Next Article in Journal
Italian Validation of the Short Version of the Failure to Mentalize Trauma Questionnaire in Adults at Risk Due to Childhood Trauma
Next Article in Special Issue
Effects of Physical Exercise on Cerebral Blood Velocity in Older Adults: A Systematic Review and Meta−Analysis
Previous Article in Journal
Lived Experiences of Everyday Memory in Adults with Dyslexia: A Thematic Analysis
Previous Article in Special Issue
The Impact of Regular Exercise on Life Satisfaction, Self-Esteem, and Self-Efficacy in Older Adults
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Behavioral Sciences
Volume 13
Issue 10
10.3390/bs13100841
behavsci-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles thumb_up
...
Endorse textsms
...
Comment
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Communication

Physical Activity among Elderly Teachers Working in Basic Education Schools

by
Nayra Suze Souza e Silva
1,*,
Luana Lemos Leão
2,
Rose Elizabeth Cabral Barbosa
3,
Rosângela Ramos Veloso Silva
4,
Tatiana Almeida de Magalhães
3,
Cristina Andrade Sampaio
3,
Luiza Augusta Rosa Rossi-Barbosa
4,
Adriane Mesquita de Medeiros
5 and
Desirée Sant’Ana Haikal
3
1
Centre of Biological Sciences and Health, Department of Physical Education, State University of Montes, Claros, Montes Claros 39401-089, MG, Brazil
2
School of Nutrition Sciences, Faculty of Health Sciences, University of Ottawa, Ottawa, ON K1N 6N5, Canada
3
Graduate Program in Health Sciences, Centre of Biological Sciences and Health, State University of Montes Claros, Montes Claros 39401-089, MG, Brazil
4
Graduate Program in Primary Health Care, Centre of Biological Sciences and Health, State University of Montes Claros, Montes Claros 39401-089, MG, Brazil
5
Graduate Program in Speech-Language Sciences, Federal University of Minas Gerais, Belo Horizonte 31270-901, MG, Brazil
*
Author to whom correspondence should be addressed.
Behav. Sci. 2023, 13(10), 841; https://doi.org/10.3390/bs13100841
Submission received: 7 September 2023 / Revised: 4 October 2023 / Accepted: 12 October 2023 / Published: 14 October 2023
(This article belongs to the Special Issue Physical Activity and Aging)
Review Reports Versions Notes

Abstract

:
This study aimed to assess the levels of physical activity (PA) among elderly teachers. It was an epidemiological, cross-sectional, and analytical web survey conducted with teachers working in public basic education schools. Data collection took place between October and December 2021 through an online form. The dependent variable was physical activity practice, classifying teachers as either physically active or inactive. Descriptive, bivariate, and multiple analyses were performed using Poisson Regression with robust variance. A total of 1907 teachers participated in the study, of whom 5.6% were elderly, ranging in age from 60 to 72 years. Regarding PA practice, elderly teachers were found to be more physically inactive compared with adult teachers (PR = 1.18; 95% CI = 1.04; 1.34). Conclusion: A statistically significant difference in PA practice was observed between adult and elderly teachers, indicating that elderly teachers are more physically inactive.

1. Introduction

Based on research among teachers, high workloads and negative experiences with students and parents are major contributors to teachers’ mental strain [1,2]. Studies have shown a correlation between work-related factors and diminished mental and physical well-being among school teachers [3,4]. Several factors have been linked to a decline in overall well-being, including perceived stress, excessive workload, lack of collegial support, and reduced job satisfaction [5]. Additionally, teachers’ physical well-being is influenced by their gender (female teachers are more susceptible to musculoskeletal pain and poorer mental well-being, for example), the length of their teaching careers, prolonged periods of standing, and a head-down posture, with these factors worsening as they age [6]. Engaging in regular physical activity (PA) has been suggested as a potential solution to address these health and work-related challenges faced by teachers, including recovery from work, to mitigate the relationship between high professional demands and health problems [7,8]. Teachers encounter professional demands that include time pressure, behavioral problems, low student motivation, lack of recognition, and autonomy. Additionally, they dedicate a significant amount of time to work-related activities outside of formal working hours, which limits the time available for work recovery [3,8]. It is known that recovery from work is crucial for extending professional careers because it is closely linked to health and well-being, and aging can slow down the physiological recovery process [8]. In this context, with an increasing number of aging workers in the workforce, it is crucial to understand their challenges and develop strategies to support them and prevent early retirement [8].
As defined by the American College of Sports Medicine, PA is “any movement produced by skeletal muscles that generates energy expenditure”, including exercises, sports, and daily living activities (e.g., active commuting), including worksite PA (i.e., that occurs during working hours and within the workplace) [9]. Numerous systematic reviews have consistently emphasized the importance of regular PA and exercise, especially in in preventing heart disease and various other chronic conditions [10,11,12,13]. More than 25 chronic medical conditions have been identified that may benefit from regular PA and/or exercise [14,15,16,17]. There is a well-established dose–response relationship between PA and health, resulting in consistent reductions in premature mortality and chronic diseases [18,19].
A sedentary lifestyle and insufficient PA rank among the most significant public health issues that need to be addressed to support healthy aging, according to the World Health Organization (WHO) [20]. Research has shown that a sedentary lifestyle can lead to a reduction in maximum aerobic capacity, muscle strength, motor responses, and overall functional capacity [21]. Consequently, the aging process associated with a sedentary lifestyle favors social, mental, and physical dependence [22]. A cross-sectional study using data from the 2019 Brazilian National Health Survey among 22,726 adults aged 60 years or older, of both sexes, showed that 56.0% (95% CI, 55.0–57.1) were physically inactive, while 44% (95% CI, 42.9–45.0) were active [23]. In general, only a small percentage of teachers meet moderate-to-vigorous PA recommendations despite the benefits of PA on physical, social, and psychological health [24,25]. This percentage is even lower among older teachers. A study conducted with teachers in the São Paulo state education network revealed that teachers aged between 55 and 66 years old had lower levels of PA, regardless of the intensity (low, moderate, or high), compared with younger colleagues [24]. Therefore, recognizing the significance of regular PA in the aging process, this study aimed to assess the practice of PA among elderly teachers in the state of Minas Gerais, Brazil.

