Coping with stress among physically active and inactive students at different educational stages during the pandemic

Abstract

Purpose: The aim of this study was to explore the preferred methods of stress coping among both physically active and inactive students. Methods: A total of 497 students from various educational stages, including primary schools (PS), level 1 vocational schools (VS1), secondary vocational schools (VS2) and comprehensive secondary schools (CSS), ages ranged from 14 to 17 years participated in the study. Data was collected through a standardized questionnaire (How do you cope?) (HDC) and an original survey questionnaire. Nonparametric statistics were applied in the analyses of the results. Results: Intergroup comparisons in the dispositional strategy coping with stress show that people exercising ≤15 minutes and (15;30] minutes focused on emotions (DFE) and seek social support (DSSS) more often compared to those exercising ≥60 minutes in one day (DFE: P< .01, P< .05; DSSS: P< .01, P< .05, respectively). Situational stress management (SSM) was more often used by students who exercised for (30;60) minutes a day compared to physically passive (PP) ones (P< .05). PP students, compared to those exercising ≤15 minutes a day, more often focused on emotions (SFE) (P< .05) and situational search for social support (SSSS) (P< . 05). In the situational coping strategy, we observed positive moderate correlations (statistically significant for P< .05) for PS students with SFE (R= .36) and for VS1 students with SSM (R= .37). VS2 and CSS students displayed adapted SSM in response to the situation (R= .26; R= . 35, respectively), SFE (R= .34; R= .32, respectively), and SSSS (R= .27; R= .26, respectively). Conclusions: To reduce stress, it appears essential to educate children and adolescents on coping strategies and to promote and enhance their capacity to incorporate regular physical activity into their daily routines.