Physical Activity and Associated Constraints Following the Transition From High School to University

Wilson, Oliver W. A.; Walters, Simon; Naylor, Michael; Clarke, Jenny

doi:10.1177/1558866121995138

Cited by 3 publications

(5 citation statements)

References 38 publications

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“…Facilitators of PA practice include motivation, enjoyment, perceived competence in PA practice, benefits derived from PA practice, and a positive attitude toward PA (Cabot & Surprenant, 2022;Chen & Wang, 2017;Couture-Wilhelmy et al, 2021;Nahas et al, 2003). Conversely, barriers to PA practice may include perceived lack of time, lack of motivation, cost related to sports infrastructure, or social influences (Cabot & Surprenant, 2022;Hilger-Kolb et al, 2020;Leriche & Walczak, 2014;Martins et al, 2021;Wilson et al, 2021). Furthermore, some authors make a distinction between determinants that are internal and external to the individual (Rosselli et al, 2020;Zelenovı̇ć et al, 2021).…”

Section: Determinants Of Physical Activitymentioning

confidence: 99%

“…These results are in line with those of Wilding et al (2019), who compared the QBE to a "dissonance-enhanced QBE condition" by inducing a state of discomfort in participants with regard to their inactivity, by emphasizing the importance of being active to be healthy. There is a body of literature that would expect a decline in PA time as various social roles and responsibilities begin or expand in early adulthood (Hilger-Kolb et al, 2020;Richard, 2022;Wilson et al, 2021). In this context, the results of Group A show great potential.…”

Section: Contribution Of the Benefits Of The Questioned Behavior To T...mentioning

confidence: 99%

“…For example, Leriche and Walczak (2014) observed that 37.2% of their sample of 1886 college students spent less than 10 minutes of PA per week outside of class. Similarly, several authors report a drastic decrease in PA practice at the end of adolescence, during the transition to adulthood (Ahmad et al, 2021;Castro et al, 2020;Poriau & Delens, 2017;Statistics Canada, 2021a;Wilson et al, 2021) as well as a deterioration of physical fitness among students (Chiasson, 2004;Lemoyne & Girard, 2018;Leone et al, 2023). Although students who take a PEH class do more PA than those who do not (Lemoyne, 2012), once all required PEH courses are completed, there is a significant decrease in PA practice (Poriau & Delens, 2017).…”

Section: Introductionmentioning

confidence: 99%

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A Pedagogical Strategy Applied in Physical Education to Encourage Sustainable Physical Activity

Surprenant¹,

Cabot²

2023

JEL

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It is known that the practice of physical activity (PA) drops off drastically in late adolescence, during the transition to adulthood, leading to a deterioration in physical fitness among post-secondary students. Given the importance of the consequences of physical inactivity, interventions aimed at the sustained adoption of sufficient PA practice must be developed. The objective of this study is to evaluate the impact of a pedagogical strategy based on the question-behavior effect (QBE) implemented in the final post-secondary physical education and health (PEH) course and that capitalizes on the benefits derived from PA. An iterative, self-reflective exercise involving the personal benefits derived from PA practiced in PEH class was tested among 496 students (mean age: 19.10 [SD: 2.42]) from 15 post-secondary institutions and divided into three groups: self-reflection on benefits and on PA practiced (Group A; n = 152), self-reflection on PA practiced (Group B; n = 142), no self-reflection (Group C; n = 210). Two measurements of weekly PA practiced outside the school setting were taken: one week before the start of the final semester of PEH, and then six months after the end of that semester. In particular, the results indicate that PA practice outside of school increased among participants in Group A and that the proportion of students who were inactive at Time 1 who became active at Time 2 was higher in Group A. Thus, it appears that repeated awareness of the personal benefits of practicing PA in PEH class promotes engagement in PA done outside of class.

