Physical Self-Perception Profile of Female College Students: Kinesiology Majors vs. Non-Kinesiology Majors

ABSTRACT

The purpose of this study was to compare college student’s Physical Self-Perception Profile (PSPP) (18) scores in female kinesiology majors and non-kinesiology majors. Participants included 68 female kinesiology majors and 88 female non-majors in a mid-sized university. The mean age for the kinesiology majors was 20.8 years with a standard deviation of 2.31 and non-kinesiology majors was 19.7 years with a standard deviation of 3.16. MANOVA results indicated a significant difference between kinesiology majors and non-kinesiology major’s self-perceptions. Results show that kinesiology majors had significant higher self-perceptions of their sports competence, physical condition, physical self-worth, and physical strength. Researchers believe that identifying groups of people with low self-perceptions of theirphysical abilities and implementing strategies to improve these self-perceptions to increase physical activity levels may help in decreasing weight related health issues. This study will aid coaches, teachers, parents, athletic trainers, and health and fitness instructors in assessing individuals who struggle with low self-esteem in relation to their physical abilities and movements. Professionals will be encouraged to provide physical ability support and implement effective strategies to improve self-perceptions in order to increase physical activity levels.

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2016-10-20T15:15:59-05:00November 21st, 2012|Contemporary Sports Issues, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Physical Self-Perception Profile of Female College Students: Kinesiology Majors vs. Non-Kinesiology Majors

Footwear Trends: Should Sport & Fitness Enthusiasts Embrace the Minimalist Movement?

ABSTRACT

The popularity of the barefoot movement in sports and fitness activities has soared within the past few years as evidenced by a growing community of minimalist footwear enthusiasts wearing the ‘glove’ shoes in their sporting endeavors, fitness workouts, and everyday leisure activities. This emergence of the minimalist shoes, such as the Nike Free© and Vibram FiveFingers®, has created a wave of intrigue for those sport and fitness enthusiasts wanting a natural running experience without being subjected to the hazards of the road. Whether running barefoot, in shoes or in minimal footwear, the trends in footwear preference have caused much debate between researchers as to which form causes more injuries and/or best serves to enhance athletic performance. As sport and fitness professionals, it is important to thoroughly examine the current footwear trends to develop a ‘best practices’ approach for advising our athletes and clients.

INTRODUCTION

Running has been a natural form of transportation since the beginning of time when our ancestors ran in order to hunt and gather food to survive. Since shoes did not exist at the time, people engaged in everyday activities barefoot. The evolution of the shoe has changed dramatically over time, from animal skin moccasins to leather dress-wear to rawhide boots; yet a shoe dedicated to athletic endeavors is a relatively recent phenomenon. Introduced in the 1960’s, the rudimentary running shoe (canvas and leather) provided athletes with a footwear option that is better suited for sporting events (10, 4). Since the latter part of the twentieth century, the public has been wearing running shoes everywhere: they train, compete, and wear their running shoes as everyday leisure and fitness wear.

Although the running shoe has become a way for people to express their style, many runners are converting back to barefoot running or minimalist footwear
such as the Nike Free© and Vibram FiveFingers shoes®. Fitness enthusiasts are participating in barefoot warm-ups and cool-downs in hopes of enhancing
their performance on the court, field, and track.

The trends in footwear preference has caused much debate among researchers as to which form causes more injuries. Researchers have observed humans running
barefoot, in shoes and/or in minimal footwear while on various running surfaces. The occurrence of injuries seemed to rely on the product, running experience,
and environment. Each study has found many pros and cons to running shod and non-traditionally. To understand shod running and non-traditional running, characteristics
need to be identified for both. Shod running is running in the modern running shoe and non-traditional running includes barefoot or the wearing of minimalist
footwear. This paper will discuss the history of running, non-traditional running, injuries related to running, and practical applications for the sport and fitness
professional.
History of Running
When did humans begin to run? This question has been intriguing researchers for years. Bramble and Lieberman (4) indicated, “the fossil evidence of
these features suggests that endurance running is a derived capability of the genus, Homo, originating about 2 million years ago, and may have been instrumental
in the evolution of the human body form” (p. 345). The physiological features of the human form included stride length, spring-like tendons, thermoregulation,
respiration, and the ability to run for long periods of time over great distances (10, 4). Unlike many animals that can run at high speeds for several minutes,
humans have the capability to run at slower speeds for long distances. In fact, humans have been identified as the only primates capable of endurance running
(10).

How People Ran Without Running Shoes
Our ancestors ran barefoot and did so for long periods of time. The evolution from walking to running, a locomotor skill that man developed in an effort to
more efficiently and effectively hunt their food, provided evidence that the human body was designed to run for long distances (4, 10). Daniel Lieberman
(10) studied populations of runners in Kenya and the United States to determine the difference in running gaits between three groups; “those who had always
run barefoot, those who had always worn shoes, and those who had converted to barefoot running from shod running” ( p. 1). The study concluded that
barefoot runners strike the ground on the middle of their foot first and shod runners hit the ground heel first. Hitting the ground heel first produced injuries
on the lower extremities of the body, including the ankles, knees, and hips. Less impact was generated in mid-foot striking because this part of the foot
naturally has more cushioning. Runners in traditional shoes “experience a very large and sudden collision force about 1,000 times per mile run ….
barefoot [runners], however, tend to land with a springy step towards the middle or front of the foot” (10, p. 1).
Olympic athletes have also performed barefoot; runners such as Abele Bikila and Zola Budd were the two most famous barefoot runners. Bikila set a new world
record time of 2:15:16 in the marathon at the 1960 Olympic Games while running barefoot. Zola Budd, another barefoot runner, twice broke the world record in
the women’s 5000m event (14). Although these runners were exceptional examples of the effects barefoot running could have on human athletic performance;
the fact is, the majority of the sporting world wears shoes. This begs the question: what are the design mechanics of running shoes that make them so different from
exercising barefoot?

Invention and Mechanics behind the Traditional Running Shoe

The Nike, Inc. (Nike) company is credited with inventing the running shoe as we know it today. Unlike other athletic shoes of the time period, the Nike shoe
was thought to be far superior due to its advanced motion control, heel cushioning, and shock absorption (17). Yet, as reported by Tweeney (17) “strong evidence
shows that thickly cushioned running shoes have done nothing to prevent injury in the 30-odd years since Bill Bowerman invented them” (p. 2).

Dr. Stephen Pribut, a renowned physician who specializes in Podiatric Sports Medicine, discussed the importance of knowing which type of shoe is appropriate
for each individual sport, as he acknowledged that the development of the traditional running shoe may have led to increased injuries in runners (16). In a 2010 Harvard
study (10), more than 75 percent of American runners who wore traditional shoes were likely to strike heel first. According to Pribut (16), “the purpose
of an athletic shoe is to protect the foot from the stresses of your sport, while permitting the athlete to achieve his maximum potential” (p. 1).
A shoe is made up of the midsole, outer heel, inner heel, fore-foot, and heel counter. These parts of an athletic shoe are designed to make running more comfortable
and safe. Yet, injuries can occur due to the basic design mechanics of the shoe; specifically, Achilles tendonitis has been known to occur in people who wear
shoes made with hard stiff soles (12, 16, 8, 10), which may lead to increased injuries in the runner.

Wearing shoes that have outlasted their life span can increase the chances of injury as well. The midsole is designed to absorb shock and loses its capacity
to do so as mileage increases. For example, a runner who routinely logs (or completes) 20 miles a week should change their shoes by week 20-25 because the
life of a shoe is typically made to withstand 350-550 miles (16). The sole of a shoe does not factor into the amount of shock absorption (16), so runners
are advised to adhere to the 350-550 mileage rule. Length and width are also important. It is recommended to have at least one finger width at the toe of
the shoe and the ‘widest past of the shoe should be at the widest part of your foot’ (16, p. 3). Tying a shoe too tightly could create sharp
pain, or even numbness, in the foot. Running with a loose shoe could create too much movement within the box of the shoe.

The design mechanics, as well as the type of shoe, can affect the overall performance of the athlete. Dr. Pribut described the differences between tennis players
who perform repeated lateral movements as compared to walkers and runners who move forward in a straight line. Racquet sports, such as tennis, badminton,
and racquetball, require a lateral motion in which the side-to-side stability of the foot must be provided by a firm shoe design (16). Having an unstable
shoe for a sport which relies primarily on lateral movement could result in greater injury to the athlete. Pribut also stated the importance of purchasing
sport-specific shoes. Knowledge of the footwork requirements of the particular activity should determine the type of shoe that is worn by the athlete (16).

