View in EDS HTML Full Text PDF Full Text

Exercise Stages of Change and Barriers among Undergraduates at a Historically Black University

Saved in:
Bibliographic Details
Title: Exercise Stages of Change and Barriers among Undergraduates at a Historically Black University
Language: English
Authors: Sarah E. Toth (ORCID 0000-0002-1769-9052), M. Christine Highfill (ORCID 0000-0003-1436-3198), Isia K. Jenkins (ORCID 0000-0002-0878-8029), Rakiya D. Battle
Source: Journal of American College Health. 2025 73(7):2781-2788.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Exercise, Undergraduate Students, Barriers, Black Colleges, Student Characteristics, Time, Social Influences, Energy, Motivation, Skills, Behavior Change, Gender Differences, Health Behavior, Readiness, Body Weight
Geographic Terms: Alabama
DOI: 10.1080/07448481.2022.2115843
ISSN: 0744-8481
1940-3208
Abstract: Objective: To investigate exercise stages of change (SOC) and physical barriers among undergraduates at an Historically Black University (HBCU) and quantify their relationship. Participants: A total of 326 undergraduate HBCU students; 198 were females (body mass index (BMI) range 16.5-87.9; M = 26.5 ± 6.8) and 127 were males (BMI range 18.0-49.3; M = 26.4 ± 5.7). Methods: Students voluntarily completed a three-section survey: demographic questions, Exercise SOC, and Barriers to Being Active Quiz (BBAQ). Results: An ANOVA determined significant differences (p < 0.001) between the means for each SOC for lack of time, social influence, lack of energy, lack of willpower, and lack of skill. Significant differences (p < 0.001) existed between SOC and BBAQ score, as well as number of important barriers. Conclusions: HBCU interventions should address time management, energy, motivation, social support, and skill development to promote exercise and reduce barriers, especially among Black women.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482217
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwH1wXVD__f_1goMca4z-U6eAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDCE4Ve1DEc6O9zoXWgIBEICBm7CiUbl_JwMzRnz0ebmXlf27QhN_yFEqvtUoCIveW8DgKMKZ-45LOtgHqDWKgg9WswxpXx3gWlZ1NmZ7e6v2MlOSh3sBQCASFE0h0ttyDcC-95DRvfJcdEwtSUFjinSmgAghTDJ9Wq5RZa6UZUGoFu5hdoy0tO5f276k2TZ7Hn6rIN7yqSmjUHhh3xYyVYm7QLzhUpWq4fD56KsB
Text:
  Availability: 1
  Value: &lt;anid&gt;AN0187564519;acl01aug.25;2025Aug29.05:53;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0187564519-1&quot;&gt;Exercise stages of change and barriers among undergraduates at a historically black university&#160;&lt;/title&gt; &lt;p&gt;Objective: To investigate exercise stages of change (SOC) and physical barriers among undergraduates at an Historically Black University (HBCU) and quantify their relationship. Participants: A total of 326 undergraduate HBCU students; 198 were females (body mass index (BMI) range 16.5–87.9; M = 26.5 &#177; 6.8) and 127 were males (BMI range 18.0–49.3; M = 26.4 &#177; 5.7). Methods: Students voluntarily completed a three-section survey: demographic questions, Exercise SOC, and Barriers to Being Active Quiz (BBAQ). Results: An ANOVA determined significant differences (p &amp;lt;. 001) between the means for each SOC for lack of time, social influence, lack of energy, lack of willpower, and lack of skill. Significant differences (p &amp;lt;. 001) existed between SOC and BBAQ score, as well as number of important barriers. Conclusions: HBCU interventions should address time management, energy, motivation, social support, and skill development to promote exercise and reduce barriers, especially among Black women.&lt;/p&gt; &lt;p&gt;Keywords: Barriers; college students; exercise; HBCU; physical activity; stages of change&lt;/p&gt; &lt;hd id=&quot;AN0187564519-2&quot;&gt;Introduction&lt;/hd&gt; &lt;p&gt;Regular exercise is constructive to health and provides both long-term and immediate benefits. Previous research demonstrates that exercise reduces the risk for chronic diseases, such as type 2 diabetes, stroke, heart disease, and cancer.[&lt;reflink idref=&quot;bib1&quot; id=&quot;ref1&quot;&gt;1&lt;/reflink&gt;]&lt;sups&gt;,&lt;/sups&gt;[&lt;reflink idref=&quot;bib2&quot; id=&quot;ref2&quot;&gt;2&lt;/reflink&gt;] It also reduces the risk for developing dementia, Alzheimer&#39;s disease, depression, and injuries. Exercise benefits overall wellness by boosting the immune system, reducing anxiety and blood pressure, maintaining normal weight, and increasing sleep quality.[&lt;reflink idref=&quot;bib1&quot; id=&quot;ref3&quot;&gt;1&lt;/reflink&gt;]&lt;sups&gt;,&lt;/sups&gt;[&lt;reflink idref=&quot;bib3&quot; id=&quot;ref4&quot;&gt;3&lt;/reflink&gt;]&lt;sups&gt;,&lt;/sups&gt;[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref5&quot;&gt;4&lt;/reflink&gt;] Furthermore, people who are sedentary are at a 20%–30% increased risk of mortality as compared to people who are sufficiently active.[&lt;reflink idref=&quot;bib5&quot; id=&quot;ref6&quot;&gt;5&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;In the United States, only 20% of adolescents and 25% of adults meet physical activity guidelines for aerobics and muscle strengthening.[&lt;reflink idref=&quot;bib6&quot; id=&quot;ref7&quot;&gt;6&lt;/reflink&gt;] However, 54% of adults—18 years and over—meet the guidelines for 150 min per week of moderate intensity aerobic activity or 75 min per week of vigorous activity.[&lt;reflink idref=&quot;bib6&quot; id=&quot;ref8&quot;&gt;6&lt;/reflink&gt;]&lt;sups&gt;,&lt;/sups&gt;[&lt;reflink idref=&quot;bib7&quot; id=&quot;ref9&quot;&gt;7&lt;/reflink&gt;] Specifically, among college students, 67% met or exceeded the guidelines with males at 73% and females at 65%.[&lt;reflink idref=&quot;bib8&quot; id=&quot;ref10&quot;&gt;8&lt;/reflink&gt;] However, in the 18-–34-year-old age group, 19% of Whites and 26% Blacks are reported to be not active.[&lt;reflink idref=&quot;bib9&quot; id=&quot;ref11&quot;&gt;9&lt;/reflink&gt;] Healthy People 2030 has set the target to increase aerobic physical activity to 59% in adults over 18 by the year 2030.[&lt;reflink idref=&quot;bib10&quot; id=&quot;ref12&quot;&gt;10&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;College is a time of transition for many students from adolescence into adulthood, with an increase in autonomy and responsibilities. According to the National Center for Education Statistics,[&lt;reflink idref=&quot;bib11&quot; id=&quot;ref13&quot;&gt;11&lt;/reflink&gt;] the college enrollment rate (undergraduate and graduate) for ages 18–24 is 41%. Females are enrolled at a higher rate of 44% as compared to males at 37%.[&lt;reflink idref=&quot;bib11&quot; id=&quot;ref14&quot;&gt;11&lt;/reflink&gt;] For those who self-report as two or more races, the enrollment rate is higher (47%) and is lower (37%) for Blacks.[&lt;reflink idref=&quot;bib11&quot; id=&quot;ref15&quot;&gt;11&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;College students are at risk for decline in physical activity. Despite data from the American College Health Association (ACHA),[&lt;reflink idref=&quot;bib8&quot; id=&quot;ref16&quot;&gt;8&lt;/reflink&gt;] young adults experience a decrease in physical activity and subsequent weight gain during college.[[&lt;reflink idref=&quot;bib12&quot; id=&quot;ref17&quot;&gt;12&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref18&quot;&gt;14&lt;/reflink&gt;]] The sharp drop in physical activity and increase in body mass during the first year is especially important and predictive of chronic disease risk as well as academic success and retention.[&lt;reflink idref=&quot;bib14&quot; id=&quot;ref19&quot;&gt;14&lt;/reflink&gt;]&lt;sups&gt;,&lt;/sups&gt;[&lt;reflink idref=&quot;bib16&quot; id=&quot;ref20&quot;&gt;16&lt;/reflink&gt;]&lt;sups&gt;,&lt;/sups&gt;[&lt;reflink idref=&quot;bib17&quot; id=&quot;ref21&quot;&gt;17&lt;/reflink&gt;] Furthermore, some evidence suggests that ethnic disparities in excessive weight gain and obesity are rooted in the nascent years of young adulthood.[&lt;reflink idref=&quot;bib17&quot; id=&quot;ref22&quot;&gt;17&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;Obesity is a major risk factor for a wide range of health conditions affecting the college population. Obesity and overweight increase the risk of chronic disease and complications from contagious illnesses, such as Covid-19. According to the ACHA,[&lt;reflink idref=&quot;bib8&quot; id=&quot;ref23&quot;&gt;8&lt;/reflink&gt;] 56% of students have a Body Mass Index in the normal range, while 23% are overweight and 16% are obese. BMI varies according to sex with college males and females reporting, respectively, 53%, 57% normal weight; 28%, 20% overweight; and 14%, 17% obesity.[&lt;reflink idref=&quot;bib8&quot; id=&quot;ref24&quot;&gt;8&lt;/reflink&gt;] BMI is positively correlated with age, and the age-adjusted adult obesity rate in the United States is 42%.[&lt;reflink idref=&quot;bib18&quot; id=&quot;ref25&quot;&gt;18&lt;/reflink&gt;] Overall, the obesity rates for young adults (ages 18–24) is 19% with obesity prevalence decreasing as education and income levels increase.[&lt;reflink idref=&quot;bib19&quot; id=&quot;ref26&quot;&gt;19&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;Relevant to the HBCU population, non-Hispanic Black adults have the highest prevalence of age-adjusted obesity (50%) as compared to all other races. Furthermore, non-Hispanic Black women had the highest prevalence (57%), whereas non-Hispanic Black men were lower at 46% for age-adjusted obesity.[&lt;reflink idref=&quot;bib18&quot; id=&quot;ref27&quot;&gt;18&lt;/reflink&gt;] In contrast to the general population, obesity prevalence in non-Hispanic Black men increases with the education and income level.[&lt;reflink idref=&quot;bib2&quot; id=&quot;ref28&quot;&gt;2&lt;/reflink&gt;] For non-Hispanic Black women, there is no difference in obesity prevalence according to income.[&lt;reflink idref=&quot;bib20&quot; id=&quot;ref29&quot;&gt;20&lt;/reflink&gt;] Further disparity is evidenced in life expectancy and under specific health conditions. The life expectancy of non-Hispanic Blacks is four years less by comparison than that of Whites.[&lt;reflink idref=&quot;bib21&quot; id=&quot;ref30&quot;&gt;21&lt;/reflink&gt;] Additionally, racial and ethnic minority groups experience higher rates of type 2 diabetes, hypertension, and heart disease.[&lt;reflink idref=&quot;bib21&quot; id=&quot;ref31&quot;&gt;21&lt;/reflink&gt;] Blacks are more likely to die at young ages regardless of the cause, and those in the 18–49 age group are twice as likely to die from heart disease or stroke as compared to Whites.