Embedding physical activity into the educationalexperience to boost student mental health and wellbeing: Getting moving at University

今天的大学生是明天的领导者、决策者、工人和父母，他们将塑造经济和社会(Dietz等人)。2020)。围绕学生的心理健康(MH)形成了一种危机感(高等教育政策研究所2016年；公共政策研究所2017年)。对本已捉襟见肘的支持服务的需求正在上升(公共政策研究所，2017)。通过将重点从个人转移到机构，并将以预防为基础的倡议纳入教育系统，这些被动的、个别的服务的负担可能会得到缓解(PHE 2015)。有规律的体力活动(PA)对男性健康和健康的益处是众所周知的(Dietz等人。2020)。回顾表明，PA干预改善了青春期的幸福感和生活质量(Hale等人，2021年；Piñeiro-Casio等人)。2021年)，并减少痛苦和抑郁的感觉(Heinze等人。2021年)在学生中(Gondoh等人2009年；Nabkasorn等人。2005)。至关重要的是，PA不仅使那些正在挣扎的人受益，而且还能预防精神疾病(Pascoe和Parker，2019；Heinzeet al.2021年)，即使在低强度或中等强度进行PA时也能感受到PA的好处(Smith、Ekelund和Hamer 2015)。尽管PA的好处，但这种活动的比率在整个青春期都在下降(Hale等人)。2021年)；全球80%的青少年未能达到每周150分钟PA的指导建议(Van Sluijs Etal)。2021年)。这一下降的部分原因可能是，随着重点转向普通中等教育证书和A-Level，而不是普通中等教育证书(van Sluijs等人)，青少年不再有机会参加全面的、以学校为基础的PA课程(van Sluijs et al.2021年)。校本课程不仅通过体育课和运动支持PA，而且还通过三种形式的课堂PA支持PA：身体活动学习、基于课程的活动休息和非课程休息(Watson等人)。2017年)。尽管呼吁将PA纳入课程(Kupchella2009；Levitsky等人)。2006年)，几乎没有证据表明在英国的大学里有任何系统的方法来推广PA。自从新冠肺炎大流行以来，将PA嵌入大学教育体验的需求变得更加迫切，因为大学已经接受了混合教学(即部分在线，部分面对面)，这可能会导致更低水平的工具性PA(马奎尔、戴尔和保利2020)。一个有效的嵌入式PA计划必须考虑到疫情后大学的需求和实践，并与利益相关者共同设计。该项目将开发一种将PA嵌入大学教育体验的方法，以增加PA并增强心理健康。我们将特别关注将PA嵌入大学经历的教育部分，因为这对所有机构来说都是常见的，但在考虑MH和幸福干预时往往被忽视。我们将遵循系统干预开发方法(‘Behavior ChangeWheel’，Michie，Atkins，and West 2014)。首先，通过与利益相关者的定性访谈，我们将寻求开发一份系统图，以确定学生PA在大学教育系统中是如何被促进或阻碍的。其次，我们将举办利益相关者研讨会，以确定系统中可能嵌入PA的关键位置，并共同设计干预策略。最后，我们将评估将PA嵌入该系统的干预的可行性和可接受性。

Today's university students are tomorrow's leaders,decision makers, workers and parents, and will shape theeconomy and society (Dietz et al. 2020). A sense of crisishas developed around the mental health (MH) of thesestudents (Higher Education Policy Institute 2016; Institutefor Public Policy Research 2017). Demand for already-overstretched support services is rising (Institute for PublicPolicy Research 2017). The burden on these reactive,individual services may be alleviated by shifting focus fromindividuals to institutions, and embedding prevention-based initiatives into the education system (PHE 2015). The benefits of regular physical activity (PA) for MH andwellbeing are well known (Dietz et al. 2020). Recentreviews demonstrate that PA interventions improvewellbeing and quality of life in adolescence (Hale et al.2021; Piñeiro-Cossio et al. 2021), and reduce feelings ofdistress and depression (Heinze et al. 2021) in students(Gondoh et al. 2009; Nabkasorn et al. 2005). Crucially, PAnot only benefits those who are struggling but can alsoprevent mental ill-health (Pascoe and Parker 2019; Heinzeet al. 2021) and the benefits of PA are felt even whenconducted at low or mild intensity (Smith, Ekelund, andHamer 2015).Despite the benefits of PA, rates of this activity declinethroughout adolescence (Hale et al. 2021); 80% ofadolescents globally fail to meet guidelinerecommendations of 150mins of PA per week (van Sluijs etal. 2021). The decline may arise partly because adolescentsare no longer exposed to comprehensive, school-based PAprogrammes, as the focus shifts to GCSEs and A-levels, orequivalent (van Sluijs et al. 2021). School-basedprogrammes support PA not only via PE lessons and sports,but also through three forms of classroom-based PA:physically active learning, curriculum-based activity breaks, and non-curriculum breaks (Watson et al. 2017). Despite calls to integrate PA into the curriculum (Kupchella2009; Levitsky et al. 2006), there is little evidence of anysystemic approach to PA promotion in UK universities. Theneed to embed PA into the university education experiencehas grown more acute since the COVID-19 pandemic, asuniversities have embraced blended delivery (i.e. partonline, part in-person), which likely incurs even lowerlevels of instrumental PA (Maguire, Dale, and Pauli 2020).An effective, embedded PA programme must consider thedemands and practices of the post-pandemic university andbe co-designed with stakeholders.This project will develop an approach to embed PA in theuniversity educational experience to increase PA andenhance mental health. We will specifically focus onembedding PA into the educational component of theuniversity experience, because this is common to allinstitutions, - yet often is neglected when considering MHand wellbeing interventions. We will follow a systematicintervention development approach (the 'Behaviour ChangeWheel', Michie, Atkins, and West 2014). First, throughqualitative interviews with stakeholders, we will seek todevelop a systems map to identify how student PA isfacilitated or hindered within the university educationsystem. Secondly, we will run stakeholder workshops toidentify key sites within the system at which PA might beembedded, and co-design intervention strategies. Finally,we will assess the feasibility and acceptability of anintervention embedding PA into this system.