Primary Motives and Barriers to Physical Activity Participation Among Students Registered at a Semi-Rural University: A Mixed-Methods Study
Abstract
1. Introduction
2. Materials and Methods
2.1. Participants
Instruments
2.2. Data Collection Process
2.3. Data Analysis
3. Results
3.1. Quantitative Findings
3.1.1. Barriers to Physical Activity Participation
3.1.2. Motivations for Physical Activity Participation
3.2. Qualitative Findings
“I joined to relieve stress during exams and to make friends”.(Que322; Que325)
“Participating helps with my mental health; when I’ve had a stressful day, I go to practice, and I feel better”.(Que324; Que328).
“Sports unite us; I can say I have brothers for life”.(Que254; Que264; Que269).
“It’s like a home away from home… you get to express yourself, get away from things”.(Que286; Que328).
“We don’t have time to do sports because we’re so busy with our studies”.(Que001; Que178; Que262),
“Students don’t know how to join or where to go to join certain sports codes”.(Que001; Que269; Que327; Que328).
“The lighting is a big issue for us, especially since it gets dark earlier in the winter”.(Que001; Que319; Que324.)
“We share the gymnasium with dancers, aerobics and karate students, which limits practice time”.(Que318; Que327).
“We don’t have enough qualified coaches, and often the team captain has to take over, which isn’t ideal”.(Que269; Que322; Que328).
“The coaches that we have aren’t qualified and I heard they aren’t even paid”(Que200; Que262; Que286).
4. Discussion
4.1. Barriers to Physical Activity Participation
4.2. Motivations for Physical Activity Participation
5. Study Strengths and Limitations
6. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- World Health Organization (WHO). Global Status Report on Physical Activity 2022; WHO: Geneva, Switzerland, 2022; Available online: https://www.who.int/publications/i/item/9789240059153 (accessed on 24 October 2024).
- Sáez, I.; Solabarrieta, J.; Rubio, I. Motivation for physical activity in university students and its relation with gender, amount of activities, and sport satisfaction. Sustainability 2021, 13, 3183. [Google Scholar] [CrossRef]
- Guthold, R.; Stevens, G.A.; Riley, L.M.; Bull, F.C. Global trends in insufficient physical activity among adolescents: A pooled analysis of 298 population-based questionnaires with 1.6 million participants. Lancet Child Adolesc. Health 2020, 4, 23–35. [Google Scholar] [CrossRef] [PubMed]
- Flood, J.P.; Parker, C. Student awareness of university adventure programs: Understanding motivations and barriers. Recreat. Sports J. 2014, 38, 104–117. [Google Scholar] [CrossRef]
- Alshammari, K.F.; Almalaq, A.H.; Alqassim, F.S.; Alqahtani, K.F. Physical activity and eating habits impact on attentiveness and academic achievement among health specialty students in University of Hail. World Fam. Med. 2022, 20, 99–107. [Google Scholar] [CrossRef]
- Chikafu, H.; Chimbari, M.J. Levels and correlates of physical activity in rural Ingwavuma community, uMkhanyakude District, KwaZulu–Natal, South Africa. Int. J. Environ. Res. Public Health 2020, 17, 6739. [Google Scholar] [CrossRef] [PubMed]
- Johannes, C.; Roman, N.; Onagbiye, S.; Titus, S.; Leach, L. Physical activity is personal: A mixed-methods study of undergraduate students at a South African university. Phys. Act. Health 2024, 8, 116–136. [Google Scholar] [CrossRef]
- Lester, J.N.; Cho, Y.; Lochmiller, C.R. Learning to Do Qualitative Data Analysis: A Starting Point. Hum. Resour. Dev. Rev. 2020, 19, 94–106. [Google Scholar] [CrossRef]
- Raosoft.com. Sample Size Calculator by Raosoft, Inc. 2015. Available online: http://www.raosoft.com/samplesize.html (accessed on 10 April 2024).