[&lt;reflink idref=&quot;bib9&quot; id=&quot;ref32&quot;&gt;9&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;The majority of students at the HBCU site of this study are non-Hispanic Blacks. According to the campus health center, many suffer from preventable illnesses and chronic conditions that go unchecked or unmanaged for extended periods (Micah Griffin, PhD, email, May 1, 2019). The consequences of negative health behaviors may additionally impact attendance and academic performance.[&lt;reflink idref=&quot;bib22&quot; id=&quot;ref33&quot;&gt;22&lt;/reflink&gt;]&lt;sups&gt;,&lt;/sups&gt;[&lt;reflink idref=&quot;bib23&quot; id=&quot;ref34&quot;&gt;23&lt;/reflink&gt;] Furthermore, positive health behaviors such as engaging in exercise may be correlated with higher overall grades.[&lt;reflink idref=&quot;bib24&quot; id=&quot;ref35&quot;&gt;24&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;The existing literature identifies a variety of barriers related to physical activity for young adults. Lack of time is typically the primary barrier reported by college students for a lack of physical activity.[[&lt;reflink idref=&quot;bib25&quot; id=&quot;ref36&quot;&gt;25&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib27&quot; id=&quot;ref37&quot;&gt;27&lt;/reflink&gt;]] Females report different barriers and more barriers than males.[&lt;reflink idref=&quot;bib25&quot; id=&quot;ref38&quot;&gt;25&lt;/reflink&gt;]&lt;sups&gt;,&lt;/sups&gt;[[&lt;reflink idref=&quot;bib28&quot; id=&quot;ref39&quot;&gt;28&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib30&quot; id=&quot;ref40&quot;&gt;30&lt;/reflink&gt;]] Some research suggests that among African Americans, a lack of peer role models is a barrier for male college students.[&lt;reflink idref=&quot;bib32&quot; id=&quot;ref41&quot;&gt;32&lt;/reflink&gt;] For African American women, not prioritizing exercise and image issues such as hair maintenance can be barriers to physical activity.[[&lt;reflink idref=&quot;bib33&quot; id=&quot;ref42&quot;&gt;33&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib35&quot; id=&quot;ref43&quot;&gt;35&lt;/reflink&gt;]]&lt;/p&gt; &lt;p&gt;The existing research addressing physical activity among college students has been examined at institutions with a majority of white students. The dearth of HBCU health research is crucial to address given the unique health risks of the Black population.[&lt;reflink idref=&quot;bib36&quot; id=&quot;ref44&quot;&gt;36&lt;/reflink&gt;] No available research has investigated the impact of physical activity barriers and their potential implications among this majority Black college population. This study seeks to add to the limited availability of HBCU health research and establish seminal HBCU research related to exercise readiness and barriers to physical activity. The purpose of this study is to investigate the relationship between exercise readiness and barriers among undergraduate students at an HBCU. It is intended to identify exercise readiness and physical activity barriers and their relationship. This study will address the following research questions:&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; What is the level of readiness to exercise among participants?&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; What are the barriers associated with physical activity among participants?&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; What is the relationship between exercise readiness and physical activity barriers?&lt;/item&gt; &lt;/ulist&gt; &lt;hd id=&quot;AN0187564519-3&quot;&gt;Methods and materials&lt;/hd&gt; &lt;p&gt;Approval for this study was gained from the Institutional Review Board (IRB) at Alabama Agricultural and Mechanical University. Participants were recruited from seven sections of a general education personal and community health class on the campus of an Alabama HBCU to complete a voluntary survey. The criteria for selection were based on convenience, willingness to participate, and availability on the day of administration.&lt;/p&gt; &lt;p&gt;The students were informed of their rights to participate voluntarily under no penalty as stated in the survey cover letter along with the purpose and procedure of the study. Researcher and IRB contact information was also included in the cover letter. Participation was anonymous and confidential as no identifying information was collected. Students were allowed twenty minutes at the beginning of class to fill out the questionnaire and immediately return it to the researchers. Consent was implied through the return of the completed paper-and-pencil survey.&lt;/p&gt; &lt;p&gt;The survey consisted of three sections with information self-reported by each participant. These included a section of demographic questions, the Exercise Stages of Change section, and the Barriers to Being Active section. Completing each item of the Exercise Stages of Change and the Barriers to Being Active sections was necessary for inclusion in the current research.&lt;/p&gt; &lt;hd id=&quot;AN0187564519-4&quot;&gt;Demographic questions&lt;/hd&gt; &lt;p&gt;Participants completed the Demographic section, which included items related to nominal data including sex, race/ethnicity, age, and classification (freshman, sophomore, etc). Additionally, students provided their weight and height allowing researchers to calculate Body Mass Index and categorize participants as underweight, normal, overweight, or obese. Any incomplete demographic information was reported but did not exclude participation in the research.&lt;/p&gt; &lt;hd id=&quot;AN0187564519-5&quot;&gt;Exercise Stages of Change&lt;/hd&gt; &lt;p&gt;The Stages of Change (SOC) is one of the major constructs of the widely accepted transtheoretical model of behavior change.[&lt;reflink idref=&quot;bib37&quot; id=&quot;ref45&quot;&gt;37&lt;/reflink&gt;] The primary assertion is that behavior change is a process that transpires through five sequential stages of readiness.[&lt;reflink idref=&quot;bib38&quot; id=&quot;ref46&quot;&gt;38&lt;/reflink&gt;]&lt;sups&gt;,&lt;/sups&gt;[&lt;reflink idref=&quot;bib39&quot; id=&quot;ref47&quot;&gt;39&lt;/reflink&gt;] These stages are described as follows:&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; Precontemplation—not intending to change behavior within 6 months&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Contemplation—intending to change within 6 months&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Preparation—intending to change behavior within the next 30 days&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Action—made behavior changes but for less than 6 months&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Maintenance—made behavior changes more than 6 months ago.&lt;/item&gt; &lt;/ulist&gt; &lt;p&gt;The goal is for individuals to successfully progress through the stages until behavior change is achieved and maintained.[&lt;reflink idref=&quot;bib40&quot; id=&quot;ref48&quot;&gt;40&lt;/reflink&gt;] Barriers are systematically related to the stages of change in behaviors, such as exercise, considering that individuals in the precontemplation stage report more barriers than individuals in the action stage and all other stages for exercise.[&lt;reflink idref=&quot;bib41&quot; id=&quot;ref49&quot;&gt;41&lt;/reflink&gt;]&lt;sups&gt;,&lt;/sups&gt;[&lt;reflink idref=&quot;bib42&quot; id=&quot;ref50&quot;&gt;42&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;The Exercise Stages of Change Short Form was completed by participants as a section of the current survey. It is a tool that uses a staging algorithm and self-evaluation to determine the readiness stage of change for exercise. It is free and available for public use for research purposes with permission granted by Dr. James O. Prochaska.[&lt;reflink idref=&quot;bib43&quot; id=&quot;ref51&quot;&gt;43&lt;/reflink&gt;] Construct validity and test–retest reliability are robust in numerous studies applying the SOC to exercise.[&lt;reflink idref=&quot;bib36&quot; id=&quot;ref52&quot;&gt;36&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;The definition of regular exercise was stated on the survey as &quot;any planned physical activity performed to increase physical fitness, performed 3–5 times per week for 20–60 min per session.&quot; Participants were asked if they exercised regularly according to the definition and to select the answer choice which best described their behavior. The answer choices corresponded to SOC readiness stages (maintenance, action, preparation, contemplation, and precontemplation) and read as follows: (a) YES, I have been for more than 6 months; (b) YES, I have been, but for less than 6 months; (c) NO, but I intend to in the next 30 days; (d) NO, but I intend to in the next 6 months; (e) NO, and I do not intend to in the next 6 months.&lt;/p&gt; &lt;hd id=&quot;AN0187564519-6&quot;&gt;Barriers to Being Active Quiz&lt;/hd&gt; &lt;p&gt;The Barriers to Being Active Quiz (BBAQ) was included as a section in the current research. It is a scale designed to identify self-reported barriers to physical activity in adults. It is available for free and public use through the Centers for Disease Control and Prevention (CDC).[&lt;reflink idref=&quot;bib44&quot; id=&quot;ref53&quot;&gt;44&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;The BBAQ consists of 21 items evaluated by participants using a Likert scale, ranging from 0 being very unlikely to 3 being very likely. Each item is further categorized as one of the following barriers: lack of time, social influence, lack of energy, lack of willpower, fear of injury, lack of skill, or lack of resources. These subscales are comprised of three items each with a possible subscale score range of 0–9. A subscale score of 5 or higher indicates an important barrier to physical activity. The composite score for the BBAQ is comprised of the total for all seven subscales; therefore, the potential composite score ranges from 0 to 63 with higher scores indicating a higher number of barriers.[&lt;reflink idref=&quot;bib44&quot; id=&quot;ref54&quot;&gt;44&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;Former studies have demonstrated the internal consistency, reliability, and temporal stability of the BBAQ in use across a plethora of populations.[&lt;reflink idref=&quot;bib26&quot; id=&quot;ref55&quot;&gt;26&lt;/reflink&gt;]&lt;sups&gt;,&lt;/sups&gt;[[&lt;reflink idref=&quot;bib45&quot; id=&quot;ref56&quot;&gt;45&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib47&quot; id=&quot;ref57&quot;&gt;47&lt;/reflink&gt;]] However, the BBAQ has not previously been applied to the HBCU population. In the current sample, internal consistency for the BBAQ composite score was demonstrated with a Cronbach&#39;s alpha of.83. BBAQ subscale α coefficients ranged from.79 for lack of energy and lack of time to.84 for fear of injury.