CC BY
155
DOI 10.14526/02_2018_317
THE EFFECT OF EXERCISE ON ATHLETE AND NON-ATHLETE STUDENTS' MENTAL HEALTH IN PHYSICAL DIMENSION, ANXIETY, SLEEP DISTURBANCE,
SOCIAL FUNCTION, AND DEPRESSION
Siavash Khodaparast Sareshkeh1, Vahid Bakhshalipour2
1 Department of Physical Education and Sport Science, Lahijan Branch, Islamic Azad University,
Guilan, Lahijan,Iran, s.khodapast.yahoo.com Sama Technical and Vocational Training College, Islamic Azad University, Lahijan Branch,
Siyahkal, Iran, s.khodaparast.yahoo.com
Annotation. The purpose of this study was to examine the effect of exercise on athlete and non-athlete students' mental health in physical dimensions, anxiety, sleep disturbance, social function, and depression. Methods. This study was a causal-comparative research that has been conducted through field method. The statistical population of this study was all students in Tarbiat Modares University that its non-athlete population was 6032 and its athlete population was 298. 680 non-athlete students and 204 athlete students were selected as Morgan's table. The instrument of this study was included General Health Questionnaire (GHQ-28). The collected data were analyzed by Kruskal Wallis Test and Mann-Whitney U test. Results. The results showed that there was a significant difference between male and female athlete students and between female athlete and non-athlete students in social dysfunction subscale, so that female athlete students' social function had a better position in both groups. On the other hand, the difference between non-athlete female and male students was not significant in any of the subscales, but the difference between male athlete and non-athlete students was significant in all subscale of mental health. Other results of this study showed that there was a significant difference between married and single students' mental health (p <0.05), so that married students had higher mental health than single students in somatic symptoms, social dysfunction, and depression subscales. Conclusion. Therefore, the increasing of motivation should be considered through the culture building and the promotion of general knowledge about the benefits of physical activity.
Keywords: Exercise, mental health, athlete and non-athlete students, single and married students For citations: Siavash Khodaparast Sareshkeh, Vahid Bakhshalipour. The effect of exercise on athlete and non-athlete students' mental health in physical dimension, anxiety, sleep disturbance, social function, and depression. The Russian Journal of Physical Education and Sport (Pedagogico-Phycological and Medico-Biological Problems of Physical Culture and Sports). 2018; 13(2): 107114. DOI 10.14526/02 2018 317
Introduction. Today, the poor movement that has been created as a result of tremendous improvements in technology and mechanization of life and different jobs affects lifestyle in human societies. These very serious changes have had profound effects on human relationships at different levels of family and relationships with friends (1). If we look at human's physical construction, we will realize that human need naturally different kinds of physical activities for his/her entire development and evolution and the lack of adequate mobility and the lack
of proper physical activities will disrupt different body systems. This great development in terms of health and well-being is one of the most important problems of today's human (1). This is very important for students, especially for students who are studying in a Master's degree. Students should have a physical and mental health due to their role in social, cultural, and economic structures and their preparation to participate in social activities (2). According to the World Health Organization (WHO), a person who does not have mental health is not
107
considered a healthy person. This message is also approved by Pan American Health Organization and World Federation of Mental Health (3). The mean of mental health is human's specific dimensions health such as intelligence, mind, and thought (4). Mental health is one of the factors that can be effective in the dynamics and development of a community. Research evidence show some environmental controversies that affect students' mental health such as the desire for different social entertainments against willingness to study, the desire for physical superiority against organ limitations, the need to the lessons development against the feel of incompetence, the fear of personality expression against the desire for self-esteem, and job selection (6). According to researchers' idea who has mental health is a person that is distant from anxiety and disability symptoms and she/he can establish a constructive relationship with others, and is able to cope with life stresses (6, 7). On the other hand, conducted studies in the field of psychology and exercise have shown that exercise and physical activities are one of the effective methods for the prevention