A longitudinal investigation of a multidimensional model of social support and physical activity over the first year of university |
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| Institution: | 1. University of Toronto, Faculty of Kinesiology and Physical Education, 55 Harbord Street, Toronto, Ontario, M5S 2W6, Canada;2. University of British Columbia, School of Kinesiology, D H Copp Building 4606, 2146 Health Sciences Mall, Vancouver, British Columbia, V6T 1Z3, Canada;1. Department of Health and Physical Education, The Education University of Hong Kong, Rm D4-2/F-03, Block D4, 10 Lo Ping Road, Tai Po, N.T., Hong Kong, China;2. School of Public Health, The University of Hong Kong, Room 305, 3/F, The Hong Kong Jockey Club Building for Interdisciplinary Research, 5 Sassoon Road, Pokfulam, Hong Kong, China;1. Expert Performance and Skill Acquisition Research Group, School of Sport, Health and Applied Science, St Mary''s University, Twickenham, UK;2. Department of Health, Kinesiology, and Recreation, College of Health, University of Utah, USA;1. Institute of Biomechanics and Orthopedics, German Sport University Cologne, Am Sportpark Müngersdorf 6, 50933 Cologne, Germany;2. Sport Psychology Group, Department of Sports and Health, Paderborn University, Warburger Str. 100, 33098 Paderborn, Germany;3. Neurocognition and Action Research Group, Center of Excellence Cognitive Interaction Technology (CITEC), Bielefeld University, PB 100131, 33501 Bielefeld, Germany;1. University of Ottawa, Canada;2. Université du Québec à Montréal, Canada;3. Université du Québec en Outaouais, Canada;1. Department of Sport, Health and Exercise Sciences, University of Hull, Cottingham Road, Hull HU6 7RX, UK;2. Department of Psychology, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, UK |
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| Abstract: | ObjectivesUniversity students report numerous barriers to physical activity participation including a lack of social support. Yet little is known about the types and providers of social support that are associated with physical activity across the first year of university.DesignProspective longitudinal survey.MethodUndergraduate students (N = 819; 64% female) completed a self-report survey at the beginning of their first year in university, near the end of first year, and at the beginning of second year. Data were analyzed using multilevel modeling to examine the associations between social support and physical activity over time.ResultsBased on unconditional growth models, physical activity increased (β = 14.82), whereas received family support (β = −0.10), and number of people providing tangible support (β = −0.04) decreased over the first year of university. Students reported engaging in higher amounts of physical activity during times when they had more, compared to less than their average, social network from family (β = 23.20) and received social support from friends (β = 34.87). These results were similar at the between-person level. Living status emerged as a moderator of the association between tangible support satisfaction and physical activity, revealing a positive association (β = 29.72) for individuals living on/around campus.ConclusionsThe relationship between social support and physical activity varies at both within-person and between-person levels. Family providers of support appear to continue to influence the physical activity levels of university students. As such, university physical activity programs could endorse multiple dimensions and providers of social support. |
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| Keywords: | Social networks Support Students Physical activity Prospective design |
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