Exercise self-efficacy in college students enrolled in a basic studies wellness course

In order to combat the significant issue of sedentary lifestyles and to promote lifelong physical activity, PED 101, a wellness-based basic studies course, offers various activities from running to yoga. The purpose of this research was to assess the exercise self-efficacy of students enrolled in PED 101. The Self-Efficacy for Exercise Habits Survey, a 12-item, 5- point Likert scale with responses from "I know I cannot" to "Maybe I can" to "I know I can" measures respondents' exercise self-efficacy and motivation levels. Data were collected online from 611 students. Descriptive statistics were computed as well as the total self-efficacy score and subscales. The sample as a whole felt they had a greater ability to stick to their exercise program (M = 3.63) than having time for it (M = 3.43). Gender was significantly correlated to making time for exercise (r = -.127, p < .01), meaning, males in this sample were more likely to feel they had time for exercise. For student athletes, total self-efficacy score (r = .232, p < .01) and the two self-efficacy subscales of sticking to an exercise program (r = .141, p <.01) and making time for it (r = .227, p < .01) revealed student athletes felt more empowered to have time for exercise and the ability to stick with it. Results indicated that students' gender and participation in a college athletic team affect exercise self-efficacy. This information can be applied to curriculum and facilitation of health basic studies courses to improve effectiveness.