&lt;/p&gt; &lt;hd id=&quot;AN0187564519-7&quot;&gt;Results&lt;/hd&gt; &lt;p&gt;A total of 326 undergraduate students completed the paper-and-pencil survey across seven sections of an introductory health class. Participation was dependent on voluntary willingness to complete the survey and class attendance on the day of administration. The number of students who declined or were unavailable to participate is unknown.&lt;/p&gt; &lt;p&gt;More females were represented in this sample (&lt;emph&gt;n&lt;/emph&gt; = 198, 60.7%) than males (&lt;emph&gt;n&lt;/emph&gt; = 127, 39.0%) and one student did not indicate sex (0.3%). This sex ratio is consistent with enrollment patterns at the University. The vast majority of respondents self-identified as Black or African American (&lt;emph&gt;n&lt;/emph&gt; = 297, 90.5%) or multi-racial (&lt;emph&gt;n&lt;/emph&gt; = 15, 4.6%). These percentages are reflective of the diverse student composition at the sample HBCU. Over three-fourths of participants were freshmen (&lt;emph&gt;n =&lt;/emph&gt; 251, 77.0%) and almost exclusively in the 18-–24-year-old age group (&lt;emph&gt;n&lt;/emph&gt; = 319, 97.9%) as anticipated from the entry-level health class enrollment. Table 1 provides the frequency and percentages of participant demographics, including sex, race/ethnicity, age, and undergraduate classification.&lt;/p&gt; &lt;p&gt;Table 1. Summary of demographic variables of the sample.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Demographics&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Sex&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Male &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;127 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;39.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Female &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;198 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;60.7% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; No response &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.3% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Total&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;326 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;100.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Race/Ethnicity &amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Black or African American &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;295 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;90.5% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; White/Caucasian &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.1% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; American Indian or Alaska Native &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Hispanic or Latino &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;3 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.9% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Native Hawaiian/Pacific Islander &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Other&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;3 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.9% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Multi-racial &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;15 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;4.6%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; No response &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;3 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.9% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold /&amp;gt;Total &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;326 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;100.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Age (in years) &amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt; 18&amp;amp;#8211;24 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;319 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;97.9% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt; 25&amp;amp;#8211;29 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;4 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.2% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt; 30&amp;amp;#8211;34 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.6% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt; 35&amp;amp;#8211;39 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt; 40&amp;amp;#8211;44 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt; 45&amp;amp;#8211;49 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 50 &amp;amp; over &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.3% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; No response &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Total &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;326 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;100.0%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Classification &amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Freshman &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;251 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;77.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Sophomore &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;40 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;12.3% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Junior &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;21 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;6.4% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Senior &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;14 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;4.3% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; No response &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Total&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;326 &amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;100.0% &amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Participants also reported height and weight as part of the demographic section of the survey. The researchers applied this self-reported data to the CDC Adult Body Mass Index Calculator to determine participant BMI.[&lt;reflink idref=&quot;bib49&quot; id=&quot;ref58&quot;&gt;49&lt;/reflink&gt;] BMI calculations were subsequently classified according to the following standard categories: Underweight (BMI &amp;lt; 18.5), healthy (BMI 18.5 to &amp;lt;25), overweight (25.0 to &amp;lt;30), and obese (BMI ≥30).&lt;/p&gt; &lt;p&gt;The sample range of BMI was 16.5–87.9 (&lt;emph&gt;M&lt;/emph&gt; = 26.5, &lt;emph&gt;SD&lt;/emph&gt; = &#177;6.8) with males 18.0–49.3 (&lt;emph&gt;M&lt;/emph&gt; = 26.4, &lt;emph&gt;SD&lt;/emph&gt; = &#177;5.7) and females 16.5–87.9 (&lt;emph&gt;M&lt;/emph&gt; = 26.4, &lt;emph&gt;SD&lt;/emph&gt; = &#177;7.5). Overall, the largest percentage of the study group was classified as having healthy BMIs (&lt;emph&gt;n =&lt;/emph&gt; 146, 44.8%) with a slightly higher percentage of males (&lt;emph&gt;n&lt;/emph&gt; = 60, 47.2%) than females (&lt;emph&gt;n&lt;/emph&gt; = 85, 42.9%). The participants were somewhat evenly distributed for overweight and obesity. Slightly more females were overweight (&lt;emph&gt;n&lt;/emph&gt; = 51, 25.8%) than obese (&lt;emph&gt;n&lt;/emph&gt; = 43, 21.7%). Males were similarly distributed, with 26.8% (&lt;emph&gt;n&lt;/emph&gt; = 34) being overweight and 22.8% (&lt;emph&gt;n&lt;/emph&gt; = 29) being obese. Combined overweight and obesity categories represented 48.2% of the total sample. Only six students were classified as underweight. A higher percentage of females (&lt;emph&gt;n&lt;/emph&gt; = 15, 7.6%) as compared to males (&lt;emph&gt;n&lt;/emph&gt; = 2, 1.6%) did not report height and/or weight on the survey. Table 2 indicates the frequency of BMI categories stratified by sex.&lt;/p&gt; &lt;p&gt;Table 2. Frequency of BMI categories by sex.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Males&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Females&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Total&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;BMI category&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;f&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;%&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;f&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;%&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;f&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Underweight (BMI &amp;amp;#60; 18.5)&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.6%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;4&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.0%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;6&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.8%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Healthy (BMI 18.5 to &amp;amp;#60;25)&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;60&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;47.2%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;85&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;42.9%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;146&amp;amp;#42;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;44.8%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Overweight (25.0 to &amp;amp;#60;30)&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;34&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;26.8%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;51&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;25.8%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;85&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;26.1%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Obese (BMI &amp;amp;#8805; 30)&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;29&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;22.8%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;43&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;21.7%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;72&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;22.1%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Unreported&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.6%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;15&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7.6%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;17&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;5.2%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;1 &lt;emph&gt;Note: *&lt;/emph&gt;One participant did not report sex.