and treatment of mental illnesses (7). Scientific evidences have shown that the participation in physical activities and the increasing of cardiovascular fitness are considered as an important factor in the improvement of mental health and mood (8). Nine factors are important in the creation of happiness and mental health that the participation in physical activities and exercise is one of the most important factors (9). Bakhshalipour, et al., (2017) studied psychological and physical indexes in women that they concluded that aerobic activities and trainings had many benefits for behavior and mood. Also, they stated that physical activities s were associated with the reduction of stress, tension, and the increasing of self-esteem (8). Wang, et al., (2004) expressed in their study that physical activity can play a role in the maintaining of securing mental health (10). The results of their study showed that exercise played an important role in the change of the
positive mood, self-satisfaction, sense of competence and efficiency that are components of individuals' mental health (10). Conducted Studies by Ainsworth, et al. (2005) showed that physical activity and exercise were effective on the promotion of mental health, the reduction of depression, and the increasing of well-being, mental and social health, self-esteem, and self-discovery (4). On the other hand, there is a strong relationship between sleep quality and mental health. Also, the use of exercise is usually a non-drug strategy that can have beneficial effects on individuals sleep (26). Studies have shown that the use of physical activity is one of the most effective daily behaviors in the relationship with sleep quality and mental health (27, 28, 29). This study has compared male and female athlete and non-athlete students' mental health, since many researchers have emphasized the role of physical activity and exercise as an instrument for the prevention of diseases and mental disorders and due to the existence of significant differences in men and women's physiological characteristics. The study in this field is important that exercise, gender, and marital status may have different effects on students' mental health. According to the findings of this study and differences of effectiveness in students due to studied different factors, we hope that can provide more effective and coherent programs for more participation in sports activities of different groups with an attention to these differences to improve students' dimensions of mental health and the reduction of mental and psychological stresses in addition to the improvement of their physical abilities with the participation in sports activities.
Materials and methods. The method of this study was casual-comparative that has been conducted through field method.
Participants. The statistical population of this study was all students in Tarbiat Modares University who were studying for the master's degree and doctorate. The population of these students was 6337 that its non-athlete population was
3660 men and 2372 women and its athlete population was 220 men non-athlete student and 78 women. The statistical sample of this study according to Morgan's table was included 350 male and 330 female non-athletes and 140 male and 64 female that they were selected by a random and stratified sampling.
Instruments and Tasks. The
instrument was included General Health Questionnaire (GHQ-28) that designed by Goldberg and Hiller (1979). It is a standard instrument that is used in 70 countries including in Iran (8). The reliability of this questionnaire has been calculated 0.91 by Palahang, et al (12). The used questionnaire in this study had four subscales and each subscale had 7 questions. These four subscales included: a) somatic symptoms, b) sleep anxiety and disturbance, C) social dysfunction, and d) depression symptoms. Different methods have been proposed for the scoring of test. Likert's method has been used in this study. According to this method, each answer scored zero to three (0-1-2-3).
Each person's total score was obtained from the sum of scores of the four subscales (13).
Procedure. The purpose and the process of study were explained to subjects. The participants were assured that their data will be kept confidential and those will not be available to anyone. Then all subjects completed a consent form to participant in this study and they attended with the complete satisfaction in this study. The researcher distributed the questionnaires among the subjects. The subjects complete the questionnaires.
Data Analysis. The collected data were classified by descriptive statistical methods and were analyzed by Kruskal Wallis Test and Mann-Whitney U test (a<0.05).
Results. The results in table (1) showed that there was a significant difference between male and female athlete students in the social dysfunction subscale (P<0/05), so that female athlete students had higher mental health than male athlete students.
