Covenant Akinremi
Research Mentor: Sandy Zalmout
Mentor Department: ICPSR, ISR
Author(s): Covenant Akinremi, Kathleen Ignatoski, Sandy zalmout
Session: Session 1 (9:00 AM – 9:50 AM)
Presentation Type: Poster 14
Abstract
Physical activity is widely recognized as a way to improve well-being physically and mentally. Despite these benefits, many college students, specifically neurodivergent students, tend to face barriers to participating in physical activity and sports. This study investigates the barriers to inclusive sports participation for neurodivergent college individuals and seeks to identify what factors alienate neurodivergent individuals from participating in sports. The results can be used as a starting point to study how to encourage active sports participation among neurodivergent college students and provide resources that would give them the space that is right for them. This project employs a mixed-methods approach to examine how engagement in sports or physical activity relates to students’ moods across student groups. Quantitative data were collected through a survey using a 1–5 scale to evaluate participants’ physical activity participation using various questions. In addition, qualitative interviews were conducted between three groups: neurodivergent students, students with physical disability, and students without either to compare their experiences across a set of questions asked to each group. The responses given were analyzed to examine if there were differences or similarities in the students’ experiences. Preliminary expectations suggest that physical activity and participation in sports may be associated with improved mood across all groups with students frequently describing reduced stress, rise in energy, and better mood regulation. However, existing literature also reveals that there are barriers to accessibility and inclusivity limiting these benefits for students. These challenges can influence how students are able to engage in sports and whether they are able to experience positive emotional outcomes. By involving student perspectives alongside existing research, this project contributes to more conversations about inclusion, accessibility, and well-being in campus recreation spaces.