- Iliyasu, R.; Etikan, I. Comparison of quota sampling and stratified random sampling. Biom. Biostat. Int. J. Rev. 2021, 10, 24–27. [Google Scholar] [CrossRef]
- Mthethwa, M.M. Factors Affecting Participation in Sport and Recreation of Students Staying in Residences at the University of KwaZulu–Natal. Master’s Dissertation, University of KwaZulu-Natal, Durban, South Africa, 2017. [Google Scholar]
- Nagaiah, M.; Ayyanar, K. Software for Data Analysis in SPSS: On overview. In Proceedings of the National Conference on Research Methodology in Library and Information Science (NCRMLIS 2016), Karaikudi, India, 11–12 March 2016; Indian Council of Social Science Research (ICSSR): New Delhi, India, 2016. [Google Scholar]
- Pallant, J. SPSS Survival Manual: A Step-by-Step Guide to Data Analysis Using IBM SPSS; Routledge: London, UK, 2020. [Google Scholar]
- Watkins, M.W. A Step-by-Step Guide to Exploratory Factor Analysis with SPSS; Routledge: London, UK, 2021. [Google Scholar]
- Field, A. Discovering Statistics Using IBM SPSS Statistics; Sage Publications Limited: London, UK, 2024. [Google Scholar]
- Elo, S.; Kyngäs, H. The qualitative content analysis process. J. Adv. Nurs. 2008, 62, 107–115. [Google Scholar] [CrossRef] [PubMed]
- Erlingsson, C.; Brysiewicz, P. A hands-on guide to doing content analysis. Afr. J. Emerg. Med. 2017, 7, 93–99. [Google Scholar] [CrossRef] [PubMed]
- Alkhawaldeh, A.; Abdalrahim, A.; Al Bashtawy, M.; Ayed, A.; Al Omari, O.; Al Bashtawy, S.; Suliman, M.; Oweidat, I.A.; Khatatbeh, H.; Al Khawaldeh, H.; et al. University students’ physical activity: Perceived barriers and benefits to physical activity and its contributing factors. SAGE Open Nurs. 2024, 10, 1–9. [Google Scholar] [CrossRef] [PubMed]
- Mathebula, M.O. Factors Contributing to Physical Activity Participation Amongst Health Sciences Students at the University of Venda. Mini Dissertation, University of Venda, Thohoyandou, South Africa, 2021. [Google Scholar]
- Burnett, C. Factors influencing the recruitment of students for university sport: The case of University of Johannesburg, South Africa s research. Afr. J. Phys. Health Educ. Recreat. Danc. 2010, 16, 63–71. [Google Scholar] [CrossRef]
- Sukys, S.; Cesnaitiene, V.J.; Emeljanovas, A.; Mieziene, B.; Valantine, I.; Ossowski, Z.M. Reasons and barriers for university students’ leisure-time physical activity: Moderating effect of health education. Percept. Mot. Ski. 2019, 126, 1084–1100. [Google Scholar] [CrossRef] [PubMed]
- Kgokong, D.; Parker, R. Physical activity in physiotherapy students: Levels of physical activity and perceived benefits and barriers to exercise. South Afr. J. Physiother. 2020, 76, 1399. [Google Scholar] [CrossRef] [PubMed]
- Mugwedi, N.P.; Mulibana, P.K. Constraints faced by University of Venda students in sport and recreation participation. Afr. J. Phys. Health Educ. Recreat. Danc. 2014, 1, 359–369. Available online: https://hdl.handle.net/10520/EJC168422 (accessed on 15 July 2024).
