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INTRODUCTION People experience stress at all stages of life.

Stress can come from family, friends, work, or rela- tionships. Stress has been de� ned as “environmen- tal events or chronic conditions that objectively threaten the physical and/or psychological health and well-being of individuals of a particular age in a particular society (Grant, Compas, Stuhlmacher,  urm, McMahon, & Halpert, 2003, p. 462). Laza- rus (1977) felt that a person’s perceptions play a role in what some may call objectively stressful events. In Lazarus’ theoretical perspective of stressful events, behavior is a function of the interaction between en- vironment and the person and the appraisal of po- tentially threatening or challenging events. A person will experience considerable stress during the college years; it is here where a person is preparing to gain knowledge and learn occupational skills. Assign- ments, papers, research projects, and � nal exams all contribute to the stress felt by most college students as they prepare for their future. McNamara (2000) also noted that college may be a particularly stressful time.

Physical activity is bene� cial for lowering stress in a persons’ life (Strong, Malina, Blimkie, Daniels, Dishman, Gutin, et al., 2005). Moljord, Moksnes, Eriksen, and Espnes (2011) surveyed adolescents in rural Norway regarding stress and their participation in sports or physical activities that required them to sweat. Results showed that the change from low fre- quency of physical activity to moderate or high levels of physical activity was associated with lower levels of stress.

Haugland, Wold, and Torsheim (2003) sur- veyed adolescents aged 11-15 and measured their perceived school-related stress and leisure time phys- ical activity.  ese researchers de� ned leisure time physical activity as physical activity done outside of school and of the person’s choice.  ey found that participants who reported school-related stress were

less likely to report health complaints if they par- ticipated in leisure time physical activity every week.  us, physical activity may be seen as a coping re- source in that age group.

 e aforementioned studies have investigated the bene� ts of physical activity on stress.  e popu- lations used in these studies were adolescents. Col- lege-aged students can also help shed some light on the bene� ts of physical activity on stress. Because of the context of college and college class off erings, one of the best and most available avenues for college students to combat stress in their lives is to enroll and participate in student physical activity classes, also known as lifetime activity classes, or basic in- struction classes (Barney & McGaha, 2006).  e purposes of these classes are to help college students achieve and maintain certain levels of physical � tness and activity over the course of their lifetime (Ermler, Kovar, & Reinders, 1993).

 e bene� ts that physical activity classes can have on college students notwithstanding, many col- leges and universities are eliminating or not requir- ing students to take them. Cardinal, Sorensen, and Cardinal (2012) studied physical activity courses at 2,020 four-year colleges and universities in the United States. Only 39.6% required a physical ac- tivity course to earn a baccalaureate degree. Barney and McGaha (2006) have said that college physical activity classes can serve as the last opportunity to in- � uence attendees to be physically active throughout their lives. Using physical activity classes as a method of reducing or managing stress throughout a person’s college experience can be bene� cial. It is hoped that the � ndings of this study will add to and reinforce in the literature the importance of physical activity in the lives of college students.  e purpose of this study was to investigate college students perceptions of the eff ects of participation in physical activity courses on stress in their lives.

E  C S’ P 

P A C  S

David Barney, EdD Lindsey Benham, MA Liz Haslem, MA

Abstract:  e life of a college student could be considered stressful.  ere are assignments, term papers, mid- term exams, and � nal exams, all of which may create varied amounts of stress. One method of combatting these stressors is participation in physical activity.  e purpose of this study was to investigate college students’ perceptions of their participation in physical activity courses on their stress. A total of 356 college students were surveyed regarding their perceptions of how participation in physical activity aff ects their stress. Results showed that participation in physical activity classes helped them to control the stress related to their course- work.

Send correspondence to David Barney, Ed.D. Brigham Young University 249 G SFH Provo, Utah 84602 (801) 422-6477 (801) 422-0652 Fax [email protected] Lindsey Benham, M.A. Brigham Young Uni- versity 249 F SFH Provo, Utah 84602 (801) 422-5258 [email protected] Liz Haslem, M.A. Brigham Young University 249 F SFG Provo, Utah 84602 (435) 901-0671 [email protected]

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METHODS

Participants A total of 356 college students (220 men

and 136 women) from a private university located in the western United States participated in this study.  e university Institutional Review Board (IRB) granted approval to conduct this study. All partici- pants were enrolled in one of � ve diff erent university physical activity classes.  e following activity classes participated in the study: basketball, bowling, rac- quetball, tennis, and volleyball.

Instrumentation  e researchers developed a 14-statement survey

from previous research investigating stress in diff er- ent settings. It consisted of eight open-ended ques- tions, two likert-type scale questions (1=low, 2=me- dium, 3=high, and 4=very high), and one question asking about the number of activity classes they have taken.  e remaining three statements addressed participants’ demographics. To establish content validity the researchers asked two exercise science faculty members to read through the survey ques- tions to assure clarity and understanding of the in- strument.  e two exercise science faculty members deemed the survey valid.  e survey was pilot-tested, on college-aged that did not participate in the study, and was found reliable.  e likert scale questions were assessed by the test-retest procedure (Everhart, Kernodle, Ballard, McKey, Eason, & Weeks, 2005).