Table 1. The related statistics to the comparison of mental health and its subscales between male and female athlete students
Statistical indexes Male Athlete Female Athlete
Mental indexes Rating Mean Rating Mean Z Sig
Mental Health 103.28 100.80 27.0 0.78
Somatic symptoms 96.66 111.23 - 0.10
1.63
Sleep Anxiety and Disturbance 97.28 110.61 - 0.12
1.51
Social Dysfunction 108.47 89.44 - *
2.15 0.03
Depression 102.39 101.13 - 0.88
0.14
The lower mean shows a better mental health. * P < 0.05
The results in table (2) showed that there was no significant difference between male and female non-athlete students in the total score
of mental health and somatic symptoms, sleep anxiety and disturbance, social dysfunction, and depression subscales (P>0.05).
Table 2. The related statistics to the comparison of mental health and its subscales between male and female non-athlete students
Statistical indexes Male Non-Athlete Female Non-Athlete Z Sig
Mental indexes Rating Mean Rating Mean
0.7 8
Mental Health 202.95 186.95 1.37
Somatic symptoms 202.11 188.19 - 0.2
1.20 3
Sleep Anxiety and Disturbance 0.1 1
203.87 185.59 1.57
Social Dysfunction 196.62 196.32 - 0.9
0.02 8
Depression 200.99 189.85 - 0.3
0.97 3
The lower mean shows a better mental health.
The results in table (3) showed that there was a significant difference between male athlete and non-athlete students in the total mean of mental health and somatic symptoms, sleep
anxiety and disturbance, depression (P<0.01), and social dysfunction (P<0.05) subscales, so that male athlete students had higher mental health than male non-athlete students.
Table 3. The related statistics to the comparison of mental health and its subscales between male athlete and non-athlete students
Statistical indexes Male Athlete Male Non-Athlete Z Sig
Mental indexes Rating Mean Rating Mean
0.0 01*
Mental Health 159.33 204.35 3.90
Somatic symptoms 154.99 205.08 - 0.0
4.37 01*
Sleep Anxiety and Disturbance 0.0 01*
159.77 202.26 3.69
Social Dysfunction 169.13 198.49 - 0.0
2.56 1**
Depression 168.52 198.86 - 0.0
2.68 07*
The lower mean shows a better mental health. *P < 0.01 * *P < 0.05
The results in table (4) showed that there was dysfunction subscale (P<0.01), so that female
a significant difference between female athlete students had better social function than
athlete and non-athlete students in the social female non-athlete students.
Table 4. The related statistics to the comparison of mental health and its subscales between female athlete and non-athlete students
Statistical indexes Female Athlete Female Non-Athlete Z Sig
Mental indexes Rating Mean Rating Mean
0.0 7
Mental Health 99.34 116.43 1.79
Somatic symptoms 107.14 113.27 - 0.5
0.64 1
Sleep Anxiety and Disturbance 0.8 5
111.00 112.73 0.18
Social Dysfunction 85.05 122.22 - 0.0
3.93 01*
Depression Symptoms 101.29 114.87 - 0.1
1.45 4
The lower mean shows a better mental health. *P < 0.01
The results in table (5) showed that married somatic symptoms (P<0.05) subscales. students' rating mean of mental health was Therefore, married students had higher mental lower than single students' rating mean of health than single students in these subscales. mental health in all subscales that this difference was significant in mental health, social dysfunction, depression (P<0.01), and Table 5. The related statistics to the comparison of mental health and its subscales between single
and married students
Statistical indexes Single Married
Mental indexes Rating Mean Rating Mean Z Sig
0.0 03*
Mental Health 310.84 264.81 2.93
Somatic symptoms 305.91 274.08 - 0.0
2.04 4**
Sleep Anxiety and Disturbance 0.1 3
303.56 280.14 1.50
Social Dysfunction 310.64 265.33 - 0.0
2.90 04*
Depression Symptoms 311.07 262.50 -316 0.0
02*
The lower mean shows a better mental health. *P < 0.01 * *P < 0.05
Discussion and Conclusion. The
purpose of this study was to examine the effect of exercise on mental health in physical dimensions, anxiety, sleep disorder, social function, and depression in athlete and non-athlete students. The results of this study in the comparison of mental health mean in male and female athlete students and in female athlete and non-athlete showed that female athlete students had better performance in social function than male athlete and female non-athlete students. Fax and Matius have stated about the explanation of this result that
female athletes who participate in a training program benefit physically and socially and they enjoy sports groups and new friendships (15). These interactions help to eliminate feelings and distractions and non-athlete women are deprived of the opportunity that physical activities provide for them (15). Also, female athlete students' high social function than athlete male students may be due to men and women's different physiological characteristics including hormonal secretion and body composition (15) that those can affect their physiological
