Co-Curricular Activities and Motives for

Original Article
Participating in Physical Activity among
Health Sciences Students at Universiti
Sains Malaysia, Malaysia
Garry Kuan1, Nurzulaikha Abdullah2, Yee Cheng Kueh2,
Mohd Ismail3, Mohd Nazri Shafei3, Tony Morris4

Submitted: 12 Sep 2018 1

Exercise and Sports Science, School of Health Sciences, Universiti Sains
Accepted: 9 Jan 2019 Malaysia, 16150 Kubang Kerian, Kelantan, Malaysia
Online:  28 Feb 2019
2
Unit of Biostatistics and Research Methodology, School of Medical Sciences,
Universiti Sains Malaysia, 16150 Kubang Kerian, Kelantan, Malaysia
3
Department of Community Medicine, School of Medical Sciences,
Universiti Sains Malaysia, 16150 Kubang Kerian, Kelantan, Malaysia
4
Institute for Sport, Exercise and Active Living, College of Sport and Exercise
Science, Victoria University, Melbourne, Victoria, Australia

To cite this article: Kuan G, Abdullah N, Kueh YC, Ismail M, Shafei MN, Morris T. Co-curricular activities and
motives for participating in physical activity among Health Sciences students at Universiti Sains Malaysia, Malaysia.
Malays J Med Sci. 2019;26(1):138–146. https://doi.org/10.21315/mjms2019.26.1.13

To link to this article: https://doi.org/10.21315/mjms2019.26.1.13

Abstract
Background: The purpose of the study was to compare the motives for participating
in physical activity (PA) through the different types of co-curricular activities chosen by health
sciences undergraduate students at Universiti Sains Malaysia (USM), Malaysia.
Methods: The participants were university students at USM’s Health Campus, who were
invited to volunteer and complete two measures: a demographic form, including the types of
co-curricular activities in which the students chose to enrol (sports, uniform and art), and the
Physical Activity and Leisure Motivation Scale (PALMS).
Results: A total of 588 university students (female = 79.1%, male = 20.9%) with a mean
age of 19.77 (SD = 1.39) participated in the study. The results showed significant differences in the
motives of affiliation (P < 0.001), appearance (P = 0.008) and physical condition (P = 0.010) across
the types of co-curricular activities in which the students participated. The students who enrolled
in sports generally showed higher motives of affiliation, appearance and physical condition for
participating in PA than other types of co-curricular activities.
Conclusion: The study findings can provide further insights into the motives for
participating in PA among health sciences students and encouragement for students to integrate
PA into their daily routines.

Keywords: physical activity, motives, health science, academic, university

Introduction (1, 2). Previous researchers have found that

exercise can prolong life expectancy by as much
Physical activity (PA) and exercise, along as five years (3, 4). Janssen et al. (1) reported
with a healthy diet, can bring many important that adults who engage in moderate to vigorous
benefits for individuals, including a healthier activity for at least 150 min per week can live
lifestyle, prolonged life expectancy and higher longer than inactive adults. Promoting the
levels of physical and psychological wellbeing benefits of PA, rather than highlighting the

Malays J Med Sci. Jan–Feb 2019; 26(1): 138–146

www.mjms.usm.my © Penerbit Universiti Sains Malaysia, 2019
138 This work is licensed under the terms of the Creative Commons Attribution (CC BY)
(http://creativecommons.org/licenses/by/4.0/).
 Original Article | Co-curricular and motives of physical activity

negative consequences of inactivity, then can study performance (7, 8, 9) by enhancing

