Project – Physical Activity Patterns and Mental Well-Being among Undergraduate Students: A Study of Students of the University of Lagos, Akoka

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Physical activity is an important component of healthy living and has implications for both physical and psychological health. It includes bodily movement produced by skeletal muscles that requires energy expenditure and may occur through exercise, sports, recreation, transportation, household activities and other daily activities. Regular physical activity is associated with a broad range of health benefits, including improved cardiovascular health, better physical fitness, healthier body composition, improved sleep and enhanced mental health. The World Health Organization (WHO, 2020) recommends that adults aged 18–64 years should engage in at least 150–300 minutes of moderate-intensity aerobic physical activity per week, or 75–150 minutes of vigorous-intensity activity, or an equivalent combination of both. The guidelines also recommend muscle-strengthening activities involving major muscle groups on at least two days per week and encourage individuals to reduce sedentary behaviour.

Physical activity is particularly relevant to young adults because the university period represents an important stage in the development and consolidation of lifelong health behaviours. Undergraduate students are generally transitioning from adolescence to adulthood and are expected to manage increasing academic, social, financial and personal responsibilities. During this period, students establish patterns of physical activity, dietary behaviour, sleep and sedentary behaviour that may continue into later adulthood. A systematic review by Rhodes et al. (2024) noted that significant numbers of undergraduate students do not meet recommended physical activity levels and that universities therefore represent an important setting for promoting physical activity. The review identified technology-based interventions, social media, mobile applications, web-based programmes and organised physical activities as potentially useful approaches for improving students’ engagement in physical activity.

University life can, however, create conditions that discourage regular physical activity. Students may spend substantial periods attending lectures, reading, conducting research, completing assignments or using computers and mobile devices. Academic workloads may encourage prolonged sitting and reduce the time available for exercise and recreation. In addition, students may have irregular schedules, limited financial resources, transportation demands and competing social commitments. These circumstances may contribute to sedentary lifestyles, particularly when physical activity is not deliberately incorporated into students’ daily routines. The problem is further reinforced by the increasing use of digital technologies for learning, communication and entertainment, which can extend the amount of time students spend sitting or using screens.

Sedentary behaviour is distinct from physical inactivity but is closely related to it. A student may meet the recommended level of physical activity but still spend many hours sitting during lectures, studying or using electronic devices. The WHO (2020) therefore recommends not only regular physical activity but also the reduction of sedentary time. Evidence informing the WHO guidelines indicates that replacing sedentary time with physical activity of any intensity can provide health benefits. This distinction is important among university students because academic activities may necessarily require periods of sitting, while prolonged recreational screen use and other sedentary behaviours may further increase total sedentary time.

Beyond physical health, physical activity has important implications for mental well-being. Mental well-being involves positive psychological functioning, emotional balance, the ability to cope with normal challenges, positive relationships, personal growth and a sense of purpose and effectiveness. The university environment can place substantial psychological demands on students. Academic examinations, assignments, financial pressures, uncertainty about future employment, relationship issues, family expectations and social adjustment may contribute to stress, anxiety and depressive symptoms. Consequently, maintaining good mental well-being is an important component of successful university life.

The relationship between physical activity and mental well-being has been examined extensively. The WHO (2020) recognises physical activity as beneficial to mental health and reports evidence of reduced symptoms of anxiety and depression among physically active adults. Physical activity may also contribute to cognitive health and better sleep, both of which are important for students’ academic and psychological functioning. Physical activity may therefore represent a relatively accessible health behaviour through which students can support their psychological well-being while simultaneously improving their physical health.

Several mechanisms have been proposed to explain the relationship between physical activity and mental well-being. Regular physical activity may influence mood through physiological and psychological processes, including changes in neurochemical activity, improved sleep, reduced physiological stress responses, enhanced self-esteem and increased opportunities for social interaction. Participation in sport or group exercise may additionally provide students with opportunities to develop friendships and social support. Exercise can also provide a temporary break from academic demands and may allow students to regulate stress and negative emotions.

Empirical evidence among university students increasingly supports the potential mental-health benefits of physical activity. A systematic review and meta-analysis by Dingle and colleagues (2024) examined 59 studies concerning physical activity interventions and undergraduate students’ mental health. The meta-analysis found that physical activity interventions were associated with reductions in symptoms of anxiety, depression and stress. Specifically, the pooled effects indicated reductions in anxiety, depression and stress symptoms, although the authors noted substantial heterogeneity and generally low certainty of evidence across the included studies. These findings suggest that physical activity may be useful as part of broader strategies for promoting student mental health, while also demonstrating that the nature and quality of physical activity interventions matter.

