alejandro0moraes@gmail.com

isadalpino@icloud.com

deividetelles1@gmail.com

ademirtj@gmail.com

gabriel.zanini@unesp.br

*Bacharel em Educação Física

Faculdades Integradas de Jahu (FIJ)

**Mestre em Docência para Educação Básica

pela Universidade Estadual Paulista “Júlio de Mesquita Filho” Unesp Bauru

Licenciado em Educação Física pela Faculdade de EF de Barra Bonita (FAEFI)

Bacharel em Educação Física pelas Faculdades Integradas de Bauru (FIB)

Licenciado em Pedagogia pela Universidade Federal de São Carlos (UFSCar)

Especialista em Gestão Escolar

Professor do Ensino Superior do curso de Educação Física e Pedagogia

das Faculdades Integradas de Jaú (FIJ).

+Pós-doutorando na área da Educação Física (EACH/USP/SP)

Doutor em Ciências do Movimento Humano (Bolsista Capes - UNIMEP)

Mestre em Educação (USAL/AR - revalidado USP/SP)

Especialista em Psicopedagogia Educacional e Clínica (FACITA/SP)

e Educação Física Escolar (UEPG/PR)

Graduado em Licenciatura Plena em Educação Física (FAEFI/SP)

e em Pedagogia (UNINOVE/SP)

Coordenador e docente do curso de Educação Física das FIJ

Coordenador do Comitê de Ética em Pesquisa das FIJ

++Doutorando no Programa de Pós Graduação em Ciências do Movimento (UNESP)

Pós Graduado em MBA em Finanças e Análise de Risco

Pós Graduado em Gestão da Saúde Pública

Mestre em Psicologia do Desenvolvimento e Aprendizagem (FC/UNESP)

Bacharele Licenciado em Educação Física pela Faculdade de Ciências

da Universidade Estadual Paulista Júlio de Mesquita Filho (FC/UNESP) Bauru

Docente no curso de Bacharel nas Faculdades Integradas de Jau (FIJ)

(Brasil)

Reception: 04/11/2022 - Acceptance: 01/08/2023

1st Review: 12/03/2022 - 2nd Review: 01/05/2023

Accessible document. Law N° 26.653. WCAG 2.0

Suggested reference: Stoduto, A. de M., D'alpino, I.A., Lima, D.T. de, Testa Junior, A., & Zanini, G. de Z. (2023). Physical Activity Level and Influence on Mood States, Anxiety and Self Image in University Students. Lecturas: Educación Física y Deportes, 27(297), 88-102. https://doi.org/10.46642/efd.v27i297.3734

 

Abstract

    The regular practice of physical activities in the life of university students becomes secondary, either due to high academic demands or abrupt changes in lifestyle. However, as this academic environment is competitive and demanding, it can in turn change mood levels, anxiety and perception of these students; in this sense the exercise can be a great ally in facing the adversities of the academic period. Thus, the present study sought to evaluate and compare the levels of mood, anxiety and perception of body self-image of 66 university students. The results showed that the level of physical activity influenced the Total Mood Disorder (TMD), with the most active groups having an improvement over time [(SA group (6.55±29.03%, p=0.046) and MA (9.48±28.94%, p=0.023)]. However, the anxiety and self-image of the students was not verified improvement. Thus, it can be understood that higher levels of habitual physical activity can help university students in their mood patterns, thus helping with an improvement in the academic environment.

    Keywords: Mood states. Anxiety level. Self image. Physical activity. University students.

