Examining the Social and Mental Health Benefits of Virtual and In-Person Physical Activity Intervention Among Postsecondary Students: Quasi-Experimental Study.
deJonge M, Nesbitt A, et al. • JMIR mental health • 2026
Both virtual and in-person physical activity programming were effective for symptom reduction and social inclusion improvements among postsecondary students experiencing mental ill health, with no significant difference in outcomes between delivery modes.
Key Findings
Results
Both virtual and in-person PA delivery produced significant reductions in mental ill health symptoms and improvements in social inclusion across all outcomes.
All pre-post changes were statistically significant at P<.001 for both delivery modes
Effect sizes were described as moderate-to-large for both virtual and in-person conditions
Outcomes measured included anxiety, depression, social connectedness, emotional ties, social relationship quality, and well-being
The intervention was a 6-week structured and supervised PA program targeting physically inactive postsecondary students experiencing mental ill health
Results
There was no significant interaction effect between delivery mode (virtual vs. in-person) and time on any outcome.
The time × delivery mode interaction was non-significant: F5,84=0.72, ηp²=0.04, P=.60
This indicates that outcome change over time did not differ between virtual and in-person delivery
The in-person analytical sample was n=87 and the virtual analytical sample was n=62
A 2 (delivery mode) × 2 (time: pre-post) repeated-measures ANOVA was used to evaluate this objective
Results
Change in social inclusion indices explained unique variance in well-being beyond covariates and symptom reduction for both delivery modes.
For virtual delivery, social inclusion indices explained unique variance: R²adj=0.75, ΔR²=0.08, P<.001
For in-person delivery, social inclusion indices explained unique variance: R²adj=0.72, ΔR²=0.16, P<.001
Covariates controlled for included gender, mental illness, and ethno-racial identity
Hierarchical regression analyses were used to examine whether change in symptoms and social inclusion indices predicted change in well-being
Social inclusion indices contributed to well-being prediction beyond symptom reduction in both conditions
Methods
The study samples differed in demographic composition and mental illness prevalence between delivery modes.
Virtual sample: 95% women, 34% White, 21% South Asian, 55% with mental illness (n=62)
The combined comparison sample (n=92) was 90% women, 32% White, 20% South Asian, 59% with mental illness
Approximately 82-69% of participants across samples were young adults
Methods
The study used a quasi-experimental, multiphase pre-post design with data collected across three phases of programming delivery.
Data were collected across 3 phases: in-person delivery, virtual delivery, and a combined comparison phase
Two-tailed paired samples t tests were used to assess pre-post change within each delivery mode
Participants were physically inactive postsecondary students experiencing mental ill health
The design was quasi-experimental, not a randomized controlled trial, which limits causal inference
Discussion
The authors identify increasing online distance learning in postsecondary settings as a rationale for developing technology-enabled mental health prevention interventions.
Online distance learning is described as increasing across postsecondary settings worldwide
Virtual PA programming is positioned as an accessible, technology-enabled mental health prevention approach
The findings are framed as supporting the scalability of PA programming beyond in-person campus settings
Social factors are emphasized as relevant to both virtual and in-person PA-based mental health prevention strategies
What This Means
This research suggests that a 6-week supervised physical activity program can meaningfully reduce anxiety and depression symptoms and improve social connection and overall well-being in college and university students who are physically inactive and experiencing mental health challenges. Importantly, these benefits were found regardless of whether the program was delivered in person on campus or virtually through technology, with no statistically significant difference in outcomes between the two formats. Effect sizes were moderate to large, indicating the improvements were not trivial.
The study also found that improvements in social inclusion — feeling connected to others, having emotional ties, and having good-quality relationships — contributed to improved well-being above and beyond reductions in anxiety and depression symptoms. This was true for both the virtual and in-person groups, highlighting that the social dimension of physical activity programming may be an important ingredient in mental health benefits, even when participants are interacting remotely.
This research matters because postsecondary students face high rates of mental health challenges, and many institutions are increasingly offering courses and programs online, potentially reducing natural opportunities for social connection. These findings suggest that structured virtual physical activity programs could be a practical and effective way to support student mental health at scale, particularly for students who cannot easily access in-person programming due to distance, disability, scheduling, or other barriers.
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deJonge M, Nesbitt A, Darnell S, Hamza C, Sabiston C. (2026). Examining the Social and Mental Health Benefits of Virtual and In-Person Physical Activity Intervention Among Postsecondary Students: Quasi-Experimental Study.. JMIR mental health. https://doi.org/10.2196/92076