Recent research has further emphasised the importance of examining students’ physical activity patterns rather than considering physical activity simply as an isolated behaviour. A 2026 systematic review examining joint physical activity and screen-time patterns among university students found that higher physical activity combined with lower screen time was more consistently associated with better mental health and sleep, whereas lower physical activity combined with higher screen time was associated with poorer outcomes. This finding is particularly relevant in contemporary universities where students increasingly depend on smartphones, computers and online platforms for both academic and recreational purposes.

The Nigerian context makes this issue especially important. Nigerian university students operate within an environment characterised by academic competition, financial challenges, transportation difficulties, changing social expectations and limited access to some health-promoting facilities. Although universities may provide sports and recreational opportunities, students’ participation may vary according to availability, accessibility, personal motivation, academic schedules and other factors. Physical activity may consequently differ substantially across students even within the same institution.

Nigerian empirical studies provide evidence that physical activity is associated with psychological outcomes among university students. Ugwueze, Agbaje, Umoke and Ozoemena (2021) investigated physical activity and psychological well-being among 243 male university students in South-East Nigeria. Using the International Physical Activity Questionnaire-Short Form and Ryff’s Psychological Well-Being Scale, the researchers found that total physical activity was significantly associated with psychological well-being, including dimensions such as self-acceptance, positive relations and purpose in life. Their findings provide direct Nigerian evidence of an association between physical activity and psychological well-being among university students.

Similarly, Okeafor and Okeafor (2020) examined physical exercise and depressive symptoms among 292 undergraduate students at Alvan Ikoku College of Education in Owerri, Imo State. The study found that approximately 64% of the students did not engage in regular physical exercise. Students who regularly exercised had lower depressive symptom scores than students who did not, while regression analysis showed that regular physical exercise was significantly associated with lower depressive symptoms. The authors concluded that physical exercise may have a preventive influence on depressive symptoms among Nigerian students.

Evidence from Nigerian university populations also indicates that physical activity may interact with academic stress. A study among 256 undergraduates of the University of Nigeria, Enugu Campus, examined physical activity levels, academic stress and musculoskeletal disorders. The study reported moderate academic stress and found evidence linking academic stress and lower physical activity with adverse physical outcomes. Although the study did not focus exclusively on mental well-being, its findings illustrate how students’ academic experiences and physical activity behaviours can intersect.

The University of Lagos (UNILAG), Akoka, provides an important setting for examining this issue. As a major Nigerian university, the institution has a large and diverse undergraduate population exposed to different academic disciplines, workloads, lifestyles and social environments. The university also has recreational and fitness facilities intended to provide opportunities for physical activity. Ajibola and Aladesokun (2015), in a study specifically involving undergraduate students of the University of Lagos, investigated factors affecting the utilisation of an on-campus fitness and recreation centre. Their study involved 200 undergraduate students and demonstrated that physical activity opportunities and utilisation of recreational facilities were relevant issues within the University of Lagos student population.

The existence of recreational facilities, however, does not necessarily guarantee regular physical activity. Students’ participation may be influenced by their academic schedules, motivation, awareness, accessibility, social environment, perceived benefits and competing responsibilities. Therefore, it is important to move beyond the mere availability of physical activity facilities and examine the actual patterns of activity among students. Such patterns may include frequency, duration, intensity, type of activity and the extent to which students meet recommended physical activity levels.

Mental well-being among university students also deserves attention because psychological difficulties can have consequences for academic and social functioning. Students experiencing persistent stress, anxiety or depressive symptoms may encounter difficulties concentrating, attending classes, completing academic work and maintaining interpersonal relationships. Recent research involving undergraduate students in Lagos provides further evidence that mental health problems constitute a relevant concern in the university environment. A recent study among undergraduate students at the University of Lagos reported substantial levels of suicidal behaviour, suicidal ideation, depression and anxiety, highlighting the need for stronger campus mental-health promotion and support systems. While suicidal behaviour represents a more severe mental-health outcome than general psychological well-being, the evidence reinforces the importance of investigating modifiable behaviours that may contribute to students’ overall mental health.

