Abstract
PURPOSE: To examine the post-retirement changes in physical activity (PA) behavior and motivation among collegiate student-athletes.
METHODS: Student-athletes in their final year of eligibility from two Midwestern universities were recruited via convenience and reverse snowball sampling. PA was measured immediately after retirement and four months later via accelerometers. Monthly motivation scores were collected using the Behavioral Regulation for Exercise Questionnaire (BREQ-2). To gain more insights into changes in PA behaviors, qualitative interviews were conducted immediately after retirement and four months later. Descriptive statistics and paired t-tests were performed using SPSS version 24.0.
RESULTS: Four out of the initial 63 student-athletes participated in the study, including two female Division I and two male Division III soccer players. Participants showed an increase in sedentary activity from 29.12 hrs/wk ± 10.25 immediately after retirement to 43.74 hrs/wk ± 40.29 four months after retirement. Light intensity activity decreased from 58.66 hrs/wk ± 10.08 to 48.75 ± 10.48, and moderate intensity activity decreased from 21.64 hrs/wk ± 4.54 to 20.34 hrs/wk ± 2.30. One participant significantly decreased their light intensity activity (p < 0.001), and two participants significantly increased their sedentary activity (p = 0.038; p < 0.001). Regarding motivation, amotivation scores were the lowest (baseline: 0.06 ± 0.125; four month post-retirement: 0.00 ± 0.00), while autonomous motivation scores were the highest (baseline: 3.32 ± 0.30; four months post-retirement: 3.47 ± 0.31). Qualitative interviews immediately after retirement revealed common themes including reduced pressure, significance of PA, and immediate enjoyment. Follow-up interviews at four months revealed themes such as changes in motivation, goals, enjoyment, access to resources, and time management.
CONCLUSIONS: Retired student-athletes displayed higher levels of sedentary behavior and decreased participation in light and moderate activities. Autonomous motivation played a role in shaping their PA behaviors.