Abstract
Physical education and physical activity play essential roles in both the education system and in the development of lifelong healthy habits. Regular physical activity, in conjunction with a well-balanced diet, can contribute to various physical and mental wellness benefits, particularly when supported from an educational standpoint that encourages practical application. However, overall physical activity levels and general health have declined in the past several decades. This is especially concerning within the young adult population, including those attending university. PURPOSE: The purpose of this study was to examine various factors influencing exercise motivation and perceived physical and mental health in undergraduate students in relation to mandated physical activity courses. Additionally, this study aimed to fill gaps in the literature regarding motivation and the extent to which finances and weather affect a college student’s likelihood to engage in physical activity. METHODS: This study employed a survey to examine how mandated physical activity courses influence exercise motivation and perceived physical and mental health among undergraduate students. The survey assessed perceived physical activity levels, physical education, self-efficacy, and a variety of motivational factors in related to physical activity participation. The study was conducted with students aged 18-23. The final sample included 39 participants who were recruited via email solicitation and QR codes. Of the sample, approximately 75% were female, and 25% were male, with seniors’ representation the largest class demographic at 35.9%. The survey was the primary intervention in this study with the goal of better understanding motivational factors related to physical activity engagement. RESULTS: Findings indicated approximately 66% of students within the sample supported the implementation of mandated physical activity courses at the university level. Specifically, there was a statistically significant relationship between mandated classes and an increase in variety of physical activity courses, as shown by Fisher’s test (p= 0.0185). Results also indicated most participants reported little to no influence from financial factors in regard to their motivation levels for physical activity engagement. Also, while weather conditions showed little statistical significance in relation to motivation, 70.1% of participants did indicate that their physical activity levels fluctuate with the changes of the seasons, which may impact participation. CONCLUSION: This study emphasizes the importance in understanding key motivational factors that influence regular physical activity participation among university-aged students. The findings suggest that mandated physical education courses may enhance a student’s exposure to a variety of physical activity outlets that can support long-term engagement. Additionally, recognizing environmental and personal factors such as finances and weather changes can help universities design more effective and appealing opportunities to participate in physical activity that will promote student physical and mental wellness.
Recommended Citation
Welch, Kyla L. and Long, Melissa D.
(2026)
"Effects of Mandated Physical Activity Courses and Motivation to Exercise in Undergraduate College Students,"
International Journal of Exercise Science: Conference Proceedings: Vol. 2:
Iss.
18, Article 199.
Available at:
https://digitalcommons.wku.edu/ijesab/vol2/iss18/199