Environmental Factors: Honors Student’s Level of Physical Activity and Exercise

Introduction: This study was undertaken to determine whether Bowling Green State University (BGSU) provided an environment that encouraged physical activity and exercise with Honors students (HS). The Trans-theoretical model was used to determine the intent/behavior related to participation in physical activity and exercise. Methods: A computer-based survey was distributed to all HS (N=909). The survey was derived from three previously published surveys. Results: Data were reduced and visually inspected for trends. The response rate was 29.2%. In general, HS were physical active (~70%) and/or exercised (~90%). Distance from the exercise facility did not seem to be important. The HS seemed to be extrinsically motivated when it came to positive social influences and more intrinsically motivated when it came to negative influences. Therefore, positive influences were more important in determining the likelihood of the HS to be physically active and/or exercise and resulted in a positive relationship. HS who had a positive attitude towards physical activity and exercise where more likely to participate. Neither class standing nor employment activity appeared to influence the stage of change. Conclusion: HS at BGSU were more physically active and exercised more than expected. Positive influences played the larger role in determining physical activity and exercise participation. Positive social factors were more important than negative. Physical environmental factors did not seem to affect the stage either. Human behavior related to physical activity and exercise continues to be multifactorial and complex; therefore, additional studies should be undertaken. The Honors College at Bowling Green State University (BGSU) was established in 2013 after first becoming an Honors Program in 1978. Students who are enrolled in the Honors College at BGSU are given benefits above other traditional students: priority scheduling, smaller classes, enhanced opportunities for research and learning, greater access to faculty, and opportunities to develop and refine critical thinking skills. Students of all majors and backgrounds may enrolled in the Honors College if they meet the criteria that the college has deemed as appropriate. Honors students commonly demonstrate good test-taking skills and have high GPAs, but there are many other characteristics that tend to be connected to honors students. When compared to non-honors students, honors students seem to be more eager, exploratory, and experienced. They are often be described as academically focused individuals (Achterberg, 2005). With so much focus on academics, do honors students find time to be physically active and/or exercise? This study was designed to explore whether BGSU provides an environment that encourages positive attitudes about physical activity and exercise that results in honors students being in the later stages of the Trans-theoretical model, and thus be expected to be more physically active and exercise more often. By adding the Trans-theoretical model, it has the potential to strengthen the study. Several studies on exercise adherence include a theory in effort to strengthen the study, but the theory differs between studies (Buckworth, 2001). The Trans-theoretical model was used in this study to add a different view point. The Trans-theoretical “model of intentional behavior change defines health behavior adoption and maintenance as a process that occurs through a series of behaviorally and motivationally defined stages” (Buckworth, 2001). In the present study, this model was used to determine the level of intention the participant has to become or stay physically active and exercise. The Trans-theoretical model contains five stages: precontemplation, contemplation, preparation, action, and maintenance. “Precontemplation” is often described as “I have never thought about it. ” In the case of this study, “it” is either physical activity or exercise depending on the specific question. “Contemplation” is described as “I have thought about it, but never done it. ” Precontemplation and Contemplation are often grouped together in other studies (Buckworth, 2001). “Preparation” is used to indicate that the participants are planning to be physically active or exercise but have yet to do so. They are finding a time that would work for them and deciding the types of physical activity in which they will participate. “Action” is the stage that participants have begun taking part in physical activity or exercise, but have not yet proven that they will adhere to the program; meaning that they have done it for less than six months. The criterion of six months was chosen because approximately 50% of participants will discontinue participation within six months (Pinto & Marcus, 1995). If the participants take part in the physical activity or exercise for more than six months, then they have entered the “maintenance stage”. The action and maintenance stages are often grouped together in other studies. To answer the questions that inspired this study, the author has proposed five hypotheses: 1. if the distance to the location of exercise is a barrier, then honors students will be in earlier stages of the trans-theoretical model, 2. if the social environment encourages physical activity, then honors students will be in later stages of the trans-theoretical model, 3. if honors students have a positive attitude toward physical activity, then they will be in later stages of the trans-theoretical model, 4. if honors students are freshmen, then they will be in earlier stages of the trans-theoretical model, and 5. if honors students hold physically active jobs, then they will be less likely to be physically active outside of work and therefore in earlier stages of the trans-theoretical model. When the author mentions the earlier stages of the trans-theoretical model, she is referring to the first three stages: precontemplation, contemplation, and preparation. The later stages would then be the last two: action and maintenance. The author looked at other studies and reviews to determine the first hypothesis: if the distance to the location of exercise is a barrier, then honors students will be in earlier stages of the transtheoretical model. Many other sources agree with this statement such as Dishman, Sallis, and Orenstein (1985). In their review article, they mention that perceived convenience to exercise setting and actual geographic proximity play a part in an individuals’ level of activity. The authors also included other physical environmental factors that determine how much a person participates in physical activity and/or exercise such as weather and the time pressures (Dishman, Sallis, & Orenstein (1985). GilesCortia and Donovan (2002) found that spatial access was a significant predictor to the activity level of individuals within a health program. They also found that “positive perceptions about the convenience of facilities and neighborhood safety increased exercise self-efficacy, a factor known to influence intention to be physically active” (Giles-Ortia & Donovan, 2002). Living in a community that promotes walkability (i.e. well maintained sidewalks) and feasibility to walk or bicycle for transportation rather than taking a car or bus, has the potential to have individuals who participate in physical activity more often. (Bouchard, 2010). The social environment includes family members, peers, and health professionals (Dishman, Sallis, and Orenstein, 1985). Dishman, Sallis, and Oreinstein (1985) found that a spouse is the most important and influential to an individual’s social environment. Giles-Corta and Donovan (2002) conducted a study to examine a person’s social environment and their levels of activity. They found that those with a positive social environment that was conducive to exercising were more likely to acquire the recommended amounts of physical activity and exercise (Giles-Corta & Donovan, 2002). Okun, Ruehlman, Karoly, Lutz, Fairholme, Schaub (2003) found similar results: social support was a significant predictor of physical activity. Okun, Ruehlman, Karoly, Lutz, Fairholme, Schaub (2003) mentioned another study that reported “low levels of social support were twice as likely to be sedentary as individuals who reported high levels of social support. ” Therefore, the author of the present study hypothesized: if the social environment encourages physical activity, then honors students will be in later stages of the trans-theoretical model. The attitude a person has towards exercise and physical activity has been noted to be a significant predictor of participation (Okun, Ruehlman, Karoly, Lutz, Fairholme, Schaub, 2003). Whether or not a person is in a supportive or negative environment, their attitude will determine if he or she participates in physical activity and/or exercise (Okun, Ruehlman, Karoly, Lutz, Fairholme, Schaub, 2003). Based on these conclusions from other studies, the current author hypothesized: If honors students have a positive attitude toward physical activity, then they will be in later stages of the trans-theoretical model Buckworth and Nigg (2004) conducted a study that compared the hours spent with technology to the activity levels of college students. They found that the more hours the student used the computer increased with the student’s class standing, but decreased the level of physical activity and exercise. Younger students spent more time devoted to being active compared to older students. Pinto and Marcus (2004) also conducted a study to compare year in school and the stage of the Trans-theoretical model the student was is for exercise. They found no significant difference between the stages and the year in school. Despite the literature presented, the present author hypothesized that freshman would be in earlier stages of the trans-theoretical model with knowledge that participation in physical activity and exercise decreases afte