Analysis of the Health Beliefs of Physical Education and Sports Teachers Regarding Sportive Recreational Activities

Abstract

This paper aimed to analyze the health beliefs of physical education and sports teachers regarding sportive recreational activities in the extent of their socio-demographic features. The study sample consisted of 286 (101 male & 185 female) physical education teachers. In the study to collect data, we used the "Health Belief Scale for Sportive Recreational Activities" scale. In analyze of the data, first, we calculated Cronbach's Alpha, Skewness and Kurtosis values. Then we used One Way Anova and Independent samples t-test at 95% confidence level. We used Tukey's HSD as second degree test. Analyze results showed that the participants had a high level of health belief regarding sportive recreational activities. Besides, there were significant differences in the variable health belief according to marital status, and believe in the ideas that sportive recreational activities are useful for mental and physical health as well as the treatment of chronic diseases. However, there was not any significant differences according to gender and number of weekly activities performed. As a conclusion present study showed that PE & sports teachers see sportive recreational activities

An investigation of healthcare professionals’ health beliefs about sportive recreational activities

“…Although it was determined that there were significant differences between genders and participation in recreational activities, no significant differences were found between genders and the sub-dimensions concerned. The results of this study show parallelism with the results reported by Kayhan and Üstün [ 34 ], who examined the relationship between genders of physical education and sports teachers and the HBSSRA sub-dimensions, and found that there was no significant difference between genders of the participants in terms of any of the sub-dimensions. They evaluated this result as that male and female teachers have similar health beliefs in sportive recreational activities.…”

“…In addition, different from this study, the researchers determined that there were significant differences between the marital status and the Perceived barriers sub-dimension scores. This result shows that there are differences in health beliefs in terms of marital status between this study, conducted with healthcare professionals, and the study conducted with physical education and sports teachers [ 34 ]. It is understood that the marital status of teachers is not a barrier to the realization of sportive recreational activities.…”

“…When these differences were examined, it was observed that the Psychosocial benefit scores of single teachers were higher than those of married teachers [ 34 ]. In addition, different from this study, the researchers determined that there were significant differences between the marital status and the Perceived barriers sub-dimension scores.…”

“…In examining the differences between having children and the sub-dimension scores, it was determined that termined that there was no significant difference between the marital status and any of the HBSSRA sub-dimension scores [35]. Another study with a similar participants group (101 male and 185 female physical education teachers) reported that there were only significant differences between the Psychosocial benefit scores and the marital status [34]. While this finding was similar to that of this study, some differences were also remarkable.…”

Health-related professional competence of physical education teachers: Narrative review and heuristic model

“…Regarding epistemic beliefs about the health concept, some studies report a somewhat biomedical perspective on health of PE teachers, as reflected in the 'healthism' ideology (Alfrey et al, 2019;Wright et al, 2018). (Pre-service) PE teachers in these studies have a "medico-scientific view of health imbued with individualised, risk discourses" (Wright et al, 2018, p. 117) and focus on PA and nutrition behavior as important aspects of individual health (Kayhan & Üstün, 2019;Wilkinson et al, 2014). Others show that pre-service (Welch & Wright, 2011) and in-service (Harris & Leggett, 2015a) PE teachers are also critical of the healthism concept.…”