Student activity and sport study Ireland (SASSI): understanding the physical activity behaviour of university students

Increasing physical activity (PA) is a key element of health promotion strategies and the identification of periods when populations are susceptible to behaviour change is vital. One of these periods occurs during tertiary education, where increasing numbers of the population now spend their early adulthood (i.e. 18-24 years old). University life is a period associated with decreased PA, even though students often have the opportunities available to be physically active. The purpose of this thesis was to: (i) assess the validity and reliability of three PA self-report instruments for use in university populations; (ii) examine the clustering of PA with other health-related behaviours; (iii) examine the clustering of PA behaviours across the recreational and transport life domains and identify psychosocial and environmental factors that relate to these clusters. As part of the Student Activity and Sport Study Ireland (2016), data were collected in three phases. A health and well-being assessment collected survey and accelerometer data in students (n = 463, 53% male, 22.2 ± 4.5 years) from five Irish universities. An online survey collected data on students’ (n = 8,122; 49.1% male; 23.17 ± 6.75 years) PA beliefs, attitudes, and health-related behaviours from 31 Irish universities. A university environmental audit tool gathered responses from university personnel (n = 70) regarding the university environment and provision for PA and sport from thirty-three universities. Data from each phase was used to understand the factors influencing PA behaviours in students, guided by Social Cognitive Theory and Ecological Model. Four papers are contained within this thesis. In paper 1, the International Physical Activity Questionnaire - Short Form was found to have acceptable validity and reliability, when compared to accelerometer measured PA. Paper 2 identified clusters of health-related behaviours in students and showed that certain sub-groups have an increased likelihood of being classified in a risky cluster (e.g. low PA and smoking). Paper 3 identified clusters based on PA patterns across the transport and recreational life domains. Increases in motivation and planning (both action and coping) can promote the likelihood of students’ being categorised in clusters containing a PA behaviour. In paper 4, the relationship of the university environment for PA and sport on students’ PA cluster placement was examined. Findings suggest that a high provision of organisational structures, indoor facilities, and sport clubs improve students’ chances of being classified in a cluster containing a PA behaviour. This thesis provides the following substantive and updated insights regarding the PA behaviours of Irish university students. PA promotion should be used as part of multi behavioural interventions that target those at risk. Components for increasing motivation, action- and coping planning should be employed in order to increase students’ PA engagement while at university. Interventions targeting students should be accompanied by the promotion of PA through the university campus environment. Campuses should have adequate resources and supports in place to provide a range of PA opportunities and facilities for the whole student population.