Physical Wel-being of Students and Role of Nudges in Compliance to Healthy Behaviours

Physical Wel-being of Students and Role of Nudges in Compliance to Healthy Behaviours | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Physical Wel-being of Students and Role of Nudges in Compliance to Healthy Behaviours LIZA ATTERY, SARITA ANAND, APARNA AGARWAL, SUNAINA DUA, RUCHI KAUSHIK This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6515370/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Nudges are a promising approach to promoting healthier habits among young adults who might otherwise find it difficult to uphold a healthy lifestyle in the face of social and academic demands. This research paper examines the physical well-being of college-going students of Delhi University employing the Trans-Theoretical Model of Change (TTM). The primary objective of the study was to understand students' perceptions of their physical well-being and analyze the stages of their physical well-being as per the TTM. Responses from a sample of one hundred students using a pre-tested attitudinal scale with respect to key components of physical well-being such as nutrition, fitness, brisk walking, etc. were commutated in alignment with the 5 levels of stages of change. The findings indicated that while most students recognized the importance of physical well-being, their engagement in healthy behaviours varied significantly across the TTM stages. Nudges, such as reminders and incentives, and daily enforcement of a nutritious diet in a college that teaches courses in nutrition have been found to positively influence students' movement towards better physical well-being. The study concludes that targeted nudges can be an effective strategy to promote healthier lifestyle and physical wellness among students, thereby enhancing their overall well-being and academic performance. This highlights how behavioural nudges can encourage healthier lifestyles among college students by analyzing the relationship between academic performance and physical well-being. This aligns with Sustainable Development Goal 3 (Good Health and Well-Being) and fosters long-term progress in health and education outcomes. Physical Well-being Students Nudges Trans-theoretical Model (TTM) Health Promotion Academic Performance Nutrition Lifestyle Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 1. INTRODUCTION 1.1 Background and Significance of Physical Well-being in Students A student's physical health is a crucial aspect of their overall health and has a significant impact on their social interactions, mental health, and academic performance. Due to the rigorous academic demands, lifestyle changes, and changing social dynamics, students frequently experience elevated stress levels in the demanding setting of higher education, all of which can have a detrimental effect on their physical health. Being physically fit integrates a number of dimensions encompassing physical fitness, nutrition, emotional stability, and social health, each of which contributes to a student's capability to progress through their academic journey successfully. Maintaining students' physical wellness has numerous advantages because regular exercise and proper nutrition are associated with enhanced cognitive performance, increased focus, and better stress management. Additionally, research indicates that adolescents who engage in physical activity are more likely to have better emotional well-being and fewer symptoms of sadness and anxiety. Therefore, it is essential to make sure youngsters accomplish a balanced state of physical well-being because this promotes long-term personal development in addition to academic accomplishment. Higher education institutions are putting more emphasis on methods to encourage students' physical well-being as a result of their growing awareness of the close connection between academic achievement and physical health. [1,2,3]. 1.2 Introduction to the Concept of Nudges and Their Relevance in Promoting Physical Well-being The term "nudges," which comes from behavioural economics, refers to discrete interventions meant to affect people's choices and actions in a way that promotes improvement without restricting their autonomy (Thaler & Sunstein, 2008). Nudges use non-intrusive techniques like reminders, rearranging environments, or offering incentives to "push" people into healthier or more advantageous habits. These interventions have been especially effective in health-related scenarios, where they can encourage behaviours like enhanced physical activity, healthier eating habits, or reduced harmful behaviours such as cigarette smoking. [4,5] Nudges are a promising approach to promoting healthier habits among young adults who might otherwise find it difficult to uphold a healthy lifestyle in the face of social and academic demands. Direct nudges, for instance, reminders to engage in physical activity, having accessibility to more nutritious food alternatives, or the integration of wellness components into the campus environment, can make a significant impact on how students make healthy decisions. It is feasible to support progressive and long-lasting changes in students' physical well-being by combining nudges with their daily routines, preferences, and surroundings. For example, having exercise facilities easily accessible, lowering barriers to eating wisely, and fostering supportive environments might encourage students to choose healthier lifestyle choices that will improve their overall health over time. [5] 1.3 Objectives of the Study This study aims to explore the physical well-being of undergraduate students at Delhi University, focusing on the role of nudges in promoting healthier behaviours. The specific objectives of the study are: To assess the stage of behaviour adoption concerning physical well-being. To identify the enablers motivating undergraduate students to adopt specific well-being behaviours. To ascertain the barriers preventing students from progressing to further stages of behaviour adoption. 2. REVIEW OF LITERATURE 2.1 Physical Wellness According to Felman (2023), physical health involves pursuing a healthy lifestyle to reduce the risk of disease [6]. For example, maintaining physical fitness protects and develops endurance, including respiratory and cardiac function, muscle strength, flexibility, and body composition. According to Stoewen (2017), taking care of your body to maintain its health both now and in the future is the physical dimension of health [7]. Physical health means not only the absence of disease but also maintaining a healthy lifestyle. This area of health includes regular medical checkups, vaccinations, safety precautions, screening for sexually transmitted infections, and establishing healthy habits such as getting enough sleep, a balanced diet, and regular exercise. It is also important to avoid or minimize risky behaviours such as alcohol, tobacco, and other drugs. As per the report titled 8 Dimensions of Wellness, “ Physical health is about identifying which healthy habits make you feel good and are compatible with your lifestyle, mobility, and fitness level” [8]. As per the CDC report [9] on physical activity, “ Engaging in physical activity improves mood, performance, and quality of sleep immediately; lessens anxiety and has short- and long-term health advantages for kids as well as for adults ”. [9] Over the past few decades, India has made tremendous progress in the field of health. The life expectancy has surpassed 67 years, and the rates of disease incidence and infant and under-five mortality are both decreasing. Numerous illnesses have been eliminated, including tetanus, yaws, polio, and guinea worm disease. Moreover, non-communicable diseases, or NCDs, now account for 60% of all deaths in the nation, making them the primary cause of death. Nearly 80% of deaths from NCDs are caused by four diseases: heart disease, cancer, diabetes, and chronic pulmonary diseases. These diseases share four risk factors: tobacco use, excessive alcohol use, unhealthy eating habits, and lack of physical activity. [13] Particularly in fast-growing countries like India, which has the second-largest population in the world, physical inactivity has a substantial economic impact and is a key contributor to the global rise in non-communicable diseases. This challenge is further