Performance, Compensation, or Disconnection? Exploring the Roles of Physical Activities in Academic Stress Management
Physical exercise emerged as the most frequently reported coping strategy among professors and lecturers to enhance their well-being. However, the frequency of participation in these activities does not appear to be strongly associated with the most favorable well-being outcomes. While engaging in physical activities is important for managing stress in the short term, it does not seem to provide lasting relief from the negative impacts of unmet needs for justice in the workplace.
The qualitative insights from university Chairs reveal three distinct ways of justifying the role of physical activities in managing excessive workloads. The first frames physical activity as an extension of the performance mindset, perpetuating the same emphasis on achievement that characterizes the workplace. The second views it as a form of compensation, offering a counterbalance to the intellectual and indoor nature of academic work by prioritizing manual and outdoor activities. The third emphasizes the importance of cultivating relationships with close ones, aiming to foster emotional connection.
This study therefore calls for a more nuanced understanding of the role of physical activities in sustainably enhancing well-being. While physical activities can indeed create meaningful opportunities to disconnect from work and find moments of resonance, they may also serve as mere extensions of the performance-driven mentality, failing to address the underlying acceleration of life. These results thus emphasize the need to analyze long-term patterns of engagement and to differentiate how individuals experience these activities.