Changes In Stress, Enjoyment, And Motivation Between First-and Second-8 Weeks Crossfit And Traditional Weight-training Classes.

Abstract

College students experience bouts of stress corresponding to the semester's start, middle, and end. Exams in the latter half of the semester may increase stress compared to the start of the semester. It is unclear if semester timing impacts stress, exercise motivation, and enjoyment in students enrolled in CrossFit (CF) and traditional weight-training (TWT) classes. CF workouts combine functional aerobic and resistance exercises performed at high intensity, while TWT workouts include multiple reps and sets of self-paced resistance exercises. These differences in training may affect stress, exercise motivation, and enjoyment, thus affecting exercise adherence and long-term health. PURPOSE: To determine changes in stress, enjoyment, and exercise motivation between start to mid-semester (1st 8 weeks) and mid to end semester (2nd 8 weeks) CF and TWT classes. METHODS: 82 healthy college students enrolled in a class meeting 2 days/week for 8 weeks; either 1st 8 weeks TWT (n = 14, age 22.6 ± 4.2 years) and CF (n = 34, age 21.9 ± 3.2 years) or 2nd 8 weeks TWT (n = 19, age 23 ± 5.3 years) and CF (n = 19, age 21.2 ± 1.9 years). A 5-point Likert-scale questionnaire measured stress, exercise motivation, and enjoyment at baseline and 8-weeks. Higher values corresponded with higher levels of each variable. Changes were compared using a general linear model. RESULTS: As shown in Figure 1, students reported moderate levels of all three variables from baseline to post-test. No significant change in stress, exercise motivation, and exercise enjoyment was found between classes or semester timing. CONCLUSION: All groups maintained baseline levels of stress, exercise motivation, and enjoyment. The absence of change in stress may indicate that CF and TWT classes are effective measures to combat stress during intense periods of the semester, such as midterms. Moreover, stability in exercise motivation and enjoyment may indicate that each class type similarly affects adherence.