and social characteristics. This result is consistent with the results of Nasri and Vaez Mousavi's (2006) study. They studied sports coaches' mental health and concluded that female coaches' mental health was higher than male coaches (16). Alizadehasli (2003) found different results (17). He compared general health in athlete students that results showed that there was no significant relationship between gender and social dysfunction (17). The importance of this issue is that physical education and sports programs can resolve some of these social needs in participants. The results of Tucker's study showed that physical fitness reduced significantly the risk of mental disorders in men and women (8). The results of this study is consistent with the results of Bakhshalipour, et al's (2017) study that they examined the effect of aerobic training on non-athlete postmenopausal women's mental health (5). On the other hand, the difference in mean of mental health in the comparison of male and female athlete and non-athlete students did not show a significant difference in any of the subscales, but it was significant in all subscales with the comparison of male athlete and non-athlete students. So that male athlete students' mental health had better condition than the male non-athlete students. This result is consistent with the results of Khalaji, et al,'s (2007) study (14). They stated that male athlete students who participate regularly in physical activities such as walking, jogging, swimming, aerobics, or playing in sports teams can be able to do boring tasks in a longer period than inactive male students that this can be due to adaptive responses in a body as a result of regular exercise (14). There is a lot of evidence about the benefits of regular physical activity for general health (17, 27, 28). Studies show that intense and regular exercise is associated with less stress and anxiety. Also, people who participate in fitness and exercise programs report that their attitudes and efficiency are better at work, for example, they make less mistakes (20). It seems that exercise can play an important role in students' physical and
mental health due to all subjects are students who study at master's level and they do many research works, and modern life conditions that have physical abnormalities such as back pain, joint damage, and diseases such as obesity and cardiovascular diseases. Therefore, the increasing of motivation through culture and the promotion of general knowledge about the benefits of physical activity can be considered as one of the options for the improvement of student sport. A program that may not have been seriously considered so far. The other result of this study was that there was a significant difference between married and single students in terms of mental health indexes (P<0.05), so that married students had better status than single students in mental health, social function, depression, and somatic symptoms subscales. One of the points that can be emphasized in the explanation of this conclusion is paying attention to the role of marriage in the supply of social support. The benefit of this support enables students to solve their problems more precise and more accurate and it will increase the happiness in students' life. Sarafino (2002) believes that social support from friends, family, and others leads to the reduction of mental stresses in people and it affects their mental health (21). Hosseini and Hosseinchari (2004) compared some indexes of mental health in single and married students of Shiraz University (22). They concluded that married students' total score of mental health (45.18) was lower than single students' total score of mental health (23.65). Also, married students' score in all subscales is lower than that single students' score that it indicates married students had higher mental health than single students (22). This result is consistent with the results of
Lynch (1990); Berkman (1995); Zahrakar (2002); and Bakhshalipour, et al,'s (2016) study (23, 24, 25, 28).
Conflict of interest. The authors declare no conflict of interest.
References
1. Zarkhah M. (2009). The leisure time in Mellat Bank employees of Tehran and the needs assessment of recreational and sports programs. MA
thesis, Islamic Azad University Central Tehran Branch, Iran.
2. Farahbakhsh S., Gholamrezaee S. Nikpey I. (2007). The survey of students' mental health in relationship with educational factors. Journal of Fundamentals of Mental Health, no 9(33-34), pp. 6166.
