Changes in Physical Activity and Motives Following the Transition from High School to University

Autor/inn/en	Wilson, Oliver W. A.; Walters, Simon R.; Naylor, Michael E.; Clarke, Jenny C.
Titel	Changes in Physical Activity and Motives Following the Transition from High School to University
Quelle	In: International Journal of Kinesiology in Higher Education, 6 (2022) 1, S.56-67 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Oliver W. A.) ORCID (Walters, Simon R.) ORCID (Naylor, Michael E.) ORCID (Clarke, Jenny C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-1616
DOI	10.1080/24711616.2020.1866468
Schlagwörter	Foreign Countries; College Freshmen; Physical Activity Level; Student Motivation; Student Behavior; Behavior Change; Preferences; High School Students; Exercise; Health Behavior; Student Characteristics; Athletics; Leisure Time; College Athletics; Gender Differences; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Schulische Motivation; Student behaviour; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Übung; Health behaviour; Gesundheitsverhalten; Leichtathletik; Freizeit; College athletes; Collegesport; Hochschulsport; Geschlechterkonflikt; Neuseeland
Abstract	Many university students are insufficiently physically active to the detriment of their physical and mental health. University students' physical activity motives are important for understanding students' physical activity levels and patterns, and for offering insight into how students' physical activity, and health, could be enhanced. The purpose of this study was to examine how first-year university students' physical activity and motives had changed following the transition from high school to university. Methods: An online questionnaire was completed by 121 first-year students at a New Zealand university. The data related to: duration, frequency, and types of physical activity in relation to high school and university; socio-demographic variables; and, students' physical activity motives were assessed. Changes in physical activity and motives following the transition were assessed using open-ended questions. Following the transition, physical activity decreased significantly, and students' physical activity preferences/patterns and motives changed from team/group to more individual physical activities, and to less competitive and/or more social activities. Analysis revealed five motive factors: competence-mastery; social recognition; body/health-related; psychological; and interpersonal. Differences in motives based on socio-demographic variables and physical activity were also revealed. In summary, physical activity patterns and preferences, as well as motives, changed considerably following the transition. University administrators should appreciate these changes and allocate resources to encourage and facilitate such changes by providing a diverse range of opportunities to be physically active that suit students' preferences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01