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Allergies in early and preschool children
No full textAlergije su pretjerane reakcije imunološkog sustava koje se stvaraju pri doticaju sa tvarima koje uobičajeno nisu štetne za organizam. Alergen je svaka tvar koja može izazvati alergijsku reakciju te postoje inhalacijski, nutritivni, kontaktni i medikamentozni alergeni. U odrasle osobe su najzastupljenije alergije na inhalacijske alergene (najviše na pelud) dok su u dječjoj dobi zastupljenije alergije na nutritivne alergene. Alergije izazivaju mnoštvo alergijskih bolesti a u ovom radu su navedene: alergijska astma, alergijski rinitis, alergijski konjunktivitis, atopijski dermatitis, kontaktni dermatitis, urtikarija (koprivnjača), angioedem, alergije na hranu, alergije na ubode kukaca, alergije na lijekove i anafilaksija. Uzroke alergija i alergijskih bolesti ne možemo u potpunosti prepoznati ali utjecaj imaju genetika, izlaganje alergenima, okoliš i način života. Sve veći broj djece ima alergije i stoga je vrlo bitno pravilno educirati stručno i nestručno osobe odgojno-obrazovnih ustanova kako bi mogli zadovoljiti sva prava djece i omogućiti im nesmetan rast i razvoj.Allergies are excessive reactions of the immune system that are created when we get into contact with substances that are not normally harmful to the body. An allergen is any substance that can cause an allergic reaction, and there are inhalant, nutritional, contact and medicinal allergens. In adults, allergies to inhalation allergens (mainly to pollen) are most common, while allergies to nutritional allergens are more prevalent in children. Allergies cause many allergic diseases, and in this paper are listed: allergic asthma, allergic rhinitis, allergic conjunctivitis, atopic dermatitis, contact dermatitis, urticaria (hives), angioedema, food allergies, insect sting allergies, drug allergies and anaphylaxis. We cannot fully identify the causes of allergies and allergic diseases, but genetics, exposure to allergens, environment and lifestyle have an influence. An increasing number of children have allergies, and therefore it is very important to properly educate the professional and non-professional staff of educational institutions so that they can satisfy all the rights of children and enable their smooth growth and development
Image of a child in Reggio and Montessori pedagogy
No full textSlika o djetetu ima veliku vaţnost u odgojno-obrazovnim ustanovama. Ona odraţava ne samo pristupe koje odgojitelj ima prema djetetu, već i cjelokupni pristup odgojno-obrazovne prakse. Svaka pedagoška koncepcija ima svoj specifičan pogled na dijete i rano djetinjstvo, što rezultira različitim slikama o djetetu unutar tih pristupa. Postoje različite pedagoške koncepcije od kojih neke imaju specifične poglede na dijete i pristup njegovu razvoju. Reggio Emilia pedagoška koncepcija i pedagoška koncepcija Marije Montessori dva su istaknuta pedagoška pristupa koja se snaţno odreĎuju upravo prema slici koju imaju o djetetu. Unatoč razlikama u filozofiji, obje pedagoške koncepcije dijele isti cilj, poticanje cjelovitog razvoja djeteta uz prepoznavanje njegove jedinstvene vrijednosti i potencijala. U Reggio Emilia pedagoškoj koncepciji postoji više različitih slika o djetetu, jer svaka osoba u sebi nosi jedinstvenu predodţbu koja oblikuje njen pristup prema djetetu. Ta unutarnja slika o djetetu koju svatko nosi u sebi odreĎuje kako se odnosimo prema djetetu, kako komuniciramo s djetetom, kako ga slušamo i promatramo. Slično tome, u Montessori pedagoškoj koncepciji dijete je u središtu paţnje i promatra se s poštovanjem u svojoj cjelovitosti. U Montessori pedagogiji nema ciljeva koji su izvan okvira djeteta, osnovno načelo je pruţiti podršku djetetu u svim fazama njegova razvoja – tjelesnog, intelektualnog i emocionalnog – od roĎenja pa nadalje. Ovaj rad nastoji pregledom literature prikazati osnovne karakteristike ova dva pedagoška pristupa s posebnim naglaskom na sliku o djetetu.The image of the child is of great importance in educational institutions. It reflects not only the approach that the educator has towards the child, but also the overall approach to educational practice. Each pedagogical conception has its own specific view of the child and early childhood, resulting in different images of the child within these approaches. There are different pedagogical conceptions, some of which have specific views on the child and the approach to his development. The Reggio Emilia pedagogical concept and Maria Montessori's pedagogical concept are two prominent pedagogical