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The purpose of the study was to examine the effect of guided imagery, tai chi chuan integrated programs and traditional single-content programs on college students' anxiety and depression in the physical education instructional settings. Seventy-one college students (42 females, 29 males) enrolled in the self defense classes from two universities participated in the study. Three experimental groups were formed: G1, guided imagery integration with self-defense; G2, tai chi chuan integration with self-defense; G3, self defense only. The effect of the treatments was observed by measuring participants' pre- and post-class anxiety and depression levels during the first and the eighth weeks of the eight-week intervention. Results indicated that no significant difference was found among the three groups on anxiety and depression during the first measure. However, after 8 weeks of conditioning, it was found that the guided imagery and tai chi chuan integrated groups showed significantly lower anxiety and depression scores than that of the control group. The results suggested that the integrated programs benefit students more mentally than the traditional single content programs. While universities provide campus clinical and counseling services for student mental health, the instructional programs integrated with physical and relaxation exercises are valuable remedies that should not be ignored.
Anxiety and depression are the leading conceres of college students' mental health (Rice & Leffert, 1997; Rimmer, Halikas, & Schuckit, 1982; Vredenburg, O'Brien, & Krames, 1988). Attending classes, taking tests, writing papers, and doing homework keep students running into busy schedules. Moreover, working, nurturing a child, and taking care of other life concerns can create considerable stress. Yet the average sleep time of college students is only about 6-7 hours. This type of lifestyle may directly contribute to high levels of anxiety and depression, which according to research affect up to 50% of the student body, with an additional 10 to 17 % having "urgent" or "acute" problems (Bertocci, Hirsch, Sommer, & Williams, 1992; Thompson, Bentz, & Liptzin, 1973). Researchers also found that approximately half the depressed students reported having considered committing suicide, which was about twice as common among North American students compared with non-students of the same age (Beck & Young, 1978; Vredenburg, O'Brien, & Krames, 1988). Anxiety and depression could also lead to lower attendance rates,...