2. Materials and Methods

2.1. Study Design

This epidemiological and cross-sectional study followed the guidelines for Reporting Results of Internet E-Surveys [26] and Reporting of Observational Studies in Epidemiology [27].

2.2. Participants and Sample Size

The study was conducted with a population of approximately 90,000 active teachers in the public state basic education schools of Minas Gerais, Brazil (data provided by the State Department of Education of Minas Gerais—SEE/MG), distributed across about 3500 schools. The state of Minas Gerais is composed of 853 municipalities, with a population of 20,538,718 inhabitants according to the 2022 census [28]. The ProfSMinas Project was authorized by SEE/MG (State Department of Education of Minas Gerais) and approved by the Research Ethics Committee of the State University of Montes Claros—Unimontes, No. 4,964,125/2021. Along with the data collection form, an Informed Consent Form (ICF) regarding participation in the research was presented. The teachers were also asked whether they accepted or declined to participate in the research (yes or no), as well as given the option to print the ICF, duly signed by the research coordinator, if they wished to do so. To calculate the sample size, a formula based on disease or event prevalence was used, considering an infinite population. A prevalence of 50% was considered with the intention of obtaining the largest sample size and, consequently, greater inferential power for various variables, as the study encompassed multiple outcomes to be investigated. A margin of error of 3% was adopted to reduce error size, thereby increasing the sample size to achieve slightly more precise estimates. Additionally, a 20% increase in the sample size was applied to account for potential losses (non-response rate), which could compromise the validity of the study. In order to ensure that the data collected were representative of Minas Gerais, 1282 teachers needed to be interviewed.
Data collection took place from 26 October to 31 December 2021, carried out online through the Google Forms platform. The study included teachers actively engaged in teaching during the data collection year, working in elementary and/or secondary education, and having an affiliation with one of the state schools in Minas Gerais. As exclusion criteria, the study did not include teachers who were in roles other than teaching (e.g., principals), retirees, and those who declined to participate in the study.

2.3. Instruments and Variables

The dependent variable of this study was the practice of PA among teachers, assessed through the International Physical Activity Questionnaire (IPAQ), short version, validated for the Brazilian population [29]. According to the guidelines of WHO for PA, teachers who engaged in at least 150 min of PA per week were classified as active, while those who performed less than 150 min or did not engage in any PA were classified as inactive [30].
The independent variable was the age group (adults—less than 60 years; elderly—60 years or older) [31]. The age group variable is numerical in nature and was categorized in this study according to the Statute of the Elderly for the Brazilian population, which defines the age of the elderly as equal to or greater than 60 years [31].
Adjustment variables: sex (female; male), marital status (married or cohabitant; single; divorced or widowed), diet (inadequate; needs modifications; healthy) [32], oral health (excellent; good; fair; poor; very poor), sleep quality (very good; good; poor; very poor), anxiety (no; yes), depression (no; yes), hypertension (no; yes), heart disease (no; yes), and quality of life (excellent; very good; good; poor; very poor).
Oral health and sleep quality were assessed through the following questions: “How would you rate your oral health?” and “During the last month, how would you rate the overall quality of your sleep?” For the anxiety and depression variables, teachers were asked if they had received a formal diagnosis for these mental health issues in the past 12 months leading up to the data collection for the survey.
The scale used to assess the diet is a validated instrument consisting of 24 questions designed to measure healthy eating practices in accordance with the recommendations of the Brazilian Dietary Guidelines for the population [33]. The questions encompass dimensions of planning, household organization, eating patterns, and food choices. Response options are presented on a four-point Likert scale. The total score is derived from the sum of items (1 to 24), categorized as follows: inadequate diet (up to 31 points), needs modification (between 31 and 41 points), and healthy diet (above 41 points). Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to determine construct validity. Internal consistency was determined using α and ω coefficients, and reproducibility was tested using test–retest [32].

