The Effect of Instructor Gender during a Group-Based Fitness Class on Psychosocial Variables among Male College Students

Abstract

Physical activity levels among male adolescents significantly decrease during the transition from high school to college. It is important to better understand the role of psychosocial variables of physical activity that may relate to this decrease in physical activity, such as motivation, self-efficacy, and enjoyment. Group-based physical activity classes may help increase physical activity levels among male college students; however, much of the research has focused on female participants. The purpose of the present study is to investigate the effect of participating in a group fitness class on college male motivation, self-efficacy, and enjoyment of physical activity and whether the gender of the instructor contributes to the effect. The role of social physique anxiety was also examined. Male college students (N=35) participated in a single, 60-minute strength-based group fitness class and were randomized to either a male or female instructor led class. Participants completed psychosocial variable measures directly before and after engaging in the sixty-minute class. Physical activity enjoyment and social physique anxiety were the only psychosocial variables that were significantly impacted from pre- to post class participation, regardless of group. The instructor gender effect was not significant for change in motivation, self-efficacy, enjoyment, or social physique anxiety. Participating in a group fitness class may increase physical activity enjoyment levels and decrease social physique anxiety levels in male college students. Further research is needed to determine if these changes are sustainable over time and which aspects of the group fitness class contributed most to these increases.