exacerbated by the reality that inactive behaviours developed during childhood often persist into adulthood, leading to a lifetime of health issues. Research shows that low- and middle-income countries (LMICs) bear up to 75% of the $33.8 billion global healthcare system expenses associated with physical inactivity. In order to lower future health risks and lessen this economic burden, it is crucial to encourage active lifestyles among kids and teenagers in LMICs, such as India. [14] University students in India often find it difficult to sustain adequate levels of daily physical activity due to academic and extracurricular demands, yet few studies have explored this particular topic within the Indian higher education context. In addition to evaluating students' assessments of how effectively their curriculum encourages physical activity, a cross-sectional descriptive study sought to determine the degree of physical activity among students at a large public university in northern India. Between 2016 and 2019, information from 4,586 students in different faculties was gathered using the International Physical Activity Questionnaire—Long Form. According to the study, 14.5% of the students were classified as "Inactive," and there were notable differences in the amount of physical activity and the focus that different academic streams placed on the curriculum. The results showed that many university curricula lacked health-related issues, even though the students' levels of physical activity were greater than those recorded for India's adult population as a whole. This emphasizes how important it is for colleges to more effectively integrate physical wellness into their curricula in order to promote healthier living. [15] 2.2 Nudge Theory “Nudge,” as defined by Thaler and Sunstein (2008), refers to aspects of choice architecture that predictably change behaviour without restricting choices or significantly changing economic incentives [4]. Nudges are non-binding, cost-effective, and aim to influence decisions subtly. Examples of this include placing fruit at eye level and setting specifications. Research shows that nudges are more effective than traditional methods in considering cost adjustment factors and can often lead to long-term compliance with decisions. However, questions about its theoretical and practical value, concerns about unreasonable assumptions, and potential limitations due to non-cognitive factors and group differences have been considered [10]. Since the publication of ‘Nudge’ by Thaler and Sunstein in 2008, interest in behavioural insights and nudges has surged. Behavioural insights integrate economics, psychology, and social sciences to address irrational decision-making forces [4]. According to the Organization for Economic Co-operation and Development (OECD), behavioural insights have transitioned from a trend to a widely accepted strategy in various industries and policy-making processes. Governments increasingly use behaviour-based policies alongside traditional regulations to better understand and influence decision-making [11]. Forberger et al. (2019) analyzed the use of choice architecture, or "nudges," to promote physical activity by evaluating 35 studies [12]. Their review found that while nudges are prevalent in contexts like airports and shopping centres, research on population-level behaviour change remains limited. They identified critical gaps in applying nudges to broader lifestyle changes and emphasized the need for more theory-driven, comprehensive research to enhance the effectiveness of nudges in promoting physical activity [ibid]. Nudge theory provides a structure for guiding individuals towards more informed decisions without controlling their choices. Nudges, which are subtle interventions that influence behaviour, have been used in a variety of sectors to enhance outcomes for both individuals and society. In terms of physical well-being, nudges may encourage individuals to make healthier lifestyle choices, such as choosing nutritious foods or increasing their physical activity, by making these alternatives easier or more accessible. Governments and organizations, for example, have effectively used nudges to improve pension plan membership by establishing opt-out mechanisms, as well as to promote healthy eating by deliberately positioning healthier food options closer to people. However, while nudges can be helpful, their implementation is not without challenges. One of the most difficult aspects of nudges is anticipating their outcomes, as they can occasionally have unforeseen repercussions. For example, interventions aimed at reducing energy use or promoting better financial decisions may backfire if people misinterpret the information or believe they are already making the appropriate decisions. Furthermore, the misuse of nudging, such as in deceptive marketing or counterproductive workplace incentives, emphasizes the significance of carefully examining the design and potential consequences of these interventions. Despite these problems, nudge theory continues to be a cost-effective tool for governments and organizations seeking to encourage good behavioural changes, particularly those related to physical well-being. [16] A potential method for managing noncommunicable diseases (NCDs) is to identify the psychological variables that contribute to unhealthy decisions and then use behavioural interventions, such as nudges, to modify these behaviours. Nudges are subtle modifications in the environment, or "choice architecture," that guide people to make healthier choices without limiting their options or drastically affecting their economic incentives (Thaler and Sunstein, 2008). These interventions can take many different forms, such as providing information (e.g., leaflets about the benefits of physical activity), correcting misconceptions about social norms (e.g., peer group behaviours), changing the visibility of different choices (e.g., making healthier food more prominent in cafeterias), or implementing default options (e.g., opt-out systems for organ donation). The purpose of these strategies is to make the healthier option more convenient and appealing, ultimately leading to better long-term health outcomes by integrating insights from social science research. The effectiveness of nudges stems from their ability to subtly steer decision-making in a way that promotes future health, well-being, and wealth without enforcing significant restrictions on individuals' self-reliance. By making the "better" alternative more readily available or appealing, nudges can help deal with key health problems like lack of physical activity, unhealthy eating habits, and harmful social behaviours. [17] A study implemented in a pharmacy management course assessed the impact of well-being challenges in encouraging students to adopt positive well-being behaviours. The study provided four optional month-long challenges aimed at minimizing smartphone use, practising gratitude, improving sleep, and increasing physical activity. Of the enrolled students, 93% participated in at least one challenge, and 82% completed two or more, with most participants indicating an intention to maintain these behaviours afterwards. These findings support the hypothesis that structured well-being challenges might effectively motivate students to adopt health-promoting practices, addressing a significant gap in research on the actual effectiveness of wellness interventions within academic institutions. Additionally, pharmacy schools have been attempting to promote a wellness culture through a variety of interventions, including yoga and mindfulness training, in response to national policy recommendations made by the American Association of Colleges of Pharmacy. Despite these efforts, research indicates that a significant number of students are still having difficulties with maintaining lifestyle changes that promote health. Using behavioural science concepts like "nudging," which subtly promotes desired behaviours through psychological factors without restricting choice, is one suggested solution. This strategy highlights the potential of behavioural nudges in addressing wellness gaps in educational settings by utilizing concepts like salience (highlighting healthy behaviours) and inertia (overcoming reluctance to change) to motivate students toward healthier habits. [18] 3. METHODOLOGY 3.1 Research Design The study employs a descriptive research design to examine the current state of physical well-being among undergraduate students, focusing specifically on fitness and nutrition. This approach is selected to provide a comprehensive overview of students' health-related behaviour patterns and their adherence to physical well-being practices. By describing the current state of physical well-being, the research aims to offer valuable insights into the effectiveness of nudges in promoting healthier behaviours. 