How exercise makes us feel matters: a qualitative investigation into the affective experiences of physically active university students

University students represent a population at heightened risk of physical inactivity, with significant implications for both physical and mental health. While exercise promotion strategies often focus on cognitive and behavioural mechanisms, there is growing interest in the role of affective experiences, how exercise makes individuals feel, in shaping long-term engagement. This qualitative study explored exercise-related affect within university settings among physically active UK students. 19 students (10 female, 9 male) participated in semi-structured interviews, and data were analysed using reflexive thematic analysis, incorporating both inductive and deductive reasoning. Five primary themes were identified: The Temporality of Exercise Goals, Establishing Routine Amidst the Chaos, The Exercise Context, A Path to Belonging, and Digital Technology. Together, these themes highlight how students’ affective responses to exercise, and the associations they form with these experiences, are shaped by the interplay of physical, psychological, social, and environmental factors. Notably, participants’ accounts revealed the disruptive nature of university life, where academic pressures, irregular schedules, and competing demands frequently undermined sustained exercise engagement. Considering these challenges, the findings offer a range of strategies that may support students’ engagement with exercise by enhancing the affective and emotional experience. Practical strategies identified included prioritising proximal goals, exercising in outdoor environments, and adapting intensity around academic pressures. These insights can inform the design of affect-based interventions to support student exercise engagement and wellbeing. They also highlight directions for future research on the role of affect in exercise behaviour within university populations.