2.4. Statistical Analysis

All analyses were conducted using the SPSS® 22.0 software. The frequency and prevalence of the variables were presented. Bivariate analyses were conducted using the Pearson chi-square test to observe the relationship between age classification and the other variables used in this study. Poisson Regression with robust variance was employed to associate the levels of PA (with ‘active’ as the reference category) of the teachers with their age classification. Thus, the results were presented as both crude and adjusted prevalence ratios (PR). In the adjusted analysis, the following variables were utilized: sex, marital status, diet, oral health, sleep quality, anxiety, depression, hypertension, heart disease, and quality of life. In addition to the crude and adjusted PR, the 95% confidence interval and a significance level of 5% (α ≤ 0.05) were reported.
To assess the model’s quality, the Deviance test was employed, which evaluates whether the values predicted by the model deviate from the observed values in a manner that Poisson distribution does not predict. Thus, if the p-value of the goodness-of-fit test is greater than the adopted significance level (α > 0.05), the null hypothesis that the Poisson distribution provides a good fit can be accepted [34]. The multicollinearity among independent variables was tested, and the results obtained did not indicate correlations among them.

3. Results

The study included 1907 teachers from approximately 354 cities in Minas Gerais, with 10.6% working in rural schools. Of the total number of teachers, 5.6% (n = 106) were elderly, with an average age of 62.5 ± 2.5 years, ranging from 60 to 72 years.
Considering only the elderly teachers, 67.0% were female, 50.0% were divorced or widowed, 37.7% reported having received a medical diagnosis of anxiety, and 74.0% were physically inactive. The data presented in Table 1 are described along with other information.
The data in Table 2 show the crude and adjusted prevalence ratio of age classification of teachers in relation to PA practice, with adjustment for other variables of interest (as indicated in the table’s footer).
According to the data presented in the aforementioned table, elderly teachers are more physically inactive when compared with adult teachers, aged under 60 years, both in the crude analysis (PR = 1.15; 95% CI: 1.02; 1.30) and the adjusted analysis (PR = 1.18; 95% CI: 1.04; 1.34). The adjusted prevalence ratio of 1.18 resulting from the model indicates that elderly teachers have an 18% higher prevalence of not engaging in physical activity when compared with adult teachers. The Deviance test statistic demonstrated a proper fit for the final multiple model, with a p-value greater than 0.05.

4. Discussion

The present study aimed to investigate the association between physical activity (PA) practice and the age classification of teachers working in basic education. Consequently, the primary finding of the study is a higher prevalence of physical inactivity among elderly teachers when compared with adult teachers. In line with this finding, a prior meta-analysis reported that only 43% of non-teacher elderly individuals were physically inactive. However, the present study indicates that a striking 74% of elderly teachers are physically inactive [35]. The significant proportion of elderly teachers who do not engage in PA raises concerns about potential adverse impacts on their physical and mental health, as physical inactivity is linked to various health issues, including cardiovascular disease, diabetes, and musculoskeletal disorders [36]. Furthermore, a lack of PA can contribute to cognitive decline and a reduced quality of life, which can affect teaching effectiveness and interactions with students [37]. Maintaining PA levels during aging is crucial for both physical and mental health, as PA practices enable the prevention, reversal, and mitigation of the typical problems associated with aging [38].
Considering health issues, the elderly teachers in this study exhibited a higher prevalence of hypertension and heart disease, and physical inactivity was found to be associated with these and other diseases, such as obesity and diabetes [39]. The likelihood of developing hypertension increases with advancing age, with a prevalence of over 60% in developed countries, making hypertension the most common chronic disease among the elderly [40]. Additionally, there is an observable association between hypertension and cardiovascular risk factors in the elderly. The Framingham study highlighted a higher percentage of hypertensive patients with other cardiac problems (30%) when compared with those with hypertension alone (19%) [41]. Physical inactivity serves as a significant risk factor for diseases related to decreased bodily function. Therefore, promoting the adoption of regular PA among the elderly would not only result in improved longevity but also greater energy and the ability to perform daily activities [42,43].
Being a teacher in the present day entails complex and significant responsibilities, as educators must prepare children and youth for a constantly changing and evolving society [44]. Teachers play a pivotal role in the educational process, underscoring the importance of research into their well-being, particularly their mental health [45]. In our study, 37.7% of elderly teachers reported receiving an anxiety diagnosis. Many aspects of the educational environment can be challenging and stressful, with teachers often facing pressure to meet teaching goals, deal with student and administrative demands, and deal with other professional difficulties [46]. These factors may contribute to anxiety among elderly teachers. Work-related stress, the increasing need for innovation and adaptation to changes in the educational system, and the responsibilities of overseeing numerous and diverse classes may all contribute to anxiety among elderly teachers [47].
The presence of elderly teachers, however, can also pose challenges as well, such as adapting to modern technological and pedagogical advancements [48]. Ensuring that these professionals have access to ongoing development opportunities is crucial for them to continue providing quality education.
Additionally, it is worth noting that 50% of the elderly teachers evaluated in this study were either divorced or widowed. Divorce or widowhood can have significant implications for the emotional well-being of elderly teachers [49]. Losing a partner or going through a divorce can increase feelings of stress, anxiety, and loneliness [50,51]. These factors may potentially have adverse effects on teachers’ mental health and their ability to effectively perform their educational duties [5]. Furthermore, marital situations can also influence an individual’s level of PA, with women often being physically active due to household chores and men engaging in PA through occupational and external domestic tasks like gardening, yard cleaning, car washing, etc. [52].
In the United States, the CDC’s Prevention Research Centers-Healthy Aging Research Network has developed community-based PA programs for older adults, aiming to maintain or improve functional abilities and help the elderly lead independent lives. Certified, trained fitness instructors lead the classes, which are held three times a week on an ongoing basis [53]. In Brazil, the Health Academy Program is one of the health care facilities within primary health care, which serves as the gateway for users to the Brazilian Health System (Sistema Único de Saúde [SUS]) [54]. The program’s centers consist of physical structures, equipment, and qualified professionals dedicated to providing services related to health diagnosis, treatment, prevention, and promotion for the population, including the elderly. Furthermore, in light of the findings of this study, there is a compelling case for implementing PA incentivization and intervention programs tailored to the needs of elderly teachers. These programs could serve as proactive measures to promote PA and improve the overall health and well-being of this demographic.
Some limitations need to be considered in this study. Since it is a web survey study, it is prudent to consider potential selection and memory biases, as the research relies on Internet access to complete the survey, and the responses are self-reported. However, online surveys also offer advantages, such as broader geographic coverage and faster dissemination of results. Additionally, the fact that the sample consists of teachers working in schools in only one Brazilian state presents a limitation, as the demographic, socioeconomic, and cultural characteristics of that state may differ from those of other regions, potentially affecting the generalizability of the results to different contexts.