3.2 Sample The research involves a sample of 100 undergraduate students. Participants are selected using a snowball sampling technique, which allows for the identification and recruitment of individuals through referrals from initial contacts within the student population. This method is particularly useful in reaching participants who might be otherwise difficult to access, ensuring a diverse and representative sample of students from Delhi University. 3.3 Data Collection Method Data is collected through structured surveys, specifically designed to assess various aspects of physical well-being. The primary tool for data collection is a comprehensive questionnaire that evaluates fitness and nutrition. This questionnaire utilizes a Likert-type scale to measure the frequency of exercise, adherence to balanced nutrition, and overall physical health. The survey includes questions on physical activity levels, dietary habits, and students' perceptions of their physical health. To obtain more detailed information, a few qualitative questions were also included. This structured approach ensures that the data collected is both reliable and relevant to the study's objectives. 3.4 Data Analysis Techniques Inferential statistics were used to identify significant patterns within the data, helping to understand the relationship between different aspects of physical well-being and stages of behaviour adoption. Thematic analysis was also applied to the qualitative data to identify and analyze recurring themes and patterns. This approach provides a deeper understanding of student's experiences and perceptions related to physical well-being and the effectiveness of nudges. 4. RESULTS 4.1 Physical Well-Being Perceptions of Respondents When investigating respondents' motivations for physical activity, various themes emerged, including social, health, and personal concerns. The majority of respondents mentioned health concerns as their primary motivator, citing a strong desire to prevent ailments, manage their weight, and improve their general physical and mental health. The psychological benefits of physical activity, such as enhanced mood, greater energy levels, and lower stress, were commonly cited as vital for mental well-being, emphasizing the need for maintaining an active lifestyle. Furthermore, many respondents were motivated by a desire to achieve and maintain a specific body shape, with concerns about weight gain highlighting the importance of beauty and fitness in their commitment to regular physical activity. Aspirations for a long, healthy life were also identified by participants as major motivators for maintaining an active lifestyle. Favourable features of physical activity were emphasized as motivators, especially those that involve social interactions, such as sports and group workouts. Further responses suggested that outside factors, including cultural norms, family customs, and even romantic interests, as mentioned by a few respondents, "Boys" could be strong stimulants of physical activity. In this case, nudges are crucial because they reinforce these internal and external motivators, making physical activity more relevant and accessible in participants' everyday lives. Through the intentional use of nudges that correspond with their social surroundings and intrinsic motivations, these outside cues can help people maintain active and healthy behaviours over the long term. Participants highlighted a number of barriers to adopting healthier lifestyles, emphasizing the importance of nudges to help them make positive changes. Time constraints appeared as a significant barrier, with many students unable to maintain healthy routines while juggling academic, social, and personal responsibilities. Those who live in hostels, for example, face extra challenges such as limited access to nutritious food and a lack of flexibility in their schedules. Dietary preferences also proved a considerable challenge, as many respondents indicated cravings, binge eating habits, and an overall preference for readily available junk, and less healthy options, all of which play a substantial role. Additionally, respondents identified particular barriers, for example, the impact of seasonal weather on physical activities such as morning walks and financial constraints that hinder the access to healthy dietary options. These observations show how complicated lifestyle barriers are for young adults and how nudges can be a non-intrusive tool to help them make healthy decisions. Students may find it simpler to incorporate wellness practices into their routines despite the conflicting demands they experience if focused nudges that address these particular issues are used, such as incentives to curb unhealthy desires, better access to nutrient-dense options, or reminders to exercise. In response to questions about how to continue engaging in physical activities consistently, participants emphasised the need for subtle cues such as self-motivation, determined routines, and social support as being essential for encouraging persistent physical exercise. The most often recommended strategy was to incorporate exercise into daily schedules, designating certain times for physical activity, similar to when scheduling important appointments. This nudge in everyday routine helps make room for exercise in hectic schedules, fostering habit-building. A lot of participants emphasized the use of alarms and reminders as useful cues to encourage consistent exercise. Selecting engaging activities was also thought to be important, shifting exercise from a chore to a daily desire. 4.2 Respondents Distribution Based on the Stages of the Trans-Theoretical Model for Physical Well-Being The Trans-theoretical Model of Change (TTM) was the foundation for developing the data collection tool, with every question and answer choice designed to promote positive behavioural shifts. The questionnaire may determine each respondent's readiness level for forming healthy habits by using the TTM's five stages of change: pre-contemplation, contemplation, preparation, action, and maintenance. This methodical approach made it possible to map individual readiness in detail, from low engagement to long-term behavioural change. Additionally, by combining customized nudge-based prompts with the TTM-based design, participants were successfully encouraged along the readiness continuum for long-lasting gains in physical well-being and subtle encouragement toward health-positive choices. Because the questionnaire was tailored to each TTM stage, it was possible to gather specific information for creating customized nudges that promoted significant improvements in participants' physical welfare. 