This report gives an overview of the qualitative analysis of 17 participants who joined the UniFit program within the framework of a well-being study. The pilot study was conducted to examine the delivery of standard psychoeducation workshops through Campus Wellbeing in a gym setting for Macquarie University students in collaboration with Macquarie University Sport. The program involved 30 minutes of exercise and a 30 minute topic covered every week for 10 weeks.
The feedback has been analysed based on the questionnaires the participants completed during weeks 1, 5, 10 and a 3 month follow up of the program and the overall report is based on those qualitative results. The aim of the qualitative analysis of the findings is to illustrate and complement the results of the statistical data. They are aimed to:
• illustrate the results of the statistical data with respect to the benefits of the individual (i.e. was there a change of attitude? an increase in social networks? behaviour changes?)
• find out whether, and if so how, participants reflect on the program and their learning experience, whether they are aware of any benefits and able to identify them; • finding possible connections between the benefits of health and exercise and psychoeducation through the data provided; • explore the extent of the benefits produced for participants on program-related aspects such as the teacher (personality, expertise and teaching method/approach), the overall group dynamic, and so on, as expressed by participants based on their overall experiences; • identify ways in which benefits of the program, according to participants, emerge and develop in real-life and contexts, and ways in which they interrelate with them. To answer the questions, the participant’s feedback is analysed through a questionnaire about their health and fitness, their stress levels and about the impact that participation in the program has had if any on those areas. The key areas from the findings is to know how participation in the program affects and changes participant’s attitudes, self-concepts, health, fitness and their learning behaviour as well as their everyday lives, and how participants do assess this from the scoring of the questionnaires. This approach will find out if and how participants reflect on their learning experience, if they found any benefits and be able to explain how (through feedback) any changes they made that has affected their physical and mental health and fitness levels. Even with limited data, this approach allows for drawing of conclusions and hypotheses with regard to possible effects of the UniFit program based on participant’s questionnaires. Additionally, the questionnaires pay attention to a sense of belonging for participants within the University that appear to have an impact on the ways in which participants experience and report a connection. Among the research questions that have been formulated in the course of the program, this is not the core one since a connection to the University is not the focus but simply an additional area added to provide data. However, feedback on awareness of students who are actively engaged in the University is needed to assure an adequate interpretation of the results and the impact on the students in other areas. These aspects are discussed in the results and in the overall report and taken into consideration where appropriate. Methodology This report presents the findings of the qualitative component of the UniFit program that consists of a series of structured questionnaires with students of various age groups and studying differing degrees. …show more content…
They were asked to reflect on their current health, fitness, dietary and stress levels during different phases of the program in weeks 1, 5 and 10 with questions about physical activeness, nutrition, sleep and sense of belonging at Macquarie University.
Research design
The qualitative component of the well-being program is to be understood in the context of an overall progressive research design consisting of a small-scale survey (repeated 3 times throughout the program) to be completed by each of the students for the UniFit program, and a subsequent survey after 3 months of completion. The rationale behind the 3 month follow up survey component of the study was to provide more in-depth and more contextualised insights into how students perceive the outcomes and benefits (effects and changes) of participation in the UniFit program. Whereas the survey provided throughout the program provided information about the degree to