5. Conclusions

This study addressed the practice of PA among teachers, which revealed a substantial difference in PA levels between elderly and younger teachers. In both crude and adjusted analyses, elderly teachers were found to be more physically inactive, even after considering various relevant variables. Furthermore, it was found that in addition to being more physically inactive, when compared with adult teachers, elderly teachers also had a higher prevalence of hypertension and heart disease.
Nevertheless, this study highlights an opportunity for positive change, ensuring that our aging teacher population can continue to thrive in their vital roles within the education system. Developing PA programs customized to the requirements of elderly teachers, along with increasing awareness about the advantages of exercise, may be effective strategies for encouraging PA among older educators. These interventions may not only improve the health of older teachers but may also contribute to a healthier and more productive teaching environment.

Author Contributions

Conceptualization, N.S.S.e.S., L.L.L., R.E.C.B., R.R.V.S., T.A.d.M., C.A.S., L.A.R.R.-B., A.M.d.M. and D.S.H.; methodology, N.S.S.e.S., L.L.L., R.E.C.B., R.R.V.S. and D.S.H.; data curation, N.S.S.e.S. and L.L.L.; writing—original draft preparation and editing, N.S.S.e.S. and L.L.L.; supervision, T.A.d.M., C.A.S., L.A.R.R.-B., A.M.d.M., R.R.V.S. and D.S.H. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by the Foundation for Research Support of the State of Minas Gerais—FAPEMIG (Funding: Universal Demand—Process APQ-00901-22).

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki and approved by the Research Ethics Committee of the State University of Montes Claros—Unimontes, report No. 4,964,125/2021.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The data presented in this study are available from the corresponding author upon reasonable request.

Acknowledgments

The authors acknowledge the support of the Foundation for Research Support of the State of Minas Gerais—FAPEMIG (Funding: Universal Demand—Process APQ-00901-22). DS HAIKAL is a productivity grantee from the National Council for Scientific and Technological Development (CNPq—Process 311377/2021-1), and REC BARBOSA is a scholarship recipient from the Coordination for the Improvement of Higher Education Personnel—CAPES.

Conflicts of Interest

The authors declare no conflict of interest.

