E.g. some students want to get healthy. I'm in a 120 challenge course right now. I know I never would have taken it without the coercion, but now I'm glad I'm forced to do it.
Other students will want sports (tennis, soccer, etc. are options) while others want to pretend they're not just exercising (ninja training, humans vs zombies, Nerf gun battles, etc).
As the article points out, there is an innate laziness in most people. My natural tendency is laziness. Even the fit, athletic, body building people I talk to report really struggling to keep their motivation.
Even people who like exercise often have to force themselves to do it. As long as there are palatable options, the coercion here isn't going to make people any more likely to not exercise later in life because humans are already really bad at that. Ideally the coercion would help remind students of the value of exercise building lifelong habit. If that doesn't work out, at least they'll have exercised at all in their adult life.
Much of what we do started out by being forced to do it. We keep doing it out of habit, social pressure, and in many cases the belief that it is a good thing (brushing our teeth, eating healthy, etc.), but it's often force, habit, and social pressure ('ew, you don't shower regularly?') that got us there in the first place. Most of it is not default behavior.
Similarly, I think mandatory exercise could be very effective in normalizing exercise, which is a very important step in getting more people do do so.
Of course, the exact implementation matters a great deal. But stating that it will backfire strikes me as a unwarranted conclusion.
EDIT: also, exercise, unlike many other healthy things and unlike many things that we are forced to do, is actually fun and even addictive.
I think the real problem is exposure. I don't like running, soccer, or football -- so my years in PE were generally a waste. There are physical hobbies I enjoy but the odds of being exposed to them in high school were improbably slim.
That said, I do hope of course that they offer more variety than they often do in high school. I was pretty lucky with my high school and definitely benefitted from being exposed to sports that I still engage in occasionally (rugby and ice skating).
> Forcing college students to exercise will backfire, leading many of them to stop as soon as the course is over.
How is this backfiring, if those students would never have exercised at all without the mandatory courses? Plus, you're overlooking the cohort who had never previously been exposed to the benefits of physical activity (maybe this is more prevalent at MIT...) and end up sticking with it. Among my friendgroup the latter is more common than the former.
At least they did in 1976. ;-) I wonder if they still do?
Your comment made me realize why I never liked sports. I don't really care for any of those things.
I never did enough sports or with enough regularity to get the famous serotonin/dopamine kick though.
Last time I tried running it was only pain, sweatiness and unachievement
Got to try it again, but it's hard to find motivation to do something that feels like torture.
A good example is the armed forces, where recruits are forced into a very regimented routine.
My father was in the marines, and by his description they turned him from someone who lacked discipline and was not fit into the exact opposite.
When he retired, he kept up his routines: rising early, keeping fit. He's tried to instill the same discipline in his daughters - it's not as effective when it's not mandatory however.
It's been said that "love is a better master than duty," and requiring college students to take a physical education course sounds like a duty.
If you want people to exercise without coercion for the rest of their lives, I think you have to tap into intrinsic motivation, i.e., the unique things that get you excited. Depending on your personality and life experience, that might be novelty, socializing, recognition, or competition.
Forcing college students to exercise will backfire, leading many of them to stop as soon as the course is over.