Targeting Well-Being and Physical Activity through Sport Education in Higher Education

Abstract

ABSTRACT During the pandemic, sedentary behavior and social isolation threatened college students’ physical and mental health. The effectiveness of Sport Education on combinations of variables associated with well-being and physical activity was explored. Undergraduate students (N = 236) participated in a 15-week intervention; Sport Education (experimental) was compared to Direct Instruction (control). A structural equation modeling approach and Causal Mediation Analyses were conducted to test hypothesized models. A mixed factorial ANOVA was used to examine physical activity engagement. Sport Education students participated in physical activity significantly longer than the Direct Instruction group at posttest; student perceived role and task orientation significantly predicted physical activity engagement, social dysfunction, and perceived stress in the Sport Education condition. Given the climate, college students became more task-oriented, socially supported, and stress relieved through Sport Education. Future longitudinal and qualitative inquiries are encouraged to examine the effectiveness of Sport Education in motivating lifelong physical activity and well-being.