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The literature shows an inverse association between exercise and mental disorders. The aim of this study is to further elaborate on this association with regards to exercise and its relationship with anxiety and depression in a college sample. The subject group focused on seniors in the Spit for Science data set which incorporated a total of 821 students. Physical activity was assessed using the International Physical Activity Questionnaire (IPAQ) to estimate the overall metabolic equivalents (MET’s) each student spent in walking, moderate, or vigorous activity levels in the previous week. Sum scores were used to measure depression and anxiety. Overall,the data showed that students 124 students had a walking or low activity level, 255 had a moderate activity level, and 442 had a vigorous or high activity level. There is a significant mean difference in anxiety and depression sum scores between moderate compared to vigorous and moderate compared to low exercise classifications, however no significant mean differences were found between vigorous compared to low exercise groups. Tests showed the correlation between overall MET’s per week compared to anxiety and depression was significant, with an inverse association between the two. This inverse relationship showed that as the overall MET’s increased, the sum score of depression and anxiety both decrease and vice versa. Regression analyses are underway, and covariates are being assessed, for further analyses to determine the relationship between exercise and depression and anxiety. The results of this study can lead to understanding the link between how much exercise is needed to derive a mental benefit as well as where the threshold amount of exercise needed to reverse detrimental effects of inactivity is.
physical activity, exercise, depression, anxiety, students, spit for science, cobe, ipaq, vcu, health, psychology, science
Categorical Data Analysis | Exercise Science | Health Psychology | Mental Disorders | Multivariate Analysis | Psychiatric and Mental Health
Current Academic Year
Dr. Amy Adkins
© The Author(s)
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