Impact of online learning on physical activity during COVID-19 lockdown period among female undergraduate students in Saudi Arabia: a cross-sectional study
Rania Almeheyawi,
Alaa Alsini,
Bayadir Aljadrawi,
Layan Alshehri,
Rawan Algethami,
Razan Althobaiti,
Ahlam Alrubeai,
Hosam Alzahrani,
Fahad Alshehri,
Yousef Alshehre
Affiliations
Rania Almeheyawi
Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif, Saudi Arabia
Alaa Alsini
Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif, Saudi Arabia
Bayadir Aljadrawi
Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif, Saudi Arabia
Layan Alshehri
Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif, Saudi Arabia
Rawan Algethami
Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif, Saudi Arabia
Razan Althobaiti
Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif, Saudi Arabia
Ahlam Alrubeai
Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif, Saudi Arabia
Hosam Alzahrani
Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif, Saudi Arabia
Fahad Alshehri
Department of Physical Therapy, College of Applied Medical Sciences, Taif University, Taif, Saudi Arabia
Yousef Alshehre
Department of Physical Therapy, Faculty of Applied Medical Sciences, University of Tabuk, Tabuk, Saudi Arabia
Background During early 2020, because of the COVID-19 pandemic and related lockdown, most education systems—including universities—shifted from face-to-face classes to online learning. In Saudi Arabia, this might have contributed to a decreased level of physical activity (PA) and a concurrent increase in sedentary behaviour among young adults. This study aimed to investigate the impact of online learning on PA during the COVID-19 lockdown period among female undergraduate students in Saudi Arabia. Methods Data were collected through an online survey administered to participants. It consisted of three sections including demographic information, participants’ perception towards online learning and PA, and PA level using the self-reported active-questionnaire survey tool. The association between online learning and PA was measured using linear regression. The statistical significance was set at P 30 hours/week had lower PA (r = − 363.24; 95% confidence interval (CI) −593.97, −132.50), followed by those attending 25–30 hours/week (r = − 277.66; 95% CI −484.65, −70.66). Conclusion Online learning has negatively affected the PA level of female undergraduate students in Saudi Arabia during the COVID-19 lockdown period, in a dose-dependent manner. Moreover, this might affect their phycological status. Nevertheless, future studies are warranted to further investigate the relationship between PA level and psychological status.
