Physical Education University Students Research Articles

Academic confidence as a predictor of physical activity engagement among students enrolled in physical education classes

The purpose of this study is to determine whether academic confidence predicts university physical education students' physical activity (PA) engagement. This employed a quantitative, descriptive-correlation method with 362 respondents and utilized validated standardized instruments. Stratified random sampling was used to obtain an equal representation of participants. The Academic Confidence Questionnaire and International Physical Activity Questionnaire were the instruments employed and validated to contextualize the items using Google Forms to gather the respondents' responses. In analyzing the data gathered, mean was used to identify the levels of academic confidence and PA engagement, Pearson r was used to determine the relationship between academic confidence and PA engagement, and regression was used to determine whether academic confidence predicts PA engagement of the students. The results showed that the academic confidence level was high while the PA engagement was moderate. The results also revealed a significant relationship between academic confidence and PA engagement. Finally, the results exhibited that academic confidence significantly predicts PA Engagement among university physical education students.

Survey and analysis of sports injuries among physical education college students

This study employs literature review, questionnaire surveys, interviews, and mathematical statistics to investigate and analyze the occurrence and causes of sports injuries among 346 college students at a physical education institution. The results indicate that there are differences in the probabilities of sports injuries among college students in different sports, and there are also variations in the probabilities of injuries to different body parts. The causes of sports injuries are multifaceted. It is recommended that in future sports training, coaches should further strengthen the protective measures taken for physical education students, and also that students' self-protection awareness and measures need to be improved.

Plyometric training for physical education university students

The purpose of this research is to analyze and describe the plyometric training of university students in the professional career of physical education. The design is non-experimental, cross-sectional of the descriptive type whose approach is of the quantitative type. The data collection was done through an intentional online survey in which 885 university students participated and responded to eight items voluntarily and anonymously. The results show that university students who practice sports have the desire to want to represent their institution for which they use various plyometric methods for their workouts or daily routines in an informal way that keeps them in a competitive physical state at a regional or national level but not for a competition at an international level. Conclusion. University students perform their own workouts because they believe they have experience in training which is false that is, they themselves create their own daily routines without a professional trainer. They also need an adequate place equipped with trainers with experience in national or international competitions to improve their physical performance. This research has implications for the students because they have to adapt to the rhythm of plyometric exercises to be fit in any national or international competition and the implications for the teachers are that they must take into account which competition they want to participate in to be able to train them as appropriate.

The relationship between mindfulness and athletes’ mental skills may be explained by emotion regulation and self-regulation

BackgroundAlthough numerous psychological determinants of sports success have been identified in the scientific literature, research on the contribution of mindfulness and interoceptive awareness to sports achievements remains limited. This study investigates the relationship between self-reported mental skills determining sports success (i.e., flow state, attention, technique, sensitivity to error, commitment, and achievement), state mindfulness for physical activity (of the mind and the body), and interoceptive awareness (including scales of noticing, not distracting, not worrying, attention regulation, emotional awareness, self-regulation, body listening, and trusting).MethodsA cross-sectional online survey was conducted on a sample of elite athletes in speed skating (n = 54) and university students of physical education (n = 102) representing various sports disciplines and competitive levels. The Sports Success Scale (SSS), the State Mindfulness Scale for Physical Activity (SMS-PA), and the Multidimensional Assessment of Interoceptive Awareness (MAIA-2) were used to assess psychological determinants of athletic achievements, state mindfulness, and interoceptive sensitivity, respectively.ResultsOur findings indicate some small-to-moderate differences in particular dimensions of psychological traits related to sports success, mindfulness, and interoceptive awareness between athletes of different genders, groups, and competitive levels. A chain mediation model showed that the relationship between body mindfulness and psychological variables determining sports success is fully explained by two dimensions of interoception: self-regulation and attention regulation.ConclusionsCultivating the mindfulness state of the body can improve self-regulation and attention regulation, which in turn may increase the mental skills required for successful sports participation. Therefore, mental training should focus primarily on body mindfulness, attention regulation, and self-regulation to improve the mental skills responsible for athletes’ sports achievements. In addition, individual differences in athletes’ gender, sports discipline, and level of sports competition should be considered during mental training.

