Implementing Exercise is Medicine on Campus: A Mixed- Methods Evaluation of a Student-Led Health Promotion Initiative at a Small Liberal Arts College

Abstract

Purpose: This study evaluated a student-led Exercise Is Medicine On Campus initiative embedded within an undergraduate research methods course at a small liberal arts college. The project examined changes in program awareness, student engagement, and perceived barriers to physical activity using a mixed- methods approach. Guided by Self-Determination Theory, Social Cognitive Theory, and ecological perspectives, the initiative aimed to determine whether peer- led, socially oriented programming could enhance campus movement culture in a resource-limited setting. Methods: During Exercise Is Medicine Month (February"April 2025), students designed and delivered three physical activity events (volleyball, pickleball, slip-and-slide kickball) and disseminated a campus-wide promotional campaign. Pre-intervention (n = 84) and post-intervention (n = 71) surveys assessed physical activity levels, Exercise Is Medicine On Campus awareness, perceived campus support, and preferred health promotion services. Event-specific reflections captured qualitative insights about enjoyment, motivation, and barriers. Quantitative analyses included descriptive statistics and chi-square tests; qualitative data underwent inductive thematic analysis. Results: Awareness of Exercise Is Medicine On Campus increased from 22% to 56% (χ² = 21.4, p < .001). Interest in future programming increased from 48% to 68% (χ² = 9.2, p = .003). Perceived campus support for exercise increased from 64% to 81% (χ² = 5.7, p = .017). Students exercised an average of 5 ± 1.9 days per week. Qualitative themes from 35 students participating in events emphasized the importance of social motivation, peer modeling, program visibility, and low-pressure, enjoyable formats. Time limitations, fatigue, and inconsistent awareness remained the most commonly cited barriers. Conclusions: Integrating Exercise Is Medicine On Campus within an academic course substantially improved visibility and engagement despite minimal resources. Peer-led, socially supportive, play-based programming appears to be an effective strategy for promoting physical activity in small-college environments lacking formal wellness infrastructures. This curriculum-embedded model offers a scalable framework that simultaneously enhances student learning and strengthens institutional wellness capacity.