{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T00:43:59Z","timestamp":1785545039550,"version":"3.56.0"},"reference-count":102,"publisher":"JMIR Publications Inc.","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JMIR Ment Health"],"abstract":"Abstract<\/jats:title>\n \n Background<\/jats:title>\n Physical activity (PA) is a promising prevention approach for supporting mental health and enhancing social inclusion among postsecondary students. However, it is unclear whether similar outcomes are realized when PA programming is delivered in-person versus virtually.<\/jats:p>\n <\/jats:sec>\n \n Objective<\/jats:title>\n Using data from a multiphase research project, the purpose of the study was to examine the influence of on-campus PA programming (virtual and in-person delivery) on mental ill health symptoms (ie, anxiety and depression), social inclusion indices (ie, social connectedness, emotional ties, and social relationship quality), and well-being. Three objectives were addressed: (1) to assess pre-post change in symptoms, social inclusion indices, and well-being for virtual and in-person delivery; (2) to evaluate whether outcome change over time differed by delivery mode; and (3) to examine whether change in symptoms and social inclusion indices predicted change in well-being for both delivery modes.<\/jats:p>\n <\/jats:sec>\n \n Methods<\/jats:title>\n \n Physically inactive postsecondary students experiencing mental ill health participated in a 6-week structured and supervised PA program. Pre-post intervention data were collected across 3 phases, and the analytical samples included: 1. In-person delivery (n=87; 82%, 69\/84 young adults; 86%, 86 women; 38%, 86 White; 20%, 86 Chinese; 86%, 87 with mental illness; 2. Virtual delivery (n=62; 69%, 61 young adults; 95%, 62 women; 34%, 62 White; 21%, 62 South Asian; 55%, 62 with mental illness), and 3. Data from students who received in-person or virtual delivery: (n=92; 67%, 91 young adults; 90%, 92 women; 32%, 92 White; 20%, 92 South Asian; 59%, 92 with mental illness). Data were analyzed using 2-tailed paired samples\n t<\/jats:italic>\n tests to address objective 1, a 2 (delivery mode) \u00d7 2 (time: pre-post) repeated-measures ANOVA to address objective 2, and hierarchical regression analyses to address objective 3.\n <\/jats:p>\n <\/jats:sec>\n \n Results<\/jats:title>\n \n Both virtual and in-person PA delivery were effective for symptom reduction and social inclusion improvements across all outcomes (\n P<\/jats:italic>\n <.001), with moderate-to-large effects. There was no significant time \u00d7 delivery mode (\n F<\/jats:italic>\n 5,84<\/jats:sub>\n =0.72,\n \u03b7p<\/jats:italic>\n \u00b2=0.04,\n P<\/jats:italic>\n =.60) interaction effect. Change in social inclusion indices explained unique variance in well-being, beyond covariates (gender, mental illness, and ethno-racial identity), and symptom reduction for virtual (\n R<\/jats:italic>\n 2<\/jats:sup>\n \n adj<\/jats:sub>\n <\/jats:italic>\n = 0.75,\n \u0394R<\/jats:italic>\n 2<\/jats:sup>\n =<\/jats:italic>\n 0\n .<\/jats:italic>\n 08\n , P<.<\/jats:italic>\n 001) and in-person (\n R<\/jats:italic>\n 2<\/jats:sup>\n \n adj<\/jats:sub>\n <\/jats:italic>\n = 0.72,\n \u0394R<\/jats:italic>\n 2<\/jats:sup>\n =0.16,\n P<\/jats:italic>\n <.001) PA delivery.\n <\/jats:p>\n <\/jats:sec>\n \n Conclusions<\/jats:title>\n Online distance learning is increasing across postsecondary settings worldwide, underscoring the need for accessible, technology-enabled mental health prevention interventions. The results provide support for the effectiveness of virtual and in-person PA programming for reducing symptoms of anxiety and depression, while also enhancing social inclusion indices and overall well-being. Social inclusion indices were also a key contributor to improved well-being, emphasizing the relevance of social factors in both virtual and in-person PA-based mental health prevention strategies for postsecondary students.<\/jats:p>\n <\/jats:sec>","DOI":"10.2196\/92076","type":"journal-article","created":{"date-parts":[[2026,6,11]],"date-time":"2026-06-11T19:12:50Z","timestamp":1781205170000},"page":"e92076-e92076","source":"Crossref","is-referenced-by-count":0,"title":["Examining the Social and Mental Health Benefits of Virtual and In-Person Physical Activity Intervention Among Postsecondary Students: Quasi-Experimental Study"],"prefix":"10.2196","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1486-9973","authenticated-orcid":false,"given":"Melissa L","family":"deJonge","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4100-3369","authenticated-orcid":false,"given":"Amy E","family":"Nesbitt","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2742-0737","authenticated-orcid":false,"given":"Simon C","family":"Darnell","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7402-0448","authenticated-orcid":false,"given":"Chloe A","family":"Hamza","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8419-6666","authenticated-orcid":false,"given":"Catherine M","family":"Sabiston","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1010","published-online":{"date-parts":[[2026,6,11]]},"reference":[{"key":"R1","doi-asserted-by":"crossref","unstructured":"Arnett JJ . 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