Procedures Convenience sampling was employed to col-

lect data for the study.  e researchers contacted the instructors for the physical activity courses explain- ing both the study and the survey. After obtaining instructor agreement, the researchers attended each physical activity class and administered the survey (10-minute completion time). Before survey admin- istration, the researchers explained the study to the class, asking for volunteers. For this study 99% of the students agreed to participate by taking the study. All students were assured that their voluntary decision to participate or not participate in the study would not aff ect their grade in the class or class standing.

Data Analysis Descriptive statistics were derived from the sur-

vey. Qualitative data analysis comprised a thematic content analysis of respondent’s short answers.  e three researchers read and re-read the data until com- mon themes became evident for each survey ques- tion (Mueller & Skamp, 2003).

RESULTS Table 2 provides descriptive statistics about

the students and their perceptions of participation in physical activity classes on stress. Statement four asked college students: “When I come to physical activity class, does the activity help me forget about the stressors in my life.” For this statement 90% of the men and 80% of women felt that their physical

activity class helped them to forget the stressors in their life.

Statement � ve asked students if participation in physical activity class helped them feel more able to accomplish their school responsibilities. Most (68% of men and 63% of women) felt that after their participation in class activities, they were able to ac- complish their school responsibilities. Statement six asked: “After participating in the class activities, I feel I can handle the stressors in my life?” Seventy per- cent of men and 65% of women felt that participa- tion in class activities helped them handle the stress- ors in their life. Also for this statement, students felt that sometimes (25% of men, 32% of women) after participation in class activities they could handle the stressors in their life. Statement eight asked students if they took the physical activity class to reduce or manage stress in their life. Fifty-� ve percent of the men and 51% of the women answered “no” to this statement. Yet, 36% of men and 35% of wome an- swered “yes.”

Statements nine and 10 asked students to rate their stress levels before they began in-class activi- ties and their stress levels after participation. Ini- tially among men, stress levels were 42% medium and 41% high; for women, stress levels were 44% medium and 38% high.. Following class participa- tion, among men, reported stress levels for men were 56% low and 41% medium; among women, re- ported stress levels were 54% low and 37% medium. In response to statement 11, 96% of men and 91% of women said that participation in physical activ- ity class helped lessen their stress. For statement 12, 86% of men and 85% of women felt that physical activity class did not cause stress in their lives. State- ment 13 asked the college students if socializing dur- ing physical activity class helped them cope with the stressors in their lives. Responses were positive for both men (75%) and women (85%). Finally, state- ment seven asked students if they look forward to coming to physical activity class. Overwhelmingly, both men (96%) and women (91%) reported look- ing forward to coming to physical activity class.

Other data collected in this study were short answer responses following eight of the survey state- ments.  e following are common responses from the students. When asked if they felt they could accomplish their school responsibilities after class participation, they believed that it (physical activity) “put things in perspective,” and “I feel energized and happy,” “I am more motivated to work on school assignments.” One student stated: “My mind is quicker, meaning I am more eff ective and do home- work quicker than normal.” Continued analysis of the qualitative data, showed that students used such terms for this statement as, “energized”, “not scat- tered,” “a fresh start.”

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1. When I come to this physical activity class, the activities help me forget about the stressors in my life? YES NO SOMETIMES Male 90% 0% 10% Female 80% 1% 19%

2. After participation in this physical activity class, I feel more able to accomplish my school responsibilities? Please explain your answer. YES NO SOMETIMES Male 68% 8% 24% Female 63% 5% 32%

3. After participating in the class activities, I feel I can handle the stressors in my life? Please explain your answer. YES NO SOMETIMES Male 70% 0% 25% Female 65% 3% 32%

4. I look forward to coming to my physical activity class? Please explain your answer. YES NO SOMETIMES Male 96% 0% 4% Female 91% 1% 8%

5. Did you take this class to help reduce or manage the stress in your life? Please explain your answer. YES NO SOMETIMES Male 36% 55% 9% Female 35% 51% 14%

6. Rate your stress you usually feel when you arrive to your physical activity class. (1=low; 2=medium; 3= high; & 4=very high) 1 2 3 4 Male 13% 43% 40% 4% Female 8% 44% 38% 10%

7. Rate your stress you usually feel after you have � nished participation in your physical activity class. (1=low; 2=me- dium; 3=high; & 4=very high) 1 2 3 5 Male 56% 41% 3% 0% Female 54% 37% 8% 1%

8. Do you feel your participation in this class can help you lessen the stress you experience in your daily life? Please explain your answer. YES NO Male 95% 5% Female 91% 9%

9. Does taking this class add stress in your life? Please explain your answer. YES NO Male 14% 86% Female 15% 85%

10. Does the aspect of socializing during your physical activity class help you cope wit the stressors in your life? Please explain your answer. YES NO Male 75% 25% Female 85% 15%