Non-Traditional Running

Shoes or no shoes? For centuries, runners have been running barefoot; however, non-traditional running has made a splash in the running world. Athletes as
well as fitness enthusiasts have embraced the concept of minimal footwear by purchasing shoes like the Nike Free© and Vibram FiveFingers®. These
minimalist shoes give the feeling of running barefoot but with the added protection of a sole. A popular shoe retailer, Barefoot Running Shoes, touted
that the Nike Free© strengthens the lower body and feet by imitating barefoot movement (1). The same retailer also advertised the Vibram FiveFingers®
as a shoe which gives the runner the ability to experience the sensation and freedom of going barefoot with the added protection to endure in the ‘modern
environment’ (2). The question arises as to whether these types of minimalist footwear have actually reduced the number of injuries seen in runners.
Mechanics of Barefoot Running
As compared to traditional shod running, barefoot running has appeared to have more advantages, as related to health concerns and decreased injury rates. In
2004, Divert et al. (7) investigated shod versus barefoot running by examining 35 subjects while running on a treadmill for a specific period of time and speed.
The study called for 31 male and 4 female runners with leisure training experience and no injuries. Two test sessions were administered. The first session required
the subjects to run on the treadmill to become more familiar with running on the treadmill. The second session required the subjects to complete two running
periods (one shod and one barefoot) each for four minutes. The researchers used a Treadmill Dynamometer and an Electromyography (EMG) to record the results
of each participant. The EMG measured the Medial Tibialis, Medial Peroneus, Medial Gastrocnemius lateralis, Medial Gastrocnemius medialis and Medial Soleus.
The results revealed lower numbers for barefoot running in contact time, flight time, passive peak, and stride duration. The parameters measured each person
running around 60 consecutive steps. Divert et al. (7) concluded that “barefoot running leads to a reduction of impact peak in order to reduce the high mechanical
stress occurring during repetitive steps. This neural-mechanical adaptation could also enhance the storage and restitution of elastic energy at the ankle
extensors” (p. 593). Thus, the barefoot runners appeared to have a decreased chance for injury.

What Do the Nike Free© and Vibram FiveFingers® Shoes Offer?
The Nike Free© and Vibram FiveFingers® shoes are the newest invention in the world of minimalist footwear. Although running purely barefoot can increase
a person’s risk of injury by contacting foreign objects on the road or rail, minimalist footwear offers the sensation of running barefoot while protecting
the sole of the foot.
According to Wilk et al. (19) the “Nike Free© allows the feet to move through their natural range of motion which creates the feeling and effects
of running barefoot” (p. 17). Running while wearing the minimalist shoe has generated increased media attention. The researchers (19) tested runners
on a treadmill using video-gait analysis to determine if the Nike Free© running shoe allowed the foot to move naturally striking mid-foot versus heel
first. The researchers chose to use the Nike Free© rather than having the participants run purely barefoot because of the safety issues involved when
testing on a treadmill. Due to the fact that the foot, ankle, leg, and body experience a great deal of force when running, the objective was to discover
possible corrective measures to the subtalar misalignment, which often leads to injuries. The Nike Free© allowed the researchers to identify “overpronation,
supination, and other gait abnormalities” characteristic of subtalar conditions. Wilk et al. (19) concluded that the, “Nike Free©, when used with
video-gait analysis, allows for proper assessment of running biomechanical abnormalities that contribute to injury” (p. 17).
The Vibram FiveFingers® is another popular type of minimalist footwear that provides the feel of running barefoot without the constricting nature of a traditional
running shoe. This minimalist shoe fits like a glove on the foot. Author and barefoot runner, Chris McDougall (13), claimed that his problem with plantar
fasciitis was healed when he began running in the Vibram FiveFingers®. According to Tony Post, president and CEO of Vibram USA, the Vibram FiveFingers® allow
the foot to absorb shock and flex (2). In traditional running shoes, the runner’s stride lengthens and the foot strikes the ground in a heel first fashion. Tweeney
(17) concluded that runners could avoid injury by running barefoot or by wearing minimalist footwear; it was simply a matter of going ‘back to the basics’.
The Nike Free© and Vibram FiveFingers® shoes both offer the characteristics and design mechanics of barefoot running with the added benefit of protecting
the foot from the hazards of the road.
Injuries Related to Running
Running has steadily increased in popularity in the United States with more than 30 million sport and fitness enthusiastic participating annually
(9). Although running has been proven to improve cardiovascular health, lower leg injuries have become more and more prevalent in runners today. Some researchers
(12, 19, 16) believe the injuries may be due in part to the structure of the running shoes.
Shod Running Injuries
The modern running shoe has been designed to have more cushioning and shock absorption to prevent the force of shock waves sent up the body when the foot
strikes the ground. According to Lieberman et al. (12), the heel-toe running pattern has led to lower extremity injuries such as plantar fasciitis, Achilles
tendonitis, and knee and hip injuries. A traditional shoe limits the proprioceptive abilities and ankle motion of the foot, as well as decreases the opportunity
to strengthen the muscles of the feet. The stiff soles of the traditional running shoes have led to weaker foot muscles and reduced arch strength (12, 16, 8,
10).
Shoes have been called the “perceptual illusion” (5) to running because they limit the feet from feeling the surface and striking the ground
in a natural movement. Researchers from The Journal of Injury, Function and Rehabilitation (8) performed a study on 68 young adult runners, 37
of them being women. All the runners ran in typical modern running shoes, had no history of musculoskeletal injuries, and ran 15 miles per week. Each runner
was monitored on a treadmill running with shoes and then running barefoot. After data was collected, the researchers discovered that the runners had increased
joint torques at the knee, hip and ankle joints compared to running barefoot.

According to the research cited thus far, traditional running shoes have been found to increase the rate of injury in runners; however, perhaps the price
of a running shoe makes a marked difference in injury rates. Walker and Blair(18) found a 123% increase in injury frequency with expensive shoes over less
expensive shoes. Similarly, another group of researchers (3) conducted a study using nine adults (six men and three women) who were injury free for at least
six months, physically fit, and were accustomed to running on treadmills. The objective was to find the affects of leg stiffness when wearing athletic shoes.
The shoes chosen for the experiment were “athletic joggers” costing $10 (low cost) and “light weight cushioned trainers” costing $65
(high cost). The results concluded that cushioned running shoes increase limb stiffness compared to running barefoot. Ultimately, Bishop et al. (3) found
that “footwear influences the maintenance of stiffness in the lower extremity during hopping and joint excursion at the ankle in running” (p. 387).
Preventing Running Injuries Through Barefoot Activity
Every year runners around the world are diagnosed with high number of injuries (9). This prevalence has brought researchers together to evaluate why the injury
rates have increased. Although there is limited research to indicate that runners and other fitness enthusiasts are less injury-prone when wearing running shoes
(6), barefoot or minimalist running is not something to just dive into without first testing the proverbial waters. The muscles are not adapted or strong enough
yet to take on the degree of strength it takes to run barefoot. Tweeney (17) warned that people should be aware that exercising while barefoot or wearing
minimalist shoes should involve a slow transition. It is recommended that those who are not accustomed to barefoot activity begin in their home and then move
outside to grass until the muscles have built enough strength and tolerance. Other options for barefoot activity include: yoga, Pilates, and group fitness
classes. The concept of going purely barefoot has not won over many podiatrists who, according to Parker-Pope (15) “cringe at the notion of unshod feet
pounding the pavement, where the risks include cuts, bruises, and unsanitary conditions” (p.1). However, proponents say barefoot training helps correct
form and reduces foot, shin, and muscle injuries (15); thus, leading to fewer injuries to the runners. Many doctors, coaches, podiatrists, and physical therapists
agree that people spend too much time in shoes (15, 14, 16) and support the idea of walking around the house, strength training, and/or running barefoot
a few times a week on a safe surface preferably in minimal footwear, such as the Nike Free© and Vibram FiveFingers® shoes.