Relationship between fear of evaluation, ambivalence over emotional expression, and self-compassion among university students

BackgroundThis study focuses on college students as research subjects, exploring the relationship between fear of evaluation, ambivalence over emotional expression, and self-care, as well as the moderating effect of self-care on the prediction of ambivalence over emotional expression by fear of evaluation.MethodsThis study selected physical education college students in Sichuan Province as the research participants. Convenience sampling was used to recruit participants through public recruitment information and questionnaire links on online platforms commonly used by college students. The questionnaire was distributed at two different time points to reduce the effect of common method bias. A total of 858 questionnaires were distributed, after excluding duplicate responses, a total of 743 valid questionnaires were obtained.ResultsThe result as following: (1) College students exhibit a moderate to high level of negative fear of evaluation, ambivalence over emotional expression, and self-care, with female students having higher negative fear of evaluation; (2) There are significant correlations between fear of evaluation, ambivalence over emotional expression, and self-care; (3) Fear of evaluation and self-care can predict ambivalence over emotional expression, but self-care does not have a moderating effect on the prediction of ambivalence over emotional expression by fear of evaluation; (4) Self-care and negative self-care both have a moderating effect on the prediction of emotion rumination by positive fear of evaluation.ConclusionsIn the past, rumination has often been considered a manifestation of excessive rumination and anxiety. However, this study found that self-compassion’s modulation on fear of positive evaluation intensifies its impact on emotional rumination. Research suggests that moderate emotional rumination may not necessarily be a negative outcome and reflects a positive emotional adjustment process to some extent. Therefore, future studies can further explore the growth and decline of internal rumination processes in self-compassion or counseling, and potentially gain a better understanding of key elements of personal growth.

Acquiring Fundamental Swimming Techniques on Fear Reduction among University Physical Education Students

This study examined a cohort of 30 novice students devoid of any prior swimming experience, with a six-week curriculum focusing on fundamental aquatic skills such as water-walking, breathing techniques, floating, and body balance exercises. Utilizing a Likert scale, the researchers gauged participants’ fear levels both pre and post the training program. The results of the study showed that in various scenarios related to the teaching of swimming in water, the participants’ fear level was significantly reduced. These outcomes underscore the significance of imparting basic swimming skills to students, fostering improved aquatic learning experiences while mitigating apprehension towards water. This study’s recommendations seek to influence educational practices and stimulate further research in this field. By specifically addressing the psychological fear associated with swimming, educators can establish a more supportive and fear-free environment, enabling students to cultivate their swimming prowess.

Awareness and Practices Regarding Nutritional Status, Habits and Physical Activity among Physical Education University Students - A Cross-Sectional Study

Background: An unbalanced diet and reduced physical activity are the chief risk factors for many chronic diseases. University students are the most affected population due to changed patterns in daily routine. It is presumed that university students would have better knowledge regarding physical activities and healthy nutrition; however, more evidence is needed to demonstrate whether this knowledge is implemented. Hence, the primary purpose of this study is to examine the awareness and practices regarding nutritional status, habits, and physical activity among university students. Methods: A cross-sectional study was conducted between July 2023 and November 2023 on 82 university students using a convenience sampling method. A modified questionnaire was used to ask questions regarding nutritional status, habits, and physical activity. The data was analyzedusing SPSS 21.0. Results: A total of ninety students were provided with the questionnaire, out of which eight students partially filled the questionnaires. The total number of questionnaires examined was 82, which included n=35 (42.7%) males and n=47 (57.3%) females. Conclusion: The results disclosed that students had adequate knowledge regarding nutritional habits and the vitality of physical activity. However, that knowledge needed to be implemented in daily life practices. Keywords: Dietary Habits, Nutritional Status, Physical Activity, Young Adults.

Knowledge and attitudes toward the use of anabolic–androgenic steroids among physical education university students: a cross-sectional study from Palestine

The use of androgenic–anabolic steroids (AASs) has increased in recent years, especially among athletes, due to their effect on body shape and performance. These agents could have serious side effects on this highly susceptible population, which tends to use these substances frequently to promote muscle growth and physical performance. Therefore, this study aimed to evaluate the knowledge and attitudes toward the use of anabolic androgenic steroids among physical education university students in Palestine. A cross-sectional study of physical education students from November 2020 to January 2021 was conducted using an electronic questionnaire. The main outcome was to measure the level of knowledge and use of the AAS. A total of 380 students were included. The mean age of the students was 21 years (SD = 4.2), and the study participants were distributed almost equally according to sex. Approximately a quarter of the students were smokers. Eighty percent (80%) of the study participants were from the West Bank, while the remaining 20% were from Jerusalem and 48 territories. Furthermore, most of the students lived with their families; half lived in cities, approximately 152 (40%) lived in villages, and only 29 (8%) lived in camps. The average level of knowledge of the AAS was 2.95 out of 8 (37/100), with a median of three. Furthermore, only 36 (10%) of the participants had satisfactory knowledge, scoring 80% or more. Regarding the use of AAS, 11 (2.9%) participants, all males, confirmed that they were currently using AAS. Additionally, approximately 28 (7%) had previously used them, while 30 (8%) planned to try them in the future. Overall, 221 (58%) patients were confirmed to use vitamins and minerals. Our study showed that most of the participants had a substantial lack of information on the potential side effects of AAS, while the level of use was comparable with that of other populations.

