Table 3 Physical activity related correlates of recovery need and/or burnout risk in secondary schoolteachers.

From: Cross-sectional associations of physical activity intensities and domains with recovery need and burnout risk among Flemish secondary school teachers

Part 1
	Recovery need^{^}				Emotional exhaustion*
	Estimates ± SE	p-values	Estimates ± SE	p-values	Estimates ± SE	p-values	Estimates ± SE	p-values
	Step-1 model^$		Step-2 model^£		Step-1 model^$		Step-2 model^£
Work-related physical activity (hrs/week)
Walking	− 0.004 ± 0.004	0.268	− 0.006 ± 0.004	0.117	− 0.001 ± 0.003	0.822	− 0.002 ± 0.003	0.492
Moderate-intensity PA	0.006 ± 0.006	0.29	0.008 ± 0.006	0.218	0.004 ± 0.004	0.329	0.004 ± 0.004	0.336
Vigorous-intensity PA	− 0.009 ± 0.014	0.607	− 0.010 ± 0.015	0.474	− 0.005 ± 0.010	0.607	− 0.006 ± 0.010	0.572
Transport-related physical activity (hrs/week)
Walking	0.008 ± 0.010	0.414	0.010 ± 0.011	0.358	0.006 ± 0.007	0.262	0.006 ± 0.008	0.456
Moderate-intensity PA	− 0.007 ± 0.010	0.463	− 0.001 ± 0.010	0.881	− 0.007 ± 0.007	0.319	− 0.004 ± 0.007	0.549
Leisure-time physical activity (hrs/week)
Walking	− 0.009 ± 0.011	0.412	− 0.009 ± 0.011	0.401	− 0.003 ± 0.008	0.672	− 0.004 ± 0.008	0.62
Moderate-intensity PA	− 0.024 ± 0.015	0.108	− 0.019 ± 0.016	0.224	− 0.004 ± 0.011	0.728	− 0.0003 ± 0.011	0.979
Vigorous-intensity PA	− 0.032 ± 0.010	0.002	− 0.028 ± 0.011	0.008	− 0.020 ± 0.007	0.007	− 0.019 ± 0.007	0.011
Domestic physical activity (hrs/week)
Moderate-intensity PA	0.007 ± 0.006	0.274	0.001 ± 0.007	0.942	0.010 ± 0.004	0.031	0.008 ± 0.005	0.11
Garden physical activity (hrs/week)
Moderate-intensity PA	0.022 ± 0.008	0.01	0.022 ± 0.010	0.022	0.009 ± 0.006	0.125	0.003 ± 0.007	0.618
Vigorous-intensity PA	0.007 ± 0.010	0.461	0.002 ± 0.010	0.852	0.007 ± 0.007	0.313	0.004 ± 0.007	0.554

Part 2
	Depersonalisation*				Personal accomplishment*
	Estimates ± SE	p-values	Estimates ± SE	p-values	Estimates ± SE	p-values	Estimates ± SE	p-values
	Step-1 model^$		Step-2 model^£		Step-1 model^$		Step-2 model^£
Work-related physical activity (hrs/week)
Walking	0.002 ± 0.002	0.226	0.001 ± 0.002	0.529	0.004 ± 0.002	0.035	0.004 ± 0.002	0.069
Moderate-intensity PA	0.005 ± 0.003	0.068	0.004 ± 0.003	0.176	0.001 ± 0.003	0.813	− 0.001 ± 0.003	0.691
Vigorous-intensity PA	0.002 ± 0.007	0.752	− 0.004 ± 0.007	0.585	0.006 ± 0.007	0.386	0.004 ± 0.008	0.574
Transport-related physical activity (hrs/week)
Walking	0.004 ± 0.005	0.37	0.00002 ± 0.005	0.997	0.011 ± 0.005	0.049	0.010 ± 0.006	0.083
Moderate-intensity PA	0.005 ± 0.005	0.229	0.004 ± 0.005	0.347	− 0.008 ± 0.005	0.117	− 0.009 ± 0.005	0.102
Leisure-time physical activity (hrs/week)
Walking	0.013 ± 0.005	0.016	0.010 ± 0.005	0.056	− 0.008 ± 0.006	0.163	− 0.011 ± 0.006	0.072
Moderate-intensity PA	0.007 ± 0.007	0.34	− 0.001 ± 0.008	0.891	0.005 ± 0.008	0.55	0.006 ± 0.008	0.449
Vigorous-intensity PA	0.008 ± 0.005	0.093	0.007 ± 0.005	0.181	− 0.001 ± 0.005	0.917	− 0.0003 ± 0.0055	0.957
Domestic physical activity (hrs/week)
Moderate-intensity PA	0.003 ± 0.003	0.251	0.003 ± 0.003	0.921	0.004 ± 0.003	0.253	0.005 ± 0.004	0.221
Garden physical activity (hrs/week)
Moderate-intensity PA	0.009 ± 0.004	0.023	0.006 ± 0.005	0.194	− 0.002 ± 0.004	0.569	− 0.009 ± 0.005	0.086
Vigorous-intensity PA	0.006 ± 0.005	0.173	0.003 ± 0.005	0.54	0.010 ± 0.005	0.042	0.010 ± 0.005	0.055

All models were adjusted for sex, age, being a parent and weekly amount of teaching (in hrs/week).
^$Step-1 model = PA intensities per PA domain separately.
^£Step-2 model = Fully-adjusted model including all PA intensity-domain combinations.
^{^}Recovery need: scale ranging from 0 to 5.
*Emotional exhaustion, depersonalisation & personal accomplishment: 7-point scale ranging from 0 to 6 ((Emotional exhaustion: higher scores = feeling more emotionally exhausted, depersonalisation: higher scores = feeling more cynical about their job, personal accomplishment: higher scores = feeling more competent at work).
SE standard error, PA physical activity.
Significant p-values (i.e., < 0.05) in bold font.

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Table 3 Physical activity related correlates of recovery need and/or burnout risk in secondary schoolteachers.

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