[Podcast] Solutions to improving physical activities for students

Keywords: Solutions, physical activities, students, University of Economics Ho Chi Minh City

Physical activity is gradually becoming a public health issue that needs attention as the proportion of people having physical activity time as recommended by the World Health Organization (WHO) is decreasing. On this basis, the author of University of Economics Ho Chi Minh City  (UEH) conducted a research project on “Solutions to improving physical activities for students of University of Economics  Ho Chi Minh City” with suggestions for 07 considerable solutions.

Overview of Physical Activity

Physical activity (PA) is any movement of the body created by skeletal muscle mass that causes the body to consume energy (World Health Organization, 2020). Human health depends significantly on the level of physical activity and healthy nutrition (Concha-Cisternas et al., 2018). A detailed study of the physical activity level of students is important to assessing the health status of the future intellectual workforce, which has shown that physical activity should be systematic and adjusted by age-appropriate exercise intensity (Bergier et al., 2018). WHO has recommended that adults aged 18-64 years should perform at least 150 minutes of moderate-intensity physical activity or perform at least 75 minutes of vigorous-intensity physical activity or equivalent combination of moderate and vigorous-intensity activity throughout the week (World Health Organization, 2020). The results of the study by Tinazci et al. (2019) showed that a significant proportion of students did not comply with global recommendations for optimal PA levels during the week. Low levels of physical activity are an important risk factor for cardiovascular disease, cancer and diabetes (World Health Organization, 2020). United Nations Population Fund estimates suggest that 5.3 million deaths from non-communicable diseases could be prevented annually in recent years if physically inactive people were sufficiently active according to these recommendations (Lee et al., 2012). The consequences of physical inactivity are a significant decline in health and the development of obesity (Osipov et al., 2018). Chronic PA deficiency has a negative impact on psychological well-being (Şar Nuriye et al., 2018). According to a study published in The Lancet Child and Adolescent Health in 2019, more than 80% of children worldwide (85% of girls, 78% of boys) are still lacking physical activity to the point that it can harm their health (Guthold et al., 2019). According to WHO, 60-85% of the world’s population does not participate in enough activities, making physical activity the fourth leading risk factor for global mortality. The United Nations Population Fund (UNFPA) recommends that in 2020, Vietnam is one of the 10 countries with the most sedentary people in the world, with up to 30% of adults lacking physical activity. The physical qualities, endurance and strength of Vietnamese youth are deemed poor compared to the standard. Vietnam is also experiencing a rejuvenation of patients with some chronic diseases. The rate of overweight and obese children is increasing and the country is the “shortest” in the world (https://www.unfpa.org).

Physical activity in various forms is very important for the health and physical development of students. “Students need regular physical activity to grow and develop normally, maintain good health and fitness, and develop physical activity skills” (Baranowski, et al., 1992). In Washington (USA), since the 2000s, according to the national health program, one of the country’s top priority goals to improve people’s health and prevent diseases is to increase physical activity for students (US Public Health Service, 1991). Wang’s (2019) study showed that students with higher levels of physical activity had 2.39 times better results in endurance tests and 1.39 times better results in strength tests. In practice, the decrease in physical activity is partly due to inactivity during leisure time and sedentary behavior at work and at home. Similarly, the increasing use of “passive” modes of transport also contributes to insufficient physical activity.

In this general trend, UEH students are also lacking physical activities, therefore, it is important and necessary to have complete, accurate and scientific information regarding  the current situation to suggest solutions to improving physical activities for students.

Current status of physical activities for UEH students

To assess the physical activities of UEH students, the study utilized the APAR (Adolescent Physical Activity Recall Questionnaire) questionnaire, which classified moderate physical activity or vigorous physical activity through consulting with experts and adjusting it to suit the reality in Vietnam.

The study assessed the UEH students’ physical activities related to work/study at school, transportation, sports or recreational activities and rest/sitting time through a survey of 4678 students using a questionnaire.

*Physical activity related to work/study at school, transportation, sports or recreational activities

Results of 4687 UEH students participating in physical activities related to work/study at school, commuting, sports training or recreational activities showed that:

– Regarding the rate of students participating in physical activities related to work/study at school, it was 58.94% (2757 students), the rate of male students participating in physical activities was 77.52% (862 students) higher than female students 53.14% (1895 students); 9.38% (439 students) participated in high-intensity physical activities, the rate of male students participating was 22.66% (252 students) higher than female students 5.24% (187 students); 56.61% (2648 students) participated in medium-intensity physical activities, the rate of male students participating was 73.29% (815 students) higher than female students 51.40% (1833 students).

