The purpose of this study was to examine the exercise habits of music educators (N = 79) in the United States, focusing on frequency, types of exercise, motivations, and barriers.
Method:
Participants completed a researcher-designed survey that collected data on exercise frequency, activity types, reasons for exercising, and exercise barriers. Data were analyzed using descriptive means.
Results:
More than half of participants (n = 40; 50.6%) did not meet the Centers for Disease Control and Prevention (CDC)’s physical activity guidelines, which recommend 150 minutes of moderate-intensity activity and two days of muscle-strengthening per week. Most participants (n = 44; 35.2%) reported school or work-related responsibilities as barriers to exercise.
Implications:
Findings suggest that occupational demands may hinder music educators’ ability to maintain healthy exercise habits. Professional development, conference sessions, and university courses emphasizing wellness and work-life balance may support healthier lifestyles for educators and preservice teachers.
AndersenL. N.MannS.Juul-KristensenB.SøgaardK. (2017). Comparing the impact of specific strength training vs general fitness training on professional symphony orchestra musicians: A feasibility study. Medical Problems of Performing Artists, 32(2), 94–100. https://doi.org/10.21091/mppa.2017.2016
2.
AraujoL. S.WasleyD.ReddingE.AtkinsL.PerkinsR.GinsborgJ.WilliamonA. (2020). Fit to perform: A profile of higher education music students’ physical fitness. Frontiers in Psychology, 11, 1–18. https://doi.org/10.3389/fpsyg.2020.00298
3.
BaadjouV.VerbuntJ.van Eijsden-BesselingM.HuysmansS.SmeetsR. (2015). The musician as (in)active athlete? Exploring the association between physical activity and musculoskeletal complaints in music students. Medical Problems of Performing Artists, 30(4), 231–237. https://doi.org/10.21091/mppa.2015.4042
4.
BleyS. (2015). An examination of the time management behaviors and work-life balance of K-12 music educators (Publication No. 1592199) [Masters Thesis, Bowling Green State University]. ProQuest Dissertation and Theses Global.
5.
ButlerJ.KernM. L. (2016). The PERMA-Profiler: A brief multidimensional measure of profiling. International Journal of Wellbeing, 6(3), 1–48. https://doi.org/10.5502/ijw.v6i3.526
ChanC.DriscollT.AckermannB. J. (2014). Effect of a musicians’ exercise intervention on performance-related musculoskeletal disorders. Medical Problems of Performing Artists, 29(4), 181–188. https://doi.org/10.21091/mppa.2014.4038
8.
CreswellJ. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage.
9.
DalaisL.AbrahamsZ.SteynN. P.de VilliersA.FourieJ. M.HillJ.LambertE. V.DraperC. E. (2014). The association between nutrition and physical activity knowledge and weight status of primary school educators. South African Journal of Education, 34(3), 1–8.
10.
EichornL.BrunerK.ShortT.AbrahamS. P. (2018). Factors that affect exercise habits of college students. Journal of Education and Development, 2(1), 20–30. https://doi.org/10.20849/jed.v2i1.327
11.
Hibbs-ShippS. K.MilhollandM.BellowsL. (2015). Barriers and facilitators to healthy eating and activity in head start staff: An opportunity for worksite wellness. American Journal of Health Education, 46(6), 347–350. https://doi.org/10.1080/19325037.2015.1077488
12.
KonerK. (2024, July31). The well-being of undergraduate and graduate music students enrolled in a 15-week yoga course [Conference Presentation]. International Society for Music Education World Conference, Helsinki. https://www.ismeworldconference.org/conference-program
13.
KonerK.Potter-GeeJ.BordenB. (2023). Yoga as a mindfulness practice on music educators’ stress during the COVID-19 pandemic. Update: Applications of Research in Music Education, 42(1), 22–32. https://doi.org/10.1177/87551233221111980
14.
KreutzG.GinsborgJ.WilliamonA. (2008). Music students’ health problems and health-promoting behaviors. Medical Problems of Performing Artists, 23(1), 3–11. https://doi.org/10.21091/mppa.2008.1002
15.
LitwinM. S. (1995). How to measure survey reliability and validity. Sage.
16.
MikszaP.ParkesK.RussellJ. A.BauerW. (2022). The well-being of music educators during the pandemic spring of 2020. Psychology of Music, 50(4), 1152–1168. https://doi.org/10.1177/03057356211042086
17.
NardiP. M. (2018). Doing survey research: A guide to quantitative methods. Routledge.
18.
NourT. Y.AltintasK. H. (2023). Effect of the COVID-19 pandemic on obesity and its risk factors: A systematic review. BMC Public Health, 23(1018), 1–24. https://doi.org/10.1186/s12889-023-15833-2
19.
PalinkasL. A.HorwitzS. M.GreenC. A.WisdomJ. P.DuanN.HoagwoodK. (2016). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-103-0528-y
20.
ParkesK. A.RussellJ. A.BauerW. I.MikszaP. (2021). The well-being and instructional experiences of K-12 music educators: Starting a new school year during a pandemic. Frontiers in Psychology, 12, 1–17. https://doi.org/10.3389/fpsyg.2021.701189
