Role of Physical Activities during Working Hours in Promoting Planetary Health
Tapani, Annukka; Östring, Elina; Sinkkonen, Merja (2024)
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Lataukset:
Tapani, Annukka
Östring, Elina
Sinkkonen, Merja
MDPI AG
2024
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2024051530874
https://urn.fi/URN:NBN:fi-fe2024051530874
Tiivistelmä
Work can be a source of a meaningful life and well-being. It can also be a source of stress
and mental illness. The trends concerning working life development involve intensification and
individualisation, and, at the same time, the demands of expertise work are such that they need
collaborative actions. With respect to well-being, there is a need for individuals to see themselves
members of the community. In this study, we identified vocational education staff types by studying
the connections between physical activities and experienced workload. The data were collected by
using empathy-based stories. The method of analysing the data can be described as a discursive–
narrative approach based on qualitative and thematic content analyses. Based on the data, four
story types were established: Forerunner, Exhausted, Leisure-Time Enthusiast, and Thinker. Individual
conceptions of breaks, workload, free time, and awareness of one’s well-being were found to be
important in the creation of a healthy working life. There is a need to discuss realistic work demands
in the vocational education context. Education and active teacher members could be key actors in
achieving sustainability goals and improving planetary health.
and mental illness. The trends concerning working life development involve intensification and
individualisation, and, at the same time, the demands of expertise work are such that they need
collaborative actions. With respect to well-being, there is a need for individuals to see themselves
members of the community. In this study, we identified vocational education staff types by studying
the connections between physical activities and experienced workload. The data were collected by
using empathy-based stories. The method of analysing the data can be described as a discursive–
narrative approach based on qualitative and thematic content analyses. Based on the data, four
story types were established: Forerunner, Exhausted, Leisure-Time Enthusiast, and Thinker. Individual
conceptions of breaks, workload, free time, and awareness of one’s well-being were found to be
important in the creation of a healthy working life. There is a need to discuss realistic work demands
in the vocational education context. Education and active teacher members could be key actors in
achieving sustainability goals and improving planetary health.