INTRODUCTION:Approximately 33% of undergraduates do not meet physical activity (PA) guidelines and thus may not experience the benefits of PA. Research shows higher levels of intrinsic motivation, addressed within the framework of Self-Determination Theory (SDT), predicts greater levels of adherence to PA. Course-based PA interventions using SDT may facilitate intrinsic motivation among undergraduates. Global health events have led to increased use of online, distance education (DE), courses. DE courses are also a tool for non-traditional students, over 30 years, to earn a degree. DE course-based interventions have shown to effectively promote PA. Research on the need to modify DE PA course-based interventions based on student ages is limited. The aim of the analysis was to assess motivational differences between non-traditional and traditional DE students in a PA course-based intervention. METHODS: Students in a 16-week DE PA course-based intervention completed an online survey as part of ongoing research. Measurements included the BREQ-3 and MPAM-R. BREQ-3 scores range 0 to 4, MPAM-R scores range 1 to 7; higher scores indicate higher levels of motivation. SUMMARY OF RESULTS: Participants' (N=11; 63.6% White) ages ranged from 20 to 47 (30.8±9.7) years, 54.5% were employed full-time. Non-traditional students (n=6) were 37.9±6.9 years, traditional students (n=5) were 22.2±2.2 years. Traditional and non-traditional students scored highest on appearance for the MPAM-R (6.3±.5,3.9±1.2, respectively). Identified Regulation scored highest among traditional and non-traditional students (3.5±.6,2.5±.9, respectively). No significant differences were observed at p-value of 0.05; to examine any potential differences, the p-value was expanded to 0.10. A significant difference was observed (p=0.08) for Identified Regulation. Introjected Regulation was close to significance (p=0.11). No additional differences were observed. CONCLUSION: Results indicate there may not be a difference between traditional and non-traditional DE students' reasons for engaging in PA. It may not be necessary to modify DE coursebased PA intervention based on participant ages. Further research, with a larger sample, on the motivation behind PA behaviors of traditional and non-traditional DE students is warranted. 922Effects Of 6-weeks Of Rpe-based, High-intensity Interval Training On Fitness And Walking In Older Adults.
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