Integrating a Fitness-Based Software App within a College Resistance Training Class to Foster Learning and Motivation

The purpose of this study was to examine how a supplemental software app influenced motivation and learning within an 8-week beginner weight training class. This study utilized a mixed methods control-intervention design involving four beginning resistance training classes where the intervention group (n=3) had access to PLT4M and the control class (n=1) did not. The classes shared the same syllabus, learning activities, and assessments underpinned by Self-Determination Theory, with the classes taught through The Spectrum teaching styles. Data were collected from course evaluations (n=59, 58%), pre-post motivational surveys (n=21, 21%), and six student focus groups (n=42, 41%). t-tests of both groups taken together revealed significant changes in intrinsic motivation (t(20)=−3.53, p = 0.002) and behavior intention (t(20)=−5.73, p < 0.001) to resistance train. Non-parametric Mann–Whitney U tests of pre- and post-motivational surveys found that the only difference between groups were positive attitudes related to resistance training (U = 38.5, p = .002). Qualitative results indicate that increases in motivation and behavior intention were mainly due to the knowledge and disposition of the instructor, class climate, and instructional strategies, further supported by PLT4M. Digital technology can help instructors differentiate instruction and support learning and motivation if situated within clear pedagogical strategies that are needs-supportive.