&lt;/p&gt; &lt;p&gt;Participant exercise readiness stage was determined by responses on the Exercise Stages of Change section of the survey. Overall, 31.6% (&lt;emph&gt;n&lt;/emph&gt; = 103) of respondents were classified in the maintenance stage and 27% (&lt;emph&gt;n&lt;/emph&gt; = 88) in the action stage. Thus, 58.6% (&lt;emph&gt;n&lt;/emph&gt; = 191) of the total sample met the definition for regular exercise as defined on the survey. Males (&lt;emph&gt;n&lt;/emph&gt; = 104, 81.9%) reported exercising regularly at a substantially higher rate than females (&lt;emph&gt;n&lt;/emph&gt; = 86, 43.5%). Therefore, the majority of females as indicated by the remaining categories (preparation, &lt;emph&gt;n =&lt;/emph&gt; 67, 33.8%; contemplation, &lt;emph&gt;n&lt;/emph&gt; = 30, 15.2%; precontemplation, &lt;emph&gt;n&lt;/emph&gt; = 15, 7.6%) were not participating in regular exercise. See Table 3 for descriptive statistics related to response choice, readiness stage, and sex.&lt;/p&gt; &lt;p&gt;Table 3. Response choice, readiness stage, and corresponding descriptive statistics.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Response choice&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Exercise readiness&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Males&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Females&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Total&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Stage&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;f&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;%&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;f&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;%&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;f&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;YES, I have been for more than 6 months.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Maintenance&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;66&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;52.0%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;36&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;18.2%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;103&amp;amp;#42;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;31.6%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;YES, I have been, but for less than 6 months.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Action&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;38&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;29.9%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;50&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;25.3%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;88&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;27.0%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;NO, but I intend to in the next 30 days.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Preparation&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;14&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;11.0%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;67&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;33.8%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;81&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;24.8%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;NO, but I intend to in the next 6 months.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Contemplation&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;5.5%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;30&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;15.2%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;37&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;11.3%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;NO, and I do not intend to in the next 6 months.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Precontemplation&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.6%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;15&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7.6%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;17&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;5.2%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;2 &lt;emph&gt;Note: *&lt;/emph&gt;One participant did not report sex.&lt;/p&gt; &lt;p&gt;Mean composite scores for Barriers to Being Active Quiz (BBAQ) according to exercise readiness stage are reported in Table 4. Overall, the students currently participating in regular exercise (maintenance stage, &lt;emph&gt;n&lt;/emph&gt; = 103, 31.6% and action stage, &lt;emph&gt;n&lt;/emph&gt; = 88, 27.0%) had lower barrier scores (&lt;emph&gt;M&lt;/emph&gt; = 11.3; &lt;emph&gt;M&lt;/emph&gt; = 19.5) than those not exercising regularly. Average scores of those who did not exercise regularly were higher overall. The 81 (24.8%) students in the preparation stage had a mean barrier score of 23.0. Those in the contemplation stage (&lt;emph&gt;n&lt;/emph&gt; = 37, 11.3%) had a mean barrier score of 25.0, and those in the precontemplation stage (&lt;emph&gt;n&lt;/emph&gt; = 17, 5.2%) had an average barrier score of 24.2. The lowest mean barrier scores were reflected in the maintenance stage and the highest were in the contemplation stage.&lt;/p&gt; &lt;p&gt;Table 4. Summary of barriers composite scores descriptives and exercise readiness stage of change.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Exercise readiness SOC&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Maintenance&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;103&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;11.3&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#177; 10.3&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Action&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;88&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;19.5&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#177; 9.7&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Preparation&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;81&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;23.0&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#177; 9.0&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Contemplation&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;37&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;25.0&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#177; 8.8&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Precontemplation&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;17&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;24.2&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#177; 8.9&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;According to the BBAQ, a subscale score of 5 or higher indicates an important barrier to physical activity. Subscale scores revealed a higher number of males (&lt;emph&gt;n&lt;/emph&gt; = 62, 48.8%) than females (&lt;emph&gt;n = 40,&lt;/emph&gt; 20.2%) as having no important barriers. Additionally, a higher percentage of females (&lt;emph&gt;n&lt;/emph&gt; = 158, 79.8%) than males (&lt;emph&gt;n&lt;/emph&gt; = 64, 50.4%) were classified as having one or more important barriers. The most common important barriers for males were lack of time (&lt;emph&gt;n&lt;/emph&gt; = 30, 23.6%), lack of energy (&lt;emph&gt;n&lt;/emph&gt; = 46, 36.2%), and lack of willpower (&lt;emph&gt;n&lt;/emph&gt; = 41, 32.3%). For females, the most popular important barriers included lack of willpower (&lt;emph&gt;n&lt;/emph&gt; = 136, 68.7%), lack of time (&lt;emph&gt;n&lt;/emph&gt; = 70, 35.4%), and lack of energy (&lt;emph&gt;n&lt;/emph&gt; = 111, 56.1%). See Table 5 for the descriptive statistics of important barriers according to sex.&lt;/p&gt; &lt;p&gt;Table 5. Descriptives of important barriers.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Males&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Females&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Total&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;f&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;%&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;f&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;%&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;f&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Lack of time&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;30&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;23.6%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;70&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;35.4%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;100&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;30.7%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Social influence&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;10&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7.9%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;46&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;23.2%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;56&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;17.2%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Lack of energy&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;46&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;36.2%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;111&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;56.1%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;157&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;48.2%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Lack of willpower&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;41&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;32.3%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;136&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;68.7%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;177&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;54.3%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Fear of injury&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;9&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7.1%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;3.5%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;16&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;4.9%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Lack of skill&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;5.5%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;16&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;8.1%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;23&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7.1%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Lack of resources&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;11&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;8.7%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;14&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7.1%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;25&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7.7%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;In general, barrier mean scores were inversely related to exercise readiness stage, as illustrated in Table 6. For example, lack of time, lack of energy, and lack of willpower scores decreased progressing through the contemplation, preparation, action, and maintenance stages, with precontemplation being the exception. The composite mean scores were somewhat evenly distributed for those not regularly exercising (precontemplation, contemplation, and preparation) but decreased for those exercising regularly (action and maintenance). Additionally, the number of important barriers decreased with increasing stage except when moving from precontemplation to contemplation.