Exploring and Comparing Physical Activity Behaviors among College Students Enrolled in an 8-week and 16-week Fitness Class at an HBCU

Amy D. Linder¹, Hsin-Yi Liu¹, Mijon R. Knight¹, Chermaine Cole^1, , Sonya Reddick-Shaw¹ and Walter Munoz¹

¹Dept. of Kinesiology & Recreation Administration, NC Central University, Durham, USA

Cite this paper:
Amy D. Linder, Hsin-Yi Liu, Mijon R. Knight, Chermaine Cole, Sonya Reddick-Shaw and Walter Munoz. Exploring and Comparing Physical Activity Behaviors among College Students Enrolled in an 8-week and 16-week Fitness Class at an HBCU. Journal of Physical Activity Research. 2026; 11(1):21-28. doi: 10.12691/jpar-11-1-3

Abstract

This study examined and compared physical activity behaviors and fitness outcomes among college students enrolled in 8‑week and 16‑week fitness courses at a historically Black college and university (HBCU) in the southeastern United States. Using a quasi‑experimental design grounded in Ajzen’s (1991) Theory of Planned Behavior (TPB), physical fitness and behavioral intention outcomes were analyzed across course formats. Participants included 57 students who completed pre‑ and post‑fitness assessments and an early‑semester physical activity behavior survey. Results indicated significant pre‑ to post‑test improvements in both course formats, with broader multidimensional gains observed in the 8‑week course. Students reported positive exercise attitudes and moderate‑to‑high intentions for moderate‑to‑vigorous physical activity. No significant between‑group differences were detected across course length. Findings suggest that both condensed and traditional academic fitness formats can effectively promote physical activity engagement in HBCU populations. Implications for fitness curriculum design, behavioral sustainability, and equitable access to structured physical activity are discussed.

Keywords:
college students physical activity behaviors accelerated courses fitness HBCU Theory of Planned Behavior

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