APPLICATION IN SPORT & FITNESS

Fad or New Fitness Standard
Although many professionals believe barefoot or minimalist shoes decrease the amount of injuries and increase performance, there are still those people who
believe this is a fad that will fade out in time. Fad or not, the Nike Free© and Vibram FiveFingers® can be seen on feet just about everywhere, from
college campuses and exclusive fitness centers to road races and hiking trails. Interestingly, the Vibram company, which introduced the FiveFingers® minimalist
shoe in 2006, has experienced tripled sales growth (6) each year since the minimalist footwear trend began.
Issues within the Sport & Fitness Industry
The minimalist shoes, Nike Free© and Vibram FiveFingers®, are growing in popularity in the sport and fitness world. Many athletic weight rooms
as well as fitness and recreation centers at colleges and universities are permitting the use of these shoes in their facilities. The versatility of these shoes allows
the individual to exercise in many areas, including the weight room, cardiovascular machines, group exercise classes, basketball courts, and even the rock climbing
wall. Yet, some athletic performance coaches and facility managers are strict traditionalist and insist that all patrons wear closed-toe athletic shoes, which
translates to the traditional athletic shoes rather than the minimalist footwear. Perhaps professional conferences or workshops should host sessions which address
the validity of the minimalist shoe as an approved alternative to traditional dress code policies within weight rooms and fitness centers.
The Learning Curve: How to Adjust Your Workouts
Many track and cross country coaches have long endorsed the use of minimalist shoes or even barefoot training in the running world. Barefoot activity, including
minimalist shoes, has been proposed as a prevention strategy to help prevent running injuries. Barefoot activity does not necessarily mean running barefoot,
but rather performing various activities barefoot for a period of time each day. These activities range from walking on a smooth trail to running on the
grassy infield of a track. For example, many track and cross country coaches recommend that athletes (sprinters and distance runners) perform their cool-downs
barefoot on the grass of the track infield. If these activities are performed for at least one hour each day, it can lead to increased arch height and muscle
strength. Hart and Smith (2008) reported that the activities performed when barefoot created an arch pattern that ‘mimics the typical arch observed
in barefoot populations’, which have typically reported a very low incidence of running injuries (9).
Although many fitness professionals have endorsed the barefoot or minimalist shoe movement, Krauss (2011) cautioned that those in the fitness industry should
proceed with ‘proper progression’ as a component of conditioning the feet and lower legs (11). Shanna Moody, Tarleton State University Fitness/Wellness
Coordinator, is a big proponent of going barefoot and/or wearing the Nike Free© or Vibram FiveFingers® shoes. Shanna’s philosophy as a fitness/wellness
professional goes back to the functional aspects of exercise, “taking off your shoes and strengthening from the feet up is where I think people should
begin.” As described by Ms. Moody, many clients can directly relate their pains and injuries back to the type of shoe they are wearing.

CONCLUSION

The information found on shod running and non-traditional forms of running proves to be very informative in regards to the history, benefits, controversies, and
developing interest in the sports and fitness realm. While the advantages of true barefoot running or exercise have been thoroughly documented in the literature,
it does not seem to be an ideal training concept for those in the sports and fitness industry as it relates to hygiene and safety issues. However, the increased popularity
of minimalist footwear, which has grabbed the attention of researchers as well as runners and recreational athletes, may be a legitimate alternative to the barefoot
movement. The emergence of the minimalist shoe has created a wave of intrigue for those fitness enthusiasts wanting a ‘natural’ exercise experience,
while maintaining personal hygiene in the gym. The minimalist footwear also allows runners to ‘feel’ the foot strikes and reap the physiological benefits
of running sans traditional shoe without being subjected to the potential hazards of the road. The Nike Free© and Vibram FiveFingers® shoes have also become
popular with those interested in the latest fashion trends. Many individuals are simply wearing the minimalist footwear because it has evolved as this generation’s
version of the flip-flop.

As sport and fitness professionals, it is important to thoroughly examine the various trends that may impact our athletes and clients. Are the Nike Free©
and Vibram FiveFingers® shoes simply a passing fashion fad or a fitness footwear trend that will be here for the long run? Historically speaking, humans began
running and living barefoot . . . it will be interesting to see if minimalist shoes will be a part of the human lifestyle in the future.

REFERENCES

1. Barefoot Running Shoes (2010a). The Nike Free shoes. Retrieved from http://barefootrunningshoes.org/nike-free-shoes

2. Barefoot Running Shoes (2010b). The Vibram FiveFingers shoes. Retrieved
from http://barefootrunningshoes.org/vibram-fivefingers/

3. Bishop, M., Fiolkowski, P., Conrad, B., Brunt, D., Horodyski, M. (2006).
Athletic footwear, leg stiffness, and running kinematics. Journal of Athletic
Training, 41 (4), 387-392.

4. Bramble, D.M. & Lieberman, D.E. (2004). Endurance running and the evolution
of Homo. Nature, 432, 345-352.

5. Burfoot, A. (2004). Should you be running barefoot? Runner’s World,
39(8), 61-63. Retrieved from Consumer Health Complete database.

6. Cortese, A. (2009, August 30). Wiggling their toes at the shoe giants. The
New York Times. Retrieved April 20, 2011 from http://www.nytimes.com/2009/08/30/business/30shoe.html?adxnnl=1&pagewanted=print&…

7. Divert, C., Mornieux, G., Baur, H., Mayer, F., & Belli, A. (2004). Mechanical
comparison of barefoot and shod running. International Journal of Sports Medicine,
26, 593-598.

8. Elsevier Health Sciences. (2010, January 6). Running shoes may cause damage
to knees, hips and ankles, new study suggests. ScienceDaily. Retrieved from
http://www.sciencedaily.com/releases/2010/01/100104122310.htm

9. Hart, P.M, & Smith, D.R. (2008, April). Preventing running injuries
through barefoot activity. Journal of Physical Exercise, Recreation and Dance,
79 (4), 50-53

10. Harvard University (2010, February 1). Barefoot running: How humans ran
comfortably and safely before the invention of shoes. ScienceDaily. Retrieved
from http://www.sciencedaily.com/releases/2010/01/100127134241.htm

11. Krauss, S.L. (2011, March). Sample class: Barefoot boot camp. IDEA Fitness
Journal. Retrieved from http://www.ideafit.com/fitness-library/sample-class-barefoot-boot-camp

12. Lieberman, D.E., Venkadesan, M., Werbel, W.A., Daoud,A.I., D’Andrea,
S., Davis, I.S., et al. (2010, January 28). Foot strike patterns and collision
forces in habitually barefoot versus shod runners. Nature. 463, 531-535.

13. McDougall, C. (2011, March 29). Born to run: A hidden tribe, superathletes,
and the greatest race the world has never seen. New York, NY: Vintage Books
– A Division of Random House, Inc.

14. Nigg, B. (2009, July 23). Biomechanical considerations on barefoot movement
and barefoot shoe concepts. Footwear Science, 1(2) 73-79

15. Parker-Pope, T. (2006, June 6). Is barefoot better? The Wall Street Journal.
Retrieved from http://online.wsj.com/article/SB114955290339472060.html

16. Pribut, S.M. (2009, September 2). Athletic shoes: A quick look. [Dr. Stephen
M. Pribut’s Sports Pages]. Retrieved from http://www.drpribut.com/sports/spshoe.html

17. Tweney, D. (2009, July 10). To run better, start by ditching your Nikes.
Wired Science. Retrieved from http://www.wired.com/wiredscience/2009/07/barefoot/

18. Walker, C. & Blair, R. (2001). An experimental review of the McMahon/Cheng
model of running. Sports Engineering. 4, 113-121.

19. Wilk, B.R, Nau, S, & DeLeon, D.A. (2007). The Nike Free as a useful
tool for video gait analysis. American Medical Athletic Association, 17.

2017-08-03T10:40:00-05:00November 19th, 2012|Contemporary Sports Issues, Sports Exercise Science|Comments Off on Footwear Trends: Should Sport & Fitness Enthusiasts Embrace the Minimalist Movement?

An Exploratory Study of Physical Activity Patterns of College Students at a Midwest State University in the United States

Abstract

This study examines physical activity (PA) patterns in the context of global leisure activity of undergraduate students in a large Midwest state university.
A sample of students (n = 253) from a total population of 975 in the school of Physical Education Sport and Exercise Science participated in the study in
the fall of 2010. Student PA was measured using the leisure and physical activity survey (LPA). Descriptive statistics and nonparametric correlation analyses
were used to examine the relationship between five leisure and physical activities and four independent factors. Skewness and kurtosis values ranged from |.022|
to |1.794| and |.311| to |2.374|. All values were within the cut-off value of 2.58 at the .01 level, indicating multivariate normality among the data. The
highest mean value indicated that the majority (76.7%, M = 2.73, SD = 0.52) of the respondents engaged in web surfing 6 to 7 days a week. Video gaming was
the least frequently performed leisure activity (M = 1.43, SD = 0.67). Significant positive correlation (r = .15) was found between the participants’ age
and the frequency of weightlifting, indicating older participants were more likely to engage in weightlifting. Significant positive correlation (r = .18)
was found between the participants’ gender and the frequency of weightlifting, indicating male participants were more likely to engage in weightlifting. Gender
was also positively and significantly correlated with video gaming (r = .39), indicating male participants were more frequently engaging in video gaming.
However, negative significant correlation (r = – .27) was found between gender and the frequency of aerobic exercise, indicating female participants were more
likely to engage in this physical activity. The participants with a higher GPA were less likely to play video games as evidenced by the negative correlation
(r = -.14). In contrast, the participants with higher GPA were more likely to choose aerobic exercise (r = .20). Interestingly, the participants who spent
more time weightlifting engaged in both video gaming and aerobic exercises more frequently than who spent less (in minutes for both activities; r = .17 and
.19, respectively). The data from the study suggest more effective interventions should be implemented to promote PA among university students.

