Physical Activity and Mental Health Patterns: Analysis of Pre-service Teacher Professional Education Students Before and During Field Experience Practice

Indonesian Journal of Kinanthropology (IJOK) Volume 4 Nomor 2, Juli 2024 https://doi.org/10.26740/ijok.v4n2.p20-27 E-ISSN: 2775-2178 Indonesian Journal of Kinanthropology (IJOK) Open Access Physical Activity and Mental Health Patterns: Analysis of PreService Teacher Professional Education Students Before and During Field Experience Practice Muhammad Dzul Fikri1, Delvya Intan Kusumawardhani1, Perdana Setya Prasanto2, Muhammad Ilham Mauluddin3 1 Universitas Negeri Surabaya, Jl. Raya Kampus Unesa, Surabaya, Jawa Timur 60213, Indonesia Pendidikan Ganesha, Jl. Udayana No.11, Singaraja, Bali 81116, Indonesia 3 Universitas Airlangga, Jl. Dr. Ir. H. Soekarno, Mulyorejo, Surabaya, Jawa Timur 60115, Indonesia 2 Universitas Korespondensi: (Dikirim: 18 April 2024 | Direvisi: 3 September 2024 | Disetujui: 4 September 2024) ABSTRACT Background: Professional teachers are required to have good physical and mental health. The hope is that professional teachers can carry out their daily tasks without experiencing significant fatigue. To determine changes in physical activity and mental health before and during the practice of field experiences. Methods: This research uses a quantitative approach with survey methods. The population that is the subject of the study is Pre-service PPG students of Surabaya State University (Unesa) in 2023. The instruments used involved the General Physical Activity Questionnaire (GPAQ) to assess the level of physical activity and the General Health Questionnaire (GHQ) to evaluate the level of mental health of respondents. Results: The study highlights the need to balance physical and mental health among Pre-service PPG students during field experiences. Conclusions: While physical activity increased, it wasn't statistically significant. However, slight rises in psychological distress suggest potential shifts in mental well-being, urging educational institutions to address these aspects for improved teacher education quality. Keywords: physical activity; mental health; pre-service teacher professional education; field experience practice 1. Introduction The Pre-service Teacher Education Program (PPG) aims to prepare prospective teachers to become professional teachers with adequate knowledge and skills. Indonesian Ministry of Education and Culture explicitly states that professional teachers are required to have plenty of competencies. Competency is a series of knowledge, skills, and behaviors that teachers must possess and live with in order to carry out tasks in teaching (Soenarto et al., 2020). According to (Mardhiah et al., 2023), Teacher Professional Education (PPG) is an innovative educational framework derived from the teacher education strategy. According to (Ibda et al., 2023) Professional teachers must be capable of creating a curriculum and planning the lesson and how they can improve their professional knowledge and competence through social interaction. They should undertake a goal-oriented development curriculum, lesson planning, professional dialogue, and professional development. According to (Pranowo et al., 2023) The essential competencies of 21st century professional teachers are characterized One of them is Manage teaching- learning interactions, so Professional teachers can inspire them to improvise learning in and outside the classroom (Arifin et al., 2023). However, mastering learning theory alone will not be enough. Indonesian Journal of Kinanthropology (IJOK) | Volume 4 | Nomor 2 | 2024 | 20-27 20 Muhammad Dzul Fikri, Delvya Intan Kusumawardhani, Perdana Setya Prasanto, Muhammad Ilham Mauluddin Physical Activity and Mental Health Patterns: Analysis of Pre-service Teacher Professional Education Students Before and During Field Experience Practice A Pre-service PPG student is faced with many course assignments. In facing these tasks, Pre-service PPG students need to give efforts not only to academic aspects, but also to physical and mental health. According to (Farley et al., 2020; Zydziunaite et al., 2020) Heavy teacher workload can have a significant impact on student learning outcomes. It can lead to stress, burnout, decreased engagement, and reduced teaching quality, all of which can negatively affect students’ academic achievement and experiences Responding to these tasks requires physical fitness to maintain stamina during the learning process and task completion. Research has shown that physical activity can improve strength, balance, muscular strength and endurance, all of which are essential for maintaining good stamina (Farley et al., 2020). A systematic review also highlighted the positive relationship between physical fitness components, including muscular endurance, and sports participation (Jacob et al., 2023). Government Regulation Number 19 of 2017 article 52 (Peraturan Pemerintah Republik Indonesia Tentang Guru, 2017) states that the teacher's workload is at least 24 hours face-to-face and at most 40 hours face-to-face in 1 week, so with this workload teachers need to have good fitness and mental health. However, there are many teachers professional education pre-service (PPG) students who have sedentary lifestyle habits. Sedentary lifestyles can contribute to the development of cardiovascular diseases, such as high blood pressure, heart attacks, and strokes (Ssewanyana et al., 2018). Sedentary lifestyle It is common for people who lead a sedentary lifestyle to experience back pain, neck pain, shoulder pain, and joint pain (Zhou et al., 2023). It is essential for pre-service (PPG) students to be aware of the risks associated with a sedentary lifestyle and to prioritize regular physical activity to mitigate these health impacts. Additionally, insufficient sleep duration has been associated with unhealthy dietary habits, increased screen time, and being overweight/obese in children and adolescents, highlighting the potential health consequences of a sedentary lifestyle (Tambalis et al., 2018). According to WHO, adults should at least do at least 150 minutes of moderate-intensity physical activity per week or 75 minutes per week, do high-intensity physical activity (World Health Organization, 2022). A study on adolescents in Ireland found that higher participation in physical activity was associated with higher scores on positive mental health indicators and lower scores on mental health problems indicators (Molcho et al., 2021). Another study with pre-elderly people in Spain revealed that a low level of physical activity was associated with mental health vulnerability, anxiety, depression (in women), and the consumption of more medications (Carmona-Torres et al., 2021). Many students participating in insufficient levels of both aerobic and musclestrengthening activities (Wilson et al., 2023; Wilson et al., 2021). The physical environment is among one of the various interconnected factors that influence participation in physical activity (Sallis et al., 2008; Wilson et al., 2023). Attention to mental health (...truncated)