4.2.1 Respondent Distribution Based on the Stages of Change regarding 25 Minutes of Brisk Walking 4.2.2 Respondent Distribution Based on Stages of Change regarding 30 Minutes of Physical Exercise Per Day 4.2.3 Respondent Distribution Based on Stages of Change regarding Consuming a Balanced Diet 4.2.4 Respondent Distribution Based on Stages of Change regarding Nutritious Lifestyle 4.2.5. Respondent Distribution Based to Stages of Change regarding Drinking at Least 2 Liters of Water 4.2.6. Respondents Distribution Based on Stages of Change regarding Regular Health Check-ups 4.2.1. Respondent Distribution Based on the Stages of Change regarding 25 Minutes of Brisk Walking The line graph displays the degree of participation in making "25 minutes of brisk walking" a regular physical exercise among students from Colleges 1 and 2. Stages of behavioural change are used to categorize the data: Pre-contemplation (PC), Contemplation (C), Preparation (P), Action (A), and Maintenance (M). The largest level of student engagement takes place at the Contemplation stage, wherein 37% of all students express awareness and interest in the activity but have not yet taken any action. The fact that 44% of College 1 students are at this stage as opposed to 30% of College 2 students indicates that, although many students are aware of the advantages of brisk walking, there is a significant disconnect between awareness and actually starting to walk. The Maintenance stage, which denotes students who have continued their brisk walking commitment, is significantly greater in College 2 (34%) than in College 1 (16%), suggesting that once College 2 students start the activity, they are more likely to stick with it. Moving students from preparation to action is a challenge for both colleges, though; College 1 has a 28% preparation rate but a significant decline to 8% action, while College 2 has a 14% preparation rate with a modest increase to 12% action. These findings highlight how effective well-crafted nudges can be in assisting students as they move through the behavioural stages. With the deliberate use of nudges, such as peer support networks, reminders, or visible signs in the college setting, institutions can facilitate a more seamless transition from contemplation to regular physical activity participation. 4.2.2 Respondent Distribution Based on Stages of Change regarding 30 Minutes of Physical Exercise Per Day The line graph illustrates the degree of involvement of College 1 and College 2 students in adhering to a daily physical activity routine of 30 minutes, categorized by behavioural change stages: Pre-contemplation (PC), Contemplation (C), Preparation (P), Action (A), and Maintenance (M). According to analysis, only 3% of students are in the Pre-contemplation stage, indicating a general understanding of the importance of regular exercise. During the Contemplation stage, when students think about exercising but have yet to start, both colleges had an equal participation rate of 22%, indicating a common understanding of the value of physical activity but no immediate plans to take action. College 1 students are more enthusiastic (42%) than College 2 students (32%) when they get to the Preparation stage, where plans for exercise are formed. This suggests that College 1 students may have more resources or incentives to get ready for physical activity. With 26% of students actively engaging in exercise compared to College 1's 20%, College 2 surpasses College 1 in the Action stage. This change suggests that College 2 students might be better at converting goals into tangible actions. With a higher commitment to long-term exercise habits, College 2 excels College 1 in the Maintenance stage, where consistent exercise routines are established, with 18% against 12%. These results highlight the value of behaviourally appropriate nudges, especially for students in the Preparation and Action stages. While nudges could strengthen continuous commitment in College 2, tailored nudges could be crucial in motivating students in College 1 to transition from planning to constant action. Colleges can help students achieve long-term physical well-being and promote more efficient, sustainable exercise habits by paying attention to stage-specific needs. 4.2.3 Respondent Distribution Based on Stages of Change regarding Consuming a Balanced Diet The line graph that examines the eating patterns of students from two different institutions, broken down into stages of behavioural change for eating a balanced diet, shows that both student groups have a high level of dietary awareness. The fact that only 4% of students are in the pre-contemplation stage suggests that most of them understand the significance of eating a balanced diet. It's interesting to note that a larger percentage of College 2 students (22%) are in the Contemplation stage than College 1 students (16%). This suggests that although both colleges' students recognize the value of nutrition, College 2 students may be more conscious about their present dietary gaps or be in the early stages of considering changes. College 1 exhibits a greater degree of involvement in dietary modifications as students advance to Preparation and Action, with 38% actively seeking to implement a balanced diet, compared to just 16% at College 2. This discrepancy could indicate that College 1 students are more proactive or that they have better access to resources that encourage dietary changes. Nonetheless, College 2 students show more consistency throughout the Maintenance stage, with 38% continuing to follow healthy eating habits over time, as opposed to 22% at College 1. This contrast draws attention to the particular difficulties encountered at each level and the vital role that nudges play in assisting students in transitioning from awareness to sustained action. Customized nudging techniques, which take into account the unique motivators and challenges that each college's students face, may be crucial in promoting the early adoption of healthy habits as well as sustaining long-term dietary practices. 4.2.4 Respondent Distribution Based on Stages of Change regarding Nutritious Lifestyle The line graph that compares the adoption of a nutritious lifestyle by College 1 and College 2 students, divided by stages of behaviour change, shows how both of these colleges approach nutrition and health differently, highlighting the possible contribution of nudges to the development of healthy eating habits. Interestingly, College 1 shows that none of its students are at the pre-contemplation stage, indicating that all of them acknowledge the advantages of maintaining a nutritious lifestyle. Conversely, 6% of College 2 students are still in the pre-contemplation stage, suggesting that health awareness nudges could have a particularly significant effect in this setting, possibly as a result of varying levels of initial health awareness or dietary education. With considerable engagement in the Preparation and Action stages, both colleges demonstrate significant interest in healthier eating as students progress through the stages of behaviour change. A much higher percentage of students in College 1 are in the Action stage (32% compared to 22% in College 2), which may indicate that there are more successful nudges or support networks that encourage students of College 1 to actively seek a healthy lifestyle. Similar percentages were found at the Maintenance stage across both the colleges (16% for College 1 and 20% for College 2), indicating that students are likely to maintain their healthy habits once they are adopted. The study emphasizes the significance of targeted nudges within strategies to promote health at both colleges, supporting students not just to adopt but also maintain nutritious lifestyle choices. 4.2.5 Respondent Distribution Based to Stages of Change regarding Drinking at Least 2 Liters of Water The line graph that contrasts the hydration practices of College 1 and College 2 students, arranged according to behaviour change stages for consuming at least 2 liters of water per day, shows significant variations in water intake patterns that highlight the possible influence of nudges in directing health-related behaviours. Since none of the students at College 1 remain in pre-contemplation, all of them are already in the contemplation stage or above, demonstrating engagement with hydration goals and suggesting that there may have been prior nudges or influences that positively increased awareness of the significance of staying hydrated. Conversely, 6% of students at College 2 are in the pre-contemplation stage, indicating a potential area where well crafted nudges could persuade these students to start prioritizing their daily water intake. When examining the progress through the different stages of behaviour change, College 1 shows that 34% of students are in the Preparation stage and 24% are actively drinking enough water (Action stage). This suggests that students may be moving from intention to action with the help of targeted nudges or support networks. Despite having fewer students in the Preparation stage, College 2 outperforms College 1 with 40% in the Maintenance stage as compared to 20% in the earlier stage. This indicates that although fewer College 2 students initially adopt hydration behaviours, those who do are more reliable in sticking with them. These trends point to a chance to use customized nudges at both institutions: to encourage students at College 2 in the beginning phases