Introduction

It is hard to imagine life without the wide variety of multimedia devices that have become so commonplace over the last few decades. This technology has become essential in almost every educational, business, community, and recreational environment. Access to electronic information and communication technology is widely available to both high school and college-aged youth students, and mastering elevant information technology is one key to success in adult life. Unfortunately, this new technology phenomenon may be having a negative impact on physical activity patterns in an increasingly sedentary population (27). According to the United States Department of Health and Human Service Healthy People 2010 report, only 22% of adults engage in moderate physical activity for 30 minutes five or more times a week and nearly 25% of the population is completely sedentary (39). In addition, only about 25% of young people (ages 12-21) participate in light to moderate activity nearly every day (36). Lack of physical activity continues to contribute to the high prevalence of overweight individuals and obesity within the United States.

Obesity and lack of physical activity (PA) have been linked to numerous medical complications and cognitive decline (22). Regular participation in PA is important to sustaining good health and has been a topic of thorough investigation since the acknowledgement of the obesity epidemic with the last 30 years (36, 37). PA promotion has been an active mission of health advocacy groups during the last three decades (3, 9, 38) as physical inactivity has become more prevalent in all age groups and is believed to be one of the leading factors contributing to the rise of obesity and associated health problems. As a result, public health groups have increasingly called for actively promoting PA in multiple levels of society including family, school, local community, and state (38). Because of the gravity of the current state of fitness and obesity, participation in PA is of great importance to universities in encouraging healthy and active lifestyles.

Physical inactivity tends to increase during the aging process with the most dramatic increase occurring in late adolescence and early adulthood. Recently, university students have demonstrated the propensity for being physically inactive (17, 21). Research has indicated that about one to two thirds of university students have not engaged in sufficient PA to accrue health benefits (7, 8, 12, 17, 21, 32). Moreover, it seems very difficult to significantly increase PA among university students (17, 18). This contention is supported by the consistent percentage of physically inactive university students (17), in spite of years of issuing calls for promoting PA on campus by the American College Health Association (3) and efforts to increase PA through new facilities and programming. As suggested by Gyurcsik, Bray & Brittain (15) and Keating et al. (17), university students remain a targeted population for more PA interventions.

The examination and identification of trends in PA among younger adults remain under-represented in the literature. In order to effectively promote PA, there is a need to fully understand university student PA patterns because they represent a unique young adult group learning to live independently for the first time in their lives while simultaneously working to attain a baccalaureate degree (5, 18). This is a particularly important inquiry given that prior studies have shown that 60% of college students do not on average accumulate the recommended amount of physical activity for an adult and are unaware that adults should exercise five days a week for 30 minutes at moderate intensities (21) in order to achieve maximum health benefits. In addition, university life includes activities that may potentially encourage unhealthy behaviors. For example, university students typically have a busy schedule with their academic, extracurricular activities, work and social lives, which is a primary contributing factor relating to the decline of PA, and additionally creates great stress for meeting high academic standards, which in turn can create various psychological complications (40). Recent research, however, has demonstrated positive acute and chronic effects of aerobic exercise on cognitive performance (6). Therefore, assessing participation in PA and understanding types of student deficits can play a critical role in helping university students maintain both physical and mental health.

A handful of research on PA patterns of university students has been reported in the literature. Besides the previously noted consistent finding that students did not engage in a sufficient amount of PA (12, 15, 32), Behrens and Dinger (5) reported that university students were more active during weekdays than weekend days and there was no significant difference in PA patterns among the sexes. Furthermore, Keating and colleagues (17) found that university students did not change their PA levels as years in the university increased. Regarding university student PA determinants, similar to what has been reported for K-12 students; age, sex, and ethnicity are also found to be PA determinants for students in higher education (12, 17, 21). In comparison to K-12 students, weekly working hours, having a family, dating, living independently, hectic social schedule, proximity to PA facilities, and academic pressure, have not been investigated thoroughly.

Many young adults on college campuses are not meeting current physical activity recommendations and therefore may not be performing beneficial activities like aerobic exercise and resistance training. While some research exists that investigates PA patterns among university students, many unanswered questions still exist. To date, very few reliable instruments exist to quickly assess the leisure activity and physical activity patterns of young, college-aged adults. The IPAQ (International Physical Activity Questionnaire) is one instrument that has been validated (11) for use with this population, but the long version of the instrument is complicated and arduous to use in a collegiate setting. This may partially explain the paucity of research in this area. For example, it still remains unanswered what types of PA university students engage in and whether changes occur with PA patterns during the duration of enrollment in a university. As suggested by Rhodes and colleagues (28), professionals in the fields of fitness, health education, and physical education have not paid great attention to specific characteristics of student PA such as frequency, intensity, duration, and PA types. This lack of information inventory hinders efforts for promoting PA on college campuses as different types of PA generate different health benefits. This PA data could provide guidance for the development of various meaningful programming interventions to better influence university students regarding PA. Therefore, the purpose of this study is to examine PA patterns among students at a public university from a Midwestern state.

Method

A survey was conducted in order to assess the leisure and physical activity patterns within a “sport-minded” young adult demographic group. Among those surveyed were college students from one university in the Midwest United States. Surveyed students majored in sport management, exercise science, or sport pedagogy. All subjects were surveyed during a single fall semester. The survey instrument was composed of six demographic elements and five research-related questions, and was modeled upon a previously developed and tested instrument. This current survey was modified from the original instrument to reflect changes to the demographic elements and the addition of scaled questions related to physical activity patterns and computer use. The modified questionnaire demonstrated both criterion reference reliability (maximum aerobic capacity, handgrip dynamometry) and test-rest reliability. The demographic components included: major, age, ethnicity, gender, grade point average, and year in school. Both the survey and the research protocol were reviewed and approved by the appropriate university Institutional Review Board (IRB).

Human subject approval was granted by the university in which the study was conducted before any data were collected. Undergraduate students (n = 253) from nine classes at a Midwest public university participated in the study in the fall semester of 2010. Of the 975 students representing the total population, 253 questionnaires were returned (25.9 % return rate) and represent the subject pool for this study. The majority of the participants were male (67.2%) and juniors (47%) and seniors (47.8%) in college. The mean age was 20.55 (SD = 3.07). The majority of the participants were Caucasian (90%); the other participant ethnicities were as follows: African American (6%), Hispanic American (2%), Asian (1%) and other (1%). A relatively small number of freshman and sophomores
participated in the study. While the response rate is relatively low by traditional standards, a review of institution departmental data suggests the sample is representative of student demographics. Refer to Table 1 for detailed demographic information.

Table 1
Participants’ Demographic Information

Variables Mean (SD) Frequency (%)
Age 20.55 (3.07)
Sex
Female 32.8%
Male 67.2%
Year in college
1st year 1.2%
2nd year 3.2%
3rd year 47.0%
4th year 47.8%

Campus characteristics
The study was conducted at a Midwest university with approximately 20,000 enrolledstudents. Like most medium/large sized state universities in the United States, buses operate around the inner and outer edges of campus and into the community regularly. Courses are scheduled back-to-back with minimal break-time in between, resulting in limited time to engage in PA between classes. One large studentrecreational center and a number of outdoor exercise facilities (i.e., jogging trails, basketball courts, tennis courts, and etc.) are available for students. In addition, the university has an NCAA Division I athletic department, which consists of regionally well-known football, basketball, and volleyball sports teams. Regularly scheduled home games are held on campus on a weekly basis. Physical fitness and wellness activity (PFWL) course credits are included in the general education core requirements, and selected PA courses are available for electives within the university.

Leisure and Physical Activity Survey
The Leisure and Physical Activity survey was designed to be a quick and easy assessment of sedentary and physical activity frequency and duration in college-aged students. This self-reported survey instrument asked for class rank, gender, and grade point average. Grade point average was assessed via five predetermined ranges of answers (0-0.99, 1-1.99, 2-2.99, 3-3.99, 4.0 or above). The sedentary activity types assessed were time spent in typing/schoolwork, web surfing/entertainment, and video gaming. Each classification had further descriptors for clarification: web surfing/entertainment included (television, Facebook, MySpace, etc.), video gaming included (Xbox, Xbox 360, PlayStation, etc.). These activities were assessed for frequency (0-2 days, 3-5 days, and 6-7days) per week as well as duration per bout (0-15 minutes, 16-30 minutes, greater than 30 minutes). Each frequency and duration was assigned a score of 1 to 3 points for each of the possible responses. Aerobic exercise (running, walking, biking, aerobic dance, etc.) and weightlifting (machine, free weights, cross fit, etc.) were assessed in a similar fashion for frequency and duration.

