Abstract
The purpose of this study was to use the Lifelong Physical Activity (LLPA) framework to examine the influence of high school physical education (PE) on university students’ level of physical activity (PA). Participants included 365 undergraduate students from the Rocky Mountain West of the USA enrolled in a university physical activity course. Data collection was comprised of a questionnaire and six gender-segregated follow-up focus group interviews consisting of three to six students in each group ( n =16 males; n =11 females). Results revealed misalignment between curricular PA opportunities in high school programs and current modalities of PA. For females, lack of learning and discomfort in participating during high school PE lessons were significant pedagogical negative predictors of current levels of PA. For males, the high school PE experience had a minimal influence on current levels and modalities of PA. High school physical educators need to engage in more inclusive curriculum offerings and pedagogical practices that better prepare students for the lifespan stage transition from late adolescence to young adulthood.
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