JMIR Publications

ABSTRACT

Background:

Physical activity (PA) is a promising prevention approach for supporting mental health and enhancing social inclusion among post-secondary students. However, it is unclear if similar outcomes are realized when PA programming is delivered in-person versus virtually.

Objective:

Using data from a multi-phase research project, the purpose of the study was to examine the influence of on-campus PA programming (virtual and in-person delivery) on mental ill health symptoms (i.e., anxiety and depression), social inclusion indices (i.e. social connectedness, emotional ties, social relationship quality), and well-being. Three objectives were addressed: (1) to assess pre-post change in symptoms, social inclusion indices, and well-being for virtual and in-person delivery; (2) to examine whether change in symptoms and social inclusion indices predicted change in well-being for both delivery modes; and (3) to evaluate whether outcome change over time differed by delivery mode.

Methods:

Physically inactive post-secondary students experiencing mental ill health participated in a 6-week structured and supervised PA program. Pre-post intervention data were collected across three phases and the analytical samples included in-person delivery (N = 87; 82% young adult; 86% women; 38% White, 20% Chinese; 87% mental illness), virtual delivery (N = 62; 69% young adult; 95% women; 34% White, 21% South Asian; 55% mental illness), and data from students who received in-person or virtual delivery (N = 92; 67% young adult; 90% women; 32% White, 20% South Asian; 59% mental illness). Data were analyzed using paired samples t-tests to address objective one, hierarchical regression analyses to address objective two, and a 2 (delivery mode) X 2 (time: pre-post) repeated measures ANOVA to address objective three.

Results:

Both virtual and in-person PA delivery was effective for symptom reduction and social inclusion improvements across all outcomes (p < .001). Change in social inclusion indices explained unique variance in well-being, beyond covariates (gender, mental illness, ethno-racial identity) and symptom reduction for virtual (R2adj = .75; ΔR2= .09, p < .001) and in-person (R2adj = .72; ΔR2= .16, p < .001) PA delivery. There was no significant time by delivery mode [F (5, 84) = .73, p = .60, ηp² = .04] interaction effect.

Conclusions:

Online distance learning is increasing across post-secondary settings worldwide, underscoring the need for accessible, technology-enabled metal health prevention interventions. The results provide support for the effectiveness of virtual and in-person PA programming for reducing symptoms of anxiety and depression, while also enhancing social inclusion indices, and overall well-being. Social inclusion indices were also a key contributor to improved well-being, emphasizing the relevance of social factors in both virtual and in-person PA-based mental health prevention strategies for students.