e-Pedagogium 2018, 18(2):96-108 | DOI: 10.5507/epd.2018.023

Mental Load of Secondary School Students in Educational Process in the Context of School Physical Activity

Radim Žatka, Karel Frömel, Petr Valach, Dorota Groffik, Zbyněk Svozil
Mgr. Radim Žatka, Institut aktivního životního stylu, Fakulta tělesné kultury Univerzity Palackého v Olomouci, Tř. Míru 117, 771 47 Olomouc-Neředín, e-mail: radim.zatka@gmail.com, tel.: +420 774 229 079

Demands for current school education are increasing, which is a challenge to fundamental changes in school life style in the context of the rise of civilisation diseases in children and youth. The aim of this paper is to point out that the school in the educational process, within the school subjects, also acts on the students as a stressor. Furthermore, the paper aims to highlight the danger of negative impact of mental load on adolescents' physical activity, in particular, among girls of adolescent age. Therefore, it is the responsibility of educators to look for ways to effectively compensate for this psychological burden. The research was conducted at 21 secondary schools in the Czech Republic and 11 in Poland, and a total of 4,784 participants were included in the study. The results have shown that students are most exposed to stress in natural science subjects. This psychological burden is not compensated for in the context of daily physical activity, especially among girls. The management of school and educators should be more concerned with compensating for the psychological burden of students in the educational process, and a certain benefit could be expected from the development of school physical activity programs and their effective implementation.

Keywords: Sedentary behaviour, psychological burden, stress, well-being, compensation, school subjects

Published: June 1, 2018  Show citation

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Žatka, R., Frömel, K., Valach, P., Groffik, D., & Svozil, Z. (2018). Mental Load of Secondary School Students in Educational Process in the Context of School Physical Activity. e-Pedagogium, 18(2), 96-108. doi: 10.5507/epd.2018.023
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