1. Aerobic arm of aerobic-activity classes
• Maximal aerobic ability increased, p = 0.030
• 42.9 (± 9.9) vs. 44.6 (± 10.1) mL·kg-1·min-1
• GS Increased, p = 0.010
• 56.4 (± 21.5) vs. 60.3 (± 22.3) lbs.
.
The transition from high school into college often results in
considerable changes in health-related behavioral choices,
including a drastic reduction in physical activity (PA)
engagement.
Accordingly, years spent in the higher education setting may be
pivotal for influencing the PA habits that are carried forward.
Although many colleges and universities offer physical activity
education classes (PEAC), there is a widespread lack of
evidence regarding the outcomes from engagement in these
courses. Overall, these offerings lack validation.
The purpose was to offer evidence of outcomes from
engagement in a single, semester-long university PEAC class.
 A total of 91 students were recruited from a variety of PEAC classes,
subcategorized as:
1. Aerobic-activity (n=46; aerobics, jogging, and walking classes) and
randomized into:
• Aerobic [n=25; submaximal treadmill and grip strength (GS)] testing
• Body composition (n=21; air displacement plethysmography and GS)
testing
2. Sport-activity (n=45; badminton, pickle ball, self-defense, strength
training, and ultimate Frisbee classes)
• Those in the sport-activity arm underwent vertical jump and GS testing
 Testing occurred in the first and final two weeks of the semester (values
carried forward not dropped) and paired t-tests were conducted to identify
difference in outcomes.
 The improvement in these simple, but
important, markers of change speaks to
the efficacy of short-term outcomes
associated with engagement in classes.
 Certainly, more robust research is
necessary to substantiate and extend
these findings, but the results do add to
the dearth of support about the value of
offerings.
 Important questions remain: What
outcomes are achievable? What classes
are most effective classes? What
components from class support lasting
change?
Introduction: Engagement in physical activity (PA) is often dramatically reduced during the transition from high school into college.
There appears to be more stability in PA patterns during the transition from college into post-graduate life. Consequently, researchers
have highlighted the years in higher education as pivotal for shaping lasting PA habits. Sadly, there is a widespread lack of evidence
regarding the outcomes from physical education activity courses (PEAC) offered on campuses of higher education. Thus, their overall
value lacks validation. The purpose of this work was to offer evidence of outcomes from engagement in a single, semester-long
university PEAC class. Methods: Students were recruited from a variety of classes. There were no directions provided to the instructors
of the courses. For grouping, classes were categorized as aerobic- (aerobics, jogging, and walking) or sport-activity (badminton, pickle
ball, self-defense, strength training, and ultimate frisbee). Students in the aerobic-activity arm were randomized to aerobic testing
where they underwent a submaximal treadmill protocol and grip strength (GS) testing or body composition testing (air displacement
plethysmography) and GS. Those in the sport-activity arm underwent vertical jump and GS testing. Students reported to the human
performance lab in the first two and final two weeks of the semester. Paired t-tests were conducted to identify differences in pre-post
outcomes. Values were carried forward, not dropped, when a subject failed to return at post-test. Results: A total of 46 students (age =
21.7 ± 4.1) were randomized into the aerobic (n=25; m/f = 11/14) or body composition arms (n=21; m/f = 7/14). Additionally, 45
students (age = 20.8 ± 3.2; m/f = 23/22) from sport-activity classes were enrolled. Participation in aerobic-activity classes resulted in
improvements in estimated maximal aerobic ability (p = 0.030; 42.9 ± 9.9 vs. 44.6 ± 10.1). Participation also resulted in increases in GS
for those allocated to both the aerobic (p = 0.010; 56.4 ± 21.5 vs. 60.3 ± 22.3) and body composition (p = 0.022; 54.1 ± 22.1 vs. 58.1 ±
24.6) arms. Participation did not result in changes in body composition (p = 0.817; 24.7 ± 8.5 vs. 24.6 ± 7.4) despite a near-significant
increase in weight (p = 0.057; 152.7 ± 38.5 vs. 154.5 ± 37.7). Participation in sport-activity classes resulted in an improvement in
vertical jump (p = 0.007; 18.2 ± 6.1 vs. 18.9 ± 6.0) and GS (p = 0.002; 65.3 ± 25.6 vs. 70.0 ± 27.8). Discussion: An important first step in
rebutting challenges about the credibility and worthiness of PEAC offerings is evidencing beneficial outcomes. These results represent
simple, but important, markers of change. Additional demonstrable evidence is needed to ascertain elements such as what outcomes
are achievable, what classes are most effective classes, and what components from class support lasting change.
Demonstrable Evidence of Beneficial Physical Outcomes from
University Physical Education Activity Courses
1Nathan W Offutt, 1Matthew J Garver, 2Charles W Ruot, 1Kelsey D Odom, 1Morgan A Hare, 1Josie X Ornelas, 1Sarah J Taylor, 2Jose A Bolanos, 2Ellen E Dees and 1Joe D Bell
1Human Performance Laboratory, Department of Kinesiology and Nutrition, Abilene Christian University; 2Human Performance Laboratory, Department of Fitness and Sport Sciences, Hardin- Simmons University
0
15
30
45
60
75
90
Pre Post
GRIPSTRENGTH(LBS.)
TIME POINT
GRIP STRENGTH
0
8
16
24
32
40
48
56
Pre Post
VO2(ML·KG-1·MIN-1)
TIME POINT
AEROBIC ABILITY
0
15
30
45
60
75
90
Pre Post
GRIPSTRENGTH(LBS.)
TIME POINT
GRIP STRENGTH
0
10
20
30
40
50
60
70
80
90
100
Pre Post
GRIPSTRENGTH(LBS.)
TIME POINT
GRIP STRENGTH
0
3
6
9
12
15
18
21
24
27
Pre Post
VERTICALJUMP(IN)
TIME POINT
VERTICAL JUMP
0
6
12
18
24
30
36
Pre Post
BODYFAT(%)
TIME POINT
BODY COMPOSITION
Body composition arm of aerobic-activity classes
• No change in body composition, p = 0.817
• 24.7 (± 8.5) vs. 24.6 (± 7.4) percentage fat
• GS increased, p = 0.022
• 54.1 (± 22.1) vs. 58.1 (± 24.6) lbs.
Sport-activity classes
• Vertical jump increased, p = 0.007
• 18.2 (± 6.1) vs. 18.9 (± 6.0) inches
• GS increased, p = 0.002
• 65.3 (± 25.6) vs. 70.0 (± 27.8) lbs.
* * * **