– Regarding the rate of students participating in physical activities related to sports or recreational activities, there was 47.01% (2199 students) participated in physical activities, the rate of male students participating in physical activities was 65.58% (707 students) higher than that of female students being 41.84% (1492 students); 36.36% (1701 students) participated in vigorous physical activities, the rate of male students participating in was 55.04% (612 students) higher than that of female students being 30.54% (1089 students); 40.62% (1900 students) participated in moderate physical activities, the rate of male students participating in 55.13% (613 students) was higher than that of female students at 36.09% (1287 students).

– Regarding physical activities related to travel, 100% of UEH students were involved.

In summary, UEH students participate in physical activities related to travel at the highest rate, followed by physical activities related to sports or recreational activities and finally physical activities related to work/study. The results revealed that, on average, UEH students participate in physical activities 3.98 days/week (male students: 4.72 days/week, female students 3.74 days/week); the average number of days of high-intensity physical activities was 1.40 days/week (male students: 2.40 days/week, female students: 1.09 days/week); the average number of days of medium-intensity physical activities was 3.51 days/week (male students: 4.70 days/week, female students: 3.14 days/week); travel 7 days/week. The results of comparing the average number of days/week of UEH students participating in physical activity at different intensities uncovered that male students were higher than female students (sig < 0.05). The average number of minutes/week of UEH students participating in physical activity was 108.58 minutes/week (male students: 147.97 minutes/week, female students 96.30 minutes/week); the average number of days of high-intensity physical activity was 13.22 minutes/week (male students: 29.80 minutes/week, female students: 8.33 minutes/week); the average number of days of medium-intensity physical activity was 40.10 minutes/week (male students: 53.92 minutes/week, female students: 35.79 minutes/week); they had moved for 53.09 minutes/week (male students: 59.19 minutes/week, female students: 51.18 minutes/week). The results of comparing the average number of minutes/week of UEH students participating in physical activities at different intensities and movements showed that male students were higher than female students (sig < 0.05).

Regarding the total time of UEH students participating in physical activities under 150 minutes/week, there were 3617 students (77.32%) including 656 male students (58.99%) and 2961 female students (83.03%); from 150 minutes/week or more, there were 1061 students (22.68%) including 456 male students (41.01%) and 605 female students (16.97%). The comparison results suggested that male students participating in physical activities from 150 minutes/week or more were higher than female students and male students participating in physical activities under 150 minutes/week, which were lower than female students (sig < 0.05).

*Physical activities related to rest time and sitting

The study with UEH students on the time spent resting, sitting while working/studying or sitting with friends (excluding sleeping time) on a weekday and a weekend showed that on an average day, UEH students rested and sat while working/studying or sitting with friends, sat in the park, watched TV, used phones, iPads, laptops, sat on the bus, etc. (excluding sleeping time) was 11.89 hours/day and on weekends, the average was 12.72 hours/day. The comparison results showed that the average value of sitting/resting time on weekdays and weekends between men and women had a statistically significant difference (sig < 0.05), the average sitting/resting time of male students was lower than that of female students.

Suggested solutions to improving physical activities for students

Based on the legal basis, practical basis and principles, the author has selected 07 solutions towards improving physical activities for UEH students in particular and Vietnamese students in general, including:

Solution 1: Regularly promoting the purpose, meaning, importance and benefits of physical activities.

Solution 2: Strengthening and effectively using and investing in new, modern, adequate, diverse and multi-type facilities and equipment suitable for students to create the best conditions for them to participate in physical activities.

Solution 3: Developing diverse and rich training programs for individual sports (martial arts, athletics, swimming, gymnastics, etc.) to help students practice on their own.

Solution 4: Promoting extracurricular physical education and sports clubs to encourage students to participate in training.

Solution 5: Having a policy of rewarding, encouraging, and setting an example for students who actively participate in physical activities.

Solution 6: Innovating teaching methods and guiding students to participate in physical training.

Solution 7: Applying information technology to providing teaching materials to guide students in physical training.

The results of this study contributed to helping universities accurately and seriously perceive the importance of physical activities to human health and development, thereby, encouraging everybody to actively participate in physical activities to improve health and well implement the recommendations of the World Health Organization (WHO) on physical activities.

The full research paper Solutions to improving physical activities for University of Economics Ho Chi Minh City students can be accessed HERE.

Author: Mr. Tran Dinh Thanh – University of Economics Ho Chi Minh City.

This article is part of the series spreading research and applied knowledge from UEH with the message “Research Contribution For All – Research for the Community”, UEH cordially invites readers to await the next UEH Research Insights #132 issue.

News, photos: Author, UEH Department of Marketing and Communication