Required and Non-Required College Physical Activity Classes Effect on College Students' Stress

2020 ◽  
Vol 31 (2) ◽  
Author(s):  
Elizabeth Sharp ◽  
David Barney
Keyword(s):  
Physical Activity ◽  
College Students ◽  
College Education ◽  
Activity Class ◽  
Physical Activity Classes

A college education is considered important in society. The process of gaining a college education will be filled with many challenges. These challenges can be stressful. One method of combatting stress for college students is physical activity. For this study, students from a university that offered, but did not require physical activity classes for graduation, and students from a university that offered and required physical activity classes for graduation participated in this study. It was found that both groups weren’t “as stressed out” after their physical activity class. Overall, students from both universities generally felt that the physical activity classes were beneficial to them.

scholarly journals Student Voices for Why College Students’ Take Physical Activity Classes When it is not required for Graduation

2017 ◽  
Vol 23 (1) ◽  
pp. 6-14
Author(s):  
David BARNEY ◽  
Kelsey Higginson
Keyword(s):  
Physical Activity ◽  
College Students ◽  
College Education ◽  
Private University ◽  
Western United States ◽  
Student Voices ◽  
Timely Manner ◽  
The World ◽  
Activity Requirement ◽  
Physical Activity Classes

The time in college is a time to prepare to go out into the world and be a contributing member of society. Typically, a college education should take four years to complete. Many colleges are eliminating the physical activity requirement for graduation, hoping that it will aid the student in graduating in a timely manner. Yet, students still take physical activity classes while working towards graduation. For this study 420 college students (235 males & 185 females) participated in this study. Students in physical activity classes at a private university of the western United States completed a survey in regards to why they take physical activity classes even when it is not required for graduation.The surveys asked the student’s respond and explain why they are taking physical activity classes. Generally, it was found that students take physical activity classes to have fun along with other reasons.

scholarly journals Investigating Motivation for Physical Activity among Minority College Females using the BREQ-2

2015 ◽  
Vol 4 (1) ◽  
pp. 40-44 ◽  
Author(s):  
Gherdai Hassel ◽  
Jeffrey John Milroy ◽  
Muhsin Michael Orsini
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Vigorous Physical Activity ◽  
Physical Activity Promotion ◽  
Moderate Physical Activity ◽  
Time On Task ◽  
State University ◽  
Activity Class ◽  
Activity Promotion ◽  
Basic Studies

Adolescents who engage in regular physical activity experience increased academic performance and grades, improved academic behavior, such as time on task, as well as an increase in other factors that influence academic achievement. Despite physical activity recommendations, regular engagement in physical activity is still an issue among American adolescents. Furthermore, physically inactive lifestyles are highest among minority populations, lower socioeconomic groups, and women. Self Determination Theory provides a basis for investigating the cognitive, affective and motivational processes of physical activity. At present time, there is a dearth of research exploring motivation of physical activity among minority female college students. Therefore, the purpose of this study was to investigate the type of motivation that is most strongly related to moderate physical activity, vigorous physical activity, strength training and stretching among college-aged African American females in an effort to consider ways to improve physical activity promotion efforts on a college campus. Students enrolled in a required basic studies physical education and wellness course at a southeastern state university were invited to participate in data collection activities. Participants were invited to complete the modified Behavioral Regulation in Exercise Questionnaire (BREQ-2), a 19-item questionnaire designed to measure motivation for physical activity. Of the 1422 college students that agreed to participate, 54 identified themselves as a non-Caucasian female. Results offered limited support for the hypothesis that those who are extrinsically motivated would engage in more physical activity. Nevertheless, a required physical activity class for college students could potentially provide an opportunity for those who would otherwise be amotivated for physical activity to engage in regular physical activities.

College Students’ Achievement Goal Orientation and Motivational Regulations in Physical Activity Classes: A Test of Gender Invariance

2015 ◽  
Vol 34 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Xiaoxia Su ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Goal Orientation ◽  
Female Students ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Activity Class ◽  
Male And Female ◽  
Approach Goals ◽  
Mastery Approach

The current study examined the measurement invariance across 361 male and female college students’ 2 × 2 achievement goal orientation and motivational regulations. Participants completed questionnaires assessing their achievement goals and motivational regulations. Multigroup CFA analyses showed that male and female students’ scores were fully invariant at the configural, metric, and scalar levels. Multigroup SEM analyses revealed that mastery-approach goals positively predicted intrinsic regulation and identified regulation. It also revealed that performance-approach goal was a stronger predictor of external regulation among female students than among male students. Collectively, these results provide evidence that researchers can make valid inferences about differences in achievement goal and self-regulation scores across male and female students. This study also supports the view that mastery-approach goals are motivationally beneficial, especially among female students, in college physical activity class settings.

Physiological Changes in College Students Following a Single Semester Physical Activity Class

2016 ◽  
Vol 48 ◽  
pp. 100
Author(s):  
Tayler N. Nick ◽  
David Cluphf ◽  
Linsday Ross-Steward ◽  
Benjamin Webb ◽  
Bryan Smith
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Physiological Changes ◽  
Activity Class

scholarly journals College students’ perceptions of a caring climate in group physical activity classes

2017 ◽  
Vol 9 (1) ◽  
pp. 99-106 ◽  
Author(s):  
Aubrey Newland ◽  
Maria Newton ◽  
Andrea Stark ◽  
Leslie Podlog ◽  
Morgan Hall
Keyword(s):  
Physical Activity ◽  
College Students ◽  
High School ◽  
Martial Arts ◽  
Psychological Climate ◽  
College Age ◽  
Positive Attitudes ◽  
Mountain West ◽  
The Relationship ◽  
Physical Activity Classes

Summary Study aim: Research suggests that physical activity rates decline sharply after high school. The pattern of activity or inactivity during college tends to persist into adulthood. A critical need exists for examination of strategies to engage college-age students in physical activity habits. One way to do this is through physical activity courses offered in colleges. This study examines the relationship between perceptions of a caring psychological climate and group connectedness, enjoyment, and attitudes toward classmates and the instructor in group physical activity courses. Material and methods: Participants were 174 students (107 males and 67 females; Mage = 21.71) enrolled in exercise, martial arts, and sports courses at a large university in the Mountain West. Results: Perceptions of a caring climate were significantly related to enhanced feelings of group connectedness, heightened enjoyment, and more positive attitudes toward classmates and instructor. Discussion: These findings suggest that a strategy to foster engagement in physical activity courses on campus is to train instructors to value, support, and welcome students.

College Students’ Achievement Goals, Social Goals, and Self-reported Persistence in Physical Activity Class Settings

Quest ◽  
2020 ◽  
Vol 72 (4) ◽  
pp. 463-473
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Xiaofen Keating ◽  
William Land
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Achievement Goals ◽  
Social Goals ◽  
Activity Class

scholarly journals Effects of College Student's Participation in Physical Activity Classes on Stress

2020 ◽  
Vol 29 (1) ◽  
Author(s):  
David Barney ◽  
Lindsey Benham ◽  
Liz Haslem
Keyword(s):  
Physical Activity ◽  
College Students ◽  
College Student ◽  
Term Papers ◽  
Final Exams ◽  
Physical Activity Classes

 The life of a college student could be considered stressful. There are assignments, term papers, midterm exams, and final exams, all of which may create varied amounts of stress. One method of combatting these stressors is participation in physical activity. The purpose of this study was to investigate college students’ perceptions of their participation in physical activity courses on their stress. A total of 356 college students were surveyed regarding their perceptions of how participation in physical activity affects their stress. Results showed that participation in physical activity classes helped them to control the stress related to their coursework.

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