Development of Football Teaching Program for Xi’an Physical Education University Students

Background and Aim: Xi'an Institute of Physical Education may be faced with problems such as unreasonable teaching settings, outdated teaching methods, and imperfect evaluation systems when offering football courses. To improve these problems, schools should pay attention to the flexibility and individuation of the teaching, strengthen the training and introduction of teachers, explore innovative teaching methods, and establish a perfect teaching evaluation system to improve students' football skills and theoretical knowledge reserve. Materials and Methods: The participants of this research were 29 people through purposive sampling. 5 experts to conduct face-to-face interviews to combine programs for the football model framework. 5 IOC inspection specialists to check the validity of the questionnaire. 19 experts to Delphi consensus modify the program for football model framework. 9 experts for a focus group to determine the program for the football model. In this research, Excel software was used to calculate the data of the IOC inspection specialist result and the data of the focus group. The coefficient of variation (CV) and the median were used as the evaluation criteria for screening factors. Results: The analysis indicated the need for a comprehensive system for teaching soccer courses in higher education. The football teaching model contains 4 first-level elements (pedagogical analysis, teaching development, competition, and orientation), which are further divided into 15 second-level elements and 38 third-level elements. Each component addresses a specific outcome goal, emphasizing teaching and learning situations, teaching construction, competition, and cultivation orientation. The proposed outcome-oriented soccer teaching system provides a comprehensive soccer teaching teaching model that integrates sport-specific skills and life-oriented skills. Conclusion: The model is in line with China's national development goals and the educational principle of building moral character and is expected to bring about changes in soccer education at Xi'an Physical Education Academy and set a benchmark for other provinces.

Emotions, subjective well-being and gender in basketball learning in teacher education: a case study

The narrative study of emotions in Physical Education teacher training allows us to approach the associated personal and social meanings. The first objective of this research was to understand in a Chilean context the emotional meanings of university Physical Education students in their learning of basketball. Secondly, the objective was to interpret these emotional meanings from a gender perspective. A qualitative, interpretative, and phenomenological methodology was used. Four women and seven men from the Physical Education Pedagogy program at a private Chilean university in the Metropolitan Region participated in the study. The data were collected through personal diaries, which were subjected to a deductive-inductive content analysis with the Atlas.ti 22 program. The results show 14 categories referring to four positive emotions and six negative emotions for subjective well-being. There were nine shared and five separate categories between male and female gender. It is concluded that the recognized meanings can be used to favor subjective well-being by means of didactic adaptations in basketball learning.

Modelling the associations between academic engagement, study process and grit on academic achievement of physical education and sport university students

ObjectiveThe present study examined the impact of academic engagement, study processes, and grit on the academic achievement of physical education and sport university students. MethodsAn internet-based survey recruited 459 university students aged 19–25 years (M = 21 ± 1.3) in physical education and sports (PES) to fill out questionnaires on Physical Education-Study Process Questionnaire (PE-SPQ), Physical Education-Grit (PE-Grit), academic engagement (A-USEI), and Grade Point Average (GPA). A path analysis was carried out to understand variable relationships.ResultsData from each variable exhibited symmetrical and normal distribution, as indicated by the skewness and kurtosis values. The model’s fit indices showed sufficient Comparative Fit Index (CFI = 0.92), Tucker-Lewis Index (TLI = 0.90), Goodness of Fit Index (GFI = 0.99) and Normed Fit Index (NFI = 0.90) and showed acceptable levels. The results indicated a statistically significant positive impact of engagement (β = 0.299, p < 0.001) and study processes (β = 0.397, p < 0.001) on academic achievement. However, the effect of grit on achievement was non-significant.ConclusionsAcademic engagement as well as study processes are two important factors predicting academic achievement while grit seems to be not a major predictor. Hence, physical education and sport faculty and university administrators should prioritize student engagement as a determinant of academic outcomes by reforming or redesigning physical education and sport curriculum modules that can facilitate engagement.