approaches that are strongly determined by the image they have of the child. Despite the differences in philosophy, both pedagogical conceptions share the same goal, the stimulation of the child's complete development while recognizing his unique value and potential. In the Reggio Emilia pedagogical concept, there are several different images of the child, because each person carries a unique idea that shapes their approach to the child. That inner image of a child that everyone carries inside determines how we relate to the child, how we communicate with the child, how we listen to and observe him. Similarly, in the Montessori pedagogical concept, the child is the center of attention and is viewed with respect in its entirety. In Montessori pedagogy, there are no goals that are beyond the scope of the child, the basic principle is to provide support to the child in all stages of his development – physical, intellectual and emotional – from birth onwards. This paper tries to present emphasis on the image of the child through a literature review
Differences in selected motor skills among fourth grade elementary school students in rural and urban areas
No full textCilj ovog istraživanja bio je ispitati razlike u motoričkim sposobnostima učenika četvrtih razreda osnovnih škola u ruralnim i urbanim područjima. U istraživanju je sudjelovalo 69 učenika, od kojih je 38 bilo iz ruralnog, a 31 iz urbanog područja. Provedeni su standardizirani testovi za procjenu različitih motoričkih sposobnosti, uključujući brzinu, eksplozivnu snagu, fleksibilnost, koordinaciju, repetitivnu i statičku snagu. Rezultati pokazuju da su učenici iz ruralnih područja postigli bolje rezultate u većini testova, iako statistički značajne razlike postoje samo u testovima Tapping rukom (p = 0,015) i Izdržaj u visu zgibom (p = 0,015), gdje su učenici iz ruralnih područja pokazali superiornost. U ostalim testovima, poput Skok u dalj s mjesta, Pretklon raznožno, Poligon natraške, Podizanje trupa i Prenošenje predmeta pretrčavanjem, razlike između učenika iz ruralnih i urbanih sredina nisu bile statistički značajne (p > 0,05). Ovi rezultati upućuju na to da iako postoje razlike u motoričkim sposobnostima između učenika iz različitih sredina, nastava Tjelesne i zdravstvene kultur i izvanastavne i izvanškolske sportske aktivnosti uspijevaju korigirati te razlike.The goal of this research was to examine the differences in the motor skills of fourth-grade elementary school students in rural and urban areas. 69 students participated in the research, of which 38 were from rural areas and 31 from urban areas. Standardized tests were administered to assess various motor abilities, including speed, explosive power, flexibility, coordination, repetitive and static strength. The results show that students from rural areas achieved better results in most tests, although statistically significant differences exist only in the tests Tapping with the hand (p = 0.015) and Endurance in a high pull-up (p = 0.015), where students from rural areas showed superiority. In the other tests, such as long jump from a standing position, various forward bends, backhand polygon, raising the trunk and carrying objects by running, the differences between students from rural and urban areas were not statistically significant (p > 0.05). These results indicate that although there are differences in motor skills between students from different backgrounds, the teaching of Physical and Health Culture and extracurricular and extracurricular sports activities manage to correct these differences
Different forms of child abuse and the role of abuse on mental health and emotional development
No full textPostoje različiti oblici zlostavljanja djece koji će biti objašnjeni u ovom radu. Ljudi najčešće zlostavljaju djecu jer su oni najranjivija i najnemoćnija skupina ljudi. Dijete se uglavnom ne zna obraniti i tražiti pomoć ili uopće nije svjesno da mu je pomoć potrebna. U trenutku kada postane svjesno onoga što se događa, djetetovo mentalno zdravlje i emocionalni razvoj već su ugroženi. Stoga jedino što preostaje nakon što se zlostavljanje već dogodi jest pokušati pružiti psihološku, ali i druge vrste pomoći tom djetetu. U svijetu se posljednjih godina intenzivno naglašava problem zlostavljanja djece te se nameću različite ideje o prevenciji i zaštiti. Kao i u ostalim zemljama, tako i u Republici Hrvatskoj, sve više se uređuju pravni propisi u tom pogledu. Godine 2022. donesen je i Nacionalni plan za prava djece u Republici Hrvatskoj za razdoblje od 2022. do 2026. godine. Cilj tog plana