Significant numbers of undergraduate university students are not meeting the physical activity guidelines recommended by the World Health Organisation. These guidelines suggest that university students should aim for 150–300 min of moderate or 75–150 min of vigorous physical activity. Strategic interventions need to be implemented to address this global public health concern. The aim of this study was to review the strategies and best practices to enhance the physical activity levels of undergraduate university students. Utilising the PRISMA guidelines, electronic databases—PubMed, Science Direct, Academic Search Complete, ERIC, Web of Science, CINAHL, SAGE, and SPORTDiscus—were searched between September 2022 and February 2023 using terms and synonyms related to physical activity, strategies, best practices, and undergraduate university students. Studies were critically assessed for their quality using an adapted version of the CASP and RE-AIM frameworks. Eleven articles met the inclusion criteria for the review. The studies reported the use of social media platforms, mobile phone applications, web-based technology, online text messages, in-person classes, and an “exergame” as methods to increase engagement in physical activity. Findings from this review indicated that validated questionnaires emerged as the predominant measurement tool. Furthermore, the frequent use of social network sites served as a best practice for implementing and promoting physical activity interventions. It is recommended that universities promote health-enhancing physical activities based on current trends and strategies, such as technology-based interventions and the use of social media, that are relevant to contemporary university students.

Psychosocial factors such as mental health, motivation, and social support are key determinants of behavior that play a significant role in physical activity participation. Limited studies have investigated the relationship between psychosocial factors and physical activity among university students in Africa. The aim of this study was to determine the relationship between psychosocial factors and physical activity participation among undergraduate university students at a historically disadvantaged university (HDU) in South Africa. This was a cross-sectional study that used convenience sampling (n = 534, majority female, 53.6% with a mean age of 20.69). The study was conducted through an online, self-administered, and hard-copy, valid questionnaire in September 2022. Data on sociodemographic information were collected. Psychosocial factors were assessed using the Depression, Anxiety, and Stress-21 Scale for mental health, the Physical Activity and Leisure Motivation Scale for motivation, and the Perceived Social Support Scale for social support. Physical activity (calculated as MET-min/week) was assessed using the international physical activity questionnaire in short form. Results revealed that almost a third (29%) of undergraduate students were physically inactive, 31.1% were minimally active, and 39.9% were in the health-enhancing category. Physical activity was positively related to stress (r = 0.11, p < 0.05) and anxiety (r = 0.10, p < 0.05). Motivational factors were positively related to psychological condition and others’ expectations (r = 0.10, p < 0.05), and depression and others’ expectations (r = 0.11, p < 0.05). Results from this study highlighted that psychosocial factors were related to physical activity participation among undergraduate university students. Psychosocial factors should be considered a coping mechanism when implementing health-promoting strategies.

Family capabilities shape the well-being of individuals and families, particularly in diverse sociocultural contexts. However, existing frameworks often fail to capture the complexities of family dynamics, particularly in South Africa. This limitation is addressed in this study by developing a new conceptual model, through an ethic of care lens, to understand family. A Human-Centered Design strategy is employed, utilizing workshops to gather and deductively interpret data. A sample of 53 participants is recruited from two communities in South Africa. The Listening Guide approach is used to analyze the data, alongside thematic analysis, to identify overarching themes. The findings reveal tangible needs (material and physical requirements), as well as intangible needs (emotional and psychological support). The relation between these needs and harms highlights how care is shaped in families. While families endeavor to meet intangible needs, many fail to communicate these intangible needs, which also leads to harm. This is exacerbated when the primary caregiver within the family, the ‘glue’, has needs for care that are not met. In addition, the findings reveal the interrelatedness of care in family dynamics among family members, and help to explore the boundaries, capacities, and capabilities of what families do and how they care.

Introduction: Physical activity is vital for supporting holistic well-being. However, undergraduate university students often report low levels of participation, which has a detrimental influence on psychosocial factors (such as mental health, motivation, and social support). Limited studies have critically applied the Social Ecological Model to understand physical activity participation and psychosocial factors among students. Methods: This up-to-date critical narrative review explores the application of the Social Ecological Model to understand undergraduate university students’ physical activity levels and psychosocial factors. Databases (Google Scholar, PubMed, and SPORTDiscus) were searched to identify relevant studies published in English and available in full text, using key terms such as “social-ecological model,” “physical activity,” “exercise,” “psychosocial factors,” “undergraduate,” “university,” and “students.” Articles were selected based on their relevance to the Social Ecological Model framework and physical activity. Results: The review highlights key psychosocial factors, including mental health, motivation, and social support. Barriers, such as academic pressures, inadequate resources, and unsupportive environments, are also explored within the Social Ecological Model framework. While the model offers valuable insights into diverse influences on physical activity, this study critiques its limitations, particularly its limited consideration of cultural and technological factors that shape students’ contemporary experiences. Conclusion: This review highlights the value of the Social Ecological Model in understanding the factors that influence physical activity levels among undergraduate university students. University policies should adopt a multi-level approach to promote physical activity. Future research should address the model’s gaps regarding cultural diversity and technological influences to refine the model and inform tailored physical activity promotion strategies.

Physical inactivity among undergraduate university students has been considered a public health concern. To address this, researchers have utilized consensus workshop approaches to develop effective physical activity (PA) recommendations. However, the existing research has limitations: it is outdated, not context-specific to young adults, and does not account for psychosocial factors (such as mental health, motivation, and social support) that hinder or promote PA behavior, particularly in South Africa. Therefore, the purpose of this study was to engage with stakeholders to achieve a consensus on a set of context-specific guidelines to enhance the physical activities of undergraduate university students. Utilizing the Social Ecological Model, this study employed two online consensus workshops with 25 purposively selected stakeholders (Round 1 = 8 and Round 2 = 17). Stakeholders were divided into breakout rooms via the Google Meets feature, to discuss and brainstorm the guidelines, expressing their agreement or disagreement with the proposed names and descriptions. The consensus was considered achieved when the majority of stakeholder responses fell into the ‘Agree with the guideline’ category. An inductive thematic analysis approach was used to generate common themes, which were then coded via Atlas Ti. V8. Stakeholders reached a consensus on four categories and 32 guidelines, namely, PA (9 guidelines), mental health (7 guidelines), motivation (9 guidelines), and social support (7 guidelines). Each category, along with its respective set of guidelines, provides insights into the type of information undergraduate students require to enhance their PA participation. Using a consensus workshop facilitated the co-creation of context-specific guidelines to enhance the physical activities of undergraduate university students. This approach proved to be a valuable tool for fostering collaboration between academic staff and students.