Motivational factors for participating in basic instruction programs.(Report)

Abstract

Enrollment trends in Basic Instruction Programs (BIPs) have shown a gradual decrease during the past four decades. This trend is significant because of the numerous studies that have declared Americans as unfit, inactive and leading unhealthy lifestyles. College and university BIPs are a means in which adults can be introduced to healthy lifestyle and a life of physical activity. The goal of this research was to determine the motivating factors of enrollees in a BIP at large university in the Southeast United States. An exploratory factor analysis revealed four motivating factors explaining 68. 44% of the variance. The factors were labeled as a) self-worth, b) health benefit, c) gratification, and d) academic benefit. ANOVA indicated males reported significantly higher academic (p =. 002) and self-worth (p = . 003) motives and lower health (p = .004) motives than females. Since significant motive differences were found on the basis of gender, separate backward deletion regressions of participant motives on behavioral intentions were calculated to provide more specific information to marketers regarding the relevant motives for each gender. The results indicated gratification and academic motives were significant predictors of behavioral intentions for males and females while the motive of health benefits was a significant predictor of behavioral intentions for females only.

**********

Basic Instruction Programs (BIP) can be found throughout colleges and universities in the United States. However, recent trends indicate a gradual decline in BIP class enrollment because of the elimination of physical education requirements for graduation. Nearly 90% of colleges and universities required physical education courses for graduation in the 1960s, but that number had dropped to 63% by 1998 (Hensley, 2000). This trend is also quite alarming considering the numerous studies that declare Americans as unfit, inactive and leading unhealthy lifestyles (U.S. Department of Health and Human Services, 2000). A primary goal of Basic Instruction Programs is to promote healthy lifestyles, so its gradual elimination from the general education curriculum has come at some cost.

Obesity in the United States has risen significantly over the past four decades. Information from the Department of Health and Human Services Center for Disease Control indicates 30% of U.S. adults 20 years of age and older, an estimated 60 million people, are obese. Possibly more alarming is the increase in obesity among the younger population. Sixteen percent of children and teens (more than nine million youth) ate considered overweight. This percentage of overweight adolescents has more than tripled since 1980 (United States Center for Disease Control, n.d. b, c).

The percentage of obese Americans grew from 13% to 31% of the population between 1962 and the year 2000. Sixty-three percent of Americans ate overweight with a Body Mass Index (BMI) in excess of 25, and 31% are obese with a BMI in excess of 30 (American Sports Data Inc., n.d.). BMI is the most commonly accepted indicator of body fat, and the easiest, most inexpensive tool to compare the weight status of the general population. The CDC reports that being overweight or obese has serious health implications for Americans. Persons with obesity are at risk of developing one or more serious medical conditions including type 2 diabetes, coronary heart disease, hypertension, stroke, osteoarthritis, dyslipidemia (high cholesterol or triglycerides), sleep apnea and respiratory problems, and certain types of cancer (endometrial, breast and colon) (United States Center for Disease Control, n.d. a). Sedentary lifestyles with a lack of physical activity coupled with unhealthy eating patterns and, in some cases, genetic disposition combine leading to unhealthy weight gain. Unfortunately, the issue of obesity in America has reached an alarming level.

Of course, healthy lifestyles include more than just physical well-being. Health includes mental well-being and social well-being as well (World Health Organization, 2006). Therefore, BIP curriculums should also focus on these aspects of health. Curriculum development should include the goals of building self-confidence and providing a sense of accomplishment. Mental well-being also involves the ability to meet the demands of functioning in society so physical activity can be used as a stress reliever for individuals. The social well-being of health should be addressed as well. Individuals can learn to adapt to different situations and interact with diverse individuals in BIP courses. Students can be taking BIP courses to meet any combination of these health characteristics, so all three should be considered in curriculum development.