 

Resumo

    A prática regular de atividades físicas na vida dos universitários torna-se secundária, seja por altas exigências acadêmicas ou por mudanças bruscas no estilo de vida. Porém, como esse ambiente acadêmico é competitivo e exigente, pode por sua vez alterar os níveis de humor, ansiedade e percepção de desses alunos; nesse sentido o exercício físico pode ser um grande aliado no enfrentamento das adversidades do período letivo. Assim, o presente estudo buscou avaliar e comparar os níveis de humor, ansiedade e percepção da autoimagem corporal de 66 universitários. Os resultados mostraram que o nível de atividade física influenciou o Transtorno de Humor Total (DTM), com os grupos mais ativos tendo uma melhora ao longo do tempo [(grupo SA (6,55±29,03%, p=0,046) e MA (9,48±28,94%, p=0,023)]. No entanto, não foi verificada melhora na ansiedade e na autoimagem dos alunos. Assim, pode-se entender que maiores níveis de atividade física habitual podem auxiliar os universitários em seus padrões de humor, auxiliando assim na melhora o ambiente acadêmico.

    Unitermos: Estado de humor. Nível de ansiedade. Autoimagem. Atividade física. Estudantes universitários.

 

Resumen

    La práctica regular de actividades físicas en la vida de los universitarios pasa a ser secundaria, ya sea por altas exigencias académicas o por cambios repentinos en el estilo de vida. Sin embargo, al ser este ambiente académico competitivo y exigente, puede, a su vez, alterar los niveles de ánimo, ansiedad y percepción de estos estudiantes; en este sentido, el ejercicio físico puede ser un gran aliado para sobrellevar las adversidades del período escolar. Así, el presente estudio buscó evaluar y comparar los niveles de humor, ansiedad y percepción de la autoimagen corporal de 66 estudiantes universitarios. Los resultados mostraron que el nivel de actividad física influyó en el Trastorno Total del Estado de Ánimo (TMD), teniendo los grupos más activos una mejora en el tiempo [(grupo SA (6,55±29,03%, p=0,046) y MA (9,48±28,94%, p=0.023)]. Sin embargo, no hubo mejoría en la ansiedad y la autoimagen de los estudiantes, por lo que se puede entender que mayores niveles de actividad física habitual pueden ayudar a los estudiantes universitarios en sus patrones anímicos, ayudando así a mejorar el ambiente académico.

    Palabras clave: Estado de ánimo. Nivel de ansiedad. Autoimagen. Actividad física. Estudiantes universitarios.

 

Lecturas: Educación Física y Deportes, Vol. 27, Núm. 297, Feb. (2023)

---

 

Introduction 

 

    In the contemporary world, the human being's need for approval imposes, success and achievements a pressure on each one, which ends up generating changes in the mood, which is related to the emergence and prevalence of psychopathologies, usually caused by a high degree of stress and anxiety (Lun et al., 2018; Ramón-Arbués et al., 2020). Stress is a condition of psychophysiological destabilization in the body that acts by interfering with the response in a given situation, which tends to cause adaptations to the stressor agent, however, if the level of stress is exacerbated, it is considered a harmful agent, and its consequences. symptoms range from irritability, sadness, nervousness and mental fatigue to depression, memory loss, crying easily. (Fagundes et al., 2010)

 

    In the academic environment, it is normal to have an accumulation of tension, where students have been acquiring possible psychopathologies arising from stress and anxiety, whether due to social issues, academic development, social issues and economic factors (Campanhã et al., 2021), in addition, students are currently facing not only these issues, but also remnants of the sequelae left by social isolation during the pandemic, substantially increasing psychopathological symptoms in this public. (Maia, & Dias, 2020)

 

    According to Bezerra et al. (2019) physical exercise can be seen as an alternative for the treatment of emotional conditions because its performance generates several benefits to the practitioner, working on psychological issues such as well-being, self-esteem, self-confidence in addition to the improvement of physical, mental and physical capacities, this information is in agreement with other findings that studies that prove an inversely proportional correlation between quality of life and the accumulation of stress. (Berni, 2017; Estevam et al., 2020)

 

    In the findings of Campanhã et al. (2021), for students, exercise is a fundamental piece for improving mood, thus amplifying the student's cognitive capacity, helping to improve learning, which would be related to a better absorption of knowledge, since it will have more focus, and concentration. Thus, it is related that the more active the individual, the better his response to stressor behavioral agents, in addition to improving his understanding of self-image, which is also associated with better academic performance.

