Introduction:

University teachers are subject to various social and professional pressures in their workplace, which can cause disruption of homeostasis and cause negative stress. In this sense, it is important to establish alternative intervention actions, such as the possible effects of programmed physical stimuli, for which there is a need to assess how they influence the psychological states of teaching-educational personnel.

Objective:

To assess the effects of a physical activation program on work stress levels in university teachers at the Escuela Superior Politécnica de Chimborazo.

Methods:

Descriptive/explanatory research of a correlational order, studying the effects of a physical activity program in university teachers selected under an intentional sampling (n= 23), evaluating the effects of the physical stimulus at two moments of the intervention process, by measuring the self-perceived stress with the adapted LSB-150 questionnaire, using a Likert-type scale.

Results: There were significant differences when evaluating all the response options at the two intervention moments, according to Friedman (Pretest: p= 0.031; Posttest: p= 0.000), decreasing the average ranges in the “Always” option, and increasing the average ranges in the “Never” option in relation to posttest. The Signs Test showed significant differences in the “Always” option (p= 0.008) and the “Never” option (p= 0.002), in post-test favor.

Conclusions:

Physical activities can contribute to reducing self-perceived stress in university teachers, although it is recommended to establish experimental research and investigate other extraneous variables that may have a notable influence.

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