and to retain behaviours at College 1, highlighting the vital role behavioural nudges play in fostering and preserving healthy habits could be helpful 4.2.6 Respondents Distribution Based on Stages of Change regarding Regular Health Check-ups The line graph depicting how many students at Colleges 1 and 2 attend routine health examinations, divided by stages of behaviour change, offers insights into how nudges could help students prioritize health monitoring. In the Contemplation stage, when 40% of College 1 students are thinking about getting frequent checkups, compared to a close 42% at College 2, College 1 exhibits greater involvement than College 2 across all behaviour change stages. This high degree of reflection among students indicates that there is broad recognition of the advantages of routine health examinations, which makes it possible to introduce nudges at the perfect time to promote advancement to the following phases. Significant distinctions between the two colleges can be seen in the Preparation and Action phases: While 10% of College 1 students are now actively participating in this health practice, compared to a higher 18% at College 2, 32% of College 1 students are getting ready to start routine checkups, nearly twice as many as College 2 students. This disparity implies that College 2 students show a higher level of dedication in practice, even while College 1 students show a strong propensity to think about and get ready for health examinations. At both colleges, the Maintenance stage—where students routinely attend health examinations—remains low at 14% and 10%, respectively. This suggests a gap that may be closed by carefully crafting nudges that promote sustained dedication. The current study highlights how customized health education and nudge interventions can help students convert high levels of interest and readiness into regular health practices. 5. CONCLUSION 5.1 Respondents Distribution Based on the Stages of the Trans-Theoretical Model for Physical Well-Being This paper evaluated the way students from two different colleges, College 1 and College 2, embraced behaviours associated with health through various health and wellness activities—namely brisk walking, regular physical exercise, dietary habits, nutritious living, hydration, and regular health check-ups—using the Trans-theoretical Model (TTM) of Change. Each activity's insights show how nudges could be crucial in assisting students in moving through the TTM stages and promoting sustained dedication to healthier practices. 5.1.1 Brisk Walking Emphasizing the possible importance of nudges in shaping physical activity habits, students from Colleges 1 and 2 showed varying degrees of involvement in embracing brisk walking as a regular physical activity. Students in College 1 were more likely to be at the Contemplation stage (44%), which indicates that while they are aware of the advantages of the activity, they are not making much progress toward regular participation. Conversely, College 2 showed a more pronounced shift from Contemplation to Maintenance, as 34% of students regularly continued to walk briskly as part of their daily routine. This implies that College 2 students are more likely to stick with physical activity after being encouraged to do so, demonstrating the importance of encouraging nudges in helping students develop long-lasting healthy habits. 5.1.2 Regular Physical Exercise In both colleges, just a handful of students in the Pre-contemplation stage indicate a broad understanding of the advantages of regular physical exercise. However, disparities in their degrees of participation were found: College 2 performed better in the Action (26%) and Maintenance stages (18%), suggesting that the learners there had more regular exercise routines, whereas College 1 had a larger percentage of students in the Preparation stage (42%). This discrepancy emphasizes how crucial it is for College 1 to provide focused prods to help students move from planning to engaging in regular physical activity, bridging the gap between intention and sustained action. 5.1.3 Dietary Habits According to the evaluation, students in both colleges showed a strong understanding of the importance of eating a balanced diet, although College 2 had a higher percentage of students in the Contemplation stage, which meant they were actively considering dietary changes, while College 1 students were more proactive, with 38% in the Action stage, actively implementing dietary modifications. Interestingly, College 2 students were particularly good at maintaining these changes, with 38% successfully maintaining their dietary improvements. These findings suggest that nudges could be an important tool for helping students at different stages of behaviour change, especially for assisting those in the Contemplation stage in proceeding towards action and encouraging long-term commitment to healthy eating habits. 5.1.4 Nutritious Lifestyle In College 1, there were no students in the Pre-contemplation stage, suggesting a complete awareness of the benefits of nutritious living. Moreover, compared to College 2, College 1 reported a larger proportion of students in the Action stage. Due to their similar performance in the Maintenance stage, both colleges demonstrated how important nudges may be in encouraging and maintaining participants' healthy lifestyles. Health promotion programs can further encourage students to enter and maintain these positive behaviour stages by utilizing nudging techniques, which will ultimately promote a sustained commitment to healthier eating practices. 5.1.5 Hydration Habits Hydration habits differed significantly across both of the colleges in the study. College 1 demonstrated full participation, with no responses in the Pre-contemplation stage and all students actively thinking about or practicing proper hydration. College 2, on the contrary, maintained a significant 40% of students at the Maintenance stage, although initially displaying lower involvement. This shows that College 2 may have been successful in implementing nudges that promoted participants' long-term adherence to optimum hydration practices, highlighting the value of focused interventions in encouraging healthy habits. 5.1.6 Regular Health Check-ups Engagement in regular health check-ups was substantially greater throughout all stages of behaviour change among students at College 1 as compared to the ones at College 2, particularly in the Preparation stage. On the other hand, College 2 students showed a higher propensity to engage in this activity. The percentage of students in the Maintenance stage was extremely low for both colleges, suggesting that there is substantial room for improvement in encouraging sustained commitment to routine health screenings. Targeted interventions, such as reminders or incentives, could greatly improve students' adherence to routine health examinations, especially when it comes to maintaining these behaviours over time. 5.2 Physical Well-Being Perceptions of Respondents 5.2.1 Motivations for Physical Activity: With an emphasis on health issues including sickness prevention and weight management, which are essential for improving both physical and emotional well-being, respondents outlined a variety of reasons for exercising. By highlighting the psychological advantages of physical activity, for instance elevated mood and decreased stress, in coupled with fitness and aesthetic objectives, nudges in the direction of these incentives might increase involvement. Additionally, by addressing both the social and personal aspects of motivation, nudges that are sensitive to family customs, lifestyle aspirations, and social interactions during exercise may encourage regular engagement. 5.2.2 Barriers to Healthy Lifestyle Changes: Participants listed a variety of obstacles to changing to healthier lifestyles, prominent among them being time constraints from personal and academic obligations that reduce opportunities for physical activity and a balanced diet. By gently guiding students toward healthier options even when they have limited time, nudges that target these obstacles may be helpful. For instance, nudges promoting easily available, nutritious meals could help hostel inhabitants who are dealing with a lack of food options. In a comparable manner, addressing junk food preferences, weather-related issues, and budgetary limitations with prompt reminders or inexpensive advice may help students adopt healthy habits in spite of these problems. 