11. Since your time in college how many physical activity classes (including this class) have you participated in? 1-2 3-4 5-6 7-8 9 or more Male 44% 29% 13% 10% 4% Female 52% 25% 11% 7% 5%

Table 2 Results from the Physical Activity and Stress Survey

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Students were asked if they could handle the stressors in their life after participation in class ac- tivities (Statement 6). Selected responses included: “Volleyball is somewhat cathartic;” “I feel like get- ting out my stress here makes my stressors easier to handle;” “Once one stressor is dealt with, I feel less anxious about the next because I have a chance to escape it;” and “…taking a break from the stressors usually gives me a better perspective on them (stress- ors).” Some students felt diff erently. For example, they said: “I don’t think I feel any more or less capa- ble to handle stressors after class than I did before;” and “ e class doesn’t really make a diff erence.” For statement eight, students were asked if they took the class to reduce or manage stress in their life. Many of the students took the class for a variety of reasons. For example, “to be with friends,” “I love volleyball,” and “I took this class because I needed a fun class to take.” Students did not state that they took the class speci� cally to reduce or manage the stressors in their life.

Students were asked if their participation in physical activity classes helps lessen the stress they are experiencing in their daily life (Statement 11). One student stated: “It helps me vent.” Other student responses were: “Let’s (volleyball) me work out my frustrations;” “My Monday/Wednesday schedule is hectic and this class helps me out;” and “It gives me an outlet.” Statement 12 asked the college students if the physical activity class added stress to their lives. A large majority of college students said “no” to state- ment 12. One stressor that a number of college stu- dents felt from taking their physical activity class was the stress they felt when they did not perform well in the class activities. For statement 13, students were asked if socializing during their physical activity class helped them cope better with the stressors in their life. Student comments were: “I have met people in class and talking to them about anything is how I deal with things;” “I can unwind to visit and talk through some of my stressors;” and “Because I can talk and joke and they (students) don’t know any- thing I’m going through so they don’t bring it up.” Finally, students were asked (Statement 7) if they look forward to coming to their physical activity class. Responses to this statement were: “I enjoy hav- ing a scheduled break from regular academic classes and a chance to visit with classmates;” “I love this class. It makes me feel like I’m getting tangibly better at something;” “It’s so laid back, I can’t help but look forward to it;” and “It’s fun and a good environment I feel better after being active.”

DISCUSSION  is study investigated college students’ per-

ceptions of the eff ects of participation in physical activity courses on stress in their lives. Results sug- gest that students’ participation in physical activity classes does help with stressors in their life.  e sur- vey examined diff erent aspects of coping with stress through participation in physical activity classes, e.g., if participation in physical activity classes helped

them forget the stressors in their life, if physical ac- tivity classes helped them feel able to accomplish their school responsibilities, help lessen the stress they experience in their daily life, and if socializing during class activities help them cope with stressors in their life.  e general overall response from col- lege students were “yes,” the physical activity classes provided a time and place for them to be physically active, thus managing or reducing their stress.

 e results from this study concur with previ- ous research. Haugland, Wold, and Torsheim (2003) studied 15-year-olds from Norway concerning the relationship between school-related stress and leisure time physical activity.  ey found that leisure time physical activity relieved school-related stress.  ey concluded that physical activity could be a coping resource for managing school-related stress. Mol- jord, Moksnes, Eriksen, and Espnes (2011) studied physical activity, stress, and happiness in Norwegian adolescents. Adolescents were happier and had lower stress when they participated in physical activity 2-3 days a week. Wijndaele, Matton, Duvigneaud, Lefe- vre, DeBourdeaudhij, Duquet, et al. (2007) studied perceived stress and social support of adults in leisure time physical activity.  ey found that when men and women participated in leisure time physical ac- tivity, the social relationships they formed helped re- duce their stress.  ey became embedded in a larger and stronger social network and were more likely to perceive that they would be supported when prob- lems were experienced.

Current results con� rm previous research advo- cating the importance of physical activity as a meth- od of reducing and/or managing stress in a person’s life. College physical activity classes provide an acces- sible, easy, and positive method for college students to participate and address their stress. Yet, Cardinal, Sorenson, and Cardinal (2012) found that many four-year colleges and universities do not require physical activity courses for graduation. Researchers have stated: “Greater attention must be paid to their (college students) health and physical activity habits to help them establish positive health and physical activity trajectories across their life course (Li, Cardi- nal, & Settersen, 2009).  is information needs to be put in the hands of those that decide graduation requirements. McNamara (2000) has stated that the college experience can be a stressful time in a per- son’s life, yet, physical activity classes can serve as a avenue to help assist college students in managing these stressors. Current results add to the literature concerning the importance that physical activity can have in a person’s life.

 ese results also show that participation in physical activity classes aid college students in their studies, which will help, in their overall education. Because of participation in physical activity classes, college students are learning skills and creating be- haviors that will bene� t them throughout their adult life.

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