jest stvoriti politiku zaštite prava djece, kako bi se svakom djetetu pružila odgovarajuća zaštita i sigurnost. S druge strane, očekuje se da bi djeca mogla stvoriti veće povjerenje u institucije i samim time otkriti zlostavljanje. Predmet istraživanja ovog rada su oblici zlostavljanja i posljedice koje ono ostavlja na djecu. Pritom je svrha istraživanja objediniti sve teorijske spoznaje i činjenice na jednom mjestu kako bi se dobio kompletan uvid u to. Cilj istraživanja jest shvatiti ozbiljnost problema zlostavljanja djece te ukazati na neke nedostatke i eventualni prostor za daljnji napredak u pogledu zaštite djece.There are different forms of child abuse that will be explained in this paper. People most often abuse children because they are the most vulnerable and powerless group of people. Children generally do not know how to defend themselves and ask for help or they are not even aware that they need it. By the time they become aware of what is happening, their mental health and emotional development is already at risk. Therefore, the only thing left after the abuse has already happened is to try to provide psychological and other types of help to that child. In recent years, the problem of child abuse has been intensively emphasized in the world, and different ideas about prevention and protection have been imposed. As in other countries, in the Republic of Croatia, legal regulations in this regard are increasingly regulated. In 2022, the National Plan for Children's Rights in the Republic of Croatia for the period from 2022 to 2026 was adopted. The goal of this plan is to create a policy for the protection of children's rights, in order to provide adequate protection and security to every child. On the other hand, it is expected that children could create greater trust in institutions and reveal abuse. The subject of research in this work is forms of abuse and the consequences it leaves on children. At the same time, the purpose of the research is to unite all theoretical knowledge and facts in one place in order to get a complete insight into it. The aim of the research is to understand the seriousness of the problem of child abuse and point out some shortcomings and possible room for further progres sin terms of child protection
Correlation between physical activity and internalized symptoms in upper class primray school students
No full textIstraživanja na temu mentalnog zdravlja djece i povezanosti s tjelesnom aktivnošću su u Hrvatskoj rijetka te nema previše podataka o tome. Budući da se mentalno zdravlje sve češće spominje kod djece, provedeno je istraživanje s višim razredima osnovnih škola. Cilj ovog istraživanja bio je provjeriti utječe li tjelesna aktivnost na mentalno zdravlje (internalizirane simptome) kod učenika viših razreda osnovne škole. U istraživanju je sudjelovalo 212 učenika (47,2 % dječaka i 52,8 % djevojčica) od petog do osmog razreda osnovnih škola u Vinkovima (Vukovarsko-srijemska županija) te Špišić Bukovici (Virovitičko-podravska županija). Najmanji odaziv imali su učenici petih razreda (16,9 %), zatim šestih (25,5 %) i osmih razredi (25,5 %), a najviše sudionika bilo je iz sedmih razreda (32,1 %). Raspon dobi bio je između 10 i 15 godina s prosječnom dobi M=12,33 godina (SD=1,25). Učenici su tijekom sata razrednika ispunili online upitnik koji se sastojao od Skale dječje anksioznosti (SKAN; Purić, 1992), Skala dječje depresije (CDI; Kovacs, 1992) te Upitnik za procjenu tjelesne aktivnosti (PAQ-C; Kowalski i sur., 2004). Post hoc analiza uz Bonferronijevu korekciju pokazala je da najviše simptoma anksioznosti pokazuju učenici koji su bili nedovoljno tjelesno aktivni, a najmanje anksioznih simptoma pokazali su najaktivniji učenici. Istraživanje je pokazalo kako bavljenje tjelesnom aktivnošću ne utječe na smanjenje simptoma depresije s obzirom na poražavajuće rezultate u kojima 67,5 % sudionika samoprocjenjuje klinički povišene simptome depresije, ali rezultati nisu pokazali dobne ili spolne razlike. Čak 27,8 % sudionika procjenjuje klinički povišene anksiozne simptome. Nadalje, dobivena je statistički značajna razlika u prosječnoj tjelesnoj aktivnosti tijekom tjedna i u ukupnoj tjelesnoj aktivnosti gdje se dječaci aktivniji od djevojčica, no nema velike razlike u spolovima što se tiče tjelesne aktivnosti u slobodno vrijeme. Međutim, pokazalo se da su djevojčice anksioznije u svim razredima.Research on the topic of children's mental health and the connection with physical activity is rare in Croatia, and there is not much information about it. Since mental health is mentioned