The effects of different types of physical activities on stress and anxiety in college students

Effectiveness of physical activity interventions on undergraduate students' mental health: systematic review and meta-analysis

This systematic review and meta-analysis assessed the effectiveness of physical activity interventions on undergraduate students' mental health. Seven databases were searched and a total of 59 studies were included. Studies with a comparable control group were meta-analysed, and remaining studies were narratively synthesized. The included studies scored very low GRADE and had a high risk of bias. Meta-analyses indicated physical activity interventions are effective in reducing symptoms of anxiety (n = 20, standardized mean difference (SMD) = -0.88, 95% CI [-1.23, -0.52]), depression (n = 14, SMD = -0.73, 95% CI [-1.00, -0.47]) and stress (n = 10, SMD = -0.61, 95% CI [-0.94, -0.28]); however, there was considerable heterogeneity (anxiety, I2 = 90.29%; depression I2 = 49.66%; stress I2 = 86.97%). The narrative synthesis had mixed findings. Only five studies reported being informed by a behavioural change theory and only 30 reported intervention fidelity. Our review provides evidence supporting the potential of physical activity interventions in enhancing the mental health of undergraduate students. More robust intervention design and implementation are required to better understand the effectiveness of PA interventions on mental health outcomes.

The Role of Triggers in Physical Activity among College Students: An Extended Model of the Theory of Planned Behavior

OBJECTIVE

This study aims to extend the Theory of Planned Behavior with Triggers (TPBT) to improve the prediction of physical activity (PA) behavior using the TPB model.

METHODS

Questionnaires, including the TPB scale, PA rating scale (PARS-3), and triggers scale, were administered to 596 Chinese college students, and the data were analyzed using SPSS 23.0 and AMOS 24.0.

RESULTS

Subjective norm (SN), attitude (AT), and perceived behavioral control (PBC) all significantly and positively affected behavioral intention (BI). The path coefficient of PA behavior was significantly influenced by the interaction term of three types of triggers and BI, and the TPB with Triggers (TPBT) model improved the explanation rate of PA behavior.

CONCLUSION

Triggers have a moderating effect on the relationship between BI and PA behavior, and the TPBT model better explains college students' PA behavior. Among the three dimensions of triggers, people are more receptive to facilitator and signal triggers than spark triggers. This has practical implications for practitioners designing interventions to promote PA among college students.

Web-Based Physical Activity Interventions to Promote Resilience and Mindfulness Amid the COVID-19 Pandemic: A Pilot Study

College students faced unique challenges during the COVID-19 pandemic. Implementing a physical activity intervention can help support the physical and mental health of college students. The purpose of this study was to examine the effectiveness of an aerobic-strength training exercise intervention (WeActive) and a mindful exercise intervention (WeMindful) in improving resilience and mindfulness among college students. Seventy-two students from a major public university in the Midwest participated in a two-arm experimental study over the course of ten weeks. One week before and after the 8-week interventions, participants completed the Five-Facet Mindfulness Questionnaire (FFMQ-15), Connor Davidson Resilience Scale (CD-RISC-10), and demographic and background questionnaire via Qualtrics. Both groups also participated in bi-weekly Peer Coaching sessions, which utilized reflective journaling and goal-setting exercises. ANCOVA showed a significant main effect of time for total mindfulness score (F = 5.177, p < 0.05, η² = 0.070), mindfulness Acting with Awareness (F = 7.321, p < 0.05, η² = 0.096), and mindfulness Non-Judging of Inner Experience (F = 5.467, p < 0.05, η² = 0.073). No significant main effect of group and interaction effects of time with group were observed for the total mindfulness and the five facets of mindfulness as well as resilience. In addition, no significant main effect of time for resilience was found. We conclude that aerobic-strength exercises and mindful yoga exercises, together with reflective journaling, may be effective in increasing mindfulness in the college population.

The effects of physical exercise on anxiety symptoms of college students: A meta-analysis

Objective

This study aimed to evaluate the effect of an exercise intervention on improving and alleviating anxiety symptoms in college students with a meta-analytical approach.

Methods

Several databases (e.g., PubMed, Embase, and the Cochrane Library) were used to search for randomized controlled trials (in short, RCTs) on interventions for physical exercise or aerobic exercise in college students with anxiety symptoms. Stata software, version 16.0, was applied sequentially for traditional meta-analysis, subgroup analysis, and publication bias analysis.

Results

A total of nine papers were included. The total literature effect [SMD = −0.55, 95% CI = −0.76 to −0.35, Z = 5.38 (P &lt; 0.001)] indicated that physical activity had a significant effect on alleviating anxiety. Subgroup analysis also showed that exercise interventions using aerobic exercise or yoga were effective in relieving anxiety (SMD = −0.39, 95% CI = −0.74 to −0.04; SMD = −0.76, 95% CI = −1.14 to −0.39).

Conclusion

Physical activity interventions were shown to have a positive effect on alleviating anxiety in college students. Aerobic exercise was found to be the optimal mode.

The Impact of Web-Based Physical Activity Interventions on Depression and Anxiety Among College Students: Randomized Experimental Trial

Background

Depression and anxiety are growing issues for college students, with both aerobic resistance training and mindfulness yoga exercises known to be effective in reducing symptoms and severity. However, no known research is available comparing these 2 depression and anxiety interventions simultaneously and in a web-based environment.

Objective

This study aims to determine the effects of a web-based aerobic resistance exercise intervention (WeActive) and a web-based yoga mindfulness exercise intervention (WeMindful) on depression and anxiety symptoms in college students.

Methods

The participants were 77 college students who anonymously completed a Qualtrics survey, including the Generalized Anxiety Disorder Scale and the Major Depression Inventory at baseline and after the intervention. Participants were randomly assigned to either the WeActive or WeMindful group and underwent two 30-minute web-based aerobic resistance exercise lessons or yoga mindfulness lessons per week for 8 weeks.

Results

The results of analysis of covariance with repeated measures indicated that although not statistically significant, both groups showed a notable decrease in anxiety with a marginally significant main effect of time (F1=3.485; P=.07; η2=0.047) but no significant main effect of group and no significant interaction effect of time with group. The 2 intervention groups experienced a significant decrease in depression with the main effect of time (F=3.892; P=.05; η2=0.052). There was no significant main effect of group or interaction effect of time with group for depression.

Conclusions

College students in both WeActive and WeMindful groups experienced a significant decrease in depression symptoms and a decrease, although not significant, in anxiety as well. The study suggests that web-based WeActive and WeMindful interventions are effective approaches to managing US college students’ depression and anxiety during a pandemic.