&lt;/p&gt; &lt;p&gt;Table 6. Barrier, composite score, and number of important barriers according to exercise stage of change.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;Lack of time&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Social influence&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Lack of energy&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Lack of willpower&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Fear of injury&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Lack of skill&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Lack of resources&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Composite score&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Number of important barriers&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt; &amp;amp;#177; &amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt; &amp;amp;#177; &amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt; &amp;amp;#177; &amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt; &amp;amp;#177; &amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt; &amp;amp;#177; &amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt; &amp;amp;#177; &amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt; &amp;amp;#177; &amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt; &amp;amp;#177; &amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt; &amp;amp;#177; &amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Precontemplation (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 17)&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;4.4 &amp;amp;#177; 2.4&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;3.7 &amp;amp;#177; 2.6&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;5.4 &amp;amp;#177; 3.0&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;5.7 &amp;amp;#177; 2.1&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.7 &amp;amp;#177; 2.4&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.8 &amp;amp;#177; 2.4&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.7 &amp;amp;#177; 1.8&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;24.2 &amp;amp;#177; 8.9&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.4 &amp;amp;#177; 1.6&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Contemplation (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 37)&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;4.5 &amp;amp;#177; 2.5&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;3.6 &amp;amp;#177; 2.0&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;5.7 &amp;amp;#177; 2.5&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;6.8 &amp;amp;#177; 2.2&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.1 &amp;amp;#177; 1.2&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.7 &amp;amp;#177; 2.3&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.0 &amp;amp;#177; 1.7&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;25.0 &amp;amp;#177; 8.8&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.6 &amp;amp;#177; 1.4&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Preparation (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 81)&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;3.8 &amp;amp;#177; 2.3&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;3.1 &amp;amp;#177; 2.1&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;5.0 &amp;amp;#177; 2.2&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;6.5 &amp;amp;#177; 1.7&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.9 &amp;amp;#177; 1.7&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.8 &amp;amp;#177; 2.0&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.0 &amp;amp;#177; 1.8&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;23.0 &amp;amp;#177; 9.0&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.3 &amp;amp;#177; 1.5&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Action (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 88)&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;3.7 &amp;amp;#177; 2.3&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.7 &amp;amp;#177; 1.9&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;4.6 &amp;amp;#177; 2.5&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;4.3 &amp;amp;#177; 2.4&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.3 &amp;amp;#177; 1.5&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.2 &amp;amp;#177; 1.5&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.7 &amp;amp;#177; 1.9&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;19.5 &amp;amp;#177; 9.7&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.7 &amp;amp;#177; 1.5&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Maintenance (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 103)&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.9 &amp;amp;#177; 2.0&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.5 &amp;amp;#177; 1.6&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.7 &amp;amp;#177; 2.5&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.3 &amp;amp;#177; 2.4&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.1 &amp;amp;#177; 1.5&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.7 &amp;amp;#177; 1.6&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.2 &amp;amp;#177; 1.7&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;11.3 &amp;amp;#177; 10.3&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.72 &amp;amp;#177; 1.3&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.352&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.061&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;3 Important barriers include BBAQ subscale scores ≥ 5.&lt;/p&gt; &lt;p&gt;The results of a one-way Analysis of Variance (ANOVA) test determined that there were statistically significant differences between the means for each of the five stages of exercise readiness for five out of seven barriers. These included lack of time (&lt;emph&gt;F&lt;/emph&gt;(&lt;reflink idref=&quot;bib4&quot; id=&quot;ref59&quot;&gt;4&lt;/reflink&gt;, 32) = 14.87, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;. 001], social influence [&lt;emph&gt;F&lt;/emph&gt;(&lt;reflink idref=&quot;bib4&quot; id=&quot;ref60&quot;&gt;4&lt;/reflink&gt;, 321) = 13.11, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;. 001], lack of energy (&lt;emph&gt;F&lt;/emph&gt;(&lt;reflink idref=&quot;bib4&quot; id=&quot;ref61&quot;&gt;4&lt;/reflink&gt;, 321) = 15.73, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;. 001], lack of willpower [&lt;emph&gt;F&lt;/emph&gt;(&lt;reflink idref=&quot;bib4&quot; id=&quot;ref62&quot;&gt;4&lt;/reflink&gt;, 321) = 54.08, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;. 001], and lack of skill [&lt;emph&gt;F&lt;/emph&gt;(&lt;reflink idref=&quot;bib4&quot; id=&quot;ref63&quot;&gt;4&lt;/reflink&gt;,&lt;reflink idref=&quot;bib321&quot; id=&quot;ref64&quot;&gt;321&lt;/reflink&gt;) = 5.19, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;. 001]. The other two barriers (fear of injury and lack of resources) were not significantly related to staging (&lt;emph&gt;p&lt;/emph&gt; =.352,.061, respectively). The ANOVA also indicated statistically significant differences between BBAQ composite score and exercise readiness stages [&lt;emph&gt;F&lt;/emph&gt;(&lt;reflink idref=&quot;bib4&quot; id=&quot;ref65&quot;&gt;4&lt;/reflink&gt;, 321) = 24.61, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;. 001]. The test also detected a significant difference between the means for each of the five stages of exercise readiness and the number of important barriers [&lt;emph&gt;F&lt;/emph&gt;(&lt;reflink idref=&quot;bib4&quot; id=&quot;ref66&quot;&gt;4&lt;/reflink&gt;, 320) = 20.78, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;. 001].&lt;/p&gt; &lt;hd id=&quot;AN0187564519-8&quot;&gt;Discussion&lt;/hd&gt; &lt;p&gt;The purpose of this study was to investigate the relationship between exercise readiness and barriers among undergraduate students at an HBCU. It was intended to determine exercise readiness levels according to stages of change, identify physical activity barriers, and quantify their relationship. Composite scores on the BBAQ (higher scores indicating a higher number of barriers) were significantly related to exercise readiness levels. Similarly, readiness levels were also significantly correlated with the number of important barriers (BBAQ subscale scores ≥ 5).&lt;/p&gt; &lt;p&gt;Furthermore, the results of the study indicate that significant differences exist between exercise readiness levels for five out of seven barriers. These barriers are lack of time, lack of energy, lack of willpower, social influence, and lack of skill. Among these, the first three are commonly accepted as impediments to physical activity in young adults. This study echoes lack of time, energy, and willpower as significant barriers among this HBCU sample.&lt;/p&gt; &lt;p&gt;Regarding social influence, at least one other study has suggested the importance of this barrier for physical activity within the HBCU population.[&lt;reflink idref=&quot;bib32&quot; id=&quot;ref67&quot;&gt;32&lt;/reflink&gt;] Similarly, the present research significantly correlates the relationship between social influence and exercise readiness. Lack of support, as demonstrated by these unique findings, is a significant barrier to exercise readiness among the HBCU sample.&lt;/p&gt; &lt;p&gt;Lack of skill is also a unique barrier significantly associated with exercise readiness for the current sample. However, some activities such as walking require very little skill. Physical education which includes skill development and appropriate equipment is vitally important to achieving fitness. Unfortunately, physical education programs in Kindergarten through Grade 12 have experienced reductions due to budget concerns and an emphasis on testing in other academic subjects.[&lt;reflink idref=&quot;bib50&quot; id=&quot;ref68&quot;&gt;50&lt;/reflink&gt;] These cutbacks may have an impact that persists to young adulthood and beyond.