The well-being of first-year university students is a critical factor for success in university life. Thus, increasing physical activity (PA) is essential. However, longitudinal studies examining the effects of combined lecture–practice physical education classes on PA-related well-being remain limited. This study aimed to verify the effects of university classes on the PA-related well-being of freshmen at a paramedical university. The participants were 339 students (183 female) who completed questionnaires at the beginning and end of the exercise science class to assess their perception of PA, perceived PA benefits, regular PA, perceived class format effects, and enjoyable exercise options. Four-month university physical education classes increased the enjoyment of being physically active (p = 0.003, r = 0.27), perceived social bonding through PA (p < 0.001, r = 0.32), regular PA (p < 0.001, r = 0.54), and enjoyable exercise options (p < 0.001, r = 0.78). Lectures and practical classes played an important role in bringing about these changes. There were positive relationships between the change in enjoyment of being physically active and the change in perceived social bonding through PA (p < 0.001, r = 0.19) and enjoyable exercise options through the courses and regular PA (p = 0.02, r = 0.12). Combined lecture–practice physical education classes for first-year paramedical university students could enhance their perception of PA, perceived PA benefits, regular PA, and enjoyable exercise options. To further promote these potential benefits, it is important to incorporate diverse class formats, increase the variety of exercises, and encourage students to exercise with others.
Fukuie et al. (Thu,) studied this question.