motivate people to undertake more PA. students’ aspirations to further their education
Engaging in PA for at least 20 min three and by reducing absenteeism (6).
days per week also helps increase mental health The types of curricular activities chosen
and reduce stress (1, 2, 4). One factor that can by students can be related to or contribute
mediate the effect of exercise is socialising with to motives for participation in PA. These
peers, such as spending time with five or more motives may vary as students choose co-
friends for at least two hours per day (1). A study curricular activities based on their preferences.
by researchers from the University of Minnesota The purpose of this study, therefore, was to
on 14,800 students at 94 colleges in the United determine whether there were any differences
States proved that socialising is an important in motives for PA participation based on health
aspect of participating in PA. In addition, PA science students’ co-curricular activities.
enhances mental health and reduces perceived
stress. The combination of exercise and Materials and Methods
socialising, therefore, can have positive impacts
on individuals’ health (1).
Study Design and Participants
A popular method of socialising among
university students is participating in co- This cross-sectional study involved
curricular activities. Co-curricular activities are 590 students from a diverse range of degree
programmes and learning experiences that in programmes related to the medical and health
some way complement what they are learning sciences at USM, Kubang Kerian, Kelantan,
in school or university. Such experiences might Malaysia. Convenience sampling was performed
be relevant to the academic curriculum. Co- to recruit participants, who volunteered to
curricular activities typically but not always complete the questionnaire. The inclusion
are separate from academic courses (5). They criteria were Malaysian undergraduate students
vary by university, although some institutions who were enrolled in a co-curricular activity
might have similar activities. The co-curricular during the data collection period and who
activities at Universiti Sains Malaysia (USM), had strong reading, speaking and writing
listed in the course registration guidebook, comprehension skills in Malay. The participants
are aimed at emphasising the importance of were required to comprehend Malay as the study
building soft skills, physical skills and critical used a Malay-language questionnaire. After
thinking to support a sustainable future. The co- removing problematic responses (i.e. missing
curricular activities can be categorised into three data for more than 30% of the questionnaire),
main categories: sports (e.g. volleyball, netball data from 588 participants were used in the
and football); independent uniformed groups analysis.
(e.g. military and police voluntary reserves and
Demographic Form
university student civil defence); and arts (e.g.
guitar playing, photography and drawing). All The participants were asked to complete a
students must enrol a co-curricular activity for short demographic form collecting information
at least a semester during their undergraduate on their gender, age, education, PA participation,
studies. PA types, sports experiences and participation in
Co-curricular activities are important for co-curricular activities.
students, and many colleges and universities
have made them mandatory. They present Physical Activity and Leisure Motivation
an area of institutional activity in which to Scale–Malay (PALMS-M)
inculcate values, develop additional life skills, The PALMS-M consists of 40 items with
stimulate cooperation among students and eight subscales measuring different types of
provide opportunities for socialising while motives: mastery, enjoyment, psychological
enjoying student life in beneficial, healthy ways condition, physical condition, appearance,
(6, 7). Co-curricular activities also serve as an affiliation, competition/ego and others’
aspect of university life in which students can expectations (10). Each subscale on the PALMS
gain practical experiences they do not get from contains five items measured on a 5-point Likert
classes or lectures, although some co-curricular scale, ranging from 1 (strongly disagree) to 5
activities are related to students’ courses of (strongly agree). Higher scores indicate greater
study. Co-curricular activities can help improve motivation, and vice versa. The PALMS-M has

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Malays J Med Sci. Jan–Feb 2019; 26(1): 138–146

been validated among university students, and including badminton, football, volleyball,
study results have indicated that the translated handball, swimming, netball and jogging. The
version of the PALMS-M questionnaire was mean level of the motives ranged from the
valid and reliable (10). The fit indices from lowest for others’ expectations (3.05; SD = 0.62)
confirmatory factor analysis indicated that to the highest for affiliation (4.21; SD = 0.55).
the measurement model of the PALMS-M was The descriptive statistics for the demographic
fit (root mean square error of approximation variables and motive subscales are listed in
(RMSEA) = 0.041, standardised root mean Table 1.
square residual (SRMR) = 0.052), and the We conducted one-way ANOVA to test for
composite reliabilities for all the subscales differences between the means of each motive
ranged from 0.65 to 0.85, indicating that the for PA participation based on the participants’
questionnaire was reliable. types of co-curricular activities. The results in
Table 2 showed significant differences in the
Procedure motives of affiliation (P < 0.001), appearance
The research was conducted in accordance (P = 0.008) and physical condition (P = 0.010)
with the Declaration of Helsinki and approved by the types of co-curricular activities selected by
by the USM Human Research Ethics Committee. the students.
In this study, the participants were briefed Further analyses of pairwise comparisons
on and informed about the study, and their between the sports, uniform and art categories of
informed consent was obtained. The participants co-curricular activities with significant ANOVA
completed the demographic form and results for the affiliation, appearance and
questionnaire during their co-curricular periods, physical condition motivations were performed
and the representatives from the group returned using Tukey’s post-hoc test (see Table 3). These
them to the university’s co-curricular office. analyses revealed that the participants who
chose sports co-curricular activities reported
Data Analysis significantly higher affiliation motives for PA
We conducted data entry and statistical participation than the students participating in
analyses using SPSS 22.0. We checked all the uniform and art categories. Participants in
the demographic forms and PALMS-M the sports category also reported a significantly
questionnaires for any indications of higher appearance motive than those in the
inappropriate responses, such as missing uniform category and a significantly higher
entries, normality and outliers. We used means physical condition motive PA than those in the
and standard deviations (SD) to describe the arts category.
numerical demographic variables and the levels After adjusting for the possible confounder
of the participants’ motives for PA participation. variable (gender) in the comparison using multi-
We used frequencies and percentages to way ANOVA, the PA participation motives of
describe the categorical demographic variables. affiliation, appearance and physical condition
We conducted one-way ANOVA to compare remained significantly different across the
the differences in motives across the types of comparison groups. Table 4 presents the results
co-curricular activities in which the students of the comparison of PA participation motives by
were involved. If one-way ANOVA indicated the type of co-curricular activities after adjusting
significant differences among the groups, for gender.
pairwise comparisons by Tukey’s post-hoc test
were used to identify the pairs in which the Discussion
differences occurred. Multi-way ANOVA was also
conducted adjusting for the possible confounder The present study yielded interesting
variable of gender to compare motives between findings on differences in the motives for PA
different types of co-curricular activities. participation among university students involved
in various types of co-curricular activities. Co-
Results curricular activities were important leisure
activities for the students, and the majority
The majority of the participants were female participated in various PA in addition to their
(79.1%), with a mean age of 19.77 (SD = 1.39). chosen co-curricular activity. Overall, the
Most were involved in weekly sporting activities, average duration of PA found in the present

