Evaluation of a mandatory theory-based physical activity course on motivation among predominantly Hispanic college students

• Published in: Journal of American college health Vol. 71; no. 4; pp. 1213 - 1219
• Main Authors: Barton-Weston, Heather, Chen, Wei-Ju, Fike, David, Griffiths, Randall, Soukup, Gregory, Chen, Lei-Shih
• Format: Journal Article
• Language: English
• Published: United States Taylor & Francis 04.05.2023; Taylor & Francis Inc
• Subjects: College Students; Competence; Curricula; Curriculum; Exercise; Extrinsic motivation; Female; Hispanic American Students; Hispanic Americans; Hispanic or Latino; Humans; Incentives; Interpersonal Relationship; Intrinsic motivation; Male; Motivation; Personal Autonomy; Physical Activities; Physical activity; physical activity curriculum; Physical Education; Physical fitness; Questionnaires; Regulation; required course; Required Courses; Self Determination; Student Motivation; Students; Universities; physical education; required course; physical activity curriculum; Exercise
• ISSN: 0744-8481; 1940-3208
• DOI: 10.1080/07448481.2021.1926259

ObjectiveThe present study aims to examine the impacts of a mandatory physical activity (PA) course on exercise motivation among predominately Hispanic college students. The course was designed based on the Self-Determination Theory to increase students' PA motivation. Methods: A total of 383 college students (n males =126; n females =257; M age =19.6; 67.6% Hispanic/Latino[a]) participated in the course and completed the Behavioral Regulation to Exercise Questionnaire-2 at the beginning (pretest) and the end of the course (post-test). This questionnaire measured five motivation constructs: amotivation, intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation. Results: Findings showed significant increases from pretest to post-test in all five motivation constructs (ps < 0.01). Conclusions: Although the mandatory PA curriculum successfully increased the intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation among college students, amotivation was also increased. These outcomes suggested some positive impacts on Hispanic college students' motivation to participate in PA. Findings can assist researchers and educators in developing, implementing, and evaluating required PA courses in colleges and universities.