References

  1. Collie, R.J.; Mansfield, C.F. Teacher and school stress profiles: A multilevel examination and associations with work-related outcomes. Teach. Teach. Educ. 2022, 116, 103759. [Google Scholar] [CrossRef]
  2. Pogere, E.F.; López-Sangil, M.C.; García-Señorán, M.M.; González, A. Teachers’ job stressors and coping strategies: Their structural relationships with emotional exhaustion and autonomy support. Teach. Teach. Educ. 2019, 85, 269–280. [Google Scholar] [CrossRef]
  3. Ortan, F.; Simut, C.; Simut, R. Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System. Int. J. Environ. Res. Public Health 2021, 18, 12763. [Google Scholar] [CrossRef]
  4. Ouellette, R.R.; Frazier, S.L.; Shernoff, E.S.; Cappella, E.; Mehta, T.G.; Maríñez-Lora, A.; Cua, G.; Atkins, M.S. Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences. Behav. Ther. 2018, 49, 494–508. [Google Scholar] [CrossRef]
  5. Hascher, T.; Waber, J. Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educ. Res. Rev. 2021, 34, 100411. [Google Scholar] [CrossRef]
  6. Althomali, O.W.; Amin, J.; Alghamdi, W.; Shaik, D.H. Prevalence and Factors Associated with Musculoskeletal Disorders among Secondary Schoolteachers in Hail, Saudi Arabia: A Cross-Sectional Survey. Int. J. Environ. Res. Public Health 2021, 18, 6632. [Google Scholar] [CrossRef]
  7. Kim, G.; Gurvitch, R. The effect of Sports-based Physical Activity programme on teachers’ relatedness, stress and exercise motivation. Health Educ. J. 2020, 79, 658–670. [Google Scholar] [CrossRef]
  8. Virtanen, A.; De Bloom, J.; Kinnunen, U. Relationships between recovery experiences and well-being among younger and older teachers. Int. Arch. Occup. Environ. Health 2020, 93, 213–227. [Google Scholar] [CrossRef]
  9. Caspersen, C.J.; Powell, K.E.; Christenson, G.M. Physical activity, exercise, and physical fitness: Definitions and distinctions for health-related research. Public Health Rep. 1985, 100, 126–131. [Google Scholar]
  10. Kanejima, Y.; Kitamura, M.; Izawa, K.P. Self-monitoring to increase physical activity in patients with cardiovascular disease: A systematic review and meta-analysis. Aging Clin. Exp. Res. 2019, 31, 163–173. [Google Scholar] [CrossRef]
  11. Li, T.; Zhang, L. Effect of exercise on cardiovascular risk in sedentary postmenopausal women: A systematic review and meta-analysis. Ann. Palliat. Med. 2023, 12, 150–162. [Google Scholar] [CrossRef]
  12. Zhao, W.; Hu, P.; Sun, W.; Wu, W.; Zhang, J.; Deng, H.; Huang, J.; Ukawa, S.; Lu, J.; Tamakoshi, A.; et al. Effect of physical activity on the risk of frailty: A systematic review and meta-analysis. PLoS ONE 2022, 17, e0278226. [Google Scholar] [CrossRef] [PubMed]
  13. Zheng, J.; Su, X.; Xu, C. Effects of exercise intervention on executive function of middle-aged and elderly people: A systematic review of randomized controlled trials. Front Aging Neurosci. 2022, 14, 960817. [Google Scholar] [CrossRef]
  14. Warburton, D.E.; Bredin, S.S. Health benefits of physical activity: A systematic review of current systematic reviews. Curr. Opin. Cardiol. 2017, 32, 541–556. [Google Scholar] [CrossRef] [PubMed]
  15. Warburton, D.E.; Bredin, S.S. Lost in translation: What does the physical activity and health evidence actually tell us. In Lifestyle in Heart Health and Disease; Elsevier: Amsterdam, The Netherlands, 2018; pp. 175–186. [Google Scholar]
  16. Zhang, Y.; Qi, L.; Xu, L.; Sun, X.; Liu, W.; Zhou, S.; van de Vosse, F.; Greenwald, S.E. Effects of exercise modalities on central hemodynamics, arterial stiffness and cardiac function in cardiovascular disease: Systematic review and meta-analysis of randomized controlled trials. PLoS ONE 2018, 13, e0200829. [Google Scholar] [CrossRef] [PubMed]
  17. Rahayu, T.; Pertiwi, K.R.; Kushartanti, W.; Arovah, N. Physical Activity and Post-COVID-19 Syndrome in Older Adults: A Systematic Review. IJKSS 2023, 11, 42–52. [Google Scholar] [CrossRef]
  18. Bakker, E.A.; Lee, D.-c.; Hopman, M.T.E.; Oymans, E.J.; Watson, P.M.; Thompson, P.D.; Thijssen, D.H.J.; Eijsvogels, T.M.H. Dose–response association between moderate to vigorous physical activity and incident morbidity and mortality for individuals with a different cardiovascular health status: A cohort study among 142,493 adults from the Netherlands. PLoS Med. 2021, 18, e1003845. [Google Scholar] [CrossRef]
  19. Lee, I.M.; Skerrett, P.J. Physical activity and all-cause mortality: What is the dose-response relation? Med. Sci. Sports Exerc. 2001, 33 (Suppl. 6), S459–S471. [Google Scholar] [CrossRef] [PubMed]
  20. World Health Organization. Global Action Plan on Physical Activity 2018–2030: More Active People for a Healthier World [Internet]; World Health Organization: Geneva, Switzerland, 2018; 101p, Available online: https://apps.who.int/iris/handle/10665/272722 (accessed on 13 July 2023).
  21. Distefano, G.; Goodpaster, B.H. Effects of Exercise and Aging on Skeletal Muscle. Cold Spring Harb. Perspect. Med. 2018, 8, a029785. [Google Scholar] [CrossRef]