more often in children, research was conducted with upper grades of primary schools. The aim of this research was to check whether physical activity affects mental health (internalized symptoms) in upper elementary school students. In the research participated 212 students (47.2% boys and 52.8% girls) from the fifth to the eighth grade of primary schools in Vinkovci (Vukovar-Srijem County) and Špišić Bukovica (Virovitica-Podravina County). The lowest response was from the fifth grade (16.9%), followed by the 6th grade (25.5%) and the 8th grade (25.5%), the most respondents were from the seventh grade (32.1%). The age range was between 10 and 15 years with an average age of M=12.33 (SD=1.25). During Teacher's Hour, students filled out an online questionnaire consisting of the Children's Anxiety Scale (SKAN; Purić, 1992), the Children's Depression Scale (CDI; Kovacs, 1992) and the Physical Activity Assessment Questionnaire (PAQ-C; Kowalski et al., 2004). Post hoc analysis with Bonferroni's correction showed that students who were insufficiently physically active, were the ones with the most symptoms of anxiety. The most active students showed minor anxiety symptoms. The research showed that engaging in physical activity does not affect the reduction of depression symptoms, considering the devastating results in which 67.5% respondents’ self-assess clinically elevated symptoms of depression, but results did not show age or gender differences. Almost a quarter of respondents, 27.8% assess clinically elevated anxiety symptoms. Furthermore, a statistically significant difference was obtained in the average physical activity during the week and in total physical activity, where boys were more active than girls were, but there is no such difference between the sexes regarding physical activity in free time. However, girls were more anxious in all grades
Co-living with a parent suffering from bipolar affective disorder - a case study
No full textTema diplomskog rada Suživot s roditeljem oboljelim od bipolarno afektivnog poremećaja - studija slučaja odabrana je u svrhu upoznavanja čitatelja s iskustvom pojedinca kako bi se osvijestila potreba za pružanjem podrške svim obiteljima osoba oboljelih od psihijatrijskih poremećaja. Društvena klima i danas je neprilagođena psihički oboljelim osobama što rezultira stigmatizacijom i osudama. Takvo stanje ukazuje na potrebu za promjenom u cilju poboljšanja socijalnog položaja osoba s bipolarnim poremećajem i svih članova uključenih u takav obiteljski kontekst. Stigmatizacija obično započinje zbog manjka razumijevanja i empatije, a edukacija društva o ovakvim temama ključna je za promjene koje počinju od pojedinca. Edukacija počinje informiranjem o dijagnozi, a produbljuje se upoznavanjem s iskustvima pojedinaca koji su voljni otvoreno razgovarati o vlastitom životu u kontekstu psihičkih oboljenja članova obitelji ili njih samih. Ovaj rad obuhvaća ključnu stručnu i znanstvenu literaturu o bipolarno afektivnom poremećaju te iskustvo ispitanika u središtu studije slučaja o suživotu s majkom čija je dijagnoza bipolarni I poremećaj. Detaljno je prikazan životni kontekst ispitanika od djetinjstva do odrasle dobi, kao i brojne problemske situacije uzrokovane simptomima bolesti majke te načini zajedničkog funkcioniranja ove obitelji.The topic of the graduation thesis Co-living with a parent suffering from bipolar affective disorder - a case study was chosen in order to acquaint the readers with the expirience of an individual for the purpose of raising awareness of the need to provide support to all families of people suffering from psychiatric disorders. The social climate is still unadapted to mentally ill people, which results in stigmatization and condemnation. Such a situation indicates the need for change in order to improve the social position of people with bipolar disorder and all members involved in such a family context. Stigmatization usually begins due to a lack of understanding and empathy, and educating society about such topics is key to changes which start with the individual. The education begins with information about the diagnosis, and deepens with the experiences of individuals who are willing to talk openly about their own lives in the context of mental illnesses of family members or their own. This paper includes the key professional and scientific literature on bipolar affective disorder and the experience of the subject in the center of a case study about co-living with a mother diagnosed with bipolar I disorder. The subject’s life context from childhood to adulthood is presented in detail, as well as numerous problem situations caused by symptoms of his mother’s illness and the ways of joint functioning of this family