- Amusa, L.O.; Toriola, A.L.; Onyewadume, I.U.; Dhaliwal, H.S. Perceived barriers to sport and recreation participation in Botswana. Afr. J. Phys. Health Educ. Recreat. Danc. 2008, 14, 115–129. [Google Scholar] [CrossRef]
- Ebben, W.; Brudzynski, L. Motivations and barriers to exercise among college students. J. Exerc. Physiol. Online 2008, 11, 1–11. [Google Scholar]
- Ndupu, L.B.; Staples, V.; Lipka, S.; Faghy, M.; Bessadet, N.; Bussell, C. Application of theoretical domains framework to explore the enablers and barriers to physical activity among university staff and students: A qualitative study. BMC Public Health 2023, 23, 670. [Google Scholar] [CrossRef] [PubMed]
- Rhodes, O. Physical activity participation of university students in the United Kingdom. Sci. J. Sport Perform. 2024, 3, 251–260. [Google Scholar] [CrossRef]
- Alkhateeb, S.A.; Alkhameesi, N.F.; Lamfon, G.N.; Khawandanh, S.Z.; Kurdi, L.K.; Faran, M.Y.; Khoja, A.A.; Bukhari, L.M.; Aljahdali, H.R.; Ashour, N.A.; et al. Pattern of physical exercise practice among university students in the Kingdom of Saudi Arabia (before beginning and during college): A cross-sectional study. BMC Public Health 2019, 19, 1716. [Google Scholar] [CrossRef]
Phase | Description | Data-Collection Methods | Data Analysis |
---|---|---|---|
Phase 1: Quantitative | A questionnaire was conducted with 328 students from four faculties to assess physical activity participation, motivations, and barriers. | Likert scales; Questionnaire; Stratified random sampling | Descriptive statistics (mean, standard deviation) Inferential statistics (e.g., t-tests, Chi-Square tests) Factor analysis for motivations and barriers |
Phase 2: Qualitative | Twenty-three semi-structured interviews were conducted to allow students to make recommendations about current sport and recreation service delivery based on their experiences. | Open-ended semi-structured interviews; Purposive sampling | Conventional qualitative content analysis technique [8] (coding, theme generation) NVivo used for coding and organizing themes |
Integration Phase | Combine quantitative results with qualitative insights. To explore how students’ recommendations align with trends identified in the quantitative phase. | Cross-referencing of quantitative results and qualitative themes | Interpretation of how qualitative data explain, contradict, or support quantitative trends |
I do not Engage in Physical Activity Because… | n | Mean | Standard Deviation | t | df | p-Value |
---|---|---|---|---|---|---|
I am taking medication | 134 | 1.65 | 0.886 | −17.639 | 133 | <0.001 |
I am not a sport person | 132 | 2.98 | 1.281 | −0.204 | 131 | 0.839 |
I have allergies, and taking part will aggravate them | 131 | 1.76 | 0.904 | −15.758 | 130 | <0.001 |
I do not know the benefits of participating to my health | 134 | 2.30 | 1.090 | −7.449 | 133 | <0.001 |
I have an excessive amount of academic work | 130 | 3.88 * | 1.132 | 8.911 | 129 | <0.001 |
My disability makes facilities inaccessible | 129 | 1.50 | 0.849 | −20.017 | 128 | <0.001 |
I do not enjoy physical activities | 132 | 2.45 | 1.168 | −5.441 | 131 | <0.001 |
I am not interested in the activities available | 130 | 2.66 | 1.191 | −3.239 | 129 | 0.002 |
I am afraid of getting hurt | 133 | 2.97 | 1.381 | −0.251 | 132 | 0.802 |
I do not have anyone to participate with | 134 | 2.99 | 1.268 | −0.136 | 133 | 0.892 |
My friends do not participate, so I do not either | 133 | 2.71 | 1.335 | −2.469 | 132 | 0.015 |
I work in the evenings to pay for my studies | 133 | 1.98 | 1.138 | −10.363 | 132 | <0.001 |
I cannot tolerate it when others criticise me | 133 | 2.60 | 1.403 | −3.275 | 132 | 0.001 |
My beliefs do not allow me to participate | 133 | 1.59 | 0.835 | −19.415 | 132 | <0.001 |
I do not know what activities are available on my campus | 135 | 2.90 | 1.283 | −0.939 | 134 | 0.349 |
The equipment and resources are not in a usable condition | 134 | 2.37 | 1.161 | −6.249 | 133 | <0.001 |
Gym membership fees are too expensive | 131 | 2.90 | 1.329 | −0.854 | 130 | 0.394 |
I do not get selected into the university teams I train for | 132 | 2.28 | 1.213 | −6.819 | 131 | <0.001 |
People who are not UNIZULU students get picked in the teams ahead of me | 132 | 1.91 | 0.842 | −14.883 | 131 | <0.001 |