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 Original Article | Co-curricular and motives of physical activity

Table 1.  Descriptive statistics for study variables

Variable Mean (SD) n (%)
Age (year) 19.77 (1.39)
Gender
Male 123 (20.9)
Female 465 (79.1)
Race
Malay 402 (68.4)
Chinese 108 (18.4)
Indian 50 (8.5)
Others 26 (4.4)
Type of co-curricular activity
Arts 294 (50.0)
Uniform 53 (9.0)
Sports 241 (41.0)
Frequency of exercise per week 2.30 (1.40)
Duration of exercise per session (minutes) 57.34 (35.89)
Motives for participating in physical activity:
Enjoyment 3.93 (.59)
Mastery 3.55 (.51)
Competition 3.72 (.66)
Affiliation 4.21 (.55)
Psychological 3.79 (.58)
Physical 3.37 (.45)
Appearance 3.80 (.51)
Other’s expectation 3.05 (.62)
Note: Exercise in this table refers to any planned, structured, and repetitive physical activity that students did during the week (11)

study was 57.34 min per week [SD = 35.89] researchers have demonstrated the benefits of PA
among the university students. DeLong (12) (17, 18, 19) and the risks of not being involved in
reported a lower mean of 51.5 min [SD = 27.58] any form of PA (4, 20).
for PA duration among college students. In Similar results on the direct relationship
addition, Ellis et al. (13) reported a mean of between motivation and physical activity
2.8 days of activity per week [SD = 2.2] as the come from a weight-loss programme studied
duration of PA of patients clinically diagnosed by Stevens (19). Motives for PA participation
with mental health conditions. Jaakkola were reported to increase the amount of PA in
and Washington (14) found that the mean a sample of Finnish adolescents (17), enhance
duration of PA was 3.96 [1.71] days per week mental health (2) and improve academic
for an adolescent population. Based on these performance (2, 9, 21). The present study is novel
studies, it is suggested that motivation affects as it provides insights into the PA participation
the duration of PA; therefore, more people will motives of undergraduate health sciences
engage in exercise for longer durations when students.
their motivation increased (15, 16). The type The descriptive statistics in the present
of co-curricular activity plays a significant role study showed that the eight PALMS motives for
in enhancing motivation for PA participation participating in PA among USM health sciences
among university students and young adults. It, students reached average to high levels, with
therefore, is important to motivate students to means of 3.05–4.21 on a scale ranging from
get involved in university co-curricular activities 1 to 5. This is equivalent to the eight PALMS
that can help increase their overall PA. Many motives reported by Zach et al. (16) using the

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Malays J Med Sci. Jan–Feb 2019; 26(1): 138–146

