Back-Health Knowledge and Misconceptions Related to the Daily Life Activities of Secondary School Students

Abstract

High school students with better knowledge about back care have fewer problems, but conceptual errors can hinder the acquisition of essential knowledge necessary for developing healthy habits. This study analyzed secondary school students’ declarative knowledge and misconceptions related to back care in daily activities. An exploratory cross-sectional study was conducted with 80 girls and 89 boys aged 14–18 years (M = 15.68, SD = 2.12). The Health Questionnaire on Back Care Knowledge in Activities of Daily Living was used to evaluate knowledge using the true answer model (TAM) and the misconception model (MM). Using the test–retest method, both models’ reliability was confirmed (TAM = 0.75; MM = 0.77), while only a minimal measurement error was identified (TAM = −0.01; MM = −0.07). The average scores were 6.23 for the TAM and 2.29 for the MM. The results showed no significant differences in both models. The analysis indicated that students had the most accurate knowledge of the location and function of the spine, whereas misconceptions regarding anatomical understanding and body posture usage were common. An analysis of the results under Reassumption Theory emphasizes the significance of comprehending concepts such as load transmission and spinal stability to maintain back health, thus highlighting the need for improved education in these areas to address misconceptions and enhance overall back-care knowledge.

Keywords

• concept-based physical education
• learning
• prior knowledge
• naïve conception
• conceptual change