College Students’ Physical Activity And Coping Skills During The Covid-19 Transition On Online Learning

Abstract

As a result of the COVID-19 shutdown and the transition to online learning, college students experienced a substantial shift in their routines and a lack of access to exercise facilities and events. Physical activity (PA) is a common coping mechanism and can mediate stress. PURPOSE: The purpose of the research is to examine the impact of physical activity levels on coping strategies, PA regulation, and self-control during the transition to online learning. METHODS: College students (n = 98) completed an online survey during the Fall 2020 semester. The survey included the Physical Activity as a Vital Sign, Brief COPE Scale, and PA Regulation and Self-Control scale. RESULTS: Increases in PA were significantly (p < 0.05) and positively related to the coping strategies of denial, venting, humor, and self-blame. An increase in PA was significantly (p < 0.05) and positively related to mood regulation and PA self-control. Behavior disengagement and Acceptance were higher for 4th year students compared to 1st year students, and lower for students involved in two or more school activities. Emotional support was higher for first-generation students. Active coping and emotional support were lower for non-employed students. Conclusions: The 14 facets on the Brief COPE Scale can be categorized as problem-focused, emotion-focused, or avoidant coping. The out of the four facets that were associated with an increase in PA for college students during the COVID-19 transition to online learning, one was avoidant coping and three were emotion-focused coping. Comparisons to other examples of college students using PA to cope are examined.