&lt;/p&gt; &lt;p&gt;Our findings indicated that fear of injury and lack of resources were barriers not significantly associated with exercise readiness. Since the majority of participants were young adults, they may not have as many concerns about or as much experience with injury as older adults. Additionally, community facilities and programs are an effective strategy for increasing physical activity.[&lt;reflink idref=&quot;bib10&quot; id=&quot;ref69&quot;&gt;10&lt;/reflink&gt;] Campus wellness center access is provided to students upon enrollment at the sample university. The facility offers a pool, weight room, indoor track, cardio machines, basketball courts, racquetball courts, and aerobics classes. The availability of these amenities on this HBCU campus may provide rationale for the lack of resources not being significantly related to exercise readiness.&lt;/p&gt; &lt;p&gt;Interestingly, the barrier scores were highest in the contemplation stage of exercise readiness, not the precontemplation stage. Perhaps when moving from precontemplation to contemplation there are more perceived barriers now that the individual is actually thinking about exercising. In other words, as part of the stage progression process, the person is more aware of or overwhelmed by the barriers as they talk themselves into or out of exercising. The barrier scores in this sample were progressively lower for each subsequent stage after contemplation.&lt;/p&gt; &lt;p&gt;Finally, there were notable differences between females and males specified in the results. The females in the sample demonstrated a wider range of BMI scores and were less likely to report weight and height as compared to the males. Additionally, a substantially higher percentage of females were not participating in regular exercise and were classified as having more important barriers than their male counterparts. These findings align with current literature and highlight an important opportunity to customize intervention efforts to strategically address barriers for women at HBCUs.&lt;/p&gt; &lt;hd id=&quot;AN0187564519-9&quot;&gt;Limitations&lt;/hd&gt; &lt;p&gt;Although this study contributes to the sparse health research involving HBCU undergraduate students, there are possible limitations to consider. The data collected for the current study were self-reported. In particular, BMI was calculated using self-reported weight and height. Participants may have intentionally misrepresented or unintentionally under- or over-estimated their weight and/or height given that students may not have access to scales or other accurate measures. Furthermore, although researchers were present and available for clarification during data collection, participants could have misread or misinterpreted questions or instructions. Confounding factors such as participating on a sports team, marching band, military enrollment, employment, major, and socio-economic status could also have potentially affected results.&lt;/p&gt; &lt;p&gt;Owing to the cross-sectional design of this research, the results of this study may not be generalizable for all HBCU populations due to regional differences, climate, campus size, and amenities. For example, the university in the current study provides unlimited access to a campus state-of-the-art wellness center included in tuition for all students. It is feasible that the students at this university were self-selecting in the sense that they considered exercise availability at the wellness center as part of their decision to enroll.&lt;/p&gt; &lt;p&gt;Additionally, the participants solicited were enrolled in an introductory health class. This sample could have experienced cues-to-action for and an increased awareness of physical activity due to course content and instructor influence. Finally, students absent during survey administration may have been sick or immobile potentially due to the effects of poor health or insufficient physical activity. In other words, the healthiest students may be most likely to attend class on any given day and therefore more likely to have participated in the survey.&lt;/p&gt; &lt;hd id=&quot;AN0187564519-10&quot;&gt;Conclusions&lt;/hd&gt; &lt;p&gt;Among the Black population, obesity, high blood pressure, and Type 2 Diabetes are prevalent and of particular concern for young adults as they age. Exercise is crucial for decreasing chronic disease risk in college students. Undergraduates are at risk for experiencing a decline in physical activity while adapting to campus life throughout the college years. First-year students, in particular, may face challenges with newly increased autonomy. With numerous physical, mental, and even social benefits, increasing exercise readiness and overcoming barriers to physical activity is paramount. HBCU campuses provide an ideal setting to support the physical activity of Black young adults.&lt;/p&gt; &lt;p&gt;Campus research and interventions should be informed by our study to address time management, energy, motivation, social support, and skill development to foster exercise readiness. Prospective research might examine what motivates HBCU students to exercise, strategies for reducing barriers to physical activity and the availability of skills-based physical education classes on HBCU campuses. Research design could include an HBCU cohort study following a group of freshmen through graduation and perhaps stratified to focus on Black females. Clinical physicals and BMI measurement as opposed to self-reported height and weight are recommended for subsequent research participants, especially females.&lt;/p&gt; &lt;p&gt;To gain a greater understanding into the factors that contribute to young persons&#39; perceived lack of time, energy and willpower, further research is necessary. Presumably, students may be using their time, energy, and willpower on their educational studies and extracurricular activities. Additional information related to lack of time could be gleaned by calculating the amount of daily screen time students are spending on phones, computers, and televisions. It could be that perceived lack of time might actually be nuanced as lack of prioritizing exercise. A closer look at lack of energy could also be warranted in order to investigate possible underlying conditions such as anemia, inadequate nutrition, sleep deprivation, substance abuse, or poor overall health.&lt;/p&gt; &lt;p&gt;Effective interventions should include social support and skill development, with particular attention to the needs and barriers of Black women. Peer role models, workout partners, intramural sports, and campus events geared toward physical activity may provide keys to overcoming the barrier of social influence. Social media platforms could also be incorporated into a university-wide effort. Skill development is necessary for successful and safe participation in exercise, thus promoting overall health and preventing injury. A skills-based approach to physical education may delay the onset of chronic disease and increase quality of life. These results may justify offering or even requiring a variety of physical education classes or leisure activities for students on HBCU campuses. Interventions tailored to promoting exercise and reducing barriers among Black women should be prioritized.&lt;/p&gt; &lt;hd id=&quot;AN0187564519-11&quot;&gt;Disclosure statement&lt;/hd&gt; &lt;p&gt;The authors have no conflicts of interest to report. The authors confirm that the research presented in this article met the ethical guidelines, including adherence to the legal requirements, of the United States and received approval from Alabama Agricultural and Mechanical University.&lt;/p&gt; &lt;hd id=&quot;AN0187564519-12&quot;&gt;Funding&lt;/hd&gt; &lt;p&gt;No funding was used to support this research and/or the preparation of the manuscript.&lt;/p&gt; &lt;hd id=&quot;AN0187564519-13&quot;&gt;Data availability statement&lt;/hd&gt; &lt;p&gt;Data are not available due to ethical restrictions. Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data are not available.&lt;/p&gt; &lt;ref id=&quot;AN0187564519-14&quot;&gt; &lt;title&gt; References &lt;/title&gt; &lt;blist&gt; &lt;bibl id=&quot;bib1&quot; idref=&quot;ref1&quot; type=&quot;bt&quot;&gt;1&lt;/bibl&gt; &lt;bibtext&gt; Centers for Disease Control and Prevention. Health benefits of physical activity for adults. https://&lt;ulink href=&quot;http://www.cdc.gov/physicalactivity/basics/adults/health-benefits-of-physical-activity-for-adults.html&quot;&gt;www.cdc.gov/physicalactivity/basics/adults/health-benefits-of-physical-activity-for-adults.html&lt;/ulink&gt;. Updated November 1, 2021. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib2&quot; idref=&quot;ref2&quot; type=&quot;bt&quot;&gt;2&lt;/bibl&gt; &lt;bibtext&gt; National Institute on Aging. Real-life benefits of exercise and physical activity. https://&lt;ulink href=&quot;http://www.nia.nih.gov/health/real-life-benefits-exercise-and-physical-activity&quot;&gt;www.nia.nih.gov/health/real-life-benefits-exercise-and-physical-activity&lt;/ulink&gt;. Updated April 3, 2020. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib3&quot; idref=&quot;ref4&quot; type=&quot;bt&quot;&gt;3&lt;/bibl&gt; &lt;bibtext&gt; Nieman DC, Wentz LM. The compelling link between physical activity and the body&#39;s defense system. J Sport Health Sci. 2019; 8 (3): 201 – 217. doi: 10.1016/j.jshs.2018.09.009.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib4&quot; idref=&quot;ref5&quot; type=&quot;bt&quot;&gt;4&lt;/bibl&gt; &lt;bibtext&gt; Jones AW, Davison G. Exercise, immunity, and illness. In Muscle and Exercise Physiology. 2019 : 317 – 344. doi: 10.1016/B978-0-12-814593-7.00015-3.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib5&quot; idref=&quot;ref6&quot; type=&quot;bt&quot;&gt;5&lt;/bibl&gt; &lt;bibtext&gt; World Health Organization. Physical activity. https://&lt;ulink href=&quot;http://www.who.int/news-room/fact-sheets/detail/physical-activity&quot;&gt;www.who.int/news-room/fact-sheets/detail/physical-activity&lt;/ulink&gt;. Updated November 26, 2020. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib6&quot; idref=&quot;ref7&quot; type=&quot;bt&quot;&gt;6&lt;/bibl&gt; &lt;bibtext&gt; U.S. Department of Health and Human Services. Physical Activity Guidelines for Americans. 2nd ed. https://health.gov/paguidelines/second-edition/pdf/Physical%5fActivity%5fGuidelines%5f2nd%5fedition.pdf. Updated 2018. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib7&quot; idref=&quot;ref9&quot; type=&quot;bt&quot;&gt;7&lt;/bibl&gt; &lt;bibtext&gt; Centers for Disease Control. National Center for Health Statistics National Health Interview Survey. https://&lt;ulink href=&quot;http://www.cdc.gov/nchs/nhis/index.htm&quot;&gt;www.cdc.gov/nchs/nhis/index.htm&lt;/ulink&gt;. Updated November 15, 2021. Accessed November 19, 2021&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib8&quot; idref=&quot;ref10&quot; type=&quot;bt&quot;&gt;8&lt;/bibl&gt; &lt;bibtext&gt; American College Health Association. National College Health Assessment. https://&lt;ulink href=&quot;http://www.acha.org/documents/ncha/NCHA-III%5fSPRING-2021%5fREFERENCE%5fGROUP%5fEXECUTIVE%5fSUMMARY%5fupdated.pdf&quot;&gt;www.acha.org/documents/ncha/NCHA-III%5fSPRING-2021%5fREFERENCE%5fGROUP%5fEXECUTIVE%5fSUMMARY%5fupdated.pdf&lt;/ulink&gt;. Updated 2021. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib9&quot; idref=&quot;ref11&quot; type=&quot;bt&quot;&gt;9&lt;/bibl&gt; &lt;bibtext&gt; Centers for Disease Control. African American Health. https://&lt;ulink href=&quot;http://www.cdc.gov/vitalsigns/aahealth/infographic.html#graphic&quot;&gt;www.cdc.gov/vitalsigns/aahealth/infographic.html#graphic&lt;/ulink&gt;. Updated May 2, 2017. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; U.S. Department of Health and Human Services (2021). Physical Activity. https://health.gov/healthypeople/objectives-and-data/browse-objectives/physical-activity. Updated August 2, 2021. Accessed November 20, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; National Center for Education Statistics. College Enrollment Rates. https://nces.ed.gov/programs/coe/indicator/cpb. Published 2022. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Corder K, Winpenny E, Love R, Brown HE, White M, Sluijs EV. Change in physical activity from adolescence to early adulthood: a systematic review and meta-analysis of longitudinal cohort studies. Br J Sports Med. 2019; 53 (8): 496 – 503. doi: 10.1136/bjsports-2016-097330.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Calestine J, Bopp M, Bopp CM, Papalia Z. College student work habits are related to physical activity and fitness. Int J Exerc Sci. 2017; 10 (7): 1009 – 1017. Published November 1, 2017.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Van Luchene P, Delens C. The influence of social support specific to physical activity on physical activity among college and university students: A systematic review. J Phys Act Health. 2021; 18 (6): 737 – 747. Published April 21, 2021. doi: 10.1123/jpah.2020-0713.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Shaffer K, Bopp M, Shaffer K, et al. The relationship of living environment with behavioral and fitness outcomes by sex: an exploratory study in college-aged students. Int J Exerc Sci. 2017; 10 (3): 330 – 339. Published May 1, 2017.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Trottier CF, Lieffers JRL, Johnson ST, Mota JF, Gill RK, Prado CM. The impact of a web-based mindfulness, nutrition, and physical activity platform on the health status of first-year university students: protocol for a randomized controlled trial. JMIR Res Protoc. 2021; 10 (3): e24534. Published Mar 10, 2021. doi: 10.2196/24534.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Cuellar AE, Adams LM, de Jonge L, et al. Protocol for the Mason: Health Starts Here prospective cohort study of young adult college students. BMC Public Health. 2021; 21 : 897.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Hales CM, Carroll MD, Fryar CD, Ogden CL. Prevalence of obesity and severe obesity among adults: United States, 2017–2018. NCHS Data Brief. 2020;(360): 1 – 8.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Centers for Disease Control and Prevention. Adult Obesity Prevalence Maps. https://&lt;ulink href=&quot;http://www.cdc.gov/obesity/data/prevalence-maps.html&quot;&gt;www.cdc.gov/obesity/data/prevalence-maps.html&lt;/ulink&gt;. Updated September 27, 2021. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Centers for Disease Control. Adult Obesity Facts. https://&lt;ulink href=&quot;http://www.cdc.gov/obesity/data/adult.html&quot;&gt;www.cdc.gov/obesity/data/adult.html&lt;/ulink&gt;. Updated September 30, 2021. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Centers for Disease Control. Racism and health. https://&lt;ulink href=&quot;http://www.cdc.gov/healthequity/racism-disparities/index.html&quot;&gt;www.cdc.gov/healthequity/racism-disparities/index.html&lt;/ulink&gt;. Updated November 4, 2021. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Matingwina T. Chapter 9: Health, academic achievement and school-based interventions. In: Bernal-Morales B, ed. Health and Academic Achievement. London UK: IntechOpen; 2018. doi: 10.5772/intechopen.68719&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Allison MA, Attisha E, Lerner M, Council on School Health, et al. The link between school attendance and good health. Pediatrics. 2019; 143 (2): e20183648. doi: 10.1542/peds.2018-3648.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Reuter PR, Forster BL. Student health behavior and academic performance. PeerJ. 2021; 9 : e11107. Published April 16, 2021. doi: 10.7717/peerj.11107&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Ball JW, Bice MR, Maljak KA. Exploring the relationship between college students&#39; barriers to exercise and motivation. Am J Health Stud. 2020; 33 (2): 61 – 70.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Kulavic K, Hultquist CN, McLester JR. A comparison of motivational factors and barriers to physical activity among traditional versus nontraditional college students. J Am Coll Health. 2013; 61 (2): 60 – 66. doi: 10.1080/07448481.2012.753890.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; G&#243;mez-L&#243;pez M, Gallegos AG, Extremera AB. Perceived barriers by university students in the practice of physical activities. J Sports Sci Med. 2010; 9 (3): 374 – 381. Published September 1, 2010.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Rosselli M, Ermini E, Tosi B, et al. Gender differences in barriers to physical activity among adolescents. Nutr Metab Cardiovasc Dis. 2020; 30 (9): 1582 – 1589. doi: 10.1016/j.numecd.2020.05.005.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Peters NA, Schlaff RA, Knous JL, Baruth M. Barriers to resistance training among college-aged women. J Am Coll Health. 2019; 67 (1): 4 – 9. doi: 10.1080/07448481.2018.1462815&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Lauderdale ME, Yli-Piipari S, Irwin CC, Layne TE. Gender differences regarding motivation for physical activity among college students: a self-determination approach. Phys Educ. 2015; 72 : 153.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Lovell GP, El Ansari W, Parker JK. Perceived exercise benefits and barriers of non-exercising female university students in the United Kingdom. IJERPH. 2010; 7 (3): 784 – 798. doi: 10.3390/ijerph7030784.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Mincey K, Turner BL, Brown A, Maurice S. Understanding barriers to healthy behaviors in Black college men. J Am Coll Health. 2017; 65 (8): 567 – 574. doi: 10.1080/07448481.2017.1360305.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Joseph RP, Ainsworth BE, Keller C, Dodgson JE. Barriers to physical activity among African American women: an integrative review of the literature. Women Health. 2015; 55 (6): 679 – 699. doi: 10.1080/03630242.2015.1039184&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; James CSJ, Efunbumi O, Harvill C, Sears C. Barriers and motivators to physical activity among African American women. Health Educ. 2014; 46 (2): 28 – 34.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Joseph RP, Coe K, Ainsworth BE, Hooker SP, Mathis L, Keller C. Hair as a barrier to physical activity among African American women: a qualitative exploration. Front Public Health. 2017; 5 : 367. Published January 17, 2018. doi: 10.3389/fpubh.2017.00367&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Toth SE, Jenkins IK, Highfill MC. Investigating life stress and exercise readiness among undergraduates at a historically Black university. Am J Health Educ. 2021; 52 (5): 288 – 295. doi: 10.1080/19325037.2021.1955227.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Sharma M. Theoretical foundations of health education and health promotion. 4th ed. Burlington, MA : Jones &amp;amp; Bartlett Learning; 2022.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Prochaska JO, DiClemente CC. Stages and processes of self-change of smoking: toward an integrative model of change. J Consult Clin Psychol. 1983; 51 (3): 390 – 395. doi: 10.1037//0022-006x.51.3.390.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Sparling PB, Redican KJ. iHealth: An interactive framework. 4th ed. New York, NY : McGraw Hill; 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; DiClemente RJ, Salazar LF, Crosby RA. Health behavior theory for public health: Principles, foundations, and applications. 2nd ed. Burlington, MA : Jones &amp;amp; Bartlett Learning; 2019.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Prochaska JO. Strong and weak principles for progressing from precontemplation to action on the basis of twelve problem behaviors. Health Psychol. 1994; 13 (1): 47 – 51. doi: 10.1037//0278-6133.13.1.47.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Myers RS, Roth DL. Perceived benefits of and barriers to exercise and stage of exercise adoption in young adults. Health Psychol. 1997; 16 (3): 277 – 283. doi: 10.1037//0278-6133.16.3.277.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Cancer Prevention Research Center. Exercise: stages of change (short form). https://web.uri.edu/cprc/measures/exercise/stages-of-change-short-form/. Published 1991. Accessed September 1, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Centers for Disease Control and Prevention. Barriers to physical activity quiz. https://&lt;ulink href=&quot;http://www.cdc.gov/diabetes/ndep/pdfs/8-road-to-health-barriers-quiz-508.pdf&quot;&gt;www.cdc.gov/diabetes/ndep/pdfs/8-road-to-health-barriers-quiz-508.pdf&lt;/ulink&gt;. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Sawchuk CN, Russo JE, Bogart A, et al. Barriers and facilitators to walking and physical activity among American Indian elders. Prev Chronic Dis. 2011; 8 (3): A63.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Ram&#237;rez-V&#233;lez R, Tordecilla-Sanders A, Laverde D, et al. The prevalence of barriers for Colombian college students engaging in physical activity. Nutr Hosp. 2014; 31 (2): 858 – 865. Published 2014 Sep 18. doi: 10.3305/nh.2015.31.2.7737.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Zalewski K, Alt C, Arvinen-Barrow M. Identifying barriers to remaining physically active after rehabilitation: differences in perception between physical therapists and older adult patients. J Orthop Sports Phys Ther. 2014; 44 (6): 415 – 424. doi: 10.2519/jospt.2014.5171.