  22. Lin, Y.T.; Chen, M.; Ho, C.C.; Lee, T.S. Relationships among Leisure Physical Activity, Sedentary Lifestyle, Physical Fitness, and Happiness in Adults 65 Years or Older in Taiwan. Int. J. Environ. Res. Public Health 2020, 17, 5235. [Google Scholar] [CrossRef]
  23. Silva, A.S.; Melo, J.C.D.N.; Pereira, Z.S.; Santos, J.C.; Silva, R.J.D.S.; Araújo, R.H.O.; Sampaio, R.A.C. Correlates of physical activity in Brazilian older adults: The National Health Survey 2019. Int. J. Environ. Res. Public Health 2023, 20, 2463. [Google Scholar] [CrossRef]
  24. Brito, W.F.; Santos, C.L.D.; Marcolongo, A.D.A.; Campos, M.D.; Bocalini, D.S.; Antonio, E.L.; Silva Junior, J.A.; Tucci, P.J.F.; Serra, A.J. Nível de atividade física em professores da rede estadual de ensino. Rev. Saúde Pública 2012, 46, 104–109. [Google Scholar] [CrossRef] [PubMed]
  25. Pulling Kuhn, A.; Kim, E.; Lane, H.G.; Wang, Y.; Deitch, R.; Turner, L.; Hager, E.R.; Parker, E.A. Associations between elementary and middle school teachers’ physical activity promoting practices and teacher- and school-level factors. Int. J. Behav. Nutr. Phys. Act. 2021, 18, 66. [Google Scholar] [CrossRef] [PubMed]
  26. Eysenbach, G. Improving the Quality of Web Surveys: The Checklist for Reporting Results of Internet E-Surveys (CHERRIES). J. Med. Internet Res. 2004, 6, e34. [Google Scholar] [CrossRef] [PubMed]
  27. Malta, M.; Cardoso, L.O.; Bastos, F.I.; Magnanini, M.M.F.; Silva, C.M.F.P.D. Iniciativa STROBE: Subsídios para a comunicação de estudos observacionais. Rev. Saúde Pública 2010, 44, 559–565. [Google Scholar] [CrossRef]
  28. IBGE. Projeção da População do Brasil e das Unidades da Federação [Internet]. 2022. Available online: https://www.ibge.gov.br/apps/populacao/projecao/index.html (accessed on 12 August 2023).
  29. Matsudo, S.; Matsudo, V.; Andrade, D.; Andrade, E.; Oliveira, L.; Braggion, G. Nível de atividade física da população do estado de São Paulo: Análise de acordo com o gênero, idade, nível socioeconômico, distribuição geográfica e de conhecimento. Rev. Bras. De Ciência E Mov. 2002, 10. [Google Scholar] [CrossRef]
  30. WHO. WHO Guidelines on Physical Activity and Sedentary Behaviour; World Health Organization: Geneva, Switzerland, 2020. [Google Scholar]
  31. Brasil. Lei nº 10.741, de 1º de Outubro de 2003. Dispõe Sobre o Estatuto da Pessoa Idosa [Internet]. 2003. Available online: https://www.planalto.gov.br/ccivil_03/leis/2003/l10.741.htm (accessed on 23 August 2023).
  32. Gabe, K.T.; Jaime, P.C. Development and testing of a scale to evaluate diet according to the recommendations of the Dietary Guidelines for the Brazilian Population. Public Health Nutr. 2019, 22, 785–796. [Google Scholar] [CrossRef]
  33. Brasil. Ministério da Saúde. Secretaria de Atenção à Saúde. Departamento de Atenção Básica. Guia Alimentar para a População Brasileira [Internet]. 2014. Available online: https://bvsms.saude.gov.br/bvs/publicacoes/guia_alimentar_populacao_brasileira_2ed.pdf (accessed on 4 August 2023).
  34. Fávero, L.P. Análise de Dados: Modelos de Regressão com Excel®, Stata® e SPSS®, 1st ed.; Elsevier: Rio de Janeiro, Brasil, 2015. [Google Scholar]
  35. Silveira, E.A.; Mendonça, C.R.; Delpino, F.M.; Souza, G.V.E.; de Souza Rosa, L.P.; de Oliveira, C.; Noll, M. Sedentary behavior, physical inactivity, abdominal obesity and obesity in adults and older adults: A systematic review and meta-analysis. Clin. Nutr. ESPEN 2022, 50, 63–73. [Google Scholar] [CrossRef]
  36. Park, J.H.; Moon, J.H.; Kim, H.J.; Kong, M.H.; Oh, Y.H. Sedentary Lifestyle: Overview of Updated Evidence of Potential Health Risks. Korean J. Fam. Med. 2020, 41, 365–373. [Google Scholar] [CrossRef]
  37. Mandolesi, L.; Polverino, A.; Montuori, S.; Foti, F.; Ferraioli, G.; Sorrentino, P.; Sorrentino, G. Effects of Physical Exercise on Cognitive Functioning and Wellbeing: Biological and Psychological Benefits. Front. Psychol. 2018, 9, 509. [Google Scholar] [CrossRef]
  38. Knaepen, K.; Goekint, M.; Heyman, E.M.; Meeusen, R. Neuroplasticity—Exercise-Induced Response of Peripheral Brain-Derived Neurotrophic Factor: A Systematic Review of Experimental Studies in Human Subjects. Sports Med. 2010, 40, 765–801. [Google Scholar] [CrossRef] [PubMed]
  39. Díaz-Martínez, X.; Petermann, F.; Leiva, A.M.; Garrido-Méndez, A.; Salas-Bravo, C.; Martínez, M.A.; Labraña, A.; Duran, E.; Valdivia-Moral, P.; Zagalaz, M.L.; et al. No cumplir con las recomendaciones de actividad física se asocia a mayores niveles de obesidad, diabetes, hipertensión y síndrome metabólico en población chilena. Rev. Méd. Chile 2018, 146, 585–595. [Google Scholar] [CrossRef] [PubMed]
  40. Kearney, P.M.; Whelton, M.; Reynolds, K.; Muntner, P.; Whelton, P.K.; He, J. Global burden of hypertension: Analysis of worldwide data. Lancet 2005, 365, 217–223. [Google Scholar] [CrossRef] [PubMed]
  41. Kannel, W. Risk stratification in hypertension: New insights from the Framingham study*1. Am. J. Hypertens. 2000, 13, S3–S10. [Google Scholar] [CrossRef]
  42. Nelson, M.E.; Rejeski, W.J.; Blair, S.N.; Duncan, P.W.; Judge, J.O.; King, A.C.; Macera, C.A.; Castaneda-Sceppa, C. Physical Activity and Public Health in Older Adults: Recommendation from the American College of Sports Medicine and the American Heart Association. Med. Sci. Sports Exerc. 2007, 39, 1435–1445. [Google Scholar] [CrossRef] [PubMed]
