Physical Theater Class Experiences: Mental Health, Play, and the Love of Movement

Abstract

Mental health issues, especially among young women, have significantly increased due to Covid-19 pandemic. Although movement activities in Kinesiology and performing arts can have countless health benefits, physical activity declines drastically among mainly freshmen and young females. The purpose of this study was to examine the effects of physical theater (e.g., dance, aerial dance, calisthenics, strength training, balance, coordination, flexibility, and bodily expression) on mental health, healthy lifestyles, play, and the love of movement among college students. This was a mixed-methods, phronetic and temporal study encompassing quantitative and qualitative data among seven undergraduate students, who enrolled in a physical theater class. Dependent t-tests were conducted to examine differences in depression and stress between the beginning of the class and the end of the semester. Phronetic research was used to analyze the qualitative data and create themes and categories. Mental health improved with a nearly medium within-subject effect for stress (<i>d</i> = .32, <i>M</i>_difference = 3.5). These data were strengthened by the three emerging themes of the qualitative analysis. The first theme, <i>positive physical theater experiences</i>, included body confidence in expression, improved mental health, healthier lifestyle choices, and the love of movement. The second theme showcased the <i>playful nature of physical theater</i> (e.g., a non-purposeful, interactive, child-like activity, outside ordinary life). A few participants mentioned a couple of <i>negative physical theater experiences</i> (third theme), such as injury and darkness in expression. Movement educators in Kinesiology and performing arts should emphasize safe, bodily, creative, and playful activities within a supportive and community-oriented environment for the promotion of health and the love of movement.