3. Martin Prince, Vikram Patel, Shekhar Saxena, Mario Maj, Joanna Maselko, Michael R Phillips, Atif Rahman. (2007). No health without mental health. Global Mental Health 1www.thelancet.com Vol 370 September 8. 2007.
4. Narimani M. (2006). The comparison of general health in athlete and non-athlete students. The Third National Conference on Mental Health in students, Iran University of Science and Technology. pp. 360-364.
5. Bakhshalipour V., Sanatkaran A., Khodaparast Sareshkeh S., Zivdar Z., Azizi B. The effectiveness of selected aerobic training on the mental health in non- athlete postmenopausal women. Sport Scientific and Practical Aspects. Sport SPA. 2017, Vol. 14, no 1, pp. 5-10.
6. Isfahani N. (2002). The effect of exercise on mental health in physical dimension, anxiety, sleep disorder, social function, and depression in Alzahra University Students. Harakat, (12): 75-86.
7. Kamau, C.W. Burnout. (1992). locus of control and mental health of teachers in eastern province of Kenya, Unpublished PhD. Thesis in Education submitted in Punjab University Chandigarh, Chandigarh. pp. 123-129.
8. Goudarzi M., Hemayattalab R. (2006). The comparison of happiness factors in individual and team athletes of Tehran University. Research on Sport Sciences. no 15, pp. 57-66.
9. Hemayattalab R., Bazzazan S., Lahmi R. (2003). The comparison of happiness and mental skills in female athlete and non-athlete students of Tehran Universities and Payame Noor Universities. Journal of Movement Science and Sport. no 18, pp. 132-140.
10. Tasai Eva, (2005). A cross cultural study of the influence of perceived positive outcome participation in regular active recreation: Hong Konand Australian University Students. Leisure Sci.Vol.27, no (5), pp. 385-404.
11. Kerlinger F.N., Pedhazur E. J. (1983). Multiple regression in behavioral research. New York: Holt, Rinehart and Winston.
12. Mousavi J., Mozaffari A.A. (2007). The comparison of mental stress in athlete and non-athlete employees of Islamic Azad University Branches in the region 3 of country. Journal of Movement Science and Sport. no 9, pp. 59-70.
13. Nikgoftar M. (2006). The role of emotional intelligence training on academic achievement and general health of students. Ph.D.
thesis, Faculty of Humanities, Tarbiat Modares University, Iran. pp. 115.
14. Khalaji H., Bahram A., Aghapour S.M. (2007). Fundamentals of Physical Education and Sport Science. Publication of Samt, Tehran, Iran.
15. Fax and Matius. (1999). Sport Physiology (translated by Asghar Khaledan, 3rd Edition, Publication of Tehran University, Iran.
16. Nasri S., Vaez Mousavi M.K. (2006). The survey of mental health and quality of life in sports coaches of Iran. Research on Sport Sciences. no 4(13), pp. 51-79.
17. Alizadehasli A. (2003). The comparison of general health dimensions in athlete and non-athlete students of Shiraz University and its interactive relationship with gender. MA thesis in Educational Psychology, Shiraz University, Iran.
18. US Department of Health and Human Services. (1996). Physical Activity and Health: A Report of the Surgeon General. Atlanta, GA: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion.
19. Paffenbarger R. S., Hyde R. T., Wing A. L., Hsieh C. C. (1986). Physical activity, all-cause mortality, and longevity of college alumni. New England Journal of Medicine. no 314, pp. 605-613.
20. Sarafino E.P. (2005). Health Psychology (translated by Ahmadi Abhari, A). Publication of Roshd, Tehran, Iran.
21. Sarafino E.P (2002). Health Psychology Biopsychosocial Interactions. John Wiley & Sons, INC.
22. Hosseini F., Hosseinchari M. (2004). The comparison of some indexes of mental health in single and married students of Shiraz University. The Third National Conference on Mental Health in students, Iran University of Science and Technology. pp. 124-128.
