# Promoting physical activity among university studenttrs with a co-constructed program during COVID-19 pandemic

Aurélie Goncalves, Maxime Deshayes, Caroline Bernal, Karim Korchi, Maxence Nogrette, Béatrice Gisclard, Elodie Charbonnier

► To cite this version:

Aurélie Goncalves, Maxime Deshayes, Caroline Bernal, Karim Korchi, Maxence Nogrette, et al. Promoting physical activity among university studenttrs with a co-constructed program during COVID-19 pandemic. 30 th European Congress of Psychiatry, Jun 2022, Budapest, Hungary. European Psychiatry, 65 (S1: Abstracts of the 30th European Congress of Psychiatry), pp.S542, 2022, 10.1192/j.eurpsy.2022.1387. hal-03685348

HAL Id: hal-03685348

https://hal.science/hal-03685348v1

Submitted on 10 Oct 2024

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# Promoting physical activity among university students with a co-constructed program during Covid-19 pandemic

A. Goncalves¹, M. Deshayes¹, C. Bernal¹, K. Korchi¹, M. Nogrette¹, B. Gisclard², E. Charbonnier¹

Contact: aurelie.goncalves@unimes.fr

## Introduction

* The COVID-19 pandemic has had deleterious effects on the mental health of students (Charbonnier et al., 2021; Le Vigouroux et al., 2021) and on their lifestyles as evidenced by their high levels of sedentary behavior and their low levels of physical activity (Goncalves et al., 2021).

* In order to prevent the deterioration of students' health in a COVID-19 context is essential to conduct interventional studies with university students to accompanying them.

* Therefore, it is essential to go beyond traditional interventions and provide more innovative and accessible interventions to achieve real student engagement.

## Objectives

**Objective I:** promote physical activity among students to improve both physical condition and motivation to engage in physical activity for one's health by promoting motivational levers.

**Objective II:** reduce and/or prevent the deterioration of the health of university students.

## Method

**1- Variables:** Anxiety and depressive symptoms (with HADS), body image (with BAS-2), physical activity and sedentary time (by accelerometry), physical fitness (flexibility, strength lower limb and cardiovascular fitness YMCA test) and anthropometrics data

**2- Design and population:**

<figure><img src="image_2.png" /><figcaption>Table 1. Means (standard deviations) between T0 and T1.</figcaption></figure>

<table><thead><tr><th rowspan="2"></th><th colspan="3">Intervention group<br>(M ± SD)</th><th colspan="3">Control group<br>(M ± SD)</th></tr><tr><th>T0</th><th>T1</th><th>p<br>value</th><th>T0</th><th>T1</th><th>p<br>value</th></tr></thead><tbody><tr><td><strong>Psychological variables</strong></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Anxiety</td><td>8.8 (4.0)</td><td>8.7 (4.5)</td><td>0.96</td><td>6.3 (4.8)</td><td>6.4 (2.6)</td><td>0.36</td></tr><tr><td>Depression</td><td>4.4 (3.1)</td><td>4.3 (3.9)</td><td>0.87</td><td>3.7 (2.8)</td><td>4.0 (3.2)</td><td>0.34</td></tr><tr><td>Body Image</td><td>31.4 (10.3)</td><td>36.0 (10.8)</td><td><strong>0.02</strong></td><td>39 (6.7)</td><td>35.5 (7.2)</td><td>0.42</td></tr><tr><td><strong>Anthropometrics</strong></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Weight (kg)</td><td>62.5 (10.5)</td><td>62.8 (10.8)</td><td>0.35</td><td>63.5 (13.0)</td><td>64.0 (13.1)</td><td>0.12</td></tr><tr><td>BMI (kg/m²)</td><td>22.8 (4.0)</td><td>22.5 (4.5)</td><td>0.49</td><td>23.0 (3.8)</td><td>23.3 (3.8)</td><td>0.15</td></tr><tr><td><strong>Physical fitness</strong></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Flexibility (cm)</td><td>1.4 (9.7)</td><td>-4.3 (10.4)</td><td><strong>0.001</strong></td><td>4.4 (9.1)</td><td>4.0 (12.7)</td><td>0.83</td></tr><tr><td>Strength lower limb (N)</td><td>410.6 (151.6)</td><td>415.7 (156.5)</td><td>0.66</td><td>400.7 (110.3)</td><td>422.5 (154.0)</td><td>0.37</td></tr><tr><td>YMCA</td><td>105.5 (23.2)</td><td>102.4 (20.0)</td><td>0.19</td><td>104.8 (21.3)</td><td>101.8 (20.8)</td><td>0.32</td></tr><tr><td><strong>Objective ST and PA (mn/day)</strong></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Sedentary time</td><td>805.1 (61.1)</td><td>816.2 (47.1)</td><td>0.38</td><td>824.7 (29.7)</td><td>831.1 (55.1)</td><td>0.61</td></tr><tr><td>Number of breaks</td><td>19.4 (3.0)</td><td>21.3 (3.0)</td><td><strong>0.02</strong></td><td>20.9 (3.1)</td><td>22.2 (3.2)</td><td>0.12</td></tr><tr><td>MVPA</td><td>52.0 (17.4)</td><td>48.2 (17.4)</td><td>0.28</td><td>50.4 (18.9)</td><td>39.6 (21.3)</td><td><strong>0.034</strong></td></tr></tbody></table>

Note: ST, sedentary time; PA, physical activity; MVPA; moderate to vigorous physical activity. Intragroup with Wilcoxon test,

## Results

### At baseline

* No difference between group

### At T1 intervention group

* ☰ body image, flexibility, number of breaks

* Program adherence 89%

### At T1 only in control group

* ↓ moderate to vigorous PA

## Discussion

* Social design workshop with the aim to propose a chosen program is a powerful tool among students in order to respond to their expectations reflected by the high adhesion rate and enhance key determinants of health (Ansell & Torfing 2014),

* Promoting social engagement with peers is essential (Albert et al., 2020).