Total scores for each item assessed were computed as the sum of the frequency and duration scores. This instrument demonstrated low item to total correlations (r < .20), suggesting that items assessed were not overlapping. In pilot testing, the weightlifting total score demonstrated a significant correlation (r > .80, p < .05, n = 58) to the criterion measure hand-grip strength assessed via a hand grip dynamometer (Jamar Hand Dynamometer, Sammons Prestons Bolingbrook, IL). Similar results were found for the aerobic total score and VO2 max (r > .60, p < .05, n = 12) assessed via a graded exercise test utilizing a modern metabolic cart (Parvomedics TrueOne 2400, Parvomedics, Sandy, UT). Both the weightlifting and aerobic total scores were not significantly
different pre to post in a large sample test-retest reliability study (n = 389, p > .05) that examined the stability of the survey after a one month time period.

Data Analyses
Descriptive statistics and nonparametric correlation analysis were used to examine the relationship between five leisure and physical activities (i.e., typing/schoolwork on computer, web surfing/entertainment, weightlifting, video gaming, and aerobic exercise) and four independent factors (i.e., age, gender, year in school, and GPA). Violation of assumptions was checked prior to data analyses by examining both skewness and kurtosis values. Data were analyzed via PASW Statistics 18.0.

Results

A total of 253 subjects submitted complete and fully useable surveys, and all subjects indicated that their primary state of residence was Indiana in the United States. Skewness and kurtosis values ranged from |.022| to |1.794| and |.311| to |2.374|. All values were within the cut-off value of 2.58 at the .01 level, indicating multivariate normality among the data. The highest mean value indicated that the majority (76.7%, M = 2.73, SD = .52) of the respondents engaged in web surfing 6 to 7 days a week (television, Facebook, MySpace, etc.). Video gaming was the least frequently performed leisure activity (M = 1.43, SD = .67). The majority (66.8%) of the participants indicated that they engaged in video gaming zero to two days per week.

Table 2
Descriptive Statistics

Activity M SD
Typing/Schoolwork on Computer Frequency Frequency 1.9486 .61183
Duration 2.4980 .55366
Web surfing/Entertainment Frequency 2.7312 .51840
Duration 2.6008 .59987
Weightlifting Frequency 1.6759 .62812
(machine, free-weight, crossfit, etc.) Duration 2.4348 .78723
Video gaming Frequency Frequency 1.4325 .67350
(Xbox, Xbox360, PlayStation, etc.) Duration 1.8498 .87807
Aerobic exercise Frequency Frequency 1.8498 .69091
Duration 2.3834 .67791

Correlational analyses revealed several significant findings. Significant positive correlation (r = .15) was found between the participants’ age and the frequency of weightlifting, indicating older participants were more likely to engage in weightlifting. Significant positive correlation (r = .18) was found between the participants’ gender and the frequency of weightlifting, indicating male participants were more likely to engage in weightlifting. Gender was also positively and significantly correlated with video gaming (r = .39), indicating male participants were more frequently engaging in video gaming. However, a negative significant correlation (r = – .27) was found between gender and the frequency of aerobic exercise, indicating female participants were more likely to engage in this physical activity. The participants with a higher GPA were less likely to play video games as evidenced by the negative correlation (r = -.14). In contrast, the participants with higher GPA were more likely to choose to participate in aerobic exercise (r = .20). Interestingly, the participants who spent more minutes on weightlifting engaged in both video gaming and aerobic exercises more frequently than who spent less (in minutes for both activities;
r = .17 and .19, respectively).

Table 3
Correlation Table

1 2 3 4 5 6 7 8 9 10 11 12 13
1. Age 1
2. Sex .15* 1
3. GPA -.02 -.19** 1
4. CP(F) .07 -.05 -.01 1
5. CP(D) -.07 -.09 .05 .21** 1
6. WS(F) -.01 -.05 .04 .31** -.07 1
7. WS(D) -.12 -.04 -.08 .16* .15* .43** 1
8. WL(F) .15* .18** .10 -.12 .04 -.12 -.12* 1
9. WL(D) .05 .29** .01 -.11 .04 -.12 -.08 .61** 1
10. VG (F) -.01 .39** -.14* -.06 -.03 .11 .10 .03 .10 1
11. VG (D) .05 .53** -.12 -.04 .02 .09 .09 .16* .17** .67** 1
12. AE (F) .04 -.27** .20** .05 .11 .08 .08 .07 -.03 -.13* -.12 1
13. AE (D) -.05 -.16** .14* .02 .13* .01 .14* .10 .19** -.08 -.04 .48** 1

Note. CP = typing/schoolwork on computer, WS = web surfing/entertainment, WL = weightlifting, VG = video gaming, AE = aerobic exercise. F indicates frequency, and D indicates duration. Correlation is significant at the .05 level (*) and the .01 level (**).

Mean scores (response range 1 to 3) for weightlifting frequency and duration by grade point average are represented in figure 1. The mean response to grade point average and duration of weightlifting demonstrated that the majority of student’s reported GPA’s in the range 1-1.99 had the highest duration (2.75 hours) of weightlifting per week, with the second highest duration (2.50 hours) per week response being 4.00. The mean response to grade point average and frequency of weightlifting demonstrated that the majority of student’s reported grade point averages in the range 3-3.99 had the highest frequency (1.74) days per week of weightlifting, with the second highest frequency per week response being in the GPA range of 1-1.99.

Mean scores (response range 1 to 3) for aerobic exercise frequency and duration by grade point average are represented in figure 2. The mean response to grade point average and duration of aerobic exercise demonstrated that the majority of student’s reported GPA’s in the range 1-1.99 had the highest duration (2.87 hours) of aerobic exercise per week, with the second highest duration (2.50 hours) per week response being 4.00. The mean response to grade point average and frequency of aerobic exercise demonstrated that the majority of student’s reported grade point averages in the range 3-3.99 and 4.00 had the highest frequency (2.00) days per week of aerobic exercise, with the second highest frequency (1.87) days per week response being in the GPA range of 1-1.99.

Discussion

There is a dearth of scholarly information explaining PA in college students as the trends in physical activity among younger adults remain under-represented in the literature. Given the large number of students enrolled in universities and colleges across the United States, an understanding of the relationship between computer use, PA and academic performance is of great interest. The following results warrant more attention from professionals in the fields of health education, fitness, and physical education. First, the highest mean value indicated that the majority (76.7%) of the respondents engaged in computer world wide web surfing six to seven days a week. While time spent on the Internet can be extremely productive, for some college students’ compulsive Internet use can and may interfere with daily life including grades, work, relationships, and PA. Second, since a large number of participants engaged in PA, higher than in more recent similar studies, it appears that an increasing trend in PA among students may be occurring. Given the number of universities across the country that have or are in the process of building large student recreation centers it is possible the increase in PA among university students is explained by the recent facility “arms race” occurring on many university campuses (41). Third, the data gathered demonstrated that the majority of student’s reported grade point averages in the range 3-3.99 which may indicate a positive correlation between frequency and duration of PA and academic performance. This finding
may be attributed to physiological and psychological factors. Research has demonstrated positive acute and chronic effects of aerobic exercise on cognitive performance (6). Students with higher academic achievement may have more intrinsic motivation to study and work harder which results in higher grades. However, this same intrinsic motivation may be responsible for the higher levels of PA in this population (4). Student’s reported grade point averages in the range 1-1.99 reported the second highest PA frequency per week in resistance and aerobic training. As opposed to the higher GPA students, students with lower academic achievement may exhibit higher rates of PA because they are not as focused on academic work and spend a larger amount of time on non-academic endeavors. Since above average or “middle” GPA students reported the lowest level of PA on the survey instrument, it seems plausible that this population may require additional strategies and resources for PA recruitment and Retention. Fourth, age and gender were also found to be important variables predicting resistance training patterns as older males were more likely to be involved in resistance training and females were more likely to engage in aerobic training. These results could be related to group exercise offerings like aerobic classes that are commonly heavily attended by female students. There may be a societal need for women to perform group activities (21) as women may be less likely than men to work out alone. Regardless of PA type, higher achieving students appear to have higher physical activity levels.