 

    Therefore, evidence suggests that physical inactivity is associated with mental disorders and body dissatisfaction (Levine, 2012; Sabiston et al., 2019), and the practice regular physical activity favorable to the treatment of disorders, such as depression and negative mood changes (Bezerra, & de Sousa Santos, 2019; Levine, 2012; Pereira et al., 2020) especially in adolescents who, When have higher levels of physical activity, demonstrate greater vigor and misrepresentations of mood (Werneck, & Navarro, 2011), bringing benefits toall audiences in the emotional area, self-image and self-esteem.

 

    Thus, the present study aims to analyze and compare the level of physical activity, mood swings and perception of body image in university students.

 

Method 

 

    The present study was approved by the Ethics Committee submitted to Plataforma Brasil with the following CAAE: 50496021.4.0000.5398.

 

Participants 

 

    In Table 1, the sample data of the participants are displayed, higher education students were selected for the study, aged between 24.87 ± 8.99, of both sexes, attending courses in the area of health, being students of Physical Education, Psychology, Nursing and Pharmacy, area of humanities, law students being enrolled between the 1st to 10th semesters. The sample was initially composed of 126 participants, 66 participants were excluded because they did not fill in all the data necessary for the research, and who did not complete all the collections within the study period, being considered for the work only 60 participants.

 

		N (total - 60)
Genre	Female	39 (65%)
	Male	21 (35%)
Class	Bachelor in Law	8 (13,3%)
	Physical Education	22 (36,7%)
	Nursing	14 (23,3%)
	Pharmacy	6 (10%)
	Psychology	10 (16,7%)
Physical Activity Level	SA	21 (35%)
	MA	26 (43.3%)
	IA	13 (21.7%)

Legend: IA = Insufficiently Active; MA = Moderately Active; SA = Sufficiently Active

 

Procedures 

 

    Students who agreed to participate in the research previously signed a Free and Informed Consent Term (FICT). The indispensable conditions for him to participate in the research was the return of the Free and Clarified duly signed. Participants were assessed individually, those who fit the criteria for participating in the research had their accepted remote responses and made up the sample.

 

    The participants who agreed to participate in the research were instructed to answer the questionnaires individually, in loco. The collection took place in Forms format (Google Form) for a better handling of the data, and, convenience for the participants, the form was composed of 4 questionnaires, the international physical activity questionnaire (IPAQ-Short), mood level (BRUMS), anxiety level (IDATE) and body perception (BSQ).

 

    The collections took place during a regular semester, with the application of the questionnaires monthly.

 

Instruments 

 

International Physical Activity Questionnaire (IPAQ) 

 

    Being a questionnaire that verifies the time of physical activity of the sample, through simple questions related to daily life, work and leisure, in addition to including time spent sitting, and moderate and vigorous activities, proposed by the World Health Organization (WHO), validated in 12 countries, and validated in Brazil (Benedetti et al., 2007). To estimate the time of physical activity of the students and classifies them between sedentary, minimally active and active, the Guidelines for Data Processing and Analysis, in which the volume of activity was expressed in total MET-minutes/week. Once you have the data, the following equation was used to measure the volume of activity in METS per minute in the week and, later, a flowchart classified the participants' level of physical activity:

 

 

Brunel's Mood Scale 

 

    Being a simplified version of the POMS acronym for (Profile of Mood States) (McNair et al., 1971) the Brunel scale serves to measure mood, through a score between 0 to 16 per category, the Question score is a 5-point scale, from 0 = not at all to 4 = extremely, being by category, these points are generated by answers to 24 questions related to anger, confusion, depression, fatigue, tension and vigor, being possible to measure mood, such as anger, disposition, nervousness and dissatisfaction. Validated in Brazil by Rohlfs et al. (2008).

