos eran que el alumnado fuese capaz de identificar sus propios hábitos, conductas de salud y conductas de riesgo, así como valorar su intención de participar en actividades de promoción de su salud o de prevención de riesgo, tras la realización de la actividad. Encontramos que, con respecto a la valoración inicial, al finalizar la actividad un mayor número estaría dispuesto a participar en programas de promoción de la salud o prevención de la enfermedad. En conclusión, podemos afirmar que las actividades informativas y de sensibilización pueden ser una estrategia importante en la motivación para el cambio.
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