5.2.3 Strategies for Consistent Physical Activity: Respondents suggested incorporating exercise into everyday routines with the help of nudges, that include scheduling precise training times or employing reminders to foster consistency, in order to sustain regular physical activity. Long-term adherence was largely dependent on enjoyment and personalization of activities, indicating that nudges may be modified to include resources like fitness trackers or reminders that fit specific schedules and preferences. Additionally, by linking exercise to participants' cultural traditions and personal beliefs, nudges that support culturally appropriate activities like yoga and pranayama may improve adherence even more. Declarations Funding statement This work has not received any funding. Ethics statement The research has been approved for ethical conduct by the Institutional Ethics Committee (IEC), The IEC certificate has been uploaded under supplementary material. All experimental protocols were approved by a Lady Irwin College Ethics Committee committee along with the full name of the Institutional Ethics Committee in the manuscript. Consent to Publish declaration The authors give consent to Springer the publish this paper. Statement of Informed Consent 'Written Informed' consent was obtained from all subjects involved in this research reported in the manuscript. Data Availability Statement Data for this study is available and can be accessed from the corresponding author on request. Other Declarations: It is confirmed that all methods were carried out in accordance with relevant guidelines and regulations should be provided in the manuscript. No clinical trial was done for the purpose of this study. References Deliens, T., Clarys, P., De Bourdeaudhuij, I., & Deforche, B. (2013). Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students. Nutrition Journal , 12 (1). https://doi.org/10.1186/1475-2891-12-162 Haskell, W. L., Lee, I., Pate, R. R., Powell, K. E., Blair, S. N., Franklin, B. A., Macera, C. A., Heath, G. W., Thompson, P. D., & Bauman, A. (2007). Physical activity and public health. Medicine & Science in Sports & Exercise , 39 (8), 1423–1434. https://doi.org/10.1249/mss.0b013e3180616b27 Singh, A. (2012). Physical activity and performance at school. Archives of Pediatrics & Adolescent Medicine , 166 (1), 49. https://doi.org/10.1001/archpediatrics.2011.716 Thaler, R., & Sunstein, C. (2008). Nudge: Improving Decisions about Health, Wealth and Happiness. London: Penguin Books. Marteau, T. M., Ogilvie, D., Roland, M., Suhrcke, M., & Kelly, M. P. (2011). Judging nudging: can nudging improve population health? BMJ , 342 (jan25 3), d228. https://doi.org/10.1136/bmj.d228 Felman, A. (2023, April 19). What is good health? https://www.medicalnewstoday.com/articles/150999#types Stoewen, D. L. (2017, August 1). Dimensions of wellness: Change your habits, change your life . PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5508938/ 8 Dimensions of Wellness . (2017, March 7). Live Well @ UMD. https://umwellness.wordpress.com/8-dimensions-of-wellness/ Physical Activity . (2023, June 29). Centers for Disease Control and Prevention. https://www.cdc.gov/physicalactivity/index.html BehavioralEconomics.com. (2023, February 20). Nudge - BehavioralEconomics.com | The BE hub . BehavioralEconomics.com | the BE Hub. https://www.behavioraleconomics.com/resources/mini-encyclopedia-of-be/nudge/ Adkisson, R. V. (2008). Nudge: Improving decisions about health, wealth and happiness. The Social Science Journal , 45 (4), 700–701. https://doi.org/10.1016/j.soscij.2008.09.003 Forberger, S., Reisch, L. A., Kampfmann, T., & Zeeb, H. (2019). Nudging to move: a scoping review of the use of choice architecture interventions to promote physical activity in the general population. International Journal of Behavioral Nutrition and Physical Activity , 16 (1). https://doi.org/10.1186/s12966-019-0844-z Narain, J. P. (2016). Public health challenges in India: Seizing the opportunities. Indian Journal of Community Medicine, 41 (2), 85. https://doi.org/10.4103/0970-0218.177507 Bhawra, J., Khadilkar, A., Krishnaveni, G. V., Kumaran, K., & Katapally, T. R. (2022). The 2022 India Report Card on physical activity for children and adolescents. Journal of Exercise Science & Fitness, 21 (1), 74–82. https://doi.org/10.1016/j.jesf.2022.10.013 Verma, A. K., Singh, G., & Patwardhan, K. (2022). Patterns of physical activity among university students and their perceptions about the curricular content concerned with health: cross-sectional study. JMIRx Med, 3 (2), e31521. https://doi.org/10.2196/31521 What are the advantages and disadvantages of nudging? | News | Warwick Business School. (n.d.). Warwick Business School. https://www.wbs.ac.uk/news/what-are-the-advantages-and-disadvantages-of-nudging/ Lin, Y., Osman, M., & Ashcroft, R. (2017). Nudge: concept, effectiveness, and ethics. Basic and Applied Social Psychology, 39 (6), 293–306. https://doi.org/10.1080/01973533.2017.1356304 Cain, J. (2020). Effectiveness of issuing well-being challenges to nudge pharmacy students to adopt well-being protective behaviors. American Journal of Pharmaceutical Education, 84 (8), ajpe7875. https://doi.org/10.5688/ajpe7875 Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6515370","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":465916632,"identity":"d82ab6bb-5c73-4ede-a562-5a3d3cab56e8","order_by":0,"name":"LIZA ATTERY","email":"","orcid":"","institution":"Lady Irwin College, University of Delhi, India","correspondingAuthor":false,"prefix":"","firstName":"LIZA","middleName":"","lastName":"ATTERY","suffix":""},{"id":465916633,"identity":"00727f76-2b68-44ed-b101-ddf9e877ffad","order_by":1,"name":"SARITA ANAND","email":"","orcid":"","institution":"Lady Irwin College, University of Delhi, 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3","display":"","copyAsset":false,"role":"figure","size":19569,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003e\u003cstrong\u003eFig. 4.2.1: Respondent Distribution Based on the Stages of Change regarding 25 Minutes of Brisk Walking\u003c/strong\u003e\u003c/em\u003e\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-6515370/v1/65b81b73aea2e313d3983c5a.png"},{"id":83973365,"identity":"aacc35d9-c1f2-42b6-b398-159dfc3cd6c8","added_by":"auto","created_at":"2025-06-05 08:32:12","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":21077,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003e\u003cstrong\u003eFig. 4.2.2: Respondent Distribution Based on Stages of Change regarding 30 Minutes of Physical Exercise Per 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Water\u003c/strong\u003e\u003c/em\u003e\u003c/p\u003e","description":"","filename":"7.png","url":"https://assets-eu.researchsquare.com/files/rs-6515370/v1/17532b4d7cc8b5e1bff3a835.png"},{"id":83973376,"identity":"a9eb3889-68b3-41b1-9614-8fab554e5d11","added_by":"auto","created_at":"2025-06-05 08:32:13","extension":"png","order_by":8,"title":"Figure 8","display":"","copyAsset":false,"role":"figure","size":18429,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003e\u003cstrong\u003eFig. 4.2.6: Respondents Distribution Based on Stages of Change regarding Regular Health Check-ups\u003c/strong\u003e\u003c/em\u003e\u003c/p\u003e","description":"","filename":"8.png","url":"https://assets-eu.researchsquare.com/files/rs-6515370/v1/b4ddd8047bb14489cf8c7fec.png"},{"id":88397689,"identity":"889449cb-7f57-49fa-8a28-4816d12ab8f4","added_by":"auto","created_at":"2025-08-06 06:24:32","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1535768,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6515370/v1/f6db22f4-2e20-43d3-bb59-e1ffde51728f.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003ePhysical Wel-being of Students and Role of Nudges in Compliance to Healthy Behaviours\u003c/p\u003e","fulltext":[{"header":"1. INTRODUCTION","content":"\u003cp\u003e\u003cstrong\u003e1.1 Background and Significance of Physical Well-being in Students\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA student's physical health is a crucial aspect of their overall health and has a significant impact on their social interactions, mental health, and academic performance. Due to the rigorous academic demands, lifestyle changes, and changing social dynamics, students frequently experience elevated stress levels in the demanding setting of higher education, all of which can have a detrimental effect on their physical health. Being physically fit integrates a number of dimensions encompassing physical fitness, nutrition, emotional stability, and social health, each of which contributes to a student's capability to progress through their academic journey successfully.