Enhancing Health Through Physical Activity Among Saudi College Students

Importance of Physical Activity for College Students’ Health

Physical activity (PA) is essential for maintaining and improving overall health. As defined by the World Health Organization (WHO), PA encompasses any bodily movement produced by skeletal muscles that requires energy expenditure (WHO, 2023). Engaging in regular PA has numerous health benefits, including enhanced cardiovascular function, increased bone density, improved muscle strength, and better mental health outcomes (WHO, 2023). For college students, the transition to higher education can often disrupt previously established routines, leading to a decline in physical activity levels. This decline can contribute to a variety of health issues, including obesity, anxiety, and depression (Lee et al., 2012).

Research indicates that college students who engage in regular PA experience better academic performance, improved mood, and enhanced overall quality of life (Brown et al., 2020). Studies have shown that a structured PA program can lead to enhancements in mental health, including reductions in anxiety and depressive symptoms (Marquez et al., 2020). Additionally, maintaining a physically active lifestyle helps in developing lifelong healthy habits, which are crucial in preventing chronic diseases later in life (Alhazzaa, 2018). Therefore, fostering a culture of physical activity within universities is vital for promoting the well-being of Saudi college students.

Current Trends in Physical Activity Levels in Saudi Arabia

Current data suggest that physical activity levels among college students in Saudi Arabia are alarmingly low. A systematic review identified that only approximately 27% of Saudi college students meet the WHO-recommended levels of PA (WHO, 2023). Most studies included in the review utilized self-reported measures of PA, such as the International Physical Activity Questionnaire (IPAQ), highlighting the need for objective assessments in future research (Alrushud et al., 2024).

The barriers to engaging in PA among Saudi college students include limited access to facilities, lack of time and motivation, and cultural factors that may discourage active lifestyles (Bajuaifer & Alrashdi, 2024). A significant portion of students reported feeling that academic pressures prevent them from participating in regular exercise (Alhazzaa, 2018). Furthermore, the impact of the COVID-19 pandemic has exacerbated these issues, leading to increased sedentary behavior and decreased engagement in physical activities (Jouhar et al., 2021).

Table 1: Summary of Physical Activity Levels Among Saudi College Students

Barriers Faced by Saudi College Students in Engaging in Physical Activity

The barriers to PA engagement among Saudi college students are multifaceted. A significant number of students cite time constraints due to academic responsibilities as a primary barrier to participating in physical activities (Bajuaifer & Alrashdi, 2024). Other reported barriers include:

1. Limited Access to Facilities: Many students lack access to appropriate recreational facilities, which limits opportunities for PA (Alhazzaa, 2018).
2. Cultural Norms: Cultural expectations and norms may discourage certain forms of physical activity, particularly among female students (Bajuaifer & Alrashdi, 2024).
3. Motivation: A lack of motivation and social support can hinder students from engaging in regular PA (Alrushud et al., 2024).
4. Environmental Factors: Weather conditions and urban design can also impact students’ ability to participate in outdoor activities (Alhazzaa, 2018).

Understanding these barriers is crucial for developing effective interventions aimed at increasing PA levels among college students in Saudi Arabia.

Effective Strategies to Promote Physical Activity in Universities

To effectively promote physical activity among Saudi college students, universities can implement several strategies:

1. Awareness Campaigns: Educational campaigns that highlight the benefits of PA can motivate students to engage in regular exercise. These campaigns can utilize social media platforms and campus events to reach a broader audience (Marquez et al., 2020).

2. Enhanced Accessibility: Universities should invest in creating more recreational facilities and provide access to fitness programs that cater to different interests and skill levels (Lee et al., 2012).

3. Structured Programs: Implementing structured physical activity programs, such as intramural sports, fitness classes, and outdoor adventure clubs, can encourage students to participate actively (Bajuaifer & Alrashdi, 2024).

4. Peer Support Initiatives: Establishing peer mentorship or buddy systems can help increase accountability and motivation among students, fostering a supportive environment for physical activity (Alhazzaa, 2018).

5. Incorporation of Technology: Using mobile apps and fitness trackers can help students monitor their activity levels and set personal fitness goals, making PA tracking engaging and interactive (Alrushud et al., 2024).

6. Cultural Considerations: Interventions should be culturally sensitive and consider gender-specific preferences and norms to enhance participation rates, particularly among female students (Bajuaifer & Alrashdi, 2024).

Table 2: Proposed Strategies for Promoting Physical Activity

Future Research Directions on Physical Activity and Health Outcomes

Future research should address the gaps in understanding physical activity levels among college students in Saudi Arabia. Key areas for exploration include:

1. Longitudinal Studies: Conduct studies that track changes in PA levels over time, particularly during significant transitions in students’ lives (e.g., moving from high school to university) to assess the long-term effects of interventions.

2. Objective Measures: Utilize objective measures of physical activity, such as accelerometers or pedometers, to complement self-reported data and provide a more accurate assessment of students’ activity levels (Alhazzaa, 2018).

3. Impact of Interventions: Evaluate the effectiveness of specific interventions aimed at increasing PA among students, with a focus on culturally tailored approaches that address identified barriers (Jouhar et al., 2021).

4. Health Outcomes: Investigate the relationship between physical activity levels and various health outcomes, including mental health, academic performance, and overall well-being, to provide a comprehensive understanding of the benefits of PA (Lee et al., 2012).

5. Gender-Specific Research: Explore gender differences in physical activity patterns and barriers to engagement to develop targeted interventions that meet the unique needs of male and female students (Bajuaifer & Alrashdi, 2024).

FAQ

What is the recommended amount of physical activity for college students?
The WHO recommends that adults, including college students, engage in at least 150–300 minutes of moderate aerobic physical activity or 75–150 minutes of vigorous aerobic physical activity per week.

What are common barriers to physical activity among Saudi college students?
Common barriers include lack of time due to academic pressures, limited access to facilities, cultural norms, and a lack of motivation and social support.

How can universities promote physical activity among students?
Universities can promote physical activity through awareness campaigns, enhanced accessibility to recreation facilities, structured fitness programs, peer support initiatives, and the incorporation of technology.

Why is physical activity important for college students?
Physical activity is important for improving physical health, mental well-being, academic performance, and overall quality of life, which can help in developing lifelong healthy habits.

References

1. World Health Organization. (2023). Global recommendations on physical activity for health

2. Lee, I. M., Shiroma, E. J., Lobelo, F., et al. (2012). Effect of physical inactivity on major non-communicable diseases worldwide: An analysis of burden of disease and life expectancy. The Lancet, 380, 219-229 12)61031-9

3. Brown, C. E., Richardson, K., Halil-Pizzirani, B., et al. (2020). Key influences on university students’ physical activity: a systematic review using the Theoretical Domains Framework and the COM-B model of human behaviour. BMC Public Health, 24(418). https://doi.org/10.1186/s12889-023-17621-4

4. Alhazzaa, H. M. (2018). Physical inactivity in Saudi Arabia revisited: A systematic review of inactivity prevalence and perceived barriers to active living. International Journal of Health Sciences, 12(50-64)

5. Bajuaifer, S. S., & Alrashdi, N. Z. (2024). Physical activity levels among college students in Saudi Arabia. Saudi Medical Journal, 46(6), 587-600. https://doi.org/10.15537/smj.2025.46.6.20240073

6. Alrushud, A., et al. (2024). Assessing physical activity levels and barriers among Saudi college students: A systematic review. Med Sci Monit, 26, e12199643. https://doi.org/10.12659/MSM.948695