Peer-supported physical activity intervention for academic probation freshmen in a physiology-related major: a feasibility study.

Abstract

To retain students on academic probation physiology and physiology-related programs may offer a variety of academic support initiatives. This pilot research study examined the feasibility and perceptions of implementing a success coach led physical activity (PA) program for freshmen on academic probation in a physiology-related program. Freshman on academic probation [GPA <2.0] worked with a success coach on academic success strategies and PA. Freshmen completed validated surveys (Academic Self-efficacy, Self-efficacy of Regulated Learning, Institutional Integration Scale) pre/post and semi-structured interviews post. Retention rate was determined at longitudinal follow up in fall 2022. Six freshmen participated. Average GPA did not improve between Fall 2021 (1.561 ± 0.285) and Spring 2022 (1.606 ± 0.832) (p=0.89). All felt the program improved their study skills, but fewer (40%) felt their grades improved. Most had positive perceptions of the PA program, including self-reported improvements in health/fitness (60%), mood/mental-wellbeing (100%) and stress management (80%). While most improved attention when studying (80%) this did not translate to improved academic performance (40%). For the Institutional Integration Scales, only the scale for "Faculty Concern for Student Development and Teaching" improved by the end of the semester (pre: 37 ± 7.6, post: 19 ± 3.4, p<0.001). Retention rate of participants (83%) was higher than university's overall retention rate for students on academic probation (37%). By fostering social integration, improving mood/mental wellbeing, and increasing university retention rates this pilot project confirmed the feasibility of using upperclassmen as success coaches for a PA intervention for academic probation freshmen.