college of social science school of sport and exercise science relationships between mental...

COLLEGE OF SOCIAL SCIENCESCHOOL OF SPORT AND EXERCISE SCIENCE

Relationships between mental toughness, physical activity and

barriers to exercise in undergraduate students

Elizabeth Stamp¹, Lee Crust¹, Christian Swann1,2

¹University of Lincoln, UK² University of Wollongong, Australia

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Overview of the presentation• Provide a background of mental toughness and

physical activity levels in university students.

• Explain the method of the current study.

• Discuss the findings in relation to previous literature.

• Provide recommendations based on the findings.

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Mental toughness“The personality trait which determines in large part how people deal effectively with challenges, stressors, and pressure…irrespective of circumstances”(Strycharczyk & Clough., 2015).

4 C’s model of mental toughness (Clough et al., 2002)

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Mental toughness is significantly and positively related to academic achievement, and progression in first year university students (Crust et al., 2012).

Senior management mental toughness is significantly higher than that of junior management and clerical staff (Marchant et al., 2009).

Mental toughness is associated with higher levels of physical activity in university students (Gerber et al., 2012).

One of the most important attributes for successful performance is mental toughness (Gould et al.,1987).

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University students• Physical activity levels decline when students begin

university (Bray & Born, 2004).

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University students• Physical activity levels decline when students begin

university (Bray & Born, 2004).

• Common barriers include access to facilities, lack of family support, and lack of time (Gyurcsik et al., 2006).

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University students• Physical activity levels decline when students begin

university (Bray & Born, 2004).

• Common barriers include access to facilities, lack of family support, and lack of time (Gyurcsik et al., 2006).

• Those with a higher mental toughness have somewhat different perceptions of the barriers (Crust et al., 2014).

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Method• In total, 167 undergraduate students (female = 123,

male = 44; m age = 20.79, SD ± 3.38 years) completed an online questionnaire.– Demographic information – Mental Toughness Questionnaire (MTQ48; Clough et al.,

2002) – Exercise Barriers Scale (Schreist, 1969)

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Method• In total, 167 undergraduate students (female = 123,

male = 44; m age = 20.79, SD ± 3.38 years)completed an online questionnaire.– Demographic information – Mental Toughness Questionnaire (MTQ48; Clough et al.,

2002) – Exercise Barriers Scale (Sechrist, 1987)

• Data analysis included Pearson bivariate correlation, and hierarchal multiple linear regressions.

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31%

Results • Average mental toughness was 3.35

• 44% did not participate in regular physical activity

• Out of the 167 students:

28% 41%

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Correlations and hierarchal multiple linear regression

Variable Mean Correlation with mental toughness (r value)

R2 Predictors (b)

Exercise Milieu 3.06 ± .62 .34** 0.16*** Life control (0.23*)

Time Expenditure

3.13 ± .75 .18* 0.07*** Confidence in abilities (0.22*)

Physical exertion 2.48 ± .77 .27** 0.09** Commitment (0.20)

Family Discouragement

3.25 ± .68 .22** 0.06*

* p < 0.05; **p < 0.01; ***p < 0.001

SCHOOL OF SPORT AND EXERCISE SCIENCEestamp@lincoln.ac.uk

Correlations and hierarchal multiple linear regression

Variable Mean Correlation with mental toughness (r value)

R2 Predictors (b)

Exercise Milieu 3.06 ± .62 .34** 0.16*** Life control (0.23*)

Time Expenditure

3.13 ± .75 .18* 0.07*** Confidence in abilities (0.22*)

Physical exertion 2.48 ± .77 .27** 0.09** Commitment (0.20)

Family Discouragement

3.25 ± .68 .22** 0.06*

* p < 0.05; **p < 0.01; ***p < 0.001

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Exercise milieu • Life control was the strongest predictor of exercise

milieu.

• Internal attributions are associated with life control (Clough & Strycharczyk, 2012).

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Correlations and hierarchal multiple linear regression

Variable Mean Correlation with mental toughness (r value)

R2 Predictors (b)

Exercise Milieu 3.06 ± .62 .34** 0.16*** Life control (0.23*)

Time Expenditure

3.13 ± .75 .18* 0.07*** Confidence in abilities (0.22*)

Physical exertion 2.48 ± .77 .27** 0.09** Commitment (0.20)

Family Discouragement

3.25 ± .68 .22** 0.06*

* p < 0.05; **p < 0.01; ***p < 0.001

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Time expenditure• Confidence in abilities was the strongest predictor of

time expenditure.

• Confidence in abilities is associated with and logical analysis (Nicholls et al., 2008) and planning (Kaiseler et al., 2009).

SCHOOL OF SPORT AND EXERCISE SCIENCEestamp@lincoln.ac.uk

Correlations and hierarchal multiple linear regression

Variable Mean Correlation with mental toughness (r value)

R2 Predictors (b)

Exercise Milieu 3.06 ± .62 .34** 0.16*** Life control (0.23*)

Time Expenditure

3.13 ± .75 .18* 0.07*** Confidence in abilities (0.22*)

Physical exertion 2.48 ± .77 .27** 0.09** Commitment (0.20)

Family Discouragement

3.25 ± .68 .22** 0.06*

* p < 0.05; **p < 0.01; ***p < 0.001

SCHOOL OF SPORT AND EXERCISE SCIENCEestamp@lincoln.ac.uk

Physical exertion• Commitment was the strongest predictor of physical

exertion.

• Commitment is associated with directly coping with pain and negatively associated with pain catastrophizing (Levy et al., 2006).

• Commitment is negatively related to resignation (Nicholls et al., 2008).

SCHOOL OF SPORT AND EXERCISE SCIENCEestamp@lincoln.ac.uk

Correlations and hierarchal multiple linear regression

Variable Mean Correlation with mental toughness (r value)

R2 Predictors (b)

Exercise Milieu 3.06 ± .62 .34** 0.16*** Life control (0.23*)

Time Expenditure

3.13 ± .75 .18* 0.07*** Confidence in abilities (0.22*)

Physical exertion 2.48 ± .77 .27** 0.09** Commitment (0.20)

Family Discouragement

3.25 ± .68 .22** 0.06*

* p < 0.05; **p < 0.01; ***p < 0.001

SCHOOL OF SPORT AND EXERCISE SCIENCEestamp@lincoln.ac.uk

Family discouragement• Smallest perceived barrier to exercise.

• 77% of the sample had moved away from home.

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Applied recommendations • Screening device for students ‘at risk’.

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Applied recommendations • Screening device for students ‘at risk’.

• Commitment and life control are the least hereditable components (Horsburgh et al., 2009).

SCHOOL OF SPORT AND EXERCISE SCIENCEestamp@lincoln.ac.uk

Applied recommendations • Screening device for students ‘at risk’.

• Commitment and life control are the least hereditable components (Horsburgh et al., 2009).

• More encouraging environment.

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Applied recommendations • Screening device for students ‘at risk’.

• Commitment and life control are the least hereditable components (Horsburgh et al., 2009).

• More encouraging environment.

• Future directions could include an intervention study.

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Thank you for listening Any Questions?

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