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.

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 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’ Perceptions of Social Interactions in College Physical Activity Classes

2021 ◽  
Vol 78 (4) ◽  
Author(s):  
David Barney ◽  
Teresa Leavitt
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Social Interactions ◽  
Likert Scale ◽  
Physically Active ◽  
Social Component ◽  
The Social ◽  
Physical Activity Classes ◽  
College Aged Students

Physical activity (PA) has been found to benefit a person in many ways. One benefit of being physically active is the social component. This deals with interacting with someone before, during, or after the activity. The purpose of this study was to investigate the effects of social interactions on college-aged students during their PA class. Participants for this study included 408 college-aged students (272 males, 136 females) who were surveyed regarding their interactions during their PA class. The survey contained Likert scale questions and open-ended questions, which required the students to respond with written answers. In short, these students thought that their interactions during their PA were important and that the interactions were enjoyable. These results, along with other results from this study, highlight the positive benefits that come from being involved in PA.

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 A Case Study of Two College Students’ Reading Strategies and Their Writing Styles

2016 ◽  
Vol 5 (7) ◽  
pp. 15
Author(s):  
Zhanfang Li
Keyword(s):  
College Students ◽  
Reading Strategies ◽  
Extensive Reading ◽  
Focus On Form ◽  
Term Papers ◽  
Final Exams ◽  
Intensive Reading ◽  
Conscious Attention ◽  
The Relationship

<p>The importance of integrating reading and writing has aroused many people’s interest, and how to bridge the gap between input (reading) and output (writing) is regarded as an urgent necessity. However, input does not equal to intake, and to achieve the stage of intake, the reader’s conscious attention to the input is necessary, which is commonly realized in the reading process, either by intensive reading (focus-on-form) or extensive reading (focus-on-meaning). Previous studies put more emphasis on extensive reading, while this study is based on the assumed different effects of reading strategies upon writing styles, that is, intensive reading may guarantee accurate writing and extensive reading may promote fluent writing. Therefore the relationship between two college students’ reading strategies and writing styles is the focus of this study. The research lasts for 16 months (August, 2014 - December, 2015), during which all their journal writing pieces, their term papers, together with their compositions in the final exams, are used as the written data, while materials concerned with their reading strategies are collected by a questionnaire, two interviews, as well as their written self-reflections. Results show that extensive reading with a subconscious focus-on-meaning tends to enhance the fluency of writing while intensive reading with a conscious focus-on-form is more likely to promote the writing accuracy. Findings suggest that production is based on intake, which is the result of either the subconscious or conscious attention to both the language meaning and language form. </p>

College Students’ Goal Orientations, Situational Motivation and Effort/Persistence in Physical Activity Classes

2012 ◽  
Vol 31 (3) ◽  
pp. 246-260 ◽  
Author(s):  
Zan Gao ◽  
Leslie William Podlog ◽  
Louis Harrison
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Intrinsic Motivation ◽  
Goal Orientations ◽  
Regression Analyses ◽  
External Regulation ◽  
Mastery Avoidance ◽  
Situational Motivation ◽  
Physical Activity Classes ◽  
Identified Regulation

The purpose of this study was to examine relationships among college students’ 2 × 2 goal orientations (mastery-approach [MAp], mastery-avoidance [MAv], performance-approach [PAp], performance-avoidance [PAv]), situational motivation (intrinsic motivation, identified regulation, external regulation and amotivation) and effort/persistence in physical activity classes. Participants (140 female, 109 male) completed a battery of questionnaires assessing the outcome variables at the last week of instruction. Regression analyses revealed that MAp and PAp emerged as positive predictors for intrinsic motivation whereas MAp was the only positive predictor for identified regulation. MAp was negatively related to amotivation (AM), while PAp and PAv were positively related to AM. In addition, MAp, PAp, intrinsic motivation, and identified regulation were significant positive predictors of effort/persistence.

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