Research in Dance and Physical Activity

Editorial Board and Research Ethics Committee

Research in Dance and Physical Activity - Vol. 4 , No. 3
[Paper List] [Go to Volume List]

[ Article ]
Research in Dance and Physical Education - Vol. 4, No. 3, pp. 63-70
ISSN: 2586-1034 (Online)
Print publication date 31 Dec 2020
Received 30 Oct 2020 Revised 13 Dec 2020 Accepted 14 Dec 2020
DOI: https://doi.org/10.26584/RDPE.2020.12.4.3.63

The Effect of Preferred Physical Activity on Emotion, Stress and Happiness of University Student
Han-Woo Lee1 ; Jung-Taek Shin2, *
1Dongeui University, Republic of Korea, Professor
2Dongeui University, Republic of Korea, Professor

Correspondence to : *Email address: sjt2001@deu.ac.kr

Abstract

The purpose of this study was to analyze the effect of preferred physical activity on emotion, stress and happiness in university students. The participants of this study consisted of 23 university students and the measures were the profile of mood state (POMS), the stress scale and the happiness inventory. Participants in this study were randomly assigned to the preferred physical activity group (n=12) and the non-preferred physical activity group (n=11). Participants in the study were physically active twice a week for 60 minutes per session. The collected data were analyzed through the SPSS 23 version, and p-value<.05 was set. The results of this study were as follows. First, the group participating in the preferred physical activity significantly decreased total mood disturbance (TMD). Second, participation in the preferred physical activity significantly reduced the participants' stress symptoms. Third, there was a significant increase in happiness in the preferred physical activity group. However, there were no significant changes in TMD, stress and feelings of happiness in the non-favored physical activity group.

Keywords: Preferred physical activity, Total mood disturbance, Stress, Happiness
References
1. Berger, B. G., & Owen, D. R.(1988). Stress reduction and mood enhancement four exercise model: Swimming, body conditioning, hatha yoga and fencing. Research Quarterly for Exercise and sport, 59, 148-159.
2. Biddle, S. J. H., Mutrie, N., & Gorely, T. (2015). Psychology of physical activity: Determinants, well-being and interventions (3rd Edition). London, England: Routledge.
3. Cook, S. (2003). Prevalence of a metabolic syndrome phenotype in adolescents: findings from the third National Health and Nutrition Examination Survey, 1988-1994. Arch Pediatr Adolesc Med, 157, 821-827.
4. Elavsky, S. (2010). Longitudinal examination of the exercise and self-esteem model in middle-aged women. Journal of Sport & Exercise Psychology, 32(6), 862-880.
5. Fordyce, M. W. (1983). A program to increase happiness: Future studies. Journal of Counseling Psychology, 30, 483-498.
6. Fortier, M. S., Sweet, S. N., O'Sullivan, & Williams, G. C. (2007). A self-determination process model of physical activity adoption in the context of a randomized controlled trial. Psychology of Sport and Exercise, 8, 741-757.
7. International Society of Sport Psychology. (1992). Physical activity and psychological benefits: International Society of Sport Psychology position statement. The Physician and Sports medicine, 20(10), 179-184.
8. Kwon, E. H. (2017). How to reconceptualize physical education teacher education curriculum for successful training toward inclusion. Research in Dance and Physical Education, 1(1), 13-28.
9. Kwon, J. Y., & Kulinna, P. H. (2017). Expanded roles of physical education teacher education in United States and Korea. Research in Dance and Physical Education, 1(1), 45-51.
10. Lazarus, R., & Folkman, S. (1984). Stress, coping, and appraisal. New York: Springer.
11. Lim, T., & Lee, Y. (2014). Effect of College Students' Physical Activity on Stress and Happiness: Focused on the Mediating Effect of Positive Psychological Capital. Journal of the Korean Sports Association, 53(1), 155-166.
12. Ministry of Culture, Sports and Tourism (2013). Survey on participation in national life sports. Ministry of Culture, Sports and Tourism.
13. Moon, C. I. (2011). The Effects of Preference Mode and Intensity of Exercise on Participants' Psychological and Physiological Responses. Korea Journal of Sports Psychology, 22(2), 149-169.
14. Oaten, M., & Cheng, K. (2006). Longitudinal gains in self-regulation from physical exercise. British Journal of Health Psychology, 11(4), 717-733.
15. Ozeki, Y. (1993). Refining the stress self-rating scale for university students- Toward a transactional analysis. The Annual of the Graduate School of Comparative Studies of International Cultures and Societies, 1, 95-114.
16. Snyder & Spreitzer. (1974). Family influence and involvement in sports. Research quarterly, 44(3), 243-249.
17. Stefanie, M., & Mary, L. (2018). Physical Activity, Stress, and Academic Performance in College: Does Exposure to Stress Reduction Information Make a Difference. College Student Journal, 52(4), 452-457.
18. Welch, A. S., Hulley, A., & Beauchamp, M. R. (2010). Affect and self-efficacy responses during moderate-intensity exercise among low-active women: The effect of cognitive appraisal. Journal of Sport and Exercise Psychology, 32, 154-175.
19. Yi, K. J., & Lee, W. I. (2017). Community-based physical and health education teacher education (PHETE). Research in Dance and Physical Education, 1(1), 1-12.
 
ⓒ 2017 Global Research Institute for Arts & Culture Education
Research in Dance and Physical Education | Global Research Institute for Arts & Culture Education
#317 Centuria Hall, 20 Hongjimun 2-gil, Jongno-gu, Seoul, South Korea (03016) | Tel: +82 (0)2 781 7703 | Fax: +82 (0)2 2287 0026 | E-mail: rdpe@smu.ac.kr

Hosung So
Professor, California State University, San Bernardino, USA
E-mail: hosungso@csusb.edu