  43. Toscano, J.J.D.O.; Oliveira, A.C.C.D. Qualidade de vida em idosos com distintos níveis de atividade física. Rev. Bras. Med. Esporte. 2009, 15, 169–173. [Google Scholar] [CrossRef]
  44. Jacomini, M.A.; Penna, M.G.D.O. Carreira docente e valorização do magistério: Condições de trabalho e desenvolvimento profissional. Pro-Posições. 2016, 27, 177–202. [Google Scholar] [CrossRef]
  45. Deffaveri, M.; Méa, C.P.D.; Ferreira, V.R.T. Sintomas de ansiedade e estresse em professores de educação básica. Cad. Pesqui. 2020, 50, 813–827. [Google Scholar] [CrossRef]
  46. Ferguson, K.; Corrente, M.; Bourgeault, I. Mental Health Experiences of Teachers: A Scoping Review. J. Teach. Learn. 2022, 16, 23–43. [Google Scholar] [CrossRef]
  47. Agyapong, B.; Obuobi-Donkor, G.; Burback, L.; Wei, Y. Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review. Int. J. Environ. Res. Public Health 2022, 19, 10706. [Google Scholar] [CrossRef]
  48. Chiu, C.J.; Tasi, W.C.; Yang, W.L.; Guo, J.L. How to help older adults learn new technology? Results from a multiple case research interviewing the internet technology instructors at the senior learning center. Comput. Educ. 2019, 129, 61–70. [Google Scholar] [CrossRef]
  49. Jiang, C.; Song, H.; Shi, J. The impact of widowhood on mental health of older adults. Geriatr. Nurs. 2023, 50, 38–43. [Google Scholar] [CrossRef]
  50. Kung, C.S.J. Health in widowhood: The roles of social capital and economic resources. Soc. Sci. Med. 2020, 253, 112965. [Google Scholar] [CrossRef]
  51. Liu, H. Marital dissolution and self-rated health: Age trajectories and birth cohort variations. Soc. Sci. Med. 2012, 74, 1107–1116. [Google Scholar] [CrossRef]
  52. Veloso Silva, R.R.; Moreira, A.D.; Magalhães, T.A.; Vieira, M.R.M.; Haikal, D.S. Fatores associados à prática de atividade física entre 339 professores do nível básico de ensino. J. Phys. Edu. 2019, 30, 3037. [Google Scholar] [CrossRef]
  53. Belza, B.; the PRC-HAN Physical Activity Conference Planning Workgroup. Moving Ahead: Strategies and Tools to Plan, Conduct, and Maintain Effective Community-Based Physical Activity Programs for Older Adults; Centers for Disease Control and Prevention: Atlanta, GA, USA, 2007. [Google Scholar]
  54. Brasil. Ministério da Saúde. Atividade Física para Idosos: Por que e Como Praticar? [Internet]. 2022. Available online: https://www.gov.br/saude/pt-br/assuntos/saude-brasil/eu-quero-me-exercitar/noticias/2022/atividade-fisica-para-idosos-por-que-e-como-praticar (accessed on 25 August 2023).
Table 1. Bivariate analysis according to age classification of basic education teachers. Minas Gerais, 2021 (n = 1907).
Table 1. Bivariate analysis according to age classification of basic education teachers. Minas Gerais, 2021 (n = 1907).
Variables Age Group *
AdultsElderly
n (%)n (%)n (%)p-Value
Sex 0.008
Female1473 (77.2)1401 (77.8)71 (67.0)
Male434 (22.8)399 (22.2)33 (33.0)
Marital status <0.001
Married or cohabitant276 (14.5)238 (13.2)38 (35.8)
Single471 (24.7)456 (25.3)15 (14.2)
Divorced or widowed1160 (60.8)1106 (61.4)53 (50.0)
Diet 0.251
Inadequate198 (10.4)191 (10.6)7 (6.6)
Needs modifications738 (38.7)700 (38.9)38 (35.8)
Healthy971 (50.9)909 (50.5)61 (57.5)
Oral health 0.485
Excellent307 (16.1)289 (16.1)17 (16.0)
Good1008 (52.9)952 (52.9)56 (52.8)
Regular483 (25.3)460 (25.6)23 (21.7)
Poor91 (4.8)83 (4.6)8 (7.5)
Very poor18 (0.9)16 (0.9)2 (1.9)
Sleep quality 0.201
Very good281 (14.7)260 (14.4)21 (19.8)
Good879 (46.1)826 (45.9)52 (49.1)
Poor564 (29.6)537 (29.8)27 (25.5)
Very poor183 (9.6)177 (9.8)6 (5.7)
Anxiety 0.467
No1171 (61.4)1104 (61.3)66 (62.3)
Yes736 (38.6)696 (38.7)40 (37.7)
Depression 0.411
No1658 (86.9)1566 (87.0)91 (85.8)
Yes249 (13.1)234 (13.0)15 (14.2)
Hypertension <0.001
No1483 (77.8)1428 (79.3)55 (51.9)
Yes424 (22.2)372 (20.7)51 (48.1)
Heart disease <0.001
No1830 (96.0)1736 (96.4)94 (88.7)
Yes77 (4.0)64 (3.6)12 (11.3)
Quality of life 0.401
Excellent137 (7.2)126 (7.0)11 (10.4)
Very good594 (31.1)555 (30.8)38 (35.8)
Good1073 (56.3)1021 (56.7)52 (49.1)
Poor93 (4.9)88 (4.9)5 (4.7)
Very poor10 (0.5)10 (0.6)0 (0.0)
Physical activity level * 0.031
Active625 (35.0)599 (35.5)26 (26.0)
Inactive1162 (65.0)1087 (64.5)74 (74.0)
* Variation in n due to loss of information.
Table 2. Prevalence ratio between adult and elderly teachers according to physical inactivity. Minas Gerais, 2021 (n = 1787).
Table 2. Prevalence ratio between adult and elderly teachers according to physical inactivity. Minas Gerais, 2021 (n = 1787).
VariablePRunadjusted (CI95%)p-ValuePRadjusted (CI95%)p-Value
Age group * 0.026 0.011
Adults1.00 1.00
Elderly1.15 (1.02; 1.30) 1.18 (1.04; 1.34)
Deviance: 0.547/p-value: 0.352
PR, prevalence ratio; 95% CI, 95% confidence interval. The analysis was adjusted for sex, marital status, diet, oral health, sleep quality, anxiety, depression, hypertension, heart disease, and quality of life. * Variation in n due to loss of information.
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Share and Cite