Program Construction of Tennis Service Training on Student’s Tennis Classes at Xi’an Physical Education University

Background and Aim: The tennis serving technology is the most difficult technology for students to learn and master. This research aimed to construct a tennis serving training program for Xi’an Physical Education University students. Materials and Methods: The participants of this research were 36 people, through purposive sampling, the participants included 5 experts to conduct preliminary expert interviews, 7 experts to test the reliability and validity of the index with IOC, 15 experts to reach an expert consensus on the tennis service training program with Delphi method, 9 experts to discuss the tennis serve training program with a focus group. Using mean, standard deviation, median value, and coefficient of variation to analyze the data. The IOC value of the tennis serve training program was 0.94. Result: The result shows that the scientific nature of the training program index of the tennis special class students of Xi'an University of Physical Education, the rationality of the time proportion allocation, the suitability of the training content intensity, the comprehensiveness and logic of the tennis serving training program have been recognized and supported by the experts. Finally, 3 first-level indicators, 13 second-level indicators, and 35 third-level indexes were obtained. Conclusion: The core concept and technical training in the first level index is the basis of mastering the tennis serve, physical training and psychological training are fundamental to strengthening and improving the tennis serve technology, to improve the tennis serve each is indispensable. According to the individual differences of students to carry out a reasonable training program, we need to conduct comprehensive learning and training to improve the serving level of college tennis students.

Association between sports expertise and visual attention in male and female soccer players.

Visual attention plays a crucial role in daily living and in sports, affecting an athlete's performance and thus, potentially, the outcome of a match. However, studies assessing the association between the level of sports expertise and visual attention have yielded mixed results. This study was conducted to examine whether visual attention could be developed with increased sports expertise, and whether visual attention differed between male athletes and female athletes. A total of 128 participants were included in this study: 64 first-level national soccer athletes recruited from college soccer teams (considered elite athletes; 32 men and 32 women with similar soccer performance requirements and training experience), and 64 physical education college students with limited soccer experience (considered novice athletes; 32 men and 32 women with matched soccer experience). To assess visual attention, we used a multiple object tracking (MOT) task with four targets among a total of 10 objects moving at a fixed speed of 10°/s in random directions across a computer monitor screen. Tracking accuracy on the MOT task was calculated for each participant as the proportion of correctly selected targets. A univariate analysis of variance was performed, with group (expert, novice) and sex (male, female) as independent variables, and tracking accuracy on the MOT task as the dependent variable to assess whether sports expertise or sex influenced visual attention. Simple effects tests followed by comparisons with Bonferroni corrections were used, and effect size calculations were performed using Cohen's f statistic. Tracking accuracy on the MOT task was significantly affected by sports expertise (F(1,124) = 91.732, p < 0.001, ηP2 = 0.425), with accuracy among expert soccer athletes superior to that among novice soccer athletes. Moreover, a statistically significant interaction between sports expertise and sex was detected (F(1,124) = 7.046, p = 0.009, η P2= 0.054). Better tracking performance was observed for male soccer players (mean [SD], 0.39 [0.12]) than for female soccer players (mean [SD], 0.27 [0.08]); p<0.01; d=1.17; r=0.51) but only in the novice group. No significant sex difference was detected in tracking performance between elite male soccer athletes (mean [SD], 0.51 [0.09]) and elite female soccer athletes (mean [SD], 0.49 [0.11]). These findings confirm previous results indicating that long-term extensive sports training develops visual attention as assessed by MOT performance and extend previous findings to include soccer athletes. The findings of a sex difference in visual attention among novice soccer players but not among elite soccer athletes who had similar performance requirements and training experience suggest that long-term extensive training may minimize the sex difference in visual attention.

Transformational leadership of physical education instructors and university students' satisfaction with online classes.