The Benefits of Physical Activity
Today’s college students have more personal choices than ever regarding ways to spend their leisure time, and with limited bandwidth, the choice to participate in physical activity typically requires either intrinsic or physical incentives of some type. So would students engage in more physical activity if they believed it would enhance their academic performance? Evidence supporting the association between PA and enhanced academic performance is strengthened by related research that found higher levels of physical fitness to be linked with improved academic performance among children and teens. There are several possible mechanisms by which physical education and regular PA could improve academic achievement, including enhanced concentration skills and classroom behavior. Stevens et al. (33) reported that physical activity was associated with higher achievement scores in both mathematics and reading. Though in these investigations physical activity was only one of many correlates to academic performance, increased levels of physical activity garnered through team sport or increased activity outside of physical education courses was related to academic performance. Tomporowski et al. (35) in a recent review of the findings in children suggested that exercise might enhance children’s mental functioning. The present investigation builds upon the evidence of a relationship between physical activity and exercise to academic performance by demonstrating similar findings among Midwestern university students. Fox et al. (13) reported that among a large cohort of middle and high school students, participation in team sports was associated with higher GPA’s. Laure and Binsinger (19) reported a similar finding in a large cohort of French students. It should be noted that a previous study conducted in Kuwait (2) reported no relationship between results of a health promoting lifestyle, which included assessment of reported physical activity and academic performance. However; this study examined a smaller sample of students (n = 224) and the students were all nursing majors. The limited sample size and relative similarity of population may be in part responsible for this finding. The present investigation included a slightly larger sample (n = 253) and the students were drawn from several different fields of study within the school of physical education, sport, and exercise science. Yet even though the relationships are small, academic achievement is critical for nearly all college students. Therefore, any demonstrated relationship to academic performance is an important finding.
Demographic Differences in Physical Activity Patterns
It is important to analyze the various elements that contribute to the difference in physical activity patterns in college students. Although the correlations in the present study are small in magnitude, it has been demonstrated that there are many other factors that are related to academic performance such as socioeconomic status (33). Sex and ethnicity disparity in PA has been well documented and there is a need to bridge the gap in the two variables (17, 21). The study, however, noted that the PA discrepancy of sex and ethnicity still exists. Specifically, the results of the study align with the finding that females were found to perform significantly less PA than their male counterparts (14, 21). Joining with other studies on the topic (18, 20), this study echoes the need for more attention on female student PA. Moreover, there was a significant difference in PA events participated by females, indicating the selection of PA events is gender sensitive. PA interventions should take into consideration the PA preferences of the different genders and provide male and female students with the appropriate opportunities for PA that they prefer.

Regarding ethnicity, previous studies have generated a consistent finding that whites tend to engage in more PA than other ethnic groups and African Americans and Asians are the least physically active groups (18, 21, 34). Unfortunately, no data are available to explain why Asians and African Americans are less active than Whites and Latinos. The lack of diversity and the small sample size of the subject population in the present study do not allow for findings based on ethnicity.

Increasing Physical Activity Patterns
The benefits of physical activity are well known and accepted. Providing PA information that will motivate and enable people to change behavior and to maintain that change over time is the key. Public health groups have made a number of attempts to increase PA in higher education for more than a decade (3, 37). Considerable research has been conducted in the area of exercise behavior change and the majority of recent reports suggest that exercisers progress through a set of identifiable stages before reaching the maintenance stage when they have integrated exercise as part of their lives (25, 26). It is encouraging that the percentage of students who were involved in an adequate amount of PA was higher than the percentage reported in most previous studies (17, 18, 21). Universities serve as an excellent venue to provide college students with the opportunity for daily PA. The student recreation center (SRC) at many colleges and universities has evolved from being a place to exercise and take aerobics classes to becoming a high-powered recruitment tool (27). A survey of collegiate recreation providers indicated that fitness centers are flourishing and that accommodating user demand is one of the biggest challenges facing supervisors
(24).

The present investigation helps to fill a gap in the literature by expanding previous findings among elementary, middle, and high school students in regard to the associations of physical activity and academic performance into the collegiate level. Information concerning the most frequently engaged PA can be used to guide the reform of physical education curricula in K-12 and college programs (10, 29) as one of the ultimate physical education goals is to promote PA participation as a long term healthy lifestyle (23). Unfortunately, there were not data available to explain what interventions had been implemented on campus to promote and enhance PA among the students. Since this additional research confirms the high level of interest in exercise adherence services in the current study, recreation staff and sport administrators may want to consider supporting the development of standardized assessment and adherence services to increase the likelihood of students maintaining healthy, active lifestyles while in college. The study reiterates the need for a strong emphasis on lifetime PA as suggested by Corbin (10). On the other hand, because universities are still a part of the entire education system, the unique characteristics of university students must be considered (17). University student PA patterns might be different from other young adults who are not in higher education. Surprisingly, participants in the present study demonstrated the similar PA patterns to other young adults involved in most individual PA (aerobic and resistance training).

Limitations
As might be expected, university students tend to participate in a wide variety of PA. One limitation of the present study is the focus on two primary areas of PA (aerobic and resistance training). Research has indicated that PA enjoyment and the social aspect of recreational activities are two of the primary factors that attract young adults to involvement in sports-related PA (4, 28). This topic was beyond the scope of the present study and is an area for future investigation. Further, self-reported questionnaires, sample size and limited comparable data combined with the secrecy that surrounds personal practice creates difficulty in assessing result reliability (1). Empirical data have demonstrated that participants have the propensity to over-report their PA (21) and as a result, the data collected in the study are most likely skewed toward the highest level of PA (16). Some experts suppose that these attitudes may be the consequence of social desirability. That is, the participants are reporting what they think a health professional or professor might want to hear rather than their true leisure and physical activity patterns. Survey research investigating an individual practice sometimes has limitations including: answers may be intentionally false as the subjects questioned may not wish to reveal their true feelings, even if anonymity and confidentiality are guaranteed by the investigators (1). Thus, these results should be interpreted with caution.
Conclusion

Lack of PA continues to contribute to the high prevalence of overweight individuals and obesity within the United States. Based upon the results of the present investigation, it can be suggested that colleges focus on the provision of aerobic exercise for students, through either outdoor or indoor recreational facilities. Given the number of universities across the country that are currently building or have previously built large recreation facilities for students, it can be suggested that these centers are constructed and staffed in such a manner as to encourage aerobic exercise. While these results are promising, the data do not account for the long-term maintenance of physically active lifestyles.

Applications in Sport

There is an ongoing need to foster PA opportunities across all the disciplines of physical education, recreation, dance, and sport. Recreation and sport administrators must not only be aware of national trends, such as the fact that 67% of non-institutionalized adults age 20 years and over are overweight or obese in the United States (9), but university administrators should diligently examine their facility needs and accompanying programming. The importance of PA within the college-aged student population is well established and a renewed focus among recreation and sport administrators is not only justified but necessary. The reality: most college students do not complete the recommended amount of PA each week. In an effort to increase PA among this population, sport administrators should leverage existing physical activity space, encourage enhancements where necessary and promote physical activity. Access to PA facilities is the first step to achieving higher exercise rates among students. Collegate sport/recreation administrators must be ready to evaluate their facilities based on the needs of the student population and properly follow through with appropriate accomodations. Recreation and sport administrators should also encourage aerobic exercise by building programs around the types of physical activity college students want and need. Physical education programs are important tools for those college students who want to be physically active but are unsure of how to do so. Physical education classes offer opportunities for students to learn about different PA choices and encourage adoption of those activities in their everyday life. Continued implementation of PA programming on university campuses benefits the students, faculty, university, and community. Recreational facilities and PA programs create value-added products that deserve an expanded focus within the university.

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2016-10-12T15:04:16-05:00November 16th, 2012|Contemporary Sports Issues, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on An Exploratory Study of Physical Activity Patterns of College Students at a Midwest State University in the United States

Female Athletes and Eating Disorders

 

Abstract

Sports should prevent athletes from having eating disorders not develop eating disorders. There is evidence that female athletes are at a risk of developing
disordered eating. The purpose of this study was to find how prevalent eating disorders are in female athletes and examine factors that may have a relationship
with eating disorders.

A questionnaire containing two instruments was distributed to volunteer female athletes in a Midwestern university. The EAT 26 was used to measure the prevalence
of eating disorders. The ATHLETE questionnaire was used to inquire some factors that may have a relationship with eating disorders among athletes. Results showed
14.3% of the respondents scored a 20 and above on the EAT 26 and thus considered at risk of having an eating disorder. The ATHLETE questionnaire showed that
there were some significant negative correlations between the EAT 26 score and participant’s feelings about their body, feelings about sports, feelings
about performance, and feelings about eating. The negative correlations meant that the more the participants scored high on their feelings about their body,
sports, performance, and eating, the less likely they scored low on the EAT 26 indicating they did not have a risk of an eating disorder.

This study implies that when athletes feel good about their body, sport, performance and their eating, the less likely they will have an eating disorder. This study
makes an important contribution in understanding female athletes and eating disorders as well as factors that may have a relationship to eating disorders
in female athletes.