\u003c/p\u003e\n\u003cp\u003eMaintaining students' physical wellness has numerous advantages because regular exercise and proper nutrition are associated with enhanced cognitive performance, increased focus, and better stress management. Additionally, research indicates that adolescents who engage in physical activity are more likely to have better emotional well-being and fewer symptoms of sadness and anxiety. Therefore, it is essential to make sure youngsters accomplish a balanced state of physical well-being because this promotes long-term personal development in addition to academic accomplishment. Higher education institutions are putting more emphasis on methods to encourage students' physical well-being as a result of their growing awareness of the close connection between academic achievement and physical health. [1,2,3].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.2 Introduction to the Concept of Nudges and Their Relevance in Promoting Physical Well-being\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe term \"nudges,\" which comes from behavioural economics, refers to discrete interventions meant to affect people's choices and actions in a way that promotes improvement without restricting their autonomy (Thaler \u0026amp; Sunstein, 2008). Nudges use non-intrusive techniques like reminders, rearranging environments, or offering incentives to \"push\" people into healthier or more advantageous habits. These interventions have been especially effective in health-related scenarios, where they can encourage behaviours like enhanced physical activity, healthier eating habits, or reduced harmful behaviours such as cigarette smoking. [4,5]\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eNudges are a promising approach to promoting healthier habits among young adults who might otherwise find it difficult to uphold a healthy lifestyle in the face of social and academic demands. Direct nudges, for instance, reminders to engage in physical activity, having accessibility to more nutritious food alternatives, or the integration of wellness components into the campus environment, can make a significant impact on how students make healthy decisions. It is feasible to support progressive and long-lasting changes in students' physical well-being by combining nudges with their daily routines, preferences, and surroundings. For example, having exercise facilities easily accessible, lowering barriers to eating wisely, and fostering supportive environments might encourage students to choose healthier lifestyle choices that will improve their overall health over time. [5]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.3 Objectives of the Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study aims to explore the physical well-being of undergraduate students at Delhi University, focusing on the role of nudges in promoting healthier behaviours. The specific objectives of the study are:\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n \u003cli\u003eTo assess the stage of behaviour adoption concerning physical well-being.\u003c/li\u003e\n \u003cli\u003eTo identify the enablers motivating undergraduate students to adopt specific well-being behaviours.\u003c/li\u003e\n \u003cli\u003eTo ascertain the barriers preventing students from progressing to further stages of behaviour adoption.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"2. REVIEW OF LITERATURE","content":"\u003cp\u003e\u003cstrong\u003e2.1 Physical Wellness\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to Felman (2023), physical health involves pursuing a healthy lifestyle to reduce the risk of disease [6]. For example, maintaining physical fitness protects and develops endurance, including respiratory and cardiac function, muscle strength, flexibility, and body composition.\u003c/p\u003e\n\u003cp\u003eAccording to Stoewen (2017), taking care of your body to maintain its health both now and in the future is the physical dimension of health [7].\u003c/p\u003e\n\u003cp\u003ePhysical health means not only the absence of disease but also maintaining a healthy lifestyle. This area of health includes regular medical checkups, vaccinations, safety precautions, screening for sexually transmitted infections, and establishing healthy habits such as getting enough sleep, a balanced diet, and regular exercise. It is also important to avoid or minimize risky behaviours such as alcohol, tobacco, and other drugs. As per the report titled 8 Dimensions of Wellness, \u0026ldquo;\u003cem\u003ePhysical health is about identifying which healthy habits make you feel good and are compatible with your lifestyle, mobility, and fitness level\u0026rdquo;\u003c/em\u003e [8].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAs per the CDC report [9] on physical activity, \u0026ldquo;\u003cem\u003eEngaging in physical activity improves mood, performance, and quality of sleep immediately; lessens anxiety and has short- and long-term health advantages for kids as well as for adults\u003c/em\u003e\u0026rdquo;. [9]\u003c/p\u003e\n\u003cp\u003eOver the past few decades, India has made tremendous progress in the field of health. The life expectancy has surpassed 67 years, and the rates of disease incidence and infant and under-five mortality are both decreasing. Numerous illnesses have been eliminated, including tetanus, yaws, polio, and guinea worm disease. Moreover, non-communicable diseases, or NCDs, now account for 60% of all deaths in the nation, making them the primary cause of death. Nearly 80% of deaths from NCDs are caused by four diseases: heart disease, cancer, diabetes, and chronic pulmonary diseases. These diseases share four risk factors: tobacco use, excessive alcohol use, unhealthy eating habits, and lack of physical activity. [13]\u003c/p\u003e\n\u003cp\u003eParticularly in fast-growing countries like India, which has the second-largest population in the world, physical inactivity has a substantial economic impact and is a key contributor to the global rise in non-communicable diseases. This challenge is further exacerbated by the reality that inactive behaviours developed during childhood often persist into adulthood, leading to a lifetime of health issues. Research shows that low- and middle-income countries (LMICs) bear up to 75% of the $33.8 billion global healthcare system expenses associated with physical inactivity. In order to lower future health risks and lessen this economic burden, it is crucial to encourage active lifestyles among kids and teenagers in LMICs, such as India. [14]\u003c/p\u003e\n\u003cp\u003eUniversity students in India often find it difficult to sustain adequate levels of daily physical activity due to academic and extracurricular demands, yet few studies have explored this particular topic within the Indian higher education context. In addition to evaluating students\u0026apos; assessments of how effectively their curriculum encourages physical activity, a cross-sectional descriptive study sought to determine the degree of physical activity among students at a large public university in northern India. Between 2016 and 2019, information from 4,586 students in different faculties was gathered using the International Physical Activity Questionnaire\u0026mdash;Long Form.