 

Body Shape Questionnaire 

 

    The Body Shape Questionnaire (BSQ) created by Cooper et al. (1987) is a questionnaire, planned, in a self-assessment and self-report format, where the person, through 34 questions, seeks to identify, through the answers, the self-perception of their own body image. And through them, it will generate a score that, with the standards of the original studies, may be the possible results: No worries (values equal to or less than 110), mild (values between 111 and 138), moderate (values between 139 and 167) and severe (values from 168).

 

Trait Anxiety and State Anxiety Inventory (STAI) 

 

    It is possible to assess the anxious state and the anxious trait, with 20 questions (10 of each) with a score of 1 to 4 points, that is, the score varies from 20 to 80, with 20 being the point lowest level of anxiety and 80 the highest index, based on the respective results: Low Index (20 - 30), Medium (31 - 49) or high (>50). The STAI has been validated in Brazil (Biaggio, & Natalício, 1979; Fioravanti et al., 2006; Gorenstein, & Andrade, 1996). In this study, the participants' state anxiety was used.

 

Statistical analysis 

 

    For statistical analysis, the statistical software SPSS 27.0 for Windows (SPSS Inc., Chicago, IL, USA) was used. The Shapiro-Wilk and Levene test were used to test for normality and homoscedasticity, respectively. Parametric and non-parametric variables were expressed as mean ± standard deviation and median (minimum-maximum), respectively. Two-way ANOVA with repeated measures was used to indicate intragroup differences in parametric data. Bonferroni's post hoc test was used to identify significant data indicated by two-way ANOVA. The Kruskal-Walli’s test was used to indicate intragroup differences in nonparametric data. Dunn's post hoc test was used to identify significant indicated by Kruskal-Wallis. For the general analysis of the sample, the Student's T test was used for parametric data, and the Wilcoxon test for non-parametric data. Results whose descriptive levels (P values) were less than or equal to 0.05 were considered significant.

 

Results 

 

    Table 2 shows the averages of the data obtained over the study period. The data showed significant reductions for the Tension factor (Z = -2.460; p = 0.014), Depression (t = 2.178; p = 0.035), Fatigue (t = 2.056; p = 0.046), Confusion (Z = -2.603; p = 0.009), TMD (t = 3.016; p = 0.004) and BSQ (Z = -2.929; p = 0.003).

 

	Data Surley 1	Data Surley 2	t/z	P
Tension	5.00 (0 - 16)	4.00 (0 - 16)	-2.460	0.014*
Depression	5.98 ± 0.64	4.57 ± 0.51	2.178	0.035*
Anger	2.00 (0 - 14)	1.50 (0 - 12)	-1.792	0.073
Vigor	6.32 ± 0.48	6.34 ± 0.49	0.005	1.000
Fadigue	7.52 ± 0.70	6.45 ± 0.59	2.056	0.046*
Confusion	3.00 (0 - 16)	2.00 (0 - 16)	-2.603	0.009*
TMD	119.73 ± 19.71	113.41 ± 15.45	3.016	0.004*
STAI	45.09 ± 4.69	44.68 ± 5.7	0.412	0.682
BSQ	62.50 (34 - 158)	61.50 (34 - 147)	-2.929	0.003*

Legend: BSQ = Body Shape Questionnaire; t = Statistical value of Student's t test;

z = Statistical value of Wilcoxon test; * = Denotes significant difference (p<0,05)

 

    Table 3 presents the data obtained by the questionnaires arranged according to the participants' usual level of physical activity. Statistical analysis showed that the MA group showed a significant reduction for the Depression factor (115.46 ± 35.05%, p = 0.041), while the IA ​​group showed an increase in means going the opposite way to the other two groups. Confusion also showed a significant difference in the intragroup analysis for the MA group (175.51 ± 24.27%, p = 0.002).