 

Introduction

An eating disorder is a psychological disorder that many women can acquire, ncluding collegiate athletes. Participation in sports activity can be a healthy
and enjoyable experience that can enhance self-worth and self-image in female athletes (12). Many people may believe that because athletes participate in
sports and maintain high levels of physical activity, they are not as self-conscience about their bodies. Contrary to this belief, (1) stated in their study that
athletes are at a greater risk for developing eating disorders than non-athletes. Why female athletes have eating disorders when they are so active is a question
of interest to many people. The purpose of this study is to find how prevalent eating disorders are in female athletes and examine factors that may have a
relationship with eating disorders.

Incorrect weight perceptions are more common in young women, with persistent overestimation of weight and attempts to lose weight even when unnecessary (7).
(5) stated that female athletes are a group particularly at risk for developing eating disorders or engaging in unhealthy behaviors to control their weight.
These athletes not only face the typical social pressures to be thin, but they also are immersed in a social context that focuses on their bodies.

Eating disorders are behavioral syndromes associated with considerable mobility that present onset of the highest mortality rates among mental illnesses. The
prevalence of eating disorders’ has increased since the 1990s in both female athletes and non-athletes. Female athletes go through a lot of pressures
and conflicts playing collegiate sports. Female athletes are a group particularly at risk for developing eating disorders or engaging in unhealthy behaviors to
control their weight (13).

The western cultural emphasis given to weight and body shape points towards a “beauty standard” centered on thinness disorders (11). For some
female college athletes, college concerns and pressures may contribute to eating disorders or disordered eating behaviors (6). The sports environment can heighten
body and weight related concerns because of factors such as pressure from coaches and social comparisons, body dissatisfaction, physique anxiety, and perfectionism
(6, 11). A lack of professional guidance can make an athlete vulnerable to the onset of disordered eating (10). It appears that negative moods such as anxiety,
perfectionism, and negative comments about body shape or weight from coaches are related to disorder eating in female athletes (1). (9) found that social
pressure on body shape was strongly correlated with body dissatisfaction. Female athletes’ body dissatisfaction has shown correlation with bulimia (6).
According to (7), perfectionism, for example in sports has been found to be a risk factor for bulimic symptoms.

However, prevalence of clinical and subclinical eating disorders has been found to be higher-among female athletes than non-athletes (5). Young women, particularly
those in aesthetic sports are vulnerable to body dissatisfaction, eating disorders, and disordered eating (10). Situational factors specifically involvement in
individual sports or team sports, may put athletes in situations where social physique anxiety and disordered eating is likely to be heightened to manage
weight and shape concerns (13, 8).

This is an important topic because although physical activity enhances self-esteem and promotes physical and emotional well-being, there is evidence that female
athletes are at a risk of developing disordered eating. It is important to investigate some of the reasons why female collegiate athletes feel the need to have disordered
eating. Results of the study can assist in developing and executing suitable eating-disorder prevention and intervention programs for female college athletes.
The purpose of the study was twofold. First, it was to assess how prevalent eating disorders were among female college athletes. Secondly, it was to explore
some factors that may have a relationship with eating disorders.

Methods

Participants
There were 56 participants in total, including 11 freshman, 21 sophomores, 13 juniors and 11 seniors. The following sports were included: soccer (23.2%),
softball (23.2%), track and field (41.1%), and swimming (12.5%). The age range was between 18 to 22 years, with over 98% being between 18 and 21 years. The
entire sample was Caucasian with an exception of one participant.
Instruments

A questionnaire was used to collect data, it included a demographic section on age, sex, height, weight and race of the participants. Two instruments were
included in the questionnaire, the first being the EAT 26 by (4), which measured prevalence of eating disorders among athletes. The EAT 26 has been used extensively
in research as a reliable measure of prevalence of eating disorders. The EAT-26 scale is comprised of these dimensions: dieting, bulimia and food preoccupation,
and oral control. Each item on the scale is rated on a scale of 0-6 as follows: never=0, rarely=0, sometimes=0, often=1, usually=2, and always=3, except for
item 25 which is reverse scored.

Second was the ATHLETE questionnaire, which was used to inquire some factors that may relate with eating disorders among athletes. The ATHLETE questionnaire
is a reliable and valid measure of factors that may relate to disordered eating in athletes (9). The ATHLETE questionnaire has the following factors that have
shown association with disordered eating: feelings about being an athlete, the athlete’s body and sports, feelings about performance, team support, feelings
about one’s body, and feelings about eating.

Both instruments showed acceptable reliability. The EAT 26 included 26 items and yielded a reliability value of .76. The six factors in the ATHLETE questionnaire
demonstrated the following reliability values: feelings about being an athlete included five items with a reliability of .71, athlete’s body and sports
included 12 items with a reliability of .87, feelings about performance included seven items with a reliability of .67, team support included four items with
a reliability of .73, feelings about one’s body included six items a reliability of .85, and feelings about eating included four items with a reliability of
.85.

Procedures
The researchers first obtained Human subjects approval from the IRB before conducting the study. The questionnaire was distributed to the participants, and it contained
the demographic section of the questionnaire, the EAT 26, and the ATHLETE questionnaire. The questionnaire was given to volunteer female athletes at a Midwestern university.
A volunteer female athlete served as the monitor and distributed the questionnaires. The study was conducted in the absence of the coach and the researchers so that
the participants would not feel any coercion to participate in the study. The consent information for the participants was included at the beginning of the
questionnaire. The consent information explained that participating in the study was totally voluntary and that by completing the questionnaire, the participant
was giving consent to participate in the study. The questionnaire was completed anonymously and since there were no signed informed consent it was not possible
to identify individuals who participated in the study nor those whose scores indicated they were at risk of an eating disorder. Due to the sensitive nature
of the study, all participants were provided with referral information to their school’s health center and the crises hotline center, in case they realized
they were at risk of acquiring an eating disorder.

Statistical analysis
The data was entered into SPSS program – PASW Statistics 18. Reliability test for the EAT 26 and the ATHLETE questionnaire was analyzed. Descriptive statistics
were analyzed for the EAT 26. Those who scored EAT 26=20 were considered at risk of having an eating disorder. ANOVAs were computed to compare the means
of EAT 26 by year in school, age, weight, and sport participation. Correlations were completed between the EAT 26 and the factors of the ATHLETE questionnaire.

Results

There were 56 total participants who responded to the questionnaire. Frequencies were completed for EAT 26. If the participant scored EAT 26=20, then they were
considered at risk of having an eating disorder. Results showed that 8 female athletes, (14.3%) scored a 20 and above and were thus considered at risk of
having an eating disorder. The EAT 26 mean was 7.9 and standard deviation was 7.6. Figure 1 shows details of how the participants responded to the EAT 26.

ANOVAs were used to compare the means of EAT 26 by classification year, age, weight, and sports participation. Only age showed a significant difference in
means for the EAT 26. Further, Cross tabs were completed between those who had EAT26=20 and age. Results showed all of the 8 participants who had EAT 26=20
were 19 years of age.

Descriptive statistics were conducted on how the female athletes performed on the ATHLETE questionnaire, which can be seen in Table 1. Pearson correlation
was conducted to see whether there was a relationship between EAT 26 and ATHLETE questionnaire factors.
These four factors in the ATHLETE questionnaire demonstrated significant Pearson correlation values with EAT 26: feelings about body and sports with a correlation
of -.53, feelings about performance with a correlation of -.51, feelings about your body with a correlation of -.50, and feelings about eating with a correlation
of -.31. These two factors in the ATHLETE questionnaire did not demonstrate significant Pearson correlation values with EAT 26: feelings about being an
athlete, and team support. Table 2 shows details about correlations between EAT 26 and the ATHLETE questionnaire factors.

Discussion

This study found 14.3 % of female athletes were considered at risk of having an eating disorder. This study also reported that everyone found to have an
eating disorder was 19 years old. The ATHLETE questionnaire showed that there were some significant negative correlations between the EAT 26 score and participant’s
feelings about their body, feelings about sports, feelings about performance, and feelings about eating. The negative correlations meant that the more the
participants scored high on their feelings about their body, sport, performance, and eating, the less they scored on the EAT 26, indicating they did not have
an eating disorder.

Two of the factors in the ATHLETE questionnaire dealt with body image; the athlete’s body and sports, and feelings about one’s body. Both factors
had a significant negative correlation with EAT 26 scores. This indicated that the female athletes’ who scored high on the athlete’s body and sports,
and feelings about one’s body were likely to score low on the EAT-26. Hence, indicating they were not likely to be at risk of an eating disorders.
This finding concurs with the study by (2), which contended that body image dissatisfaction is the strongest predictor of eating disorder symptoms.