\u003c/p\u003e\n\u003cp\u003eAccording to the study, 14.5% of the students were classified as \u0026quot;Inactive,\u0026quot; and there were notable differences in the amount of physical activity and the focus that different academic streams placed on the curriculum. The results showed that many university curricula lacked health-related issues, even though the students\u0026apos; levels of physical activity were greater than those recorded for India\u0026apos;s adult population as a whole. This emphasizes how important it is for colleges to more effectively integrate physical wellness into their curricula in order to promote healthier living. [15]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eNudge Theory\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026ldquo;Nudge,\u0026rdquo; as defined by Thaler and Sunstein (2008), refers to aspects of choice architecture that predictably change behaviour without restricting choices or significantly changing economic incentives [4]. Nudges are non-binding, cost-effective, and aim to influence decisions subtly. Examples of this include placing fruit at eye level and setting specifications. Research shows that nudges are more effective than traditional methods in considering cost adjustment factors and can often lead to long-term compliance with decisions. However, questions about its theoretical and practical value, concerns about unreasonable assumptions, and potential limitations due to non-cognitive factors and group differences have been considered [10].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSince the publication of \u0026lsquo;Nudge\u0026rsquo; by Thaler and Sunstein in 2008, interest in behavioural insights and nudges has surged. Behavioural insights integrate economics, psychology, and social sciences to address irrational decision-making forces [4]. According to the Organization for Economic Co-operation and Development (OECD), behavioural insights have transitioned from a trend to a widely accepted strategy in various industries and policy-making processes. Governments increasingly use behaviour-based policies alongside traditional regulations to better understand and influence decision-making [11]. Forberger et al. (2019) analyzed the use of choice architecture, or \u0026quot;nudges,\u0026quot; to promote physical activity by evaluating 35 studies [12]. Their review found that while nudges are prevalent in contexts like airports and shopping centres, research on population-level behaviour change remains limited. They identified critical gaps in applying nudges to broader lifestyle changes and emphasized the need for more theory-driven, comprehensive research to enhance the effectiveness of nudges in promoting physical activity [ibid].\u003c/p\u003e\n\u003cp\u003eNudge theory provides a structure for guiding individuals towards more informed decisions without controlling their choices. Nudges, which are subtle interventions that influence behaviour, have been used in a variety of sectors to enhance outcomes for both individuals and society. In terms of physical well-being, nudges may encourage individuals to make healthier lifestyle choices, such as choosing nutritious foods or increasing their physical activity, by making these alternatives easier or more accessible. Governments and organizations, for example, have effectively used nudges to improve pension plan membership by establishing opt-out mechanisms, as well as to promote healthy eating by deliberately positioning healthier food options closer to people. However, while nudges can be helpful, their implementation is not without challenges. One of the most difficult aspects of nudges is anticipating their outcomes, as they can occasionally have unforeseen repercussions. For example, interventions aimed at reducing energy use or promoting better financial decisions may backfire if people misinterpret the information or believe they are already making the appropriate decisions. Furthermore, the misuse of nudging, such as in deceptive marketing or counterproductive workplace incentives, emphasizes the significance of carefully examining the design and potential consequences of these interventions. Despite these problems, nudge theory continues to be a cost-effective tool for governments and organizations seeking to encourage good behavioural changes, particularly those related to physical well-being. [16]\u003c/p\u003e\n\u003cp\u003eA potential method for managing noncommunicable diseases (NCDs) is to identify the psychological variables that contribute to unhealthy decisions and then use behavioural interventions, such as nudges, to modify these behaviours. Nudges are subtle modifications in the environment, or \u0026quot;choice architecture,\u0026quot; that guide people to make healthier choices without limiting their options or drastically affecting their economic incentives (Thaler and Sunstein, 2008). These interventions can take many different forms, such as providing information (e.g., leaflets about the benefits of physical activity), correcting misconceptions about social norms (e.g., peer group behaviours), changing the visibility of different choices (e.g., making healthier food more prominent in cafeterias), or implementing default options (e.g., opt-out systems for organ donation). The purpose of these strategies is to make the healthier option more convenient and appealing, ultimately leading to better long-term health outcomes by integrating insights from social science research. \u0026nbsp;The effectiveness of nudges stems from their ability to subtly steer decision-making in a way that promotes future health, well-being, and wealth without enforcing significant restrictions on individuals\u0026apos; self-reliance. By making the \u0026quot;better\u0026quot; alternative more readily available or appealing, nudges can help deal with key health problems like lack of physical activity, unhealthy eating habits, and harmful social behaviours. [17]\u003c/p\u003e\n\u003cp\u003eA study implemented in a pharmacy management course assessed the impact of well-being challenges in encouraging students to adopt positive well-being behaviours. The study provided four optional month-long challenges aimed at minimizing smartphone use, practising gratitude, improving sleep, and increasing physical activity. Of the enrolled students, 93% participated in at least one challenge, and 82% completed two or more, with most participants indicating an intention to maintain these behaviours afterwards. These findings support the hypothesis that structured well-being challenges might effectively motivate students to adopt health-promoting practices, addressing a significant gap in research on the actual effectiveness of wellness interventions within academic institutions. Additionally, pharmacy schools have been attempting to promote a wellness culture through a variety of interventions, including yoga and mindfulness training, in response to national policy recommendations made by the American Association of Colleges of Pharmacy. Despite these efforts, research indicates that a significant number of students are still having difficulties with maintaining lifestyle changes that promote health. Using behavioural science concepts like \u0026quot;nudging,\u0026quot; which subtly promotes desired behaviours through psychological factors without restricting choice, is one suggested solution. This strategy highlights the potential of behavioural nudges in addressing wellness gaps in educational settings by utilizing concepts like salience (highlighting healthy behaviours) and inertia (overcoming reluctance to change) to motivate students toward healthier habits. [18]\u003c/p\u003e"},{"header":"3. METHODOLOGY","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Research Design\u003c/h2\u003e \u003cp\u003eThe study employs a descriptive research design to examine the current state of physical well-being among undergraduate students, focusing specifically on fitness and nutrition. This approach is selected to provide a comprehensive overview of students' health-related behaviour patterns and their adherence to physical well-being practices. By describing the current state of physical well-being, the research aims to offer valuable insights into the effectiveness of nudges in promoting healthier behaviours.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Sample\u003c/h2\u003e \u003cp\u003eThe research involves a sample of 100 undergraduate students. Participants are selected using a snowball sampling technique, which allows for the identification and recruitment of individuals through referrals from initial contacts within the student population. This method is particularly useful in reaching participants who might be otherwise difficult to access, ensuring a diverse and representative sample of students from Delhi University.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Data Collection Method\u003c/h2\u003e \u003cp\u003eData is collected through structured surveys, specifically designed