Interaction of physical activity and quality of life of teachers at primary schools and kindergartens
Keywords:Physical activity, Quality of life, Interaction, Teachers, Kindergartens and primary schools
The paper presents the results of causal analysis between frequency of physical activity in a week and the areas of quality of life of next teachers studying of education in kindergarten and primary school also teachers teaching in kindergartens, respectively of teachers teaching at the first level of primary schools in the Slovak Republic. The survey covered teachers from Slovakia (n = 322) who were then allocated to groups according to the level of the sport performance. Quality of life was examined through a modified questionnaire SQUALA and level of physical activity in a week in hours and number of activities in a week. We present results by descriptive characteristics (n, M, SD) and statistical significance of differences, respectively relations are considering by non-parametric methods (W, U, rs) the level of significance (p<,05, resp. p<,20). The results showed the most numerous interactions between physical activity in a week and the quality of life of teachers (occasional athletes) who realize physical activity an average of M: 4,21 times in a week at SD: 2,32 and an average number of hours M: 5,42 hrs, SD: 3,32. The group were shown positively interaction with the areas of physical well-being (p <, 01), psychosocial well-being (p <,05), material well-being (p <, 20), education (p <,05), respectively considering a property of things (p <,10). The group of teachers who present passive and active level of sport performance we do not find any positive interaction between physical activity and individual areas of quality of life. The conclusions highlight the importance of physical activity in adults' lives. They point to the possibility of influencing the quality of life through physical activities, but also the need to create optimum conditions for the possibility of increasing the quality of life in the social environment of adults. The paper is a part of a grant in Ministry of Education KEGA 003UKF-4/2016.
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