A study done (6) stated that sport-related pressures such as weight limits, teammates’ eating-related behaviors, judging criteria, revealing uniforms,
and coach expectations have been suggested as potential risk factors for an athlete to develop an eating disorder. Our study found that team support and
feelings about being an athlete did not have a relationship with eating disorders. Another study done by (10) stated that families, peers, and coaches can have
a major effect on female athletes. Our study did not show that pressures from the participant’s families, peers, and coaches had any effect on the athlete
and eating disorders.

This study found that ‘feelings about performance’ in the ATHLETE had a significant negative correlation with the EAT 26 total. This indicated
that the more the athletes felt good about their performance in sports, the less likely they were at risk of an eating disorder. This finding concurs with
(1) study that stated that negative moods such as anxiety and perfectionism were related to disordered eating in female athletes.

In the current study, all participants who scored EAT 26=20, were 19 years old, and were either sophomores or juniors in school. There were no freshman
or seniors found to have a risk of an eating disorder. This indicates that the female athlete participants felt more pressure or problems with their eating
in the middle of their college years. This finding concurs with the study by (2), which stated that eating and dieting problems in college freshman women
was fairly stable across the first year of college. The current study suggests that the female athletes develop some eating disorder as they try to lose weight
in the sophomore year and stabilize by the fourth year. More research is needed on eating disorders of female athletes through the four college years.

Since the participants is this study was were nearly all Caucasian, this study may have found higher levels of disordered eating concerns than a more diversified
sample. Future similar studies can build on this study by having a larger proportion of other ethnicities. In addition, future similar studies can have a wider range
of sport, especially sports where the athletes’ uniforms for competition are more revealing such as swimming, dance, and gymnastics.

Conclusion

This study shows that eating disorders are prevalent among female athletes. Some factors that have a relationship with eating disorders include feelings
about their body, sports performance, and eating. This study also shows that feelings about being an athlete such as being competitive and team support did
not show much relationship with eating disorders.
This study makes an important contribution in understanding females and eating disorders, as well the factors that may have a relationship in causing eating
disorders in female athletes.

Application to Sport

Eating disorders are still an issue of concern among female athletes. This study reveals that the more female athletes felt good about their body, sports,
performance, and eating, the more likely they would not have an eating disorder. Feelings about an athlete like being competitive and team support did not show
much relationship with eating disorders. To keep away from disordered eating, female athletes ought to have positive inner feelings about themselves.

Sports participation among college females should be encouraged because this will improve their ‘feelings about their body’ and in turn make
them less at risk of getting an eating disorder. Participation in sports activity can be a healthy and enjoyable experience that can enhance self-worth and self-image
in female athletes (12). Since body image dissatisfaction is the strongest predictor of eating disorder symptoms (2), then body image holds the most promise as a
focus for prevention programs of eating disorder among college female athletes.

Disordered eating prevention efforts offered by college counseling centers for female athletes should focus on promoting students’ acceptance of their own
bodies. Such efforts will counteract the media influences that propagates the extremely ‘thin ideal’ that is unattainable by most normal female
athletes. A school-based sport centered program can be useful in deterring females from disordered eating (3). For those working with athletes, they should avoid
equating thinness to sport performance. They should be encouraged to become more knowledgeable and responsible regarding the critical role of healthy eating
and nutrition in female athletes. Such knowledge will equip them to play a significant role identifying, managing, and preventing eating disorders among female athletes
and increase prospects of a positive sport experience for female athletes. Female athletes ought to be encouraged to regard their health first before sports performance.
Consequently, the International Olympic Committee (IOC) emphasizes an athlete’s health rather than weight and body composition (12).

Acknowledgements

Many thanks to the anonymous volunteer female athletes who agreed to participate in this study.

References

1. Arthur-Cameselle, J., Quatromoni, P.(2011). Factors related to the onset
of eating disorders reported by female collegiate athletes. The Sport Psychologist,
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2. Cooley, E., & Toray, T. (2001). Disordered Eating in College Freshman
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5. Greenleaf, C., Petrie, T., Carter, J., Reel, J.(2009). Female collegiate
athletes: prevalence of eating disorders and disordered eating behaviors. Journal
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6. Greenleaf, C., Petrie, T., Reel, J., Carter, J. (2010). Psychosocial risk
factors of bulimic symptomatology among female athletes. Journal of Clinical
Sport Psychology, 4, 177-190.

7. Haase, A.(2011). Weight perception in female athletes: association with
disordered eating correlates and behavior. Eating Behaviors, 12,64-67. doi:
10.1016/j.eatbeth.2010.09.004.

8. Haase, A. (2009). Physique anxiety and disordered eating correlates in female
athletes: differences in team and individual sports. Journal of Clinical Sports
Psychology, 3, 218-231.

9. Hinton, P. S., & Kubas, K. L. (2005). Psychosocial Correlates of Disordered
Eating in Female Collegiate Athletes: Validation of the ATHLETE Questionnaire.
Journal of American College Health, 54(3), 149-156.

10. Kerr, G., Berman, E., Jane De Souza, M. J.(2006). Disordered eating in
women’s gymnastics: perspectives of athletes, coaches, parents, and judges.
Journal and Applied Sport Psychology, 18, 28-43. doi: 10.1080/10413200500471301.

11. Oliveria Coelho, G., Soares, E., & Ribeiro, B.(2010). Are female athletes
at increased risk for disordered eating and its complications. Appetite, 55,
379-387. doi:10.1016/j.appet.2010.08.003.

12. Sherman, R., & Thompson, R. A. (2006). Practical use of the International
Olympic Committee position stand on the female athlete triad; a case example.
International Journal of Eating Disorders, 39(3), 193-201. Doi:10..1002/eat.20232.

13. Sundgot-Borgen, J., & Torstviet, M.(2010). Aspects of disordered eating
continuum in elite high- intensity sports. Scandinavian Journal of Medicine
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14. Torstviet, M., Rosenvinge, J., & Sundgot-Borgan, J.(2008). Prevalence
of eating disorders and the predictive power of risk models in female elite
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Figures and Tables

Fig 1- Eat 26 Performance

Figure 1

Legend: Figure 1 shows frequencies of the EAT 26 totals for the female athletes,N=56. If the participant scored EATS 26=20 then they were considered at risk
of having an eating disorder. Figure 1 shows that eight participants (14.3%) had EAT 26=20.

 

Table 2 – Descriptive Statistics of the ATHLETE Questionnaire

Legend: Table 2 shows the ATHLETE questionnaire which was used to inquire
some factors that may relate with eating disorders among athletes. The ATHLETE questionnaire
has six factors. Table 2 lists the six factors, sample questions on each factor,
as well as the descriptive statistics for the ATHLETE questionnaire.

Factors of the ATHLETE questionnaire Sample Question on the ATHLETE QUESTIONNIARE No of Items Total Possible Mean SD
Feelings about being an athlete I cannot imagine what I will be like when I am no longer competing
5
25
16.3
3.5
The athlete’s body and sports I would be more successful in my sport if my body looked better and I
often wish I were leaner so I could perform better
12
60
41.1
9.4
Feelings about performance No matter how successful I am, I never feel satisfied and my parents expect
more of me athletically than I do for myself
7
35
22.8
4.9
Team support It is hard to get close to my teammates because we are constantly competing
against each other
4
20
16.9
2.4
Feelings about one’s body My friends (non-athletes) make me feel I am too fat
6
30
25.2
4.2
Feeling about eating I feel uncomfortable eating in front of my friends
4
20
17.6
4.3

 

Table 3- Correlations between EAT 26 and the ATHLETE questionnaire
Legend: Table 3 shows the Pearson correlation values between EAT 26 and
the ATHLETE questionnaire factors. These four factors in the ATHLETE questionnaire
demonstrated significant Pearson correlation values with EAT 26; feelings about
body and sports; feelings about performance; feelings about your body; and feelings
about eating. These two factors in the ATHLETE questionnaire did not demonstrate
significant Pearson correlation values with EAT 26; feelings about being an
athlete, and team support.

Factors of the ATHLETE questionnaire Pearson Correlation
With
EAT 26
Feelings about being an athlete .139
The athlete’s body and sports -.530**
Feelings about performance -.507**
Team support .127
Feelings about one’s body -.502**
Feeling about eating -.313*

** .01 correlation is significant at the .01 level
*.05 correlation is significant at the .05 level

2016-10-20T14:59:00-05:00November 15th, 2012|Contemporary Sports Issues, Sports Exercise Science, Sports Management, Sports Studies and Sports Psychology, Women and Sports|Comments Off on Female Athletes and Eating Disorders

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2014-05-13T14:36:19-05:00August 24th, 2012|Contemporary Sports Issues, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Description of Phases and Discrete Events of the Lacrosse Shot
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