From Campus Running Participation to Exercise Habit Formation: Pathways of Motivational Transformation

Abstract

Campus running has become a common form of organized physical activity in universities, but regular participation does not necessarily lead to a lasting exercise habit. Many students begin running because of course requirements, mileage targets, or assessment rules, which can create stable participation for a period of time without producing a strong willingness to exercise independently. This paper examines how motivation may change during this process and why such change is important for the formation of exercise habits. It argues that the transition from external participation to sustained exercise depends on whether students gradually recognize the personal value of exercise, experience competence and enjoyment, and gain greater control over their own physical activity. Excessive reliance on distance, frequency, and completion-based assessment may keep running at the level of task fulfillment and weaken this transition. A more effective approach is to use campus running as an initial structure for participation while gradually increasing autonomy, improving exercise experience, and connecting running with broader forms of independent physical activity. The value of campus running, therefore, should not be judged only by completed mileage or participation rates, but also by whether it helps students continue exercising when external requirements are reduced or removed.