 

    The TMD presented a reduction in its averages in general, however, when analyzing the groups during the study period, it is observed that all groups were classified as poor (DTH > 110), and, later, the MA group presented reclassification to the levels adequate, in this sense, during the intragroup statistical analysis, significance was found for the SA group (6.55 ± 29.03%, p = 0.046) and MA (9.48 ± 28.94%, p = 0.023), however, there was no difference in the intergroup analysis.

 

    The groups still showed low alterations during the self-image assessment (BSQ < 110), in addition, the intragroup statistical analysis showed that there was a significant difference for the IA group (18.16 ± 16.97%, p = 0.001), and, during the intergroup analysis, it was found that there was a difference between the SA and AI groups during the first moment of the study (35.04 ± 12.56%, f = 3.697, p = 0.033).

 

	Group	Data Surley 1	Data Surley 2
Tension	SA	5.00 (2.0 - 16)	3.00 (1.0 - 16)
	MA	5.00 (0 - 14)	3.50 (2 - 7)
	IA	6.00 (0 - 14)	5.00 (0 - 11)
Depression	SA	3.73 ± 1.07	2.8 ± 0.8
	MA	3.9 ± 1.31	1.81 ± 0.97*
	IA	4.05 ± 0.95	3.21 ± 0.71
Anger	SA	3.00 (0 - 13)	2.00 (0 - 12)
	MA	3.00 (0 - 11)	1.00 (0 - 8)
	IA	1.00 (0 - 14)	2.00 (0 - 10)
Vigor	SA	6.01 ± 0.84	6.4 ± 0.85
	MA	7.01 ± 1.03	5.8 ± 1.04
	IA	6.21 ± 0.71	6.52 ± 7.58
Fadigue	SA	7.82 ± 1.23	6.6 ± 1.04
	MA	7.7 ± 1.5	5.9 ± 1.28
	IA	7.21 ± 1.09	6.63 ± 0.92
Confusion	SA	3.00 (1 - 11)	2.00 (0 - 16)
	MA	4.00 (0 - 16)	2.00 (0 - 16)
	IA	4.00 (0 - 14)	4.00 (0 - 10)
TMD	SA	120.47 ± 5.2	113.06 ± 4.03*
	MA	120.1 ± 6.37	109.7 ± 4.94*
	IA	118.94 ± 4.62	115.63 ± 3.58
STAI	SA	44.86 ± 1.21	43.66 ± 1.5
	MA	43.8 ± 1.49	44.2 ± 1.83
	IA	45.94 ± 1.08	45.73 ± 1.49
BSQ	SA	57.00 (46 - 100)µ	52.00 (37 - 107)
	MA	60.50 (36 - 125)	79.00 (34 - 147)
	IA	89.00 (34 - 158)	55.50 (35 - 135)*

Legend: IA = Insufficiently Active; MA = Moderately Active; SA = Sufficiently Active; 

TMD = Total Mood Disorder; BSQ = Body Shape Questionnaire; * = Denotes significant intragroup difference; 

µ = Denotes difference intergroup (SA e IA)

 

    In Table 4, the correction tests between the variables of mood, anxiety and body self-image are described, the findings demonstrate that there is a correction between the level of tension, anger and confusion with the levels of anxiety, as for the body self-image, it was found that all behavioral functions have a significant correlation with this variable, except for vigor, which showed an inversely proportional correlation for body self-image.

 

	STAI		BSQ
	r	p	r	p
Tension	0.633**	0.003**	0.456	0.002**
Depression	0.228	0.137	0.595	0.008**
Anger	0.536**	0.016**	0.404	0.007**
Vigor	0.291	0.065	-0.748	0.021*
Fadigue	0.170	0.270	0.484	0.001**
Confusion	0.332*	0.028*	0.380	0.11
DTH	0.277	0.069	0.514	0.001**

Legend: *Significant correlation in the level 0.05; **Significant correlation in the level 0.01

 

Discussion 

 

