A DIGITAL STORYTELLING INTERVENTION: HOW IT AFFECTS PARTICIPATION IN PHYSICAL ACTIVITY AMONG COLLEGE STUDENT

Abstract

Research indicates that physical activity can increase health benefits in a variety of ways (Plotnikoff et al., 2015), including maintenance of overall body function, mental well-being, increased attention span, cognitive functioning among students, and reduction of risk for chronic diseases (Aaltonen et al., 2013). The purpose of this mixed methods study was to gain insight as to how a digital storytelling intervention could affect college students relative to physical activity from both a quantitative and qualitative perspective. Using prior literature and a theoretical framework focusing on achievement goal theory, a digital storytelling intervention was implemented with students in a Kinesiology 1100 Personal Fitness and Wellness class. Participants were responsible for creating a digital story based on the physical activity they participated in over an 8-week study. Quantitative data were collected based on pre- and post-assessments of Push–up test, PACER test, height, and weight. Qualitative data was gathered via face-to-face semi-structured interviews with five participants. Findings from this study concluded that there was a positive change based on physical assessment scores within the group who utilized the digital storytelling intervention. Additionally, participants indicated that, although they were not familiar with the concept of digital storytelling, they had a positive experience using digital storytelling as an effort to increase their overall participation in and perception of physical activity. Participants reported improvement in feelings of motivation and accountability, as well as an increase in physical activity and strength at the conclusion of the study.