Knowledge of WHO physical activity guidelines and associated behavioural factors in physiotherapy students

Ketki Chandrashekhar Patil; Shreya Sardeshmukh; Shruti Mankar; Vismaya Milind Paigude

doi:10.18203/2394-6040.ijcmph20260709

Authors

Ketki Chandrashekhar Patil Department of Community Medicine, Smt. Kashibai Navale Medical College, Narhe, Pune, Maharashtra, India
Shreya Sardeshmukh Department of Neurology, PES Modern College of Physiotherapy, Pune, Maharashtra, India
Shruti Mankar Department of Cardiovascular and Respiratory Physiotherapy, PES Modern College of Physiotherapy, Pune, Maharashtra, India
Vismaya Milind Paigude Department of Community Medicine, Smt. Kashibai Navale Medical College, Narhe, Pune, Maharashtra, India

DOI:

https://doi.org/10.18203/2394-6040.ijcmph20260709

Keywords:

Barriers, Health education, Physical activity, Physiotherapy students, WHO guidelines

Abstract

Background: As frontline advocates for health and exercise, physiotherapists play a vital role in promoting physical activity (PA). Despite this responsibility, a persistent "knowledge-practice gap" is observed among physiotherapy students, who often report insufficient activity levels despite their training. This discrepancy highlights the need to formally evaluate their baseline understanding of PA principles to better address these shortcomings

Methods: A descriptive cross-sectional survey was conducted among 170 undergraduate and postgraduate physiotherapy students in Pune, India. Data were collected using a validated, self-administered questionnaire, which showed excellent internal consistency (Cronbach’s alpha=0.9654$).

Results: The mean knowledge score of the WHO guidelines was moderate at 2.4, standard deviation was 1.5 (Median: 2, IQR: 1-4). Key barriers reported were 'lack of time' (60%) and 'heavy academic workload' (55.3%). Primary facilitators included 'knowledge about the benefits of PA' (86.5%) and 'nutrition' (86.5%).

Conclusions: A significant knowledge-practice gap exists among future physiotherapists, with the academic environment being the main obstacle to PA engagement. Curricular reform and institutional support are recommended to better integrate WHO guidelines and foster effective role models.

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