Undergraduate Students’ Perceptions of Resilience Following a Physical Activity Course with Embedded Resilience Curriculum: A Qualitative Study

Abstract

Resilience is increasingly recognized as a critical component of student well-being and academic success. Embedding resilience education within existing coursework may offer a promising avenue for fostering adaptive skills in emerging adults. This study explored undergraduate students’ perceptions and experiences of resilience following their participation in a 15-week, two-credit physical activity course that included an embedded resilience curriculum. Thirty-two undergraduate students responded to five structured reflective prompts at the end of the semester. The reflections invited students to describe their evolving definition of resilience, identify surprising or impactful content, express curiosity about future learning topics, and highlight strategies they anticipated using beyond the course. Thematic analysis of the responses revealed that students’ understanding of resilience evolved into a view of it as a multidimensional, learnable set of skills rooted in self-awareness, intentional practice, and holistic wellness. Students were particularly surprised by the influence of internal factors such as mindset, self-compassion, and cognitive patterns. They expressed interest in further exploring resilience in relation to social connection, community, and mental health. Key strategies identified for future use included mindfulness practices, emotional regulation, and time management. These findings highlight the effectiveness of integrating resilience education into higher education curricula and how such integration can foster self-reflective growth and equip students with practical strategies to support their long-term well-being. Implications for future research and program development are discussed.