23. Lynch J.J. (1990). The broken heart: The Psychology of human contact. In P. Ornstein & C. Swencionis (Eds). The healing brain: A Scientific reader. New York: Guiford.
24. Berkman L.F. (1995). The role of social relations in health promotion. Psychology Review. no 48, pp. 134-142.
25. Zahrakar K. (2002). The role of marriage in mental health. Family counselor. pp. 238-9.
26. Bakhshalipour V., Khodaparast Sareshkeh M., Falah Kazemi M. (2016). The effect of a moderate-intensity aerobic training program on the, S., Keramati Moghadam sleep quality, BMI, and weight in non-active people with type 2 diabetes. Sport SPA. no 13(1), pp. 13-18.
27. Bakhshalipour V., Khodaparast Sareshkeh S., Falah Kazemi M., Keramati Moghadam M., Soleimani Keshayeh S. (2016). The effect of regular moderate-intensity physical activity on sleep quality in non-active elderly women. IJPESH. no 3(3), pp. 430-433.
28. Bakhshalipour V., Khodaparast Sareshkeh S., Zivdar Z., Touba N. (2016). The comparison of mental health between male athlete and non-athlete students in Islamic Azad University Branches of Guilan Province. Sport Scientific and Practical Aspects. no 13(2), p. 25.
29. Bakhshalipour V., Sanatkaran A., Rezaei Soufi M. (2015). The effects of 4-week of aerobic exercise training on non-athlete male students sleep and life quality. IJBPAS. 4(12), Special Issue, pp. 103-118.
Submitted: 24.05.2018
Author's information
Siavash Khodaparast Sareshkeh - Department of Physical Education, Piranshahr Branch, Islamic Azad University, Piranshahr, Iran, e-mail: s.khodaparast.yahoo.com
Vahid Bakhshalipour- Sama Technical and Vocational Training College, Islamic Azad University, Lahijan Branch, Siyahkal, Iran, e-mail: [email protected]
DOI 10.14526/02_2018_318
THEORETICAL EFFECTIVENESS SUBSTANTIATION OF PHYSICAL CULTURE AND SPORT LESSONS FOR PHYSICAL, MORAL AND PSYCHIC HEALTH CORRECTION
OF CHILDREN AND TEEN-AGERS
Edyshev D.S.1, Nazarenko O.S.1, Valkina O.N.1
1 Federal State Budgetary Educational Establishment of Higher Education "Ulyanovsk State Pedagogical University Named After I.N. Ulyanov" Russia, Ulyanovsk, [email protected]
Annotation. Further state development and strengthening is determined by the ability of the oncoming generations to take responsibility for the important objectives realization, which provide high tempo of all national economy development spheres. It demands the corresponding level of physical and spiritual- moral health; the mechanisms use, which support normal functioning of an organism. Materials. Theoretical and methodological necessity substantiation of children and teenagers with deviant behavior involvement into physical-sports activity, as a prospective direction of their physical, moral and psychic health correction. Research methods: scientific and scientific-methodical literature analysis and systematization, progressive pedagogical experience summarizing, pedagogical experiment, testing, methods of mathematical statistics. Results. The methodology of involvement students into a systematic directed physical load use is created. The specificity of lessons was their orientation to the definite aim achievement for the definite time period, taking into account motivation, the level of physical readiness, individual peculiarities, interests, abilities and needs. Experimental check showed the expediency of the created methodology. Conclusion. The results of the pedagogical experiment showed that physical culture and sport are powerful means of the organism preservation regulatory systems in case of their rational use. Children and teen-agers involvement into physical-sports activity is a prospective direction of their physical, spiritual-moral health correction; creates the conditions for their creative development. The importance of physical exercises for moral-volitional, moral and intellectual qualities formation should be taken into account. Educational-upbringing activity
