The Impact of Choice on Exercise Motivation and Physical Activity in College Students

Abstract

Background: While research suggests that college courses contribute to significant health benefits, there is limited research on the effectiveness of these courses in increasing motivation and lifetime PA habits of college students. Aim: The purpose of this study was to investigate the impact of choice in a conceptually-based college health and wellness course on exercise motivation and physical activity of undergraduate students. Method: Participants included undergraduate students (N = 81) enrolled in a health and wellness course at a four-year liberal arts university located in the mid-Atlantic region of the U.S. Quantitative data from the Behavioral Regulation in Exercise Questionnaire and the Leisure Time in Exercise Questionnaire were collected over three time points from two groups (choice and non-choice). Qualitative data from semistructured interviews with course instructors (N = 4) and open-ended questions were also collected. Results: There was a significant increase in intrinsic regulation F(2, 158) = 10.13, p = .00, η p 2 =.114; identified regulation F(2, 158) = 7.35, p = .001, η p 2 = .085; introjected regulation F(2, 158) = 6.61, p = .002, η p 2 = .077; and PA F(2, 158) = 5.63, p = .004, η p 2 = .067 over time. No significant differences were found between groups. Conclusion: While there was no significant difference between instruction type, instructors and participants suggested that choice was the preferred method for adult learners.

Students’ experience of a college wellness course

“…While these percentages are higher than those in data collected in 2018 (ACHA-NCHA, 2018), research demonstrates that the physical activity (PA) levels of young adults decline when transitioning from high school to college and continue to decline throughout college (Gropper et al, 2020; Small et al, 2013). Additional studies report that behaviours related to PA and lifestyle developed during an individual’s college years persist into adulthood following college graduation (Milroy et al, 2013; Tracy et al, 2017). However, research also shows that lifetime wellness courses improve physical self-efficacy, which increases wellness behaviour, specifically an increase in PA (ACHA-NCHA, 2018; Pearman et al, 1997).…”

“…Recent quantitative studies have examined activities for health promotion, reviewed pedagogical methods for teaching about health and wellness, and evaluated student perceptions of health and wellness courses (Esslinger et al, 2016; Lockwood and Wohl, 2012; Milroy et al, 2013; Poobalan et al, 2012; Sebire et al, 2011; Sibley et al, 2013; Sidman et al, 2009). Very few studies though have utilised qualitative or mixed methodology to explain and interpret quantitative data related to health and wellness college courses (Tracy et al, 2017). Most studies have collected data before and after completion of the course.…”