1. COLLEGE OF SOCIAL SCIENCE SCHOOL OF SPORT AND EXERCISE SCIENCE Relationships between mental toughness, physical activity and barriers to exercise in undergraduate students Elizabeth Stamp¹, Lee Crust¹, Christian Swann 1,2 ¹University of Lincoln, UK ² University of Wollongong, Australia

2. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Overview of the presentation Provide a background of mental toughness and physical activity levels in university students. Explain the method of the current study. Discuss the findings in relation to previous literature. Provide recommendations based on the findings.

3. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Mental toughness “The personality trait which determines in large part how people deal effectively with challenges, stressors, and pressure…irrespective of circumstances” (Strycharczyk & Clough., 2015). 4 C’s model of mental toughness (Clough et al., 2002)

4. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Mental toughness is significantly and positively related to academic achievement, and progression in first year university students (Crust et al., 2012). Senior management mental toughness is significantly higher than that of junior management and clerical staff (Marchant et al., 2009). Mental toughness is associated with higher levels of physical activity in university students (Gerber et al., 2012). One of the most important attributes for successful performance is mental toughness (Gould et al.,1987).

5. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk University students Physical activity levels decline when students begin university (Bray & Born, 2004).

6. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk University students Physical activity levels decline when students begin university (Bray & Born, 2004). Common barriers include access to facilities, lack of family support, and lack of time (Gyurcsik et al., 2006).

7. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk University students Physical activity levels decline when students begin university (Bray & Born, 2004). Common barriers include access to facilities, lack of family support, and lack of time (Gyurcsik et al., 2006). Those with a higher mental toughness have somewhat different perceptions of the barriers (Crust et al., 2014).

8. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Method In total, 167 undergraduate students (female = 123, male = 44; m age = 20.79, SD ± 3.38 years) completed an online questionnaire. –Demographic information –Mental Toughness Questionnaire (MTQ48; Clough et al., 2002) –Exercise Barriers Scale (Schreist, 1969)

9. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Method In total, 167 undergraduate students (female = 123, male = 44; m age = 20.79, SD ± 3.38 years)completed an online questionnaire. –Demographic information –Mental Toughness Questionnaire (MTQ48; Clough et al., 2002) –Exercise Barriers Scale (Sechrist, 1987) Data analysis included Pearson bivariate correlation, and hierarchal multiple linear regressions.

10. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk 31% Results Average mental toughness was 3.35 44% did not participate in regular physical activity Out of the 167 students: 28% 41%

11. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Correlations and hierarchal multiple linear regression VariableMean Correlation with mental toughness (r value) R2R2 Predictors (b) Exercise Milieu3.06 ±.62.34**0.16*** Life control (0.23*) Time Expenditure 3.13 ±.75.18*0.07*** Confidence in abilities (0.22*) Physical exertion2.48 ±.77.27**0.09** Commitment (0.20) Family Discouragement 3.25 ±.68.22**0.06* * p < 0.05; **p < 0.01; ***p < 0.001

12. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Correlations and hierarchal multiple linear regression VariableMean Correlation with mental toughness (r value) R2R2 Predictors (b) Exercise Milieu3.06 ±.62.34**0.16*** Life control (0.23*) Time Expenditure 3.13 ±.75.18*0.07*** Confidence in abilities (0.22*) Physical exertion2.48 ±.77.27**0.09** Commitment (0.20) Family Discouragement 3.25 ±.68.22**0.06* * p < 0.05; **p < 0.01; ***p < 0.001

13. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Exercise milieu Life control was the strongest predictor of exercise milieu. Internal attributions are associated with life control (Clough & Strycharczyk, 2012).

14. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Correlations and hierarchal multiple linear regression VariableMean Correlation with mental toughness (r value) R2R2 Predictors (b) Exercise Milieu3.06 ±.62.34**0.16*** Life control (0.23*) Time Expenditure 3.13 ±.75.18*0.07*** Confidence in abilities (0.22*) Physical exertion2.48 ±.77.27**0.09** Commitment (0.20) Family Discouragement 3.25 ±.68.22**0.06* * p < 0.05; **p < 0.01; ***p < 0.001

15. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Time expenditure Confidence in abilities was the strongest predictor of time expenditure. Confidence in abilities is associated with and logical analysis (Nicholls et al., 2008) and planning (Kaiseler et al., 2009).

16. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Correlations and hierarchal multiple linear regression VariableMean Correlation with mental toughness (r value) R2R2 Predictors (b) Exercise Milieu3.06 ±.62.34**0.16*** Life control (0.23*) Time Expenditure 3.13 ±.75.18*0.07*** Confidence in abilities (0.22*) Physical exertion2.48 ±.77.27**0.09** Commitment (0.20) Family Discouragement 3.25 ±.68.22**0.06* * p < 0.05; **p < 0.01; ***p < 0.001

17. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Physical exertion Commitment was the strongest predictor of physical exertion. Commitment is associated with directly coping with pain and negatively associated with pain catastrophizing (Levy et al., 2006). Commitment is negatively related to resignation (Nicholls et al., 2008).

18. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Correlations and hierarchal multiple linear regression VariableMean Correlation with mental toughness (r value) R2R2 Predictors (b) Exercise Milieu3.06 ±.62.34**0.16*** Life control (0.23*) Time Expenditure 3.13 ±.75.18*0.07*** Confidence in abilities (0.22*) Physical exertion2.48 ±.77.27**0.09** Commitment (0.20) Family Discouragement 3.25 ±.68.22**0.06* * p < 0.05; **p < 0.01; ***p < 0.001

19. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Family discouragement Smallest perceived barrier to exercise. 77% of the sample had moved away from home.

20. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Applied recommendations Screening device for students ‘at risk’.

21. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Applied recommendations Screening device for students ‘at risk’. Commitment and life control are the least hereditable components (Horsburgh et al., 2009).

22. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Applied recommendations Screening device for students ‘at risk’. Commitment and life control are the least hereditable components (Horsburgh et al., 2009). More encouraging environment.

23. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Applied recommendations Screening device for students ‘at risk’. Commitment and life control are the least hereditable components (Horsburgh et al., 2009). More encouraging environment. Future directions could include an intervention study.

24. SCHOOL OF SPORT AND EXERCISE SCIENCE estamp@lincoln.ac.uk Thank you for listening Any Questions?

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