The post-COVID-19 environment has also strengthened interest in students’ physical activity and mental health. The pandemic disrupted educational activities, reduced opportunities for organised physical activity and increased reliance on digital communication and home-based activities. For many students, restrictions on movement and changes in academic arrangements altered normal exercise routines. Research among university students during and after the pandemic has consequently paid increasing attention to the relationship between physical activity, sedentary behaviour and mental health. A study examining physical activity and depressive symptoms among Nigerian undergraduates during the COVID-19 period reported a strong negative relationship between physical activity and depression symptoms and argued that reduced physical activity during pandemic-related disruptions may have contributed to mental-health difficulties.

However, the relationship between physical activity and mental well-being should not be interpreted as automatically causal in every circumstance. Students who have better mental well-being may be more motivated to engage in physical activity, while students experiencing psychological distress may be less likely to participate. Other factors such as sleep, social support, socioeconomic circumstances, academic workload, personality, physical health and access to recreational facilities may influence both physical activity and mental well-being. Consequently, empirical research is necessary to determine the nature and strength of the relationship within specific populations.

There is also a need to distinguish between different patterns of physical activity. Frequency alone may not adequately describe students’ physical activity behaviour. The intensity, duration and type of activity may produce different experiences and outcomes. For example, walking to and from campus, participating in organised sports, jogging, gym-based exercise and recreational activities may contribute differently to students’ total activity levels. The WHO (2020) guidelines recognise physical activity across different domains, including recreation, transportation, work, education and household activities. Therefore, a comprehensive examination of undergraduate students should consider physical activity as a multidimensional behaviour.

The literature nevertheless reveals a contextual gap. Existing Nigerian studies have demonstrated relationships between physical activity and psychological well-being or depressive symptoms among students, but relatively limited evidence specifically examines the physical activity patterns and mental well-being of undergraduate students at the University of Lagos, Akoka. The earlier UNILAG study by Ajibola and Aladesokun (2015) focused on factors affecting the utilisation of fitness and recreation facilities rather than the relationship between students’ physical activity patterns and mental well-being. Similarly, studies conducted in other Nigerian universities cannot automatically be generalised to UNILAG because institutional environments, student populations, facilities, academic demands and social contexts differ.

It is therefore important to investigate physical activity patterns and mental well-being among undergraduate students of the University of Lagos. Understanding the frequency, duration, intensity and forms of physical activity among students, as well as their levels of psychological well-being, may provide evidence for designing appropriate health-promotion programmes. The findings may also help university authorities, student affairs units, health services, sports administrators and counsellors understand whether encouraging regular physical activity could form part of broader strategies for supporting student mental health.

Against this background, this study examines Physical Activity Patterns and Mental Well-Being among Undergraduate Students: A Study of Students of the University of Lagos, Akoka. The study focuses on the patterns of physical activity among undergraduates and investigates whether a significant relationship exists between physical activity and their mental well-being.

1.2 Statement of the Problem

University students constitute an important young-adult population whose health behaviours may have long-term implications for physical and psychological health. Despite the recognised benefits of regular physical activity, many undergraduate students experience lifestyles characterised by prolonged sitting, intensive academic activities, extensive screen use and irregular exercise. The WHO (2020) recommends that adults undertake 150–300 minutes of moderate-intensity aerobic physical activity or 75–150 minutes of vigorous-intensity activity per week, together with muscle-strengthening activities on at least two days per week. However, evidence from international university-student research indicates that substantial numbers of students do not meet these recommendations.

The problem is particularly important because undergraduate students are simultaneously exposed to psychological pressures associated with academic life. Tests, examinations, assignments, deadlines, financial concerns, social relationships, family expectations and uncertainty about future employment can contribute to stress and other mental-health difficulties. When students also maintain sedentary lifestyles and engage in little physical activity, they may lose an important opportunity for supporting psychological well-being. The concern is therefore not only that some students may be physically inactive, but that low physical activity may coexist with poor mental well-being.

Evidence from Nigeria illustrates the seriousness of the issue. Okeafor and Okeafor (2020) found that 64% of the undergraduate students in their Nigerian study did not engage in regular physical exercise, while those who exercised regularly had significantly lower depressive symptom scores. This suggests that insufficient physical activity may be relevant to the psychological health of Nigerian students. However, findings from one institution cannot automatically be generalised to students at the University of Lagos.

