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.