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Alghafri T, Alharthi SM, Al Farsi YM, et al. Perceived barriers to leisure time physical activity in adults with type 2 diabetes attending primary healthcare in Oman: a cross-sectional survey. BMJ Open. 2017; 7 (11): e016946. doi: 10.1136/bmjopen-2017-016946.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Centers for Disease Control and Prevention. Healthy weight, nutrition, and physical activity: adult BMI calculator. https://&lt;ulink href=&quot;http://www.cdc.gov/healthyweight/assessing/bmi/adult%5fbmi/english%5fbmi%5fcalculator/bmi%5fcalculator.html&quot;&gt;www.cdc.gov/healthyweight/assessing/bmi/adult%5fbmi/english%5fbmi%5fcalculator/bmi%5fcalculator.html&lt;/ulink&gt;. Updated September 17, 2021. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; SHAPE America. 12 reasons to include conceptual physical education in your secondary PE Program. https://blog.shapeamerica.org/2020/03/12-reasons-to-include-conceptual-physical-education-in-your-secondary-pe-program/. Updated March 24, 2020. Accessed November 19, 2021.&lt;/bibtext&gt; &lt;/blist&gt; &lt;/ref&gt; &lt;aug&gt; &lt;p&gt;By Sarah E. Toth; M. Christine Highfill; Isia K. Jenkins and Rakiya D. Battle&lt;/p&gt; &lt;p&gt;Reported by Author; Author; Author; Author&lt;/p&gt; &lt;/aug&gt; &lt;nolink nlid=&quot;nl1&quot; bibid=&quot;bib10&quot; firstref=&quot;ref12&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl2&quot; bibid=&quot;bib11&quot; firstref=&quot;ref13&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl3&quot; bibid=&quot;bib12&quot; firstref=&quot;ref17&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl4&quot; bibid=&quot;bib14&quot; firstref=&quot;ref18&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl5&quot; bibid=&quot;bib16&quot; firstref=&quot;ref20&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl6&quot; bibid=&quot;bib17&quot; firstref=&quot;ref21&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl7&quot; bibid=&quot;bib18&quot; firstref=&quot;ref25&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl8&quot; bibid=&quot;bib19&quot; firstref=&quot;ref26&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl9&quot; bibid=&quot;bib20&quot; firstref=&quot;ref29&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl10&quot; bibid=&quot;bib21&quot; firstref=&quot;ref30&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl11&quot; bibid=&quot;bib22&quot; firstref=&quot;ref33&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl12&quot; bibid=&quot;bib23&quot; firstref=&quot;ref34&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl13&quot; bibid=&quot;bib24&quot; firstref=&quot;ref35&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl14&quot; bibid=&quot;bib25&quot; firstref=&quot;ref36&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl15&quot; bibid=&quot;bib27&quot; firstref=&quot;ref37&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl16&quot; bibid=&quot;bib28&quot; firstref=&quot;ref39&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl17&quot; bibid=&quot;bib30&quot; firstref=&quot;ref40&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl18&quot; bibid=&quot;bib32&quot; firstref=&quot;ref41&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl19&quot; bibid=&quot;bib33&quot; firstref=&quot;ref42&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl20&quot; bibid=&quot;bib35&quot; firstref=&quot;ref43&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl21&quot; bibid=&quot;bib36&quot; firstref=&quot;ref44&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl22&quot; bibid=&quot;bib37&quot; firstref=&quot;ref45&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl23&quot; bibid=&quot;bib38&quot; firstref=&quot;ref46&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl24&quot; bibid=&quot;bib39&quot; firstref=&quot;ref47&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl25&quot; bibid=&quot;bib40&quot; firstref=&quot;ref48&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl26&quot; bibid=&quot;bib41&quot; firstref=&quot;ref49&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl27&quot; bibid=&quot;bib42&quot; firstref=&quot;ref50&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl28&quot; bibid=&quot;bib43&quot; firstref=&quot;ref51&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl29&quot; bibid=&quot;bib44&quot; firstref=&quot;ref53&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl30&quot; bibid=&quot;bib26&quot; firstref=&quot;ref55&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl31&quot; bibid=&quot;bib45&quot; firstref=&quot;ref56&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl32&quot; bibid=&quot;bib47&quot; firstref=&quot;ref57&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl33&quot; bibid=&quot;bib49&quot; firstref=&quot;ref58&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl34&quot; bibid=&quot;bib321&quot; firstref=&quot;ref64&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl35&quot; bibid=&quot;bib50&quot; firstref=&quot;ref68&quot;&gt;&lt;/nolink&gt;
Header DbId: eric
DbLabel: ERIC
An: EJ1482217
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exercise Stages of Change and Barriers among Undergraduates at a Historically Black University
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Sarah+E%2E+Toth%22&quot;&gt;Sarah E. Toth&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-1769-9052&quot;&gt;0000-0002-1769-9052&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22M%2E+Christine+Highfill%22&quot;&gt;M. Christine Highfill&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-1436-3198&quot;&gt;0000-0003-1436-3198&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Isia+K%2E+Jenkins%22&quot;&gt;Isia K. Jenkins&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-0878-8029&quot;&gt;0000-0002-0878-8029&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Rakiya+D%2E+Battle%22&quot;&gt;Rakiya D. Battle&lt;/searchLink&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Journal+of+American+College+Health%22&quot;&gt;&lt;i&gt;Journal of American College Health&lt;/i&gt;&lt;/searchLink&gt;. 2025 73(7):2781-2788.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Taylor &amp; Francis. Available from: Taylor &amp; Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Higher+Education%22&quot;&gt;Higher Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Postsecondary+Education%22&quot;&gt;Postsecondary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Exercise%22&quot;&gt;Exercise&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Undergraduate+Students%22&quot;&gt;Undergraduate Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Barriers%22&quot;&gt;Barriers&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Black+Colleges%22&quot;&gt;Black Colleges&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Student+Characteristics%22&quot;&gt;Student Characteristics&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Time%22&quot;&gt;Time&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Social+Influences%22&quot;&gt;Social Influences&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Energy%22&quot;&gt;Energy&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Motivation%22&quot;&gt;Motivation&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Skills%22&quot;&gt;Skills&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Behavior+Change%22&quot;&gt;Behavior Change&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Gender+Differences%22&quot;&gt;Gender Differences&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Health+Behavior%22&quot;&gt;Health Behavior&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Readiness%22&quot;&gt;Readiness&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Body+Weight%22&quot;&gt;Body Weight&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Alabama%22&quot;&gt;Alabama&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/07448481.2022.2115843
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0744-8481&lt;br /&gt;1940-3208
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: To investigate exercise stages of change (SOC) and physical barriers among undergraduates at an Historically Black University (HBCU) and quantify their relationship. Participants: A total of 326 undergraduate HBCU students; 198 were females (body mass index (BMI) range 16.5-87.9; M = 26.5 &#177; 6.8) and 127 were males (BMI range 18.0-49.3; M = 26.4 &#177; 5.7). Methods: Students voluntarily completed a three-section survey: demographic questions, Exercise SOC, and Barriers to Being Active Quiz (BBAQ). Results: An ANOVA determined significant differences (p &lt; 0.001) between the means for each SOC for lack of time, social influence, lack of energy, lack of willpower, and lack of skill. Significant differences (p &lt; 0.001) existed between SOC and BBAQ score, as well as number of important barriers. Conclusions: HBCU interventions should address time management, energy, motivation, social support, and skill development to promote exercise and reduce barriers, especially among Black women.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1482217
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1482217
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/07448481.2022.2115843
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 2781
    Subjects:
      – SubjectFull: Exercise
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Black Colleges
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Time
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Energy
        Type: general
      – SubjectFull: Motivation
        Type: general
      – SubjectFull: Skills
        Type: general
      – SubjectFull: Behavior Change
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Health Behavior
        Type: general
      – SubjectFull: Readiness
        Type: general
      – SubjectFull: Body Weight
        Type: general
      – SubjectFull: Alabama
        Type: general
    Titles:
      – TitleFull: Exercise Stages of Change and Barriers among Undergraduates at a Historically Black University
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sarah E. Toth
      – PersonEntity:
          Name:
            NameFull: M. Christine Highfill
      – PersonEntity:
          Name:
            NameFull: Isia K. Jenkins
      – PersonEntity:
          Name:
            NameFull: Rakiya D. Battle
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0744-8481
            – Type: issn-electronic
              Value: 1940-3208
          Numbering:
            – Type: volume
              Value: 73
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Journal of American College Health
              Type: main
ResultId 1