This study examined the relationship between the transformational leadership of PE instructors and students' satisfaction in an online PE class. In particular, it aimed to investigate whether the PE instructors' transformational leadership behaviors could predict students' satisfaction toward the class, their PE teacher, and their health and fitness. Furthermore, this study explored these relationships in male and female students. A total of 448 university students (male = 228; female = 220) between the ages of 18 and 22 participated in the study. The results revealed a positive relationship between the transformational leadership behaviors of PE instructors and students' satisfaction with online PE classes. Moreover, male and female students' satisfaction with the teaching of their PE instructor, feelings of fun and enjoyment, and perception of improved health and fitness in their online PE classes varied greatly as they perceived specific behaviors of transformational leadership from their PE instructors. These findings demonstrate that PE instructors play an important role as (online) classroom leaders in enhancing students' satisfaction with online learning. Therefore, PE instructors should be mindful to demonstrate transformational leadership to improve their effectiveness when conducting online classes.

Testing the Psychometric Properties of an Arabic Version of the Brunel Mood Scale among Physical Education Students.

In our study, we translated and tested the psychometric properties of an Arabic version of the Brunel Mood Scale (BRUMS), referred to as the Arabic Mood Scale (ARAMS), among physical education university students. A total of 681 participants completed the ARAMS in exploratory and confirmatory phases. Exploratory analyses were conducted on data from 253 students between the ages of 19 and 25 years (M = 21.14 ± 1.65 years) of whom 132 were women (52.2%) and 121 were men (47.8%). Confirmatory analyses were conducted on data from 428 students between the ages of 19 and 25 years (M = 20.93 ± 1.55 years) of whom 203 were women (52.6%) and 225 were men (47.4%). The measurement model of the ARAMS was initially evaluated using exploratory factor analysis (EFA) and was subsequently tested via confirmatory factor analysis (CFA). EFA identified a 24-item, 6-factor structure that aligned with the original BRUMS measurement model, and CFA demonstrated congruence between the two models. Internal consistency of the six subscales exceeded adequacy levels with good Cronbach's alpha and McDonald's Omega values respectively for anger (0.811; 0.812), confusion (0.830; 0.830), depression (0.858; 0.859), fatigue (0.823; 0.825), and tension (0.824; 0.825), and an acceptable value for vigor (0.749; 0.748). Findings support the factorial validity and internal consistency of the ARAMS, which appears to be a suitable measure for use in Arabic physical education contexts. Further validation studies are required before the ARAMS is used in other Arabic-language contexts.

Physical Education Teaching Design to Cultivating College Students' Cooperative Learning Ability Under the Internet Environment

The Internet environment is a place for college students in the new era to use various tools and information resources and cooperate and support each other. Various universities apply the network environment as an auxiliary tool to the teaching process. As a brand-new learning method, cooperative learning in the Internet environment is an effective way to realize the lifelong transformation and socialization of learning. This paper expounds the Internet environment university physical education students cooperative learning ability to improve the importance of learning and influence, and analyzes the college students in the Internet environment physical education cooperative learning problems and reasons: lack of cooperative learning consciousness, cooperative learning ability is weak, learning resources are limited, and put forward the measures based on network environment to cultivate sports students cooperative learning ability. Under the joint action of teachers and the Internet environment, it helps sports professional college students to develop the awareness of cooperative learning and improve the ability of cooperative learning.

Level of Knowledge and Extent of Use of Anabolic-Androgenic Steroids among Physical Education University Students: A Cross-Sectional Study from Palestine

Background: Androgenic-anabolic steroids (AAS) use has increased in the last years, especially among athletes, due to their effect on body shape and performance. These agents could have serious side effects among this highly susciptable population.&#x0D; Methods: Cross-sectional study that included physical education students at An-Najah National University over the period of November 2020 to January 2021, using an electronic questionnaire. The main outcome was to measure the level of knowledge and use of AAS.&#x0D; Results: A total of 380 students were included. The mean age of the students was 21 years (SD= 4.2), and study participants were distributed almost equally according to sex. About one fourth of the students were smokers. Eighty percent of the study participants are from West Bank while the remaining 20 % are from Jerusalem and 48 territories. Furthermore, most of the students live with their families, half of them live in cities, while about 40% live in villages and only 8% in camps. The average level of knowledge about AAS was 2.95 over 8 (37/100) with a median of three. Furthermore, only 36 (10%) participants had satisfactory knowledge, scoring 80% or more. Regarding the use of AAS, eleven participants (2.9%), all males, confirmed that they are currently using AAS. Additionally, about 28 (7%) had previously used them while 30 (8%) are planning to try them in the future. Overall, 221(58%) confirmed using vitamins and minerals.&#x0D; Conclusion: Our study showed that the majority of participants have a substantial lack of information regarding the potential side-effects of AAS while the level of use is comparable with other populations.

