Physical Activity Barriers and Holistic Wellness among Teacher Education Students
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Abstract
This study aimed to determine the significant relationship between physical activity barriers and holistic wellness among teacher education students. Using quantitative research design, the study employed descriptive-correlational method with 180 teacher education students as respondents. There was significant relationship between physical activity barriers and holistic wellness among teacher education students. The results revealed that among teacher education students, the mean scores for physical activity barriers were: lack of willpower (3.43), lack of time (3.30), lack of resources (3.08), fear of injury (2.79), and lack of skills and social influence (both 2.76). These results yielded an overall mean of 3.09, indicating a moderate level of perceived barriers; notably, the only barrier to reach a "high" mean was lack of energy (3.54). Regarding holistic wellness, students achieved high mean scores in physical and environmental health (3.74), mental and emotional health (3.95), and spiritual and social health (4.18). The overall result of the two variables got computed on Pearson R-value of 267 that generated a p-value of .000, which means that based on the 0.05 level of significance, the probability yield was less than the alpha value (p<.05) means there is a significant relationship between physical activity barriers and holistic wellness among teacher education students.
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