To get into the team is difficult, especially if you are not South African | 132 | 1.95 | 0.894 | −13.537 | 131 | <0.001 |
There is a shortage of knowledgeable and qualified coaches | 134 | 2.16 | 0.941 | −10.376 | 133 | <0.001 |
Coaches are always late at training sessions | 132 | 2.02 | 0.847 | −13.360 | 131 | <0.001 |
Coaches speak in a language I do not understand | 132 | 1.93 | 0.821 | −14.941 | 131 | <0.001 |
Activities are disorganised | 131 | 2.10 | 0.876 | −11.772 | 130 | <0.001 |
Clubs and teams are poorly managed | 132 | 2.18 | 1.040 | −9.040 | 131 | <0.001 |
Some students have been assaulted and robbed during events | 133 | 2.76 | 1.262 | −2.198 | 132 | 0.030 |
I Engage in Physical Activity Because… | n | Mean | Standard Deviation | t | df | p-Value |
---|---|---|---|---|---|---|
It reduces my chances of relying on medication | 177 | 3.50 | 1.394 | 4.743 | 176 | <0.001 |
I have been advised by health expert to do so | 182 | 2.94 | 1.326 | −0.615 | 181 | 0.539 |
It reduces my chances of non-communicable diseases and allergies | 178 | 3.39 | 1.240 | 4.170 | 177 | <0.001 |
I know the benefits of participating to my health | 183 | 4.52 * | 0.710 | 28.954 | 182 | <0.001 |
It reduces the stress of too much academic work | 182 | 4.51 * | 0.719 | 28.259 | 181 | <0.001 |
The facilities are easily accessible | 181 | 3.81 | 0.955 | 11.361 | 180 | <0.001 |
I enjoy physical activities | 182 | 4.47 * | 0.741 | 26.812 | 181 | <0.001 |
Activities offered on my campus are interesting | 181 | 3.85 | 0.833 | 13.738 | 180 | <0.001 |
I am not afraid of getting hurt | 182 | 2.96 | 1.256 | −0.472 | 181 | 0.637 |
Because my friends also participate | 181 | 2.27 | 1.154 | −8.502 | 180 | <0.001 |
It keeps me active and makes me feel good about myself | 180 | 4.57 * | 0.799 | 26.315 | 179 | <0.001 |
I get to meet people and make new friends | 182 | 3.99 | 1.027 | 13.061 | 181 | <0.001 |
It teaches me a lot about the diverse backgrounds that are represented in the student population | 182 | 3.98 | 0.983 | 13.496 | 181 | <0.001 |
I am well informed about what activities are available on my campus | 180 | 3.62 | 1.026 | 8.061 | 179 | <0.001 |
The equipment and resources offered are well maintained | 178 | 3.55 | 0.969 | 7.584 | 177 | <0.001 |
Gym membership fees are affordable | 178 | 3.56 | 1.052 | 7.053 | 177 | <0.001 |
The university’s teams are made up of players picked on merit | 173 | 2.91 | 1.085 | −1.121 | 172 | 0.264 |
Coaches communicate in a language that I can understand | 177 | 4.10 | 1.061 | 13.813 | 176 | <0.001 |
Coaches are punctual and deliver well planned training sessions | 178 | 4.01 | 1.028 | 13.053 | 177 | <0.001 |
Coaches and staff are knowledgeable and competent | 175 | 3.99 | .935 | 13.993 | 174 | <0.001 |
I feel safe engaging in campus activities during the day or at night | 177 | 3.64 | 1.160 | 7.322 | 176 | <0.001 |
I have nothing else to do | 178 | 2.05 | 1.021 | −12.405 | 177 | <0.001 |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Radebe, S.S.; Breukelman, G.J.; Joubert, A.S.; Millard, L. Primary Motives and Barriers to Physical Activity Participation Among Students Registered at a Semi-Rural University: A Mixed-Methods Study. Int. J. Environ. Res. Public Health 2025, 22, 344. https://doi.org/10.3390/ijerph22030344
Radebe SS, Breukelman GJ, Joubert AS, Millard L. Primary Motives and Barriers to Physical Activity Participation Among Students Registered at a Semi-Rural University: A Mixed-Methods Study. International Journal of Environmental Research and Public Health. 2025; 22(3):344. https://doi.org/10.3390/ijerph22030344
Chicago/Turabian StyleRadebe, Silindokuhle Sanele, Gerrit Jan Breukelman, Anné S. Joubert, and Lourens Millard. 2025. "Primary Motives and Barriers to Physical Activity Participation Among Students Registered at a Semi-Rural University: A Mixed-Methods Study" International Journal of Environmental Research and Public Health 22, no. 3: 344. https://doi.org/10.3390/ijerph22030344
APA StyleRadebe, S. S., Breukelman, G. J., Joubert, A. S., & Millard, L. (2025). Primary Motives and Barriers to Physical Activity Participation Among Students Registered at a Semi-Rural University: A Mixed-Methods Study. International Journal of Environmental Research and Public Health, 22(3), 344. https://doi.org/10.3390/ijerph22030344