Bau Jessica T, Götz Simon, Loerbroks Adrian, Pischke Claudia R
Institute of Medical Sociology, Unit Public Health, Centre for Health and Society, Medical Faculty, University Hospital Düsseldorf, Heinrich Heine University Düsseldorf, Moorenstr. 5, Düsseldorf, 40225, Germany.
Institute of Occupational, Social and Environmental Medicine, Centre for Health and Society, Medical Faculty, University Hospital Düsseldorf, Heinrich Heine University Düsseldorf, Düsseldorf, Germany.
BMC Public Health. 2025 Aug 2;25(1):2624. doi: 10.1186/s12889-025-23739-4.
Physical inactivity is common among young adults. Transitions from school to work can affect available resources for engaging in physical activity (PA). There is a lack of longitudinal data examining changes in PA following status transitions differentiated by occupational and academic career paths. The aim of this study was to analyze changes in PA of young adults across four status transitions from: (1) school to vocational education and training (VET), (2) school to university, (3) VET to workforce entry, and (4) university to workforce entry.
A longitudinal analysis was conducted using data from the German Socio-Economic Panel (waves 2014-2020) for young adults aged 18-35. McNemar tests and logistic fixed-effects regressions were performed in four separate subsamples with paired data (time points before and after a transition).
In total, 364 individuals transitioned from school to VET (47.8% women, mean age before transition (BT): 18.9, SD = 1.2), 482 from school to university (53.7% women, mean age BT: 19.0, SD = 1.4), 790 from VET to workforce entry (46.6% women, mean age BT: 22.2, SD = 3.3), and 305 from university to workforce entry (54.4% women, mean age BT: 26.3, SD = 3.0). A significant reduction in PA was observed when individuals transitioned from 1) school to VET and 4) university to workforce.
Young adults who choose an occupational career path already experienced a reduction in PA when starting VET, whereas this trend is temporally shifted for those choosing an academic career path, occurring only upon entry into the workforce. Tailored interventions (e.g., digital approaches that are flexible in terms of time and location) are needed to promote PA among the identified groups, considering available resources.
缺乏体育活动在年轻人中很常见。从学校到工作的转变会影响用于参与体育活动（PA）的可用资源。缺乏纵向数据来研究按职业和学术职业路径区分的状态转变后体育活动的变化。本研究的目的是分析年轻人在四个状态转变过程中的体育活动变化：（1）从学校到职业教育与培训（VET），（2）从学校到大学，（3）从VET到进入劳动力市场，以及（4）从大学到进入劳动力市场。
使用来自德国社会经济面板（2014 - 2020年波次）中18 - 35岁年轻人的数据进行纵向分析。在四个具有配对数据（转变前后的时间点）的单独子样本中进行了麦克尼马尔检验和逻辑固定效应回归。
共有364人从学校转到VET（47.8%为女性，转变前平均年龄（BT）：18.9，标准差 = 1.2），482人从学校转到大学（53.7%为女性，平均年龄BT：19.0，标准差 = 1.4），790人从VET转到进入劳动力市场（46.6%为女性，平均年龄BT：22.2，标准差 = 3.3），305人从大学转到进入劳动力市场（54.4%为女性，平均年龄BT：26.3，标准差 = 3.0）。当个体从1）学校转到VET以及4）从大学转到进入劳动力市场时，观察到体育活动显著减少。
选择职业道路的年轻人在开始VET时体育活动就已经减少，而对于选择学术道路的人，这种趋势在时间上有所延迟，仅在进入劳动力市场时出现。考虑到可用资源，需要制定针对性的干预措施（例如在时间和地点方面灵活的数字方法）来促进已确定群体的体育活动。
