Pedaling Through Discomfort: A Feasibility Study of Faculty-Led Spin Classes and Their Impact on Student Engagement, Resilience, and Faculty-Student Relationships

Abstract

This study explored the feasibility and impact of faculty-led Spin classes on college students’ engagement, well-being, and connection with faculty. Offered twice weekly at 7 AM during Fall 2024, the classes aimed to promote physical activity, resilience, and faculty-student relationships. Twenty-six students attended at least one class, with a median attendance of 4.5 sessions. Post-semester surveys (88% response rate) assessed perceived exertion, interest, enjoyment, challenge, improvement, and instructor encouragement. Students reported high levels of engagement and positive challenge (RPE = 15.3; challenge = 6.4/7). Those attending 7 or more sessions reported significantly greater perceived improvement than those attending fewer sessions (p = .01). Qualitative responses highlighted the benefits of connecting with faculty in a non- academic setting, feelings of encouragement, and personal growth through pushing physical and mental discomfort. Common barriers to continued attendance included early class time and scheduling conflicts. Findings suggest faculty-led fitness classes can foster meaningful student-faculty connections, encourage resilience, and support student well-being. Future studies should explore broader participation, varied class formats, and validated measures of belonging and grit.

Keywords:

• Faculty-Led Keyword: Faculty-Led
• Spin Class Keyword: Spin Class
• Cycling Keyword: Cycling
• Discomfort Keyword: Discomfort
• Student Engagement Keyword: Student Engagement

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