Method: After 7 years of student exposure to this curriculum we surveyed 121 students taking a senior capstone class to determine general satisfaction and perceptions of the class. Then over the years we analyzed the pre and post class 1.5 mile walk/run, exercise identity, and motivation to exercise. Some of these data were presented at local conferences or at institutional forums. This comprehensive analysis was done in conjunction with a SACS accreditation review and updating curriculum.
Analysis/Results: Henrich and Carleton (1999) surveyed 5 senior university capstone courses (n=121). There was an 86% retrospective satisfaction rating for the class. However, only 36% of the students continued to exercise after completion of the class. Since 2000, 1 ½ mile run times were collected from students to assess the impact of the class on aerobic fitness levels. Soukup (2012) reported aerobic improvements of 8.14% (p < .0001) amongst sedentary students and 9.14% (p < .0001) improvement in Hispanic females. This group also had significantly improved identities and motivations towards exercise as measured by the BREQ-2. Soukup (2012) reported an increase of 12.8% (p < .0001) in exercise identity in Hispanic females and Soukup, Fike, and Liu noted an increase of 9.2% in female students at the end of the semester. Barton-Weston, Henrich, Soukup and Carleton (2012) used the BREQ-2 to assess attitudes towards exercise and scale found significant improvement in 3 different internal factors related to exercise motivation.
Conclusions: The researchers conclude the Dimensions of Wellness class has significantly improved the aerobic fitness levels and motivation to exercise of students over the past 25 years.