The relationship between physical activity and stress levels among technical university students during

Abstract

The article justifies the need to study the level of stress among students who are in zones of armed conflicts or under their indirect influence. The protracted nature of military operations in Ukraine, the destruction of infrastructure, forced displacement and chronic psycho-emotional stress create unprecedented risks for mental health. According to WHO (2025), about 9.6 million Ukrainians are at risk of developing mental disorders, of which 3.9 million have moderate and severe symptoms.

Student youth demonstrate particular vulnerability, who are exposed to the combined effects of several stressors: security threats, intensive academic load, information load.

In peacetime, physical activity is an effective factor in reducing stress, however, in conditions of prolonged psycho-emotional stress caused by real security threats, its significance and volume may change.

Purpose. To identify the statistical relationship between the level of stress and the amount of weekly physical activity, to study self-assessment of health, stress dynamics, and to determine the main symptoms and consequences of stress in students in wartime conditions.

Methods. The study was conducted in January–March 2025 on the basis of the Kharkiv National University of Radio Electronics. Online surveys (Google Forms), mathematical statistics methods, Pearson's criterion (χ²) and Cramer's coefficient (V) were used. The sample consisted of 3430 students of 1–5 years (72.6% boys, 27.4% girls, average age 19.4±1.8 years).

Results. 44.8% of respondents worsened, 46.6% did not change, 8.5% improved. 30% of students described their level of physical fitness as low, 52.2% as average, 17.2% as high. Low stress levels were found in 15%, medium – in 49%, high – in 36%; stress continues to increase in 38.6% of respondents, remains at the same level in 46.3% and does not change in 15.4%.

Leading stress factors: military situation (64.1%), problems with learning (62.6%) and background stress (53.0%). The main consequences of stress: lack of strength and motivation (51.4%), chronic fatigue (39.8%) and anxiety (35.7%). Pearson's criterion confirmed a statistically significant relationship between stress and physical activity (χ² = 178.05, df = 4, p < 0.001). Cramer's coefficient (V = 0.218) indicates an average strength of the relationship. A trend was identified: an increase in physical activity is accompanied by a decrease in stress. The highest stress is in the group with low activity (1–6 years/week), the lowest – in the group with high activity (11+ years/week).

Conclusions. The analysis showed a statistically significant relationship between stress and physical activity. The need for a differentiated approach is justified: for the group with low activity (almost half of the sample) it is advisable to develop 20-minute exercise complexes to perform at home; for students with medium and high activity, it is recommended to warm up on the street or in the stadium during periods without anxiety. Physical activity is a key indicator of psychological resilience of students in war conditions.