Table 2.  Comparison of means of motives of PA participation between types of co-curricular activity
Motives of participating in PA Co-curricular Mean (SD) F-stat (df) P-value
Enjoyment Arts 3.91 (0.59) 2.790 (2,579) 0.062
Uniform 3.78 (0.63)
Sports 3.98 (0.57)
Mastery Arts 3.55 (0.53) 0.771 (2,578) 0.463
Uniform 3.47 (0.48)
Sports 3.57 (0.51)
Competition Arts 3.72 (0.65) 2.336 (2,581) 0.098
Uniform 3.57 (0.70)
Sports 3.78 (0.65)
Affiliation Arts 4.17 (0.56) 8.223 (2,584) < 0.001
Uniform 3.99 (0.62)
Sports 4.30 (0.49)
Appearance Arts 3.79 (0.50) 4.833 (2,582) 0.008
Uniform 3.62 (0.48)
Sports 3.85 (0.53)
Physical Arts 3.32 (0.48) 4.634 (2,575) 0.010
Uniform 3.31 (0.32)
Sports 3.44 (0.43)
Psychological Arts 3.74 (0.62) 1.736 (2,579) 0.177
Uniform 3.79 (0.53)
Sports 3.83 (0.58)
Other’s Arts 3.02 (0.65) 1.673 (2,576) 0.189
expectation Uniform 2.97 (0.44)
Sports 3.10 (0.62)

Table 3. Pairwise comparison of mean between type of co-curricular activity for statistically
significance motives of PA participation
Motives of participating in PA Co-curricular Mean difference (95% CI) P-value
Affiliation Art versus Uniform 0.17 (-0.026, 0.37) 0.105
Art versus Sport -0.13 (-0.24, -0.015) 0.022
Uniform versus Sport -0.30 (-0.50, -0.10) 0.001
Appearance Art versus Uniform 0.18 (-0.012, 0.36) 0.072
Art versus Sport 0.06 (-0.17, 0.05) 0.369
Uniform versus Sport -0.24 (0.05, 0.43) 0.009
Physical Art versus Uniform 0.01 (-0.15, 0.18) 0.978
Art versus Sport -0.11 (-0.30, 0.04) 0.016
Uniform versus Sport 0.13 (-0.043, 0.30) 0.185
Note: CI = confidence interval

Hebrew language version of PALMS, which The one-way ANOVA results revealed
ranged from 2.65 to 4.45. Using the original significant differences in the three motive
English-language version of the PALMS with subscales of affiliation, appearance and
a Malaysian sample, Molanorouzi (22) also physical condition based on the type of co-
reported that the means of the subscales ranged curricular activities chosen by the participants.
from 3.66 to 4.19, quite similar to the results of The students involved in sports co-curricular
the present study using PALMS-M, the Malay activities were found to have the highest level
language version. It, therefore, can be concluded of PALMS-M motives, followed by the students
that the PALMS survey works in a similar way in who chose uniform activities and then the
Malay as other languages. students who chose arts activities. Regarding

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 Original Article | Co-curricular and motives of physical activity

Table 4. Comparison of means of motives of PA participation between types of co-curricular activity

after adjusting for gender
Adjusted mean
Motives of participating in PA Co-curricular F-stat(df) P-value
(95% CI)
Enjoyment Arts 3.97 (3.89, 4.05) 2.061 (2, 578) 0.128
Uniform 3.84 (3.68, 4.00)
Sports 4.02 (3.94, 4.09)
Mastery Arts 3.62 (3.55, 3.69) 0.595 (2, 577) 0.552
Uniform 3.53 (3.39, 3.68)
Sports 3.61 (3.54, 3.68)
Competition Arts 3.79 (3.70, 3.88) 1.747 (2, 580) 0.175
Uniform 3.64 (3.46, 3.82)
Sports 3.83 (3.74, 3.91)
Affiliation Arts 4.21 (4.14, 4.28) 7.011 (2, 583) 0.001
Uniform 4.04 (3.89, 4.19)
Sports 4.32 (4.25, 4.40)
Appearance Arts 3.82 (3.75, 3.89) 4.409 (2, 581) 0.013
Uniform 3.64 (3.50, 3.78)
Sports 3.87 (3.80, 3.94)
Physical Arts 3.38 (3.32, 3.44) 11.894 (2, 574) 0.048
Uniform 3.36 (3.24, 3.49)
Sports 3.47 (3.41, 3.53)
Psychological Arts 3.81 (3.73, 3.89) 0.912 (2, 578) 0.402
Uniform 3.86 (3.70, 4.03)
Sports 3.88 (3.80,3.96)
Other’s expectation Arts 3.12 (3.04, 3.21) 0.678 (2, 575) 0.508
Uniform 3.08 (2.91, 3.25)
Sports 3.17 (3.09, 3.25)
Note: CI = confidence interval

