Stress in Physical Education Teachers: A Systematic Review of Sources, Consequences, and Moderators of Stress

Haaren‐Mack, Birte von; Schaefer, Alina; Pels, Fabian; Kleinert, Jens

doi:10.1080/02701367.2019.1662878

Cited by 43 publications

(36 citation statements)

References 54 publications

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“…For some students, the teacher's lack of competence, variation, and organization skills hampers the experience of being in a supportive social climate. Additionally, when PE teachers are stressed, their stress may also influence the students' contextual experience of stress (Von Haaren-Mack et al, 2019). Relevant for the understanding of environmental stressors, Achievement goal theory (AGT) (Nicholls, 1989;Ames, 1992;Roberts and Treasure, 2012) distinguishes between a performance-oriented (ego-involving) climate, were individuals' ability and improvement are judged against fellow students' comparison and normative standards, mistakes or poor performance are somehow punished, and able students are consistently given praise and more attention.…”

Section: A Multitude Of Stressorsmentioning

confidence: 99%

“…Few studies have directly examined the concept of stressors associated with experiences in PE lessons from the student's perspective in lower secondary school (Blankenship, 2007;Elliott and Hoyle, 2014;Tudor, 2018;Tudor et al, 2018). A systematic review of stress among PE teachers found that to some extent, they experience more stress and burnout than other teachers (Von Haaren-Mack et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study

Åsebø

Løvoll

Krumsvik

2020

Front. Sports Act. Living

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Background: Daily stressors have a significant impact on students' educational outcomes. However, research on students perceived and common contextual stressors in physical education (PE) lessons is limited. Purpose: To identify potential contextual stressors in PE contexts and what students perceive as stressors. Participants: Ninth-grade students (age 14-15) and their PE teachers recruited from three classes in one lower secondary school in Norway. Research Design: This qualitative case study used data generated from descriptive field notes from participant observations in PE lessons, formal interviews and informal conversations with PE teachers, focus group and individual interviews with students, and a supplementary survey using the TurningPoint student response system. Conversations were transcribed verbatim and analyzed using reflexive thematic analysis (Braun and Clarke, 2006; Tolmie et al., 2011; Braun et al., 2019) and the NVivo 12 Pro analysis software. The survey was analyzed using IBM SPSS Statistics 21. Findings: This study supports and expands previous research exploring students' stressors in PE and highlights the volume and variety of potential stressors in PE contexts. The findings shed light on certain similarities and differences that may exist between students of different genders and grades and with different past physical activity experiences. In the present study, spectators, in addition to difficult tasks and low self-efficacy, seemed particularly stressful for girls. This article presents nuances revealed by various qualitative approaches and a supplementary survey. Conclusion: Students in this study experience a multitude of stressors during PE lessons. These include stressors in the teaching, physical, and social environments, as well as personal factors. The stressors experienced depend on the situation, the lesson content, the parties involved, students' past experiences, and their appraisal of these stressors. In our sample, girls seemed to be more vulnerable to contextual stressors in PE than boys.

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Section: A Multitude Of Stressorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study

Åsebø

Løvoll

Krumsvik

2020

Front. Sports Act. Living

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“…Among teachers, physical education teachers have been particularly understudied (Brouwers et al, 2011 ). A recently published systematic review (von Haaren-Mack et al, 2019 ) has synthesized the prevalence rate of stress, its sources, moderators and consequences among physical education teachers. Authors found that the most relevant sources of stress were the curriculum, the lack of adequate facilities and equipment, the low status of physical education teachers and the students' behaviors and discipline problems.…”

Section: Introductionmentioning

confidence: 99%

Occupational Burnout Prevalence and Its Determinants Among Physical Education Teachers: A Systematic Review and Meta-Analysis

Alsalhe

Chalghaf

Guelmami

et al. 2021

Front. Hum. Neurosci.