Musical activities in alternative programs: the example of Montessori program in "Sunčev sjaj Nazaret" kindergarten in Đakovo
No full textU radu se razmatraju teorijski okviri za provođenje glazbenih aktivnosti u ranoj i predškolskoj dobi te ih se smješta u kontekst Montessori pristupa. Metodom slučaja istražuje se način provođenja glazbenih aktivnosti u skupini Mir u Dječjem vrtiću „Sunčev Sjaj - Nazaret“ u Đakovu. U vremenskom periodu od mjesec dana promatrane su glazbene aktivnosti u navedenoj odgojnoj skupini te se tako stekao detaljan uvid u okolnosti i način rada s djecom. Uočeno je kako se u glazbenom radu izbjegava frontalni pristup te se inzistira na radu u malim grupama te kako se glazbenoj obuci pristupa na puno višem nivou, jer cilj glazbenih aktivnosti nije samo razvijanje interesa i ljubavi prema glazbi, već stručna glazbena obuka.This paper examines the theoretical frameworks for implementing musical activities in early childhood and preschool settings, situating them within the context of the Montessori approach. A case study method is employed to explore the implementation of musical activities within the "Mir" group at the "Sunčev Sjaj - Nazaret" kindergarten in Đakovo. Over a one-month period, musical activities in the selected group were observed, providing a comprehensive insight into the conditions and pedagogical approaches used with the children. The observations revealed that frontal teaching methods are deliberately avoided, with a preference for small group work, and that the approach to musical training is notably advanced. The objectives of the musical activities extend beyond merely fostering an interest and love for music, aiming instead to provide specialized musical education
Naming animals in elicited children's stories
No full textU radu je predstavljeno istraživanje koje je obuhvatilo analizu korpusa Pripovijedanje- Priča o žabi, a problematika je bila imenovanje životinja djece u od dobi od 4,6,8 i 10 godina. Prijepisi dječjih iskaza analizirani su s obzirom na postavljene hipoteze. Objašnjava se sustav CHILDES gdje je moguće pronaći navedeni korpus. Teorijski dio najprije objašnjava osnovne pojmove poput govora, jezika i komunikacije, navode se i objašnjavaju jezični sustavi, a usvajanje jezika opisuje kao aktivan proces. Obrađen je rani jezični razvoj koji obuhvaća jezično-govorne miljokaze, a ističe se i važnost pripovijedanja za dječji razvoj te razvoj same pripovjedne sposobnosti. Naveden je i utjecaj i uloga slikovnih predložaka u poticanju razvoja govora te su istaknute obilježja vrtićkog konteksta i organizacije odgojno-obrazovnog rada koji podržava isto.The paper presents a study that included an analysis of the corpus Narration - The Frog Story, focusing on the issue of children's naming of animals at the ages of 4, 6, 8, and 10 years. Transcripts of children's statements were analyzed in relation to the proposed hypotheses. The CHILDES system, where the mentioned corpus can be found, is explained. The theoretical part first explains basic concepts such as speech, language, and communication, and also defines and explains language systems, while language acquisition is described as an active process. Early language development, which includes linguistic and speech milestones, is discussed, and the importance of storytelling for child development and the development of narrative skills is emphasized. The influence and role of picture templates in promoting speech development are highlighted, as well as the characteristics of the preschool context and the organization of educational work that supports it
The educational role of the flower garden in the kindergarten
No full textOdgoj za održivi razvoj postaje sve važniji u današenje vrijeme kada postoje mnoge opasnosti za okoliš. Mala djelovanja svakog pojedinca čine razliku i zato je potrebno djecu još u dječjem vrtiću naučiti njegovati vrijednosti mira, tolerancije i održivosti. Da bi odgojitelji bili spremni implementirati odgoj za održivi razvoj u svoj svakodnevni rad potrebne su im kompetencije glave, ruku i srca. Aktivnosti za održivi razvoj najčešće se provode na vanjskom prostoru dječjeg vrtića. Djeca, boraveći na vanjskom prostoru postaju otpornija na bolesti, jača im se koncentracija i samodisciplina, razvijaju se suradničke vještine te postaju motorički spretnija. Cvijeće je važno za održivi razvoj zbog peludi koja je neophodna pčelima, ali i