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Section: Determinants Of Physical Activitymentioning

confidence: 99%

Section: Contribution Of the Benefits Of The Questioned Behavior To T...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Pedagogical Strategy Applied in Physical Education to Encourage Sustainable Physical Activity

Surprenant¹,

Cabot²

2023

JEL

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“…group or individual), level of competition and previous knowledge (i.e. understanding how to use weights) (Selvaratnam et al, 2021; Stankowski et al, 2017; Wilson et al, 2021). Given the central role that programs play in driving participation, the following hypothesis is advanced to explore the role they may play in explaining why greater facility capacity results in increased facility usage. H2: Program capacity will positively mediate the relationship between facility capacity and facility usage.…”

Section: Program Capacity As a Mediatormentioning

confidence: 99%

If You Build it Will They Come? The Mediating Roles of Human Resource and Program Capacities

Wilson

Wood

Snelgrove

2022

Recreational Sports Journal

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The amenity arms race among post-secondary institutions is driving the new development or expansion of campus recreation facilities. However, investing in new and larger campus recreation facilities may not necessarily translate into usage and ultimately provide the associated benefits to students. This study explored whether human resource capacity and program capacity are mechanisms that help explain the conditions under which facility capacity translates into facility usage. Secondary data were obtained from NIRSA's research and assessment initiative from post-secondary institutions in the United States ( n = 103) that contained measures of relevance to this study. Regression analyses with bootstrapping were conducted to examine the hypothesized relationships including mediation. Results identified that an indirect only mediation model (full mediation) was present, such that greater facility capacity translates into increased facility usage through human resource capacity and program capacity. Therefore, recreation professionals and programs are indicated as pivotal to making the most of facility capacity.

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“…The transition to adulthood is generally accompanied by a sharp drop in physical activity and fitness levels among students. 1 - 7 For example, according to one study, 37.2% of postsecondary students (n = 1886) engaged in less than 10 min of weekly physical activity outside of school. 8 At the same time, the amount of time allocated to recreational screen use among young adults is considerable, averaging 4.7 h per day.…”

Section: Introductionmentioning

confidence: 99%

Motivation for Physical Activity as a Key Determinant of Sedentary Behavior Among Postsecondary Students

Surprenant,

Cabot,

Fitzpatrick

2024

INQUIRY

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It is known that the transition to adulthood represents a critical period of life when acquiring healthy behaviors can influence lifestyle and health throughout adulthood. Given the importance of the consequences of a sedentary lifestyle, identifying influence factors is key to improving healthy behaviors. The objective of this study is to explore the role of postsecondary students’ motivation toward physical activity in the association with their screen time and out-of-school physical activity practice. A total of 1522 postsecondary students (90% were aged 17-20 years) recruited from 17 postsecondary institutions completed the self-reported questionnaire during course time. Multivariate linear regression was used to assess the association between motivation to move including additional predictors of behavior such as intention and tendency to self-activate and self-reported screen time and physical activity controlling for age and sex. Motivation including all 3 motivational variables (interest, utility, competence) was negatively associated with screen time, b = −0.498 (95% CI between −0.635 and −0.361) and positively associated with moderate-to-vigorous physical activity, b = 133.986, (95% CI between 102.129 and 165.843). Of the 3 motivational variables, interest had the strongest negative association with screen time, b = −0.434 (95% CI between −0.551 and −0.317), and the strongest positive association with physical activity, b = 113.671, (95% CI between 86.396 and 140.946). These findings indicate that the motivation of postsecondary students toward physical activity significantly influences their behaviors, including screen time and physical activity engagement.

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Physical Activity and Associated Constraints Following the Transition From High School to University

Cited by 3 publications

References 38 publications

A Pedagogical Strategy Applied in Physical Education to Encourage Sustainable Physical Activity

A Pedagogical Strategy Applied in Physical Education to Encourage Sustainable Physical Activity

If You Build it Will They Come? The Mediating Roles of Human Resource and Program Capacities

Motivation for Physical Activity as a Key Determinant of Sedentary Behavior Among Postsecondary Students

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