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Burnout can be defined as an occupational syndrome resulting from poorly managed chronic workplace stress. It is characterized by three dimensions: feelings of energy depletion or exhaustion; increased mental distance from one's job, or feelings of negativism or cynicism related to one's job; and reduced professional efficacy. Teachers are among the human service professionals particularly vulnerable to occupational burnout. Teaching is a highly demanding and challenging task, in that requires constant confrontation with different stakeholders (students and their parents, administrators). Among teachers, physical education teachers have been particularly understudied even though a recently published systematic review has found that they are exposed to high levels of stress. To better explore burnout syndrome among physical education teachers, the present systematic review was undertaken, searching up to six languages. Fifty-six studies were included in the present review. The reported rate of high emotional exhaustion ranged from 11.52 to 60.6%, according to the single study. Pooling together 12 studies and totaling 2,153 physical education teachers, the prevalence rate of high emotional exhaustion was computed to be 28.6 [95% CI 21.9–35.8]. The reported rate of high depersonalization ranged from 3.6 to 45.2%, according to the single study. Pooling together 11 studies and totaling 2,113 physical education teachers, the prevalence rate of high depersonalization was computed to be 14.5% [95% CI 8.0–22.4]. The reported rate of low personal accomplishment ranged from 13.63 to 55.6%, according to the single study. Pooling together 12 studies and totaling 2,153 physical education teachers, the prevalence rate of low personal accomplishment was computed to be 29.5% [95% CI 23.8–35.4]. The reported rate of overall burnout ranged from 10.0 to 51.6%, according to the single study. Pooling together 7 studies and totaling 1,101 physical education teachers, the prevalence rate of overall burnout was computed to be 23.9% [95% CI 13.6–36.0]. No evidence of publication bias could be found, both visually inspecting the funnel plot and conducting the Egger's linear regression test. Burnout imposes a significant burden among physical education teachers. Based on the information contained in the present systematic review and meta-analysis, tailored interventions could be designed to mitigate such a burden. However, due to the limitations of the studies included in the present systematic review and meta-analysis, further research in the field is urgently warranted.Systematic Review Registration:https://osf.io/69ryu/, identifier: 10.17605/OSF.IO/69RYU.

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“…Some children cried owing to what they perceived as poor performance on HRPF tests (e.g., inability to complete a push-up). Therefore, compounded by persistent issues such as low recognition of PE as a course among school personnel and teachers withholding students from PE as punishment or for additional instruction time, it is unclear whether programs like FITNESSGRAM® ® testing actually inform policies to promote physical activity and school health services [11,12]. Hispanic/Latino children are less active at home and during recess at school (compared to their White peers) [13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Developing cardiometabolic risk classifiers for youth using handgrip strength, anthropometrics, and demographics: a machine learning approach leveraging National Health and Nutrition Examination Survey Data

Ajisafe

2021

Preprint

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Background Handgrip strength associates with cardiometabolic (CMB) risk. Health-related physical fitness (HRPF) testing in schools do not explicitly predict CMB disease risk, and commonly engender anxiety, teasing and taunting by peers. Further, school-based screening for hyperinsulinemia using acanthosis nigricans likely misses nascent CMB risk factors like dyslipidemia. This study examined the feasibility of leveraging anthropometrics, demographics, and handgrip strength data to build optimal CMB risk classifiers. Methods The 2011-2014 National Health and Nutrition Examination Survey data from participants aged 12-18 years (n = 402; 205 males) (15.4 ± 1.8 years; 167.4 ± 9.1 cm; 73.2 ± 21.5 kg) who performed bilateral handgrip strength and CMB testing was leveraged. CMB risk was delineated as clustering of three or more risk factors across weight status, mean systolic, mean diastolic, HDL-cholesterol, LDL-cholesterol, total cholesterol, triglycerides, fasting glucose and HOMA-IR. 80% of the balanced dataset was used to train several models (e.g., Decision Tree and K-Nearest Neighbors (KNN)), while 20% was retained for further validation. There were 18 initial features, including age, sex, race, BMI, and combined handgrip strength. SelectKBest, Recurrent Feature Elimination, and Random Forest were deployed to identify the most salient features. Results Resulting models were evaluated using performance metrics such as Area Under the Curve (AUC), recall and precision. The most salient model was a Quadratic Discriminant model involving five features, namely number of people in household, annual household income, number of children 5 years or younger, combined handgrip strength, and waist circumference. When deployed, the model accurately classified 83% and 93% of the positive and negative classes within the test data, respectively (accuracy = 81.7%; AUC = 0.87; Recall = 0.91; Precision = 0.81; F-Measure = 0.92). Conclusions Findings demonstrate demographics, anthropometrics, and handgrip strength can be leveraged (using machine learning techniques) to accurately predict and optimally identify nascent CMB risk in youth while mitigating peer shaming and optimizing student participation in HRPF surveillance protocols in schools. Additional studies are needed to externally validate resulting models and investigate related effects on participation in HRPF testing and CMB risk detection among children and youth.

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Stress in Physical Education Teachers: A Systematic Review of Sources, Consequences, and Moderators of Stress

Cited by 43 publications

References 54 publications

Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study

Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study

Occupational Burnout Prevalence and Its Determinants Among Physical Education Teachers: A Systematic Review and Meta-Analysis

Developing cardiometabolic risk classifiers for youth using handgrip strength, anthropometrics, and demographics: a machine learning approach leveraging National Health and Nutrition Examination Survey Data

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