MDPI and ACS Style

Souza e Silva, N.S.; Leão, L.L.; Barbosa, R.E.C.; Silva, R.R.V.; Almeida de Magalhães, T.; Sampaio, C.A.; Rossi-Barbosa, L.A.R.; Mesquita de Medeiros, A.; Haikal, D.S. Physical Activity among Elderly Teachers Working in Basic Education Schools. Behav. Sci. 2023, 13, 841. https://doi.org/10.3390/bs13100841

AMA Style

Souza e Silva NS, Leão LL, Barbosa REC, Silva RRV, Almeida de Magalhães T, Sampaio CA, Rossi-Barbosa LAR, Mesquita de Medeiros A, Haikal DS. Physical Activity among Elderly Teachers Working in Basic Education Schools. Behavioral Sciences. 2023; 13(10):841. https://doi.org/10.3390/bs13100841

Chicago/Turabian Style

Souza e Silva, Nayra Suze, Luana Lemos Leão, Rose Elizabeth Cabral Barbosa, Rosângela Ramos Veloso Silva, Tatiana Almeida de Magalhães, Cristina Andrade Sampaio, Luiza Augusta Rosa Rossi-Barbosa, Adriane Mesquita de Medeiros, and Desirée Sant’Ana Haikal. 2023. "Physical Activity among Elderly Teachers Working in Basic Education Schools" Behavioral Sciences 13, no. 10: 841. https://doi.org/10.3390/bs13100841

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop