Changing Teaching Methods under the COVID-19 Pandemic for

Generation Z Physical Activities: Gender Differences

KALVIS CIEKURS1, IVARS KRAVALIS1, ANASTASIJA ROPA2, INESE MAVLUTOVA3, JANIS

HERMANIS3

1Department of Skiing, Shooting, Orienteering, Rowing, Tourism and Recreation,

Latvian Academy of Sport Education,

Brivibas Street 333, Riga, LV1006,

LATVIA

2Department of Sport Management and Communication Science, Latvian Academy of Sport Education,

Brivibas Street 333, Riga, LV1006,

LATVIA

3Department of Economics and Finance, BA School of Business and Finance,

Kr. Valdemara 161, LV-1013, Riga,

LATVIA

Abstract: - The beginning of Covid 19 and the establishment of restrictions to curb the development of the

pandemic on the territory of Latvia have led to the changing of the lives of the youth, including their physical

exercise and study habits and practices. This article investigates the role of physical activities training for

young males and females and their choice of teaching platforms by different genders. The study methodology

encompasses critical examination of previous research conducted on Generation Z, gender differences and the

significance of physical exercise and sports in for the youth combined with statistical evaluation and

assessment of primary survey data. Compare with previous articles this article is constituted by its identification

of the way in which gender differences influenced changes in physical activity and in which attitudes towards

healthy lifestyles and physical activity changed before and during the COVID-19 pandemic. The authors of the

study observed substantial differences between the answers of males and females about their health before and

during the pandemic, with Independent Samples t-Test (p=0,03) and (p=0,025), which is likewise confirmed by

the answers about the presence of depressive moods, which are more pronounced in females (p=0,004). In

assessing the difference between males and females in the area of physical activities, differences were observed

both before and during the pandemic (p=0,001) and (p=0,005), with females doing less physical activities than

males both before and during the pandemic. To direct their physical activities, females are more likely to

engage an instructor or attend training sessions via special platforms than males (p=0,001). In examining the

most popular applications and platforms for teaching physical activities, no substantial difference was observed

in their use between the two genders.

Key-Words: Generation Z, genders, teaching methods, physical activity, Latvia, COVID-19 pandemic

Received: September 8, 2021. Revised: June 15, 2022. Accepted: June 24, 2022. Published: July 20, 2022.

1 Introduction

The generation currently studying in secondary and

higher schools is commonly termed Generation Z

and also described as the “digital natives” or the

“net” generation. An important event informing the

evolution of Generation Z is the rise of digital

technologies, considered widely as the main

characteristic of the generation. Generaton-Z

representatives are informed by their interest in a

healthy and active lifestyle and the choice of active

leisure activities, as well as their predilection for

digital study methods [1].

The previous research of the authors considered the

choice of teaching methods by Generation Z

representatives in doing physical activities in the

context of Covid-19, but it did not look into the

gender division within Generation Z [1]. The

current research builds on the previous studies, but

explores gender differences in the choice of

physical activities.

The study examines the place of exercise and

sports in a healthy and sustainable lifestyle

combined with the choice of training methods

through digital platforms by women and men of

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Kalvis Ciekurs, Ivars Kravalis,

Anastasija Ropa, Inese Mavlutova,

Janis Hermanis

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Generation Z. We also examine the correlation

between reported well-being and physical exercise.

As part of active leisure and recreation and to

facilitate health and well-being Generation Z

youths are recommended to spend time outdoors, in

natural settings, and engaged in sport and physical

activities especially during Covid-19 pandemics.

An essential factor in adopting to Covid 19 and

sourcing sustainable means of offering virtual

instruction to Generation Z is ensuring the

accessibility of IT provisions, including tablets or

mobile phones, computers, powerful software and

the Internet to enable virtual education for sports

and physical exercise. These factors are particularly

essential for Generation Z in Latvia, because not all

students can afford studying distantly under this

model.

Bearing in mind the restrictions necessary to

limit the spread of Covid-19, provisions for sport

education and physical exercise need to take into

account gender differences and the use of various

platforms by representatives of both Generation Z

genders to facilitate mental and physical health and

well-being. Nonetheless, it is essential to adopt

teaching methods to respective platforms while

ensuring sports exercise enjoyed by Generation Z

through virtual applications and to bear in mind

possible gender differences.

The limitations of the research are related to the

age of the respondents, mostly students; geography

– mostly Riga region, and comprehensiveness

covers only Latvia; as well as the research period

is from 2018 to 2021.

2 Literature Review

2.1 Description of Generation Z and its

Fundamental Values

To describe Generation Z, we often use the term

“digital natives,” meaning a differences between

them and the generation of “digital immigrants”

[2]. We cannot mark the change of different

generations with precision, but Generation Z or

Gen Z scholars consider that it consists of people

born between the late 1990s and 2010 [3, 4]. As a

result, some Generation Z individuals will be still

receiving secondary education, other will be

receiving tertiary education, and still others would

be already in employment. Thus, we have to

question internal cohesion within this group and

whether it shares the same set of opinions, views

and beliefs, especially bearing in mind the gender

differences [6].

Cheicca and Shellenbarger underline the fact

that Generation Z is a unique and truly digital

native generation, which is now entering college

and the workplace [7]. In difference from the

previous “digital immigrants,” representatives of

this generation had access to the web through

various gadgets from a very early age [8].

Hurrelmann and Albrecht highlight that this

generation consists of individuals who are experts

in the use of digital technologies, so that the digital

world is a norm rather than a curiosity for them [9].

Moreover, in terms of gender difference, they find

that Generation Z men may be more susceptible to

becoming addicted to the digital technologies,

though they can break free from it eventually [9].

Looking at the value systems of Generation Z,

we see that this generation is motivated by

tolerance, trust and new challenges, and their basic

beliefs encompass freedom, personal fulfillment,

individual identity and happiness, so that this

generation is occasionally represented as somewhat

egoistic. Technological advances, climate change,

the movements in support of justice and other

factors are also cited as shaping this generation [7,

8].

Still, researchers cannot agree if being born

into the technological world leads to a fundamental

difference between Generation Z and Generation Y

(the Millenials). Nowadays, all generations have

access to and presence on social media, and their

level of expertise depends not only on age, but also

on other factors, including economic, political and

ethnic considerations and contexts [10, 11].

Generation Z representatives are very

heterogeneous not only globally, but also within

Europe, and even within individual countries, as we

can see from various scientific studies [12, 13, 14].

No study to date has been devoted to gender

differences within Generation Z in Latvia, though

country-wide Generation Z studies have been

conducted elsewhere in Europe, for instance, in

Germany [9], and the use of teaching methods for

Generations Z has been studied by Kravalis et al.

[15].

Meanwhile, scholars and scientists agree

concerning specific features peculiar to Generation

Z, certain characteristics are repeatedly quoted as

associated with Generation Z, including their

presence in both the physical and the virtual

realities and their ease of transition between the

two [5]. They are also good at sourcing and crowd-

sourcing, as well as broadcasting data, though

critical analysis of data may be more problematic

[16], and they are efficient multitaskers [2, 7] with

a shorter attention span [7, 8]. Moreover, they want

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to see technologies and gadgets integrated into their

learning experience. As Demaray et al. stresses,

they see mobile phones and tablets as learning tools

[11].

Studying Generation Z’s perspective on health

shows that they concentrate on the problems of

emotional well-being, while not disregarding

physical health entirely. Because they spend

considerable time in the online world, they seek

support there during the periods of emotional and

psychological hardship, which may have adverse

effect on their physical well-being [16]. This is

especially important in the context of Covid-19

pandemic aftermath, when in-person study and

communication options have been inaccessible or

at least limited at least during some part of the

pandemic [17, 18, 19].

Decreased communication due to Covid-19

restrictions imposed in various countries of the

world and the significance of socialization to

ensure a healthy lifestyle was studied by many

scientists [20, 21, 22, 23]. There is no scholarly

consensus on whether online communication,

including communication on social media, is a

valid substitute for real-world interaction and

education for different generations, including the

“digital natives.” Demaray found that students in

German schools see increased use of online content

as desirable, but there is no evidence that online

learning is viewed as an adequate substitute for in-

person education [11]. Meanwhile, Csobanka and

Dolat postulate that on-site interaction are as

essential for Generation Z learners as online

communication and study [24]. Interestingly, in

terms of approaching learning experience and

strategies Stahl believes that Generation Z has an

unusual perspective on such eventualities of

learning as failure, which they see as foreboding

growth potential. Indeed, one study shows that 80%

of Generation Z students view failure as an

important part pf the learning curve and as a

motivation to improve [25, 7].

At the same time Generation Z is heterogenous

in social profiling and education opportunities:

some representatives are school students and

minors, while others are adult. Some are students,

while others are employees. It is interesting to note

that Generation Zs are more life and family than

career oriented as compared to the Millenials or

Generation Y [5]. Thus, 38% of Generation Z value

work-life balance [1]. Regan finds that for

Generation Z, it is important to get time off

technology and enjoy active recreation in natural

settings, which may be particularly topical in times

of the pandemic crises [1]. It was also found that

Generation Z have different response to crisis, in

this case, the pandemic and the measures imposed

to curb it, with male and female representatives of

Generation Z reacting to stress in different ways,

which may have adverse effects on their physical

and emotional well-being [25, 26].

Students of both genders may be particularly

vulnerable to stress in times of the pandemic.

Mushquash and Grassia found in their study of

students in terms of depressive symptoms and

stress that secondary students and in particular

female students reported more symptoms of anxiety

and depression, using coping strategies more often

[27]. They suffered from Schoolwork Stress,

associated with anxiety and depressive symptoms

for all students, and there were additional

associations with various stress factors. Students

used various strategies to cope with stress, with

lower levels of social isolation and increased

engagement in social activities, including sports

and physical activities, being associated with less

stress [27]. Similarly, Çobanoğlu et al. states that

outdoor activities offer opportunities for physical,

emotional and mental development [28]. Hence,

Generation Z individuals of both genders are

advised to be active, to spend times outdoors and to

interact in real life settings more often.

Studies conducted worldwide show positive

correlation between physical activity and mental

and emotional health and reported well-being in all

gender groups during Covid-19 pandemics. Vogel

et al. state that physical activity (PA) lowers

emotional stress and facilitates physical and

psychological health [29].

At the same time, social isolation and

loneliness were shown to be associated with

decreased physical activity levels and increased

inactiveness for both genders [21]. As a result,

introducing physical exercise into the education of

male and female of Generation Z representatives

can facilitate their physical and emotional health.

Albeit physical education may be more

complicated to practice in online settings, it has to

be continued to ensure the activity of male and

female learners both during and beyond classes

[30].

2.2 Teaching Methods for Sports and

Exercise Generation Z education

The twenty-first century education theory

recognizes various teaching methods to employ in

offline and online educational environments. Even

before Covid-19, ideas about “school” and

“traditional campus” were questioned and

redeveloped to meet the needs of learners

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Generation Z [31]. Education moved fully or

partially online since the beginning of Covid-19,

but this has created problems with online interface

and lack of resources and methods. Not all teaching

methods can be successful online because of the

lack of physical devices and software [32]. Covid-

19 and online education influenced students’ results

and their engagement in studies [33]. Still, if

changes are implemented to the content and

methods, all subjects can be adopted to the online

environment. Generation Z is prepared to master

the required content online, and students may

consider this change to be good, because the

material, including recorded lectures, can be

accessed later and can be used at convenient times

[34].

The teaching methods that can be used online

and offline include lectures, seminars, conferences,

cooperative learning, webinars, quizzes,

discussions, brainstorming, group work, case study,

project and research study [15].

In difference from the previous generations,

Generation Z, the “digital natives”, are responsive

to the employment of visual materials [7].

Nonetheless, teachers need to adopt their methods

and strategies to meet the needs of Generation Z:

for instance, instant gratification means that

students of both genders respond better to learning

tools involving instant access to data and quick

feedback, such as online quizzes and surveys. They

also have a shorter attention span, so they are less

likely to concentrate on studying and analyzing

long texts in depth. Therefore, educators should

give Generation Z students strict guidelines and

criteria for sourcing information. Moreover,

Seemiller and Grace teachers working with

Generation Z need to help students make sense of

the overflowing information [18].

Another characteristic of Generation Z is their

predilection for interactive learning and decision

making on where, how and what to study, which

can be facilitated by online learning. Seemiller and

Grace highlight that Generation Z students prefer a

facilitative rather than an authoritative approach,

where they can become related meaningfully to the

material, peers, and their professors [18]. Cilliers

notes that Generation Z students are distinguished

by demand for visual forms of learning, instant

information, and replacing “communication” with

“interaction” [6].

Furthermore, representatives of this generation

are interested in “applied learning,” because they

want to see how applicable the knowledge they

acquire is [8]. They also like problem solving, so

that such methods as case studies and problem-

focused discussions would be applicable for

teaching this generation.

Given the shorter period of attention

characteristic of Generation Z students and the

predilection of this generation for immediate

feedback, the educational perspective of

edutainment is appropriate teaching students of this

generation. “Edutainment” is an English term made

by combining the words “education” and

entertainment”. Edutainment is educational

entertainment or entertaining education, socializing

the audience by embedding lessons in any known

way of entertainment: videos, video games, clips,

films, TV trailers and shows, multimedia software

and websites, to mention just a few [2, 19]. For

teaching sports and exercise online, teachers can

use various applications and platforms, including

Strava: Run & Ride, My Fitness Pal, Runkeeper,

and others [15].

2.3 Genders and Differences in Teaching

and Usage of Tools

Gender differences are usually defined as

biological differences between the sexes [35], even

though they are just as often conditioned by the

culture, environment, education, social media, etc.,

as by the biological characteristics [36, 37].

However, this study focuses on differences in

gender behavior related to a healthy lifestyle,

physical activity and sports activities, as well as the

desire to spend financial resources on health

promotion.

Discussions about how and why men and

women differ and what this means for their role in

society have not been resolved for decades. A study

by the Pew Research Center reveals that most

Americans say that men and women are

fundamentally different in how they express their

feelings, their physical abilities, their personal

interests [38]

Weisberg et al. [39] found that gender

differences in Extraversion, Openness, and

Consciousness differ at the aspect level. The

findings of Costa et al. clarify the nature of

personality gender differences and emphasize the

usefulness of measuring personality at the aspect

level [40]. They believe clearly the average

personalities of men and women are systematically

different, but differences they found are small to

moderate.

Boyle et al. and Peltiera et al. found that female

students were more likely to engage in relationship

maintenance behaviors on social media with close

friends than the men [41, 42]. Moreover, females

are more inclined to use alcohol in such conditions

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and social media content more influences drinking

among female [43]. It was found that females use

such social platforms as Instagram, Facebook,

Snapchat and Twitter more often; they mostly

describe each of these social media platforms as

social networking sites. Additionally, they engaged

with content curators and other uses on each of the

sites listed.

Galasso et al. point to the strong gender gap in

people's belief that COVID-19 is a very serious

health risk, as well as their acceptance of and

adherence to restrictive public health regulations

[44]. The results of their research suggest the

importance of behavioral factors.

Some new studies suggest that women of the

digital age are not good at ICT in spite of long-term

ICT instruction and similar subjects in tertiary

education [45]. The employment of ICT entails

instructing women in professional use of

technologies against the background of heightened

demand for ICT services is essential [46, 47].

To date almost no studies on the gender

difference between Generation Z females and

males in Latvia has been conducted, as a previous

study of Generation Z in Latvia did not focus on

gender difference [15].

3 Research Methodology and Results

3.1 Research Methods

In the current study, a questionnaire was distributed

among Generation Z representatives of both

genders to determine their attitudes towards mental

health, sport activities, the expenditure of finances

for improving health and preventing disease and the

changes that took place during the pandemic, and

also the use of digital tools and applications in

combination with modern teaching methods for the

instruction in sports and exercise. The survey took

place from the beginning of March 2021 until the

end of May 2021. In all, 441 respondents living in

Latvia gave their anonymous answers, most of

them students studying social and exact sciences:

most respondents were BA and MA students from

the different universities. The respondents were

divided into the following age gender groups: from

20 to 23 (70,7 % of the participants) and from 24 to

26 (29,3 % of the participants).

The questionnaire targeted Generation Z

representatives who employ modern tools and

methods for study. The authors used the Likert

scale for descriptive statistics analysis, with the

respondents expressing their view on a statement

by agreeing or disagreeing with it. The questions

using Likert scale asked the respondents to assess

their health and the methods of instruction by

allocating each statement on their state of health,

the methods of instruction, etc., a value from 1 to 7

to assess the level where “1” shows “ineffective”

and “7” indicates an efficient method of teaching

or Internet application, platform or website.

The authors carried out hypothesis test to

measure variation in responses on the attitude

towards physical exercise and evolution in the

period of Covid 19, and the below hypotheses have

been proposed:

H-1 The situation during the pandemic caused more

depressive mood to Generation Z women than to

men, influencing their health and lifestyle.

H-2 During the pandemic, females experienced

substantial decrease in their physical activities, but

they also employed different virtual platforms for

physical activities than males.

H-3 Generation Z women choose the services of a

coach or instructor for physical activities more

often and spend more money on physical activities.

The Chi Square statistic is commonly

employed for testing correlation between

categorical variables. The Mann-Whitney U test is

used to compare differences between two

independent groups when the dependent variable is

either ordinal or continuous, but not normally

distributed. Standard deviation is a measure of

dispersal in statistics. The standard error of a

statistic is the approximate standard deviation of a

statistical sample population.

In statistics the confidence interval describes

the probability that a population parameter will fall

between two sets of values for a particular

percentage of instances .

All tests and subsequent computations were

executed with JASP Team software (2021) Version

0.15. and the p-value provided was verified:

If p-value>0.05, H-null is confirmed,

If p-value<0.05, H-alternative is confirmed.

In determining the data obtained on age

division into groups and gender, it was observed

that females dominated among the respondents,

constituting 75,3% of the respondents, with males

constituting only 24,7% (see Table 1). It shows that

only a quarter of the respondents were male; this

gender ration corresponds to the overall gender

division among university students, where females

are dominant. The respondents come primarily

from the capital of Latvia Riga (41,7%), and the

least number of respondents come from the regions

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of Latgale and Semigallia, respectively 5,5 % and

7,5 %.

Table 1. Gender, Age and Regional Division of

Respondents

Variables

n

%

Gender

Females

332

75,3

Males

109

24,7

Age group

20 – 23

312

70,7

24 – 26

129

29,3

Regions

Kurzeme

50

11,3

Latgale

24

5,5

Vicinity of Riga

61

13,8

Riga

184

41,7

Vidzeme

89

20,2

Semigallia

33

7,5

3.2 Research Results

The findings of the study show that the habits of

the Generation Z changed and their reduced

physical activities have influenced their self-

assessed health. Essentially, women point to their

depressed condition, which is likely to be also

reflected in their health self-assessment as

compared as compared to men.

The results of the survey confirm similarity in the

female and male smoking practices during the

pandemic, without substantial differences, with

Independent Samples t-Test (p=0,629). In turn, the

practices of using alcohol also did not indicate

essential differences, also showing similarities in

these habits among males and females during the

pandemic, with Independent Samples t-Test

(p=0,609). In determining the difference between

the groups with Mann-Whitney U test (see Table 2)

it was found that there was no substantial

differences.

Table 2. The survey on smoking and alcohol use

during the pandemic

Variables

n

Mean

SD

SE

Smoking -

Female

332

2.006

1.614

0.089

Smoking -

Male

109

1.780

1.294

0.124

Alcohol -

Female

332

3.006

1.328

0.073

Alcohol -

109

2.936

1.435

0.137

Male

Source: computed using JASP Team (2021). JASP

(Version 0.15) [Computer software].

The respondents also evaluated their health

both before and during the pandemic, with

Independent Samples t-Test showing substantial

difference in results (p=0,03). The male

respondents believed that their health condition is

better than females’, as confirmed by the data

obtained by Mann-Whitney U test (see Table 3).

Health condition worsened during the pandemic

among both women and men, with the difference

between the two being confirmed by Independent

Samples t-Test (p=0,025). Comparing physical

activities among males and females before the

beginning of the pandemic with Independent

Samples t-Test (p=0.001), and during the pandemic

(p=0.005), this indicates substantial differences.

The comparison of physical activities between

males and males shows a tendency for males to be

more active and to do sport more often as testified

by Mann-Whitney U test, indicating that H2 was

verified (Table 3). The survey results confirm that

females choose to use the services of a sport coach

more often than males, as confirmed by substantial

difference in the results demonstrated by

Independent Samples t-Test (p=0,001). The results

show essential differences also in the area of

instructors selected, with females choosing them

more frequently, as shown by Independent Samples

t-Test (p=0,001), thus confirming H3 hypothesis.

Comparing the financial investments males and

females made in sport activities, no substantial

difference was found, as shown by Independent

Samples t-Test (p=0,597).

The study also looked into the frequency of

depressive moods occurring in the last twelve

months, a factor which demonstrates substantial

differences between males and females, with

depressive moods being more characteristic of

females, as shown by Independent Samples t-Test

(p=0,004). It was also verified whether physical

activities improve the mood, but this was not

confirmed by Independent Samples t-Test

(p=0,331). This shows that physical activities do

not have a considerable effect on depressive mood

among the respondents. This substantiates H1

about the occurrence of depressive mood during the

pandemic, leaving important consequences for the

self-evaluation of health during the survey.

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Table 3. Comparison in health and sports activities before and during the pandemic

Source: computed using JASP Team (2021). JASP (Version 0.15) [Computer software].

The results of the survey provided insight into

the use of applications for physical activities by

Generation Z representatives; these applications

enabled young people to continue various sports

activities during the pandemic. In determining the

mathematical mean, it can be observed that the

most frequently used applications are Nike training

Club, Facebook (app), My Fitness Pal and Strava:

Run & Ride Training. It is noteworthy that the first

three applications were more often used by

females, but there were no statistically significant

differences that could be determined by using Chi-

Squared Test, where Nike Training Club (p=0,323),

Facebook (app) (p=0,408), My Fitness Pal

(p=0,067) and Strava: Run & Ride Training

(p=0,062), which were used wider by male

respondents, so that H2 was not substantiated

(Figure 1). In considering other popular

applications used by Generation Z, there were

substantial differences in the use of Runkeeper

(p=0,003), Myzone (p=0,02) and Freeletics –

Personal Trainer (p=0,009). There were no

essential differences discovered in the use of other

applications. Overall, there were no substantial

differences in the use of applications by males and

by females (p=0,094).

Variables

n

Mean

SD

SE

p

Health before the pandemic – males

109

5.67

1.32

0.126

0.03

Health before the pandemic – females

332

5.446

1.15

0.063

Health during the pandemic – males

109

4.936

1.547

0.148

0.025

Health during the pandemic – females

332

4.557

1.491

0.082

Comparison of physical activities by males and females prior to

the Covid 19 pandemic – males

109

5.284

1.634

0.156

0,001

females

332

4.714

1.649

0.09

Comparison of activities by males and females in the course of

Covid 19 pandemic – males

109

4.514

1.73

1.66

0,005

females

332

3.955

1.68

0.092

S Comparison of activities by males and females in their choice of

instructor

- males

109

2.844

1.651

0.158

0,001

females

332

3.991

1.857

0.102

Comparison of activities by males and females in their usage of

instructor services

– males

109

1.532

1.259

0.121

0,001

females

332

2.102

1.702

0.093

Comparison of activities by males and females in their use of

finances

- males

109

3.248

1.467

0.14

0.597

females

332

3.157

1.525

0.084

Comparison of physical activities by males and females in

reported depressive mood during the time of the pandemic

- males

109

4.257

1.797

0.172

0.004

females

332

4.825

1.696

0.093

Comparison of activities by males and females and the impact of

physical activities on the improvement of their mood during the

pandemic

- males

109

5.982

1.367

0.131

0.331

females

332

5.88

1.316

0.072

WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT

DOI: 10.37394/232015.2022.18.94

Kalvis Ciekurs, Ivars Kravalis,

Anastasija Ropa, Inese Mavlutova,

Janis Hermanis

E-ISSN: 2224-3496

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Fig. 1:. Ranking of sport activities Apps for Generation Z males, females

In determining the platforms used most

frequently during the pandemic, the most popular

among Generation Z was YouTube, with no

essential difference between male and female

respondents, with Chi-Square Test (p=0,096), but

the mathematically highest results were observed in

females (Figure 2).

Fig. 2: Ranking of sport activities platforms for Generation Z males and females

In turn, there were substantial differences in the use

of the following platforms: WhatsApp (p=0,02),

Discord (p=0,001), Forbes (p=0,019). Thus, H2

was not substantiated by the results of the survey.

Other platforms considered were, in the order of

popularity: Instagram (the second most popular

platform), Facebook (the third most popular

platform), TikTok (the fifth most popular

platform), various blogs (the sixth most popular

resource), and TED Talks (the eighth and

penultimate platform in the list of popular

platforms). The gender difference in the ranking of

the latter platforms was insignificant.

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0% Apps

Female Male

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%

70,0%

80,0%

90,0%

100,0% Platforms

Female

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DOI: 10.37394/232015.2022.18.94

Kalvis Ciekurs, Ivars Kravalis,

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Janis Hermanis

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3.3 Discussion

Studies conducted in various countries in the whole

world in general and European countries in

particular raise the question of internal unity among

Generation Z [3]. One aspect in which Generation

Z representatives show variety and lack of internal

coherence as a group, and which would also benefit

from further study is gender differences. It has been

found that there are significant differences in the

profile of Generation Z in different parts of the

world, in different European countries or even in

one small country such as Latvia [10, 13]. Our

survey results show there are significant differences

between different age subgroups, genders and

living conditions in their sport activity, smoking

and drinking habits, and the presence of depressive

mood.

The authors agree with Vogel et al. that

physical activity (PA) lowers emotional stress and

facilitates physical and psychological health [29]

and De Matos et al. that social isolation and

loneliness were shown to be associated with

decreased physical activity levels and increased

inactiveness for both genders [21], but the study

shows results that are similar to as those reported

by Mushquash and Grassia, namely that secondary

students and in particular female students reported

more symptoms of anxiety and depression [27].

Peyer et al. state that special measures,

including psychological and medical intervention,

may be necessary for females and those with low

levels of physical activity [26]. The authors of this

study agree with the above scientists and

recommend paying particular attention to gender

differences in choosing suitable physical activities

for male and female Generation Z representatives

to facilitate their well-being and healthy lifestyle

and prevent disease.

In examining preferred teaching methods, the

Latvian representatives of Generation Z targeted by

this study expressed a predilection for practical

study methods with direct implications or

connection to real life. Thus, such methods as case

studies and problem-focused discussions were

shown as being viewed as particularly appropriate

for this group [8, 16]. As our survey showed, the

most popular methods among the respondents of

both genders are group work, seminars,

conferences, discussions, webinars and case

studies.

Mavlutova et al. considers that teaching should

use sophisticated tools such as automated

interactive digital software [48], together with the

results of our survey, which emphasize the

importance of developing teaching practices and

tools for sport, taking into account the opportunities

offered by digitalization and artificial intelligence.

4 Conclusions

Worldwide studies in general and research

conducted in European countries particularly

foreground the problem of internal cohesion within

Generation Z from the angle of gender. Studies

suggest that there are notable divergences in the

two Generation Z genders’ attitude across world, in

various parts of Europe and even in Latvia.

Overall, this study confirms that the pandemic

left a profound adverse effect on the active

lifestyle, health and sporting practice among both

females and males of Generation Z in Latvia, with

some pronounced gender difference observable.

Thus, our survey results show there are substantial

differences between the two genders in their

physical activity, drinking and smoking habits, and

the presence of depressive mood.

The study findings include the fact that there

exist substantial differences in comparing the males

and females who participated in the survey. The

results of the survey show fundamental variation

between females and males both before and after

Covid-19 in terms their healthy and active

lifestyles. The data indicates that both before and

during the pandemic females have encountered

more health problems than males, the latter

estimating to have better health. Likewise, there

was significant differences in physical activities

exercised by females and males, showing that both

before and during the pandemic females practiced

physical activities rarer than males did. At the same

time, albeit females engage in physical exercise

rarer than males, they are more likely to seek the

assistance of sport specialists, such as coaches and

instructors, who would contribute the skills and

knowledge necessary to master the sport. It is

likewise noteworthy that females are more likely to

use the services of sport specialists than males.

Another fundamental difference that emerged

in the course of the study is the greater presence of

depressive mood among females than among

males, something that has been signaled by

scholars studying the effects of Covid-19 elsewhere

in the world. Additionally, in considering unhealthy

habits, such as drinking and smoking, no

substantial variation among females and males was

discovered either before or during the pandemic.

Similarly, no noticeable difference was found in the

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DOI: 10.37394/232015.2022.18.94

Kalvis Ciekurs, Ivars Kravalis,

Anastasija Ropa, Inese Mavlutova,

Janis Hermanis

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area of financial investment in physical activities

by the representatives of the two genders.

In determining the most popular applications

and platforms for learning sports and practicing

physical activities, the following applications were

the top choice among the Latvian Generation Z

representatives of both genders: Nike Training

Club (p=0,323), Facebook (app) (p=0,408).

However, the most popular platform was YouTube,

which was somewhat more favored by female, as

observed through the comparison of mathematic

results, though the statistical difference was

insignificant. Similar findings were made in a

related study where the number of respondents was

697, where marked differences were observed in

physical exercise and self-assessment of health, the

greater presence of depressive mood among

females and female respondents’ greater

acknowledger use of alcohol [15].

Our study focused on the gender difference

among Generation Z in their attitude and practice

of physical activities during Covid-19 pandemic.

The perspective of the future work is to determine

changes in the attitudes of Generation Z and other

generations to physical exercise after the lifting of

Covid-19 related restrictions, both in Latvia and

globally.

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