How Many Calories Does Physical Activity Require for Physical Education College Students?

The energy needs of each student vary depending on the type of activity of each because the task of students is not only to study but also as athletes, instructors, coaches, teachers or office workers. So that the energy needs of each student will be even if it is not known. Energy is the body's ability for physical activity. To be able to carry out physical activities optimally, sufficient energy is needed. This study aims to know early on the energy needs of students' physical activity. This research uses a quantitative descriptive method with a cross-sectional approach. Respondents in this research were 26 students, 18 men and 8 women, using the total sampling technique. This study uses a survey method. The instruments used in data collection were Body Mass Index (BMI), Basal Metabolic Rate (BMR), Specific Dynamic Action (SDA), Daily Activity Energy, and Exercise Energy. Data analysis uses percentages, max, min, and average values. The results of the study stated that the average BMI for the male sex was 11 respondents with the normal weight category and the average MBI for the female sex was 7 respondents with the normal weight category. So, student BMI in general is in the Normal Weight classification. While the average energy requirement for male students is 3217 cal/day, and the average energy requirement for female physical activity is 2466 cal/day, then the average activity carried out is study, practice and work. In conclusion, the energy requirements needed by male and female physical education students average 2985 cal/day, with the most frequent and average activities carried out being study and practice.

The influence of different levels of physical activity and sports performance on the accuracy of dynamic lower limbs balance assessment among Chinese physical education college students.

Background: Balance ability is the basis of human actions. Improving the accuracy of dynamic balance assessment can increase the efficiency of sports injury prediction. Objectives: This study aimed to investigate how physical activity and sports performance affect the dynamic balance ability of lower limbs and validate whether the Lower Quarter Y-Balance Test (YBT-LQ) is a reliable predictor of sports injury risk among Chinese physical education college students. Materials and Methods: In total, 169 voluntary participants completed the YBT-LQ at the beginning of a semester and provided some physiological information and an injury report at the end of the semester. The correlation between YBT-LQ performance and selected factors that can affect the dynamic balance control was analyzed based on data statistics. The receiver operating characteristic (ROC) and the area under curve (AUC) of the composite scores of the YBT-LQ were calculated to explore an optimal cutoff value for predicting sports injury risk. Results: The composite scores of the YBT-LQ exhibited strong correlations with both the sports performance level and sports injury, as well as a moderate correlation with physical activity level, age (negative), and metabolic equivalent (MET). In the entire study population, the area under the receiver operating characteristic (ROC) curves for the binary classification of composite YBT-LQ scores of the left and right legs to predict sports injury risk were 0.78 and 0.74, respectively. Stratifying the study participants based on their levels of physical activity and sports performance had an effect on the AUC values of ROC curves. The optimal cutoff scores of the YBT-LQ for predicting sports injury risk were variable, with values more or less than 95%. Specifically, the cutoff scores for participants with the highest level of sports performance were notably higher, reaching up to 106.5% (left) and 107.2% (right). Conclusion: Physical activity and sports performance can influence human dynamic balance control. Composite scores of the YBT-LQ can be used with acceptable efficiency to predict sports injury. Stratifying participants based on their levels of physical activity and sports performance leads to different optimal cutoff values of the YBT-LQ composite scores in predicting sports injury. This approach is preferable to relying solely on a uniform 95% cutoff. It is recommended to analyze individuals with higher levels of sports performance, such as elite athletes, separately from those with lower levels. This is because the former group has a higher optimal cutoff value compared to the latter.

Bruxismo de la vigilia por autoreporte y factores asociados en estudiantes universitarios de educación física

Bruxism is an activity of the masticatory muscles with high prevalence in the general population. It has also been described as a frequent phenomenon in university students of some disciplines. Based on this idea, the present work analyzes the self-perception and some factors associated with the daytime bruxism in university students of physical education (ISEF-UdelaR). This is an observational, descriptive and cross-sectional study in of a sample of 178 university students. Data were collected through a self-report questionnaire. The 67.9% of the participants were daytime bruxism and 33% reported it (21% women and 13% men).&nbsp;Yet&nbsp;likewise, six out of ten volunteers who reported bruxism also reported anxiety,&nbsp;and three out of ten volunteers with bruxism reported stress. In conclusion, "probable" daytime bruxism is highly prevalent in physical education students and the factor most associated with daytime bruxism is anxiety.