ljudima. Naime, pelud je prirodni izvor bjelančevina, minerala, vitamina i šećera koji se koriste za liječenje probavnih smetnji i ima umirujuće djelovanje na živčani sustav. Cvjetnjaci dječjih vrtića najčešće se uljepšavaju različitim jednogodišnjim ili višegodišnjim proljetnicama poput pelargonije, petunije, nevena, lobelije, dragoljuba, mirisne kunice... Osim proljetnica, cvjetnjaci se mogu uljepšati ljekovitim i začinskim biljem, jednostavnim za održavanje. Cvjetnjaci djeci nude prostor za razmišljanje, zabavu, činjenje i djelovanje. Djeca najbolje uče istražujući i aktivno djelujući uz primjerenu podršku odgojitelja. Stoga projekti sadnje cvjetnjaka imaju ne samo odgojnu, nego i obrazovnu ulogu.Education for sustainable development is becoming increasingly important in today's world, where there are many environmental threats. Small actions by each individual make a difference, which is why it is essential to teach children, even in kindergarten, to cultivate the values of peace, tolerance, and sustainability. For educators to be ready to implement education for sustainable development in their daily work, they need competencies of the head, hands, and heart. Activities for sustainable development are most often conducted in the outdoor space of kindergartens. By spending time outdoors, children become more resistant to illness, their concentration and self- discipline improve, they develop cooperative skills, and they become more physically adept. Flowers are important for sustainable development because of the pollen, which is crucial for bees but also for humans. Pollen is a natural source of proteins, minerals, vitamins, and sugars that are used to treat digestive issues and have a calming effect on the nervous system. The flower beds in kindergartens are usually beautified with various annual or perennial spring flowers, such as geraniums, petunias, marigolds, lobelias, nasturtiums, and scented alyssum. In addition to spring flowers, flower beds can be enhanced with medicinal and aromatic herbs that are easy to maintain. Flower beds provide children with space for thinking, fun, action, and engagement. Children learn best by exploring and actively participating with appropriate support from educators. Therefore, flower bed planting projects have not only an educational but also a learning role
Correlation between physical activity and stress symptoms in upper classes primray school students
No full textGlavni cilj ovog rada bio je provjeriti postoji li povezanost tjelesne aktivnosti sa simptomima stresa kod djece osnovnoškolske dobi. U istraživanju je sudjelovalo 212 učenika koji čine 52,7 posto od ukupnog broja učenika. Uzorak čine 112 djevojčica (52,8 posto) i 100 dječaka (47,2 posto) petih, šestih, sedmih i osmih razreda. Raspon dobi učenika kreće se od 10 do 15 godina, a prosječna dob učenika iznosi 12,33 godine (sd=1,25). Učenici su ispunjavali Upitnik za procjenu razine tjelesne aktivnosti (PAQ-C, Kowalski i sur. 2004) te Ljestvicu intenziteta školskog stresa (Sabljić, 2000). Istraživanjem je utvrđeno kako učenici u višim razredima pokazuju izraženije simptome stresa. Također je utvrđeno da se razlikuju samo učenici petih razreda u odnosu na sve ostale skupine učenika gdje oni pokazuju statistički značajno manju razinu stresa. Većina učenika pokazuje blage do umjerene simptome stresa, njih 65,6 posto od ukupnog uzorka. Ključno je naglasiti kako se razina stresa kod učenika smanjuje kako se povećava tjelesna aktivnost.The main goal of this work was to verify whether there is a connection between physical activity and stress symptoms in upper classes primray school students. 212 students took part in the research, which is 52.7 percent of the total number of students. The sample consists of 112 girls (52.8 percent) and 100 boys (47.2 percent) in the fifth, sixth, seventh and eighth grades. The age range of students ranges from 10 to 15 years, and the average age of students is 12.33 years (sd=1.25). Students filled out the Physical Activity Assessment Questionnaire (PAQ-C, Kowalski et al. 2004) and the School Stress Intensity Scale (Sabljić, 2000). The research found that students in higher grades show more pronounced symptoms of stress. It was also determined that only fifth-grade students differ from all other groups of students, where they show a statistically significantly lower level of stress. The majority of students show mild to moderate symptoms of stress, 65.6 percent of the total sample. It is important to emphasize that the level of stress in students decreases as physical activity increases