    In view of the research findings, it was possible to observe that there was a significant difference between collection 1 and 2 of the sample, then between the groups, emphasizing tension, depression, TMD, confusion and self-image assessment. The MA and SA groups were the ones that had the most changes, where the IA group only had a significant deficit in the self-image assessment. In addition, it was also possible to verify that the level of physical activity did not significantly influence the level of mood, in this sense, studies show that in academic environments, social and family pressure and self-demand can cause direct distortions in mood variables. (Campanhã et al., 2021)

 

    These mood distortions can in turn be affected by numerous variables, such as internal and external demands (Campanhã et al., 2021), as well as academic performance (Zuanetti et al., 2016), these excessive charges can affect short-term memory, decrease the magnitude of recognition, increase the chance of error, as it increases response time, affects concentration.

 

    In this study it was possible to verify that there is a correlation between aspects of mood, such as tension, depression and confusion with the change in anxiety levels, these findings are in line with the notes by Zuanetti et al. (2016) where stress and anxiety is one of the main factors in academic performance, likewise Leão et al. (2018) found that students in the health area have a higher prevalence of anxiety given the academic and future demands of the profession.

 

    The variations that DTH showed a reduction in the SA and MA groups may mean that physical exercise had an influence on this issue, which is also in line with the academic findings that demonstrate that the practice of physical activity is associated with a better mood and behavioral condition (Campanhã et al., 2021; de Souza Zanini et al., 2022; Mikkelsen et al., 2017), as the brain releases hormones that help to deal with psychological disorders, and also act to reduce pain, causing relaxation, improving the condition of life and decreasing the level of stress. (Gonçalves, 2018; Saeed et al., 2019; Schuch & Stubbs, 2019)

 

    In addition, another aspect that can interfere as well as be modified by stress, mood and anxiety is the perception of body image (Silva et al., 2019; Soares Filho et al., 2020), however, in the same way, physical exercise has the ability to influence this factor, given its direct correlation with self-confidence, self-esteem (Sabiston et al., 2019; Seddighian et al., 2020). In this study, changes in body perception were not observed in the general sample, nor when associated with the level of physical activity, this aspect being related to the age group of the sample, and with the highest prevalence of physical education students. (Bergström et al., 2000; Soares Filho et al., 2020; Zanini et al., 2021)

 

    Still in this aspect, individuals with greater image distortion tend to present greater mood changes and increased anxious state (de Albuquerque Pinheiro et al., 2020; Rentz-Fernandes et al., 2017), in addition, distortions in the aesthetic pattern affect the conception of the self-image, intensifying psychopathological conditions, and in cases of compulsiveness, anxiety. re-signifies the act of eating, being a way of combating anxiety, leading to an increase in the percentage of fat. (Pervanidou. & Chrousos, 2011; Rentz-Fernandes et al., 2017; Soares Filho et al., 2020)

 

    Although in this study a direct improvement was observed between the levels of physical activity and other variables studied, the importance of regular exercise and a more active life is clear, either for the improvement of academic performance (Campanhã et al., 2021; Vieira et al., 2018), as well as for the improvements on quality of life in general (Parra-Rizo, & Sanchis-Soler, 2020; Parra-Rizo, & Sanchís-Soler, 2021), and emotional control (de Souza Zanini et al., 2022), thus, it is understood that physical exercise is a major factor for mental health and perception of the individual's self-image.

 

    Thus, it is understood that new studies must be developed due to the great heterogeneity of this public, seeking to establish a relationship between the prevalence of active behavior throughout the academic period of higher education, given the great challenges of this phase. In addition, in this study, the time factor can be one of the major limitations, given the short follow-up time of these students, as well as the large sample loss that occurred during the research.

 

Conclusion 

 

    The results obtained in the study showed that more active students show an improvement in mood disturbance when compared to less active individuals. In addition, a correlation can be established between the variables of mood, anxiety and body self-image, where individuals with a better mood tend to present a better level of anxiety and a better body self-image.

 

References 

 

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Lecturas: Educación Física y Deportes, Vol. 27, Núm. 297, Feb. (2023)