the affiliation motive, the sports co-curricular engaged in PA during their co-curriculum period
activities showed a significantly higher level than in addition to their daily routine. The students
the arts category (P = 0.022) and the uniform who chose sports co-curricular activities,
category (P = 0.001). Affiliation has been shown therefore, had higher levels of three motives to
to be a strong motive for participating in team participate in PA than the students who opted for
games, whereas art tends to be an individual the arts and the uniform co-curricular activities.
pursuit, and uniform groups take longer to Academic performance has been proven
develop affiliation than sports teams. Regarding to be influenced by extra co-curricular activities
the appearance motive, the sports co-curricular involvement and to reduce misconduct or
activities showed a significantly higher level than indulging in other antisocial behaviours due
the uniform category (P = 0.009). This result to the high-stress university student life (23).
supports a study (21) suggesting that people Darling (21) found that non-athletic students
who do sports care more about their appearance have poorer academic performance, academic
and seek to become more attractive. Regarding aspirations and attitudes towards school. In
the physical condition motive, the sports co- some cases, participation in non-sports co-
curricular activities had significantly higher curricular activities has a stronger association
levels than the art category (P = 0.016). After with being seen as good students and acts as a
adjusting for the possible confounder variable foundation for further education success (7).
of gender, the results remained the same with Sometimes, bias is possible as only students with
significant differences between co-curricular good grades opt to participate in co-curricular
groups with P-values of less than 0.050 for activities (6). At the same time, longitudinal
affiliation, appearance and physical condition. studies have suggested that sports participation
It correlates to the fact that the sports students helps raise students’ grades and test scores (6).

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Malays J Med Sci. Jan–Feb 2019; 26(1): 138–146

All undergraduate students should be given Conflict of Interest

opportunities to participate in co-curricular
activities according to their preferences. The The authors declare no potential conflicts of
present study has produced insights for health interest with respect to the research, authorship,
education providers to share to promote PA and/or publication of this article.
participation among university students.
Several limitations of the present study
should be addressed in future research. The
Funds
population of interest was university students,
but the present study recruited only students This work was supported by Universiti
in the health sciences, so the findings cannot be Sains Malaysia Short Term Grant (Grant Scheme
generalised to the whole population of university No. 304/PPSP/61313041).
students. It is suggested that the samples in
future research include students from a diverse Authors’ Contributions
range of degree programmes at more universities
to generalise results to the university student Conception and design: GK, YCK, TM
population. In addition, response bias may Analysis and interpretation of the data: GK, NA, YCK
have occurred during data collection. However, Drafting of the article: GK, NA, YCK, MII, MNS, TM
for the present study, all the co-curricular Critical revision of the article for important
participants available during the data collection intellectual content: GK, NA, YCK, MII, MNS
Final approval of the article: GK, NA, YCK, MII,
period were encouraged to participate in the
MNS, TM
study and answer honestly, so the bias should be
Provision of study materials or patients: MII, MNS
minimised. Other possible confounder variables, Statistical expertise: NA, YCK
such as the type of the participants’ degrees and Administrative, technical, or logistic support: MII,
courses, were not included in the analysis as such MNS
data was not collected. Future researchers can Collection and assembly of data: GK, NA, YCK
address this limitation and capture the types of
degrees and courses taken by university students.
Correspondence
Conclusion Dr Garry Kuan
PhD in Sports Psychology
In conclusion, the findings from this study (Victoria University, Australia),
showed that the students who enrolled in sports MSc Sports Science (USM)
co-curricular activities generally showed higher Exercise and Sports Science,
School of Health Sciences, Universiti Sains Malaysia,
motives of affiliation, appearance and physical
16150 Kubang Kerian,
condition for participating in PA than other types
Kelantan, Malaysia.
of co-curricular activities. Besides, the findings Tel: +609 767 7622
can provide further insights into the motives Fax: +609 767 7515
for participating in PA among health sciences E-mail: [email protected]
students and encouragement for students to
integrate PA into their daily routines.
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