There is also evidence that Nigerian university students experience measurable psychological challenges. Ugwueze et al. (2021) found a significant association between physical activity and psychological well-being among male university students in South-East Nigeria. Furthermore, recent evidence among University of Lagos undergraduates indicates the presence of depression, anxiety, suicidal ideation and suicidal behaviour, demonstrating that mental-health concerns within the student population warrant serious attention. These findings raise an important question concerning the extent to which modifiable lifestyle behaviours such as physical activity may be associated with students’ psychological well-being.

Another aspect of the problem is the changing nature of students’ daily routines. Contemporary undergraduate students depend heavily on computers, smartphones and online platforms for academic work, communication and entertainment. Digital learning and online academic resources provide significant educational benefits, but they may also increase sedentary time. When prolonged sitting for lectures and academic work is combined with recreational screen use, students may spend much of the day physically inactive. The WHO (2020) has therefore emphasised the importance of limiting sedentary behaviour and replacing sedentary time with physical activity of any intensity.

The availability of sports and recreational facilities does not necessarily solve the problem. Ajibola and Aladesokun (2015) investigated the utilisation of fitness and recreation facilities among University of Lagos undergraduates and demonstrated that factors affecting students’ use of campus recreational facilities warranted empirical attention. Thus, even within an institution where opportunities for physical activity exist, students may not necessarily participate regularly. Academic workload, motivation, accessibility, time constraints, social factors and personal preferences may influence participation.

A further problem concerns the nature of students’ physical activity patterns. It is inadequate to classify students simply as active or inactive because physical activity varies in frequency, duration, intensity and type. Some students may participate in organised sports, others may walk regularly, while others may engage in occasional exercise without meeting recommended levels. Consequently, there is a need to establish the actual patterns of physical activity among University of Lagos undergraduates and determine whether these patterns are associated with differences in mental well-being.

There is also a research gap concerning the specific University of Lagos context. Although Nigerian studies have examined physical activity and psychological outcomes among students in other institutions, and previous research has examined recreation-centre utilisation at UNILAG, there is insufficient institution-specific evidence linking students’ physical activity patterns with their mental well-being. The University of Lagos has a distinctive academic and social environment, and its students may have different activity patterns from students in other Nigerian institutions. Therefore, evidence from other universities cannot be assumed to fully represent the experiences of UNILAG undergraduates.

The absence of such evidence may make it difficult for university health administrators, counsellors, sports departments and student-affairs authorities to determine the extent to which physical activity should be incorporated into student mental-health promotion. Without adequate information about students’ activity patterns and mental well-being, interventions may focus mainly on treating psychological difficulties after they emerge rather than promoting preventive health behaviours.

The problem, therefore, is the limited empirical understanding of the relationship between physical activity patterns and mental well-being among undergraduate students of the University of Lagos, Akoka. It is necessary to determine how frequently students participate in physical activity, the forms and intensity of activities they undertake, their level of mental well-being and whether differences in physical activity are associated with differences in mental well-being.

This study consequently seeks to provide empirical evidence on the relationship between physical activity patterns and mental well-being among undergraduate students of the University of Lagos. The findings are expected to provide a basis for evidence-informed health-promotion strategies that encourage appropriate physical activity and contribute to the psychological well-being of students.

1.3 Purpose of the Study

The main purpose of this study is to examine the relationship between physical activity patterns and mental well-being among undergraduate students of the University of Lagos, Akoka.

Specifically, the study seeks to:

1. determine the level and pattern of physical activity among undergraduate students of the University of Lagos;
2. identify the major types and forms of physical activities undertaken by undergraduate students of the University of Lagos;
3. examine the frequency, duration and intensity of physical activity among undergraduate students of the University of Lagos;
4. assess the level of mental well-being among undergraduate students of the University of Lagos

1.4 Research Questions

The following research questions will guide the study:

1. What is the level and pattern of physical activity among undergraduate students of the University of Lagos?
2. What are the major types and forms of physical activities undertaken by undergraduate students of the University of Lagos?
3. How frequently, how long and at what intensity do undergraduate students of the University of Lagos engage in physical activity?
4. What is the level of mental well-being among undergraduate students of the University of Lagos?

1.5 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: There is no significant relationship between physical activity patterns and mental well-being among undergraduate students of the University of Lagos, Akoka.

1.6 Significance of the Study

The study will be significant to the management of the University of Lagos because it will provide empirical information about students’ physical activity behaviours and mental well-being. The findings may assist the university in strengthening health-promotion policies, recreational programmes and student-support services.

The study will also be useful to the University of Lagos Health Services and counselling units. Information concerning the relationship between physical activity and mental well-being may assist health professionals and counsellors in developing preventive programmes that incorporate healthy lifestyle behaviours alongside existing mental-health services.

The findings will be relevant to the Sports and Physical Education authorities of the university. The study may provide evidence that can support the development of accessible recreational activities, sports programmes, fitness initiatives and other opportunities that encourage students to participate regularly in physical activity.

The study will benefit undergraduate students by increasing awareness of the potential relationship between physical activity and psychological well-being. Greater awareness may encourage students to incorporate appropriate physical activity into their daily routines and to recognise physical activity as one component of a healthy lifestyle.

The study will also be useful to parents and other stakeholders in student welfare by providing information about lifestyle behaviours that may contribute to students’ well-being during university education.

Finally, the study will contribute to academic literature on physical activity and mental well-being among university students in Nigeria. It may provide a basis for future studies and allow researchers to compare findings from the University of Lagos with evidence from other Nigerian and international university populations.

1.7 Scope of the Study

The study focuses on Physical Activity Patterns and Mental Well-Being among Undergraduate Students, using students of the University of Lagos, Akoka as the study population.

The content scope covers physical activity patterns and mental well-being. Physical activity patterns will be examined in terms of frequency, duration, intensity, type and participation in activities such as walking, running, sports, gym-based exercise and other recreational activities. Mental well-being will focus on students’ psychological functioning, including positive emotional states, ability to cope with challenges, social relationships, sense of purpose and general psychological well-being.

Geographically, the study is restricted to the University of Lagos main campus at Akoka, Lagos State. The study will focus on undergraduate students and will not cover postgraduate students or students from other universities.

1.8 Limitations of the Study

One possible limitation of the study is self-report bias. Information about physical activity and mental well-being will largely depend on respondents’ ability and willingness to report their experiences accurately. Some students may overestimate their physical activity or underreport psychological difficulties.

Another limitation is the cross-sectional nature of the study. Data collected at one point in time can demonstrate an association between physical activity and mental well-being but cannot conclusively establish a cause-and-effect relationship.

The study may also be affected by academic workload and timing of data collection. Students’ physical activity and mental well-being may vary during examination periods, holidays and normal academic periods.

In addition, differences in students’ faculties, levels of study, gender, residence and personal circumstances may influence both physical activity and mental well-being. Despite these limitations, appropriate sampling and validated research instruments will be used to improve the reliability and usefulness of the findings.

1.9 Operational Definition of Terms

Mental Well-Being: A positive state of psychological functioning in which an individual is able to cope with ordinary challenges, maintain positive relationships, experience positive emotions and function effectively in daily life.

Physical Activity: Any bodily movement produced by skeletal muscles that results in energy expenditure, including walking, running, sports, exercise, recreation, transportation and other physical activities.

Physical Activity Pattern: The frequency, duration, intensity, type and regularity with which an individual engages in physical activity.

Undergraduate Student: A student enrolled in a first-degree or other undergraduate academic programme at the University of Lagos.

Sedentary Behaviour: Time spent in waking activities characterised by very low energy expenditure while sitting, reclining or lying down.

Exercise: A planned, structured and repetitive form of physical activity undertaken with the objective of improving or maintaining physical fitness.

Psychological Well-Being: The extent to which an individual experiences positive psychological functioning, including self-acceptance, autonomy, positive relationships, environmental mastery, purpose in life and personal growth.

University of Lagos (UNILAG): A Nigerian public university located in Akoka, Lagos State, and the institution in which the respondents for this study are enrolled.

1.10 Organisation of the Study

The study is organised into five chapters. Chapter One presents the introduction, background to the study, statement of the problem, purpose of the study, research questions, hypothesis, significance, scope, limitations and operational definitions of terms.

Chapter Two reviews relevant conceptual, theoretical and empirical literature on physical activity, physical activity patterns, mental well-being and the relationship between physical activity and psychological health among university students.

Chapter Three presents the research methodology, including the research design, study population, sample size, sampling technique, research instrument, validity and reliability of the instrument, data collection procedures and methods of data analysis.

Chapter Four presents the analysis and interpretation of data collected from respondents and discusses the findings in relation to the research questions and hypothesis.

Chapter Five provides the summary of findings, conclusion and recommendations and suggests areas for further research.

Project – Physical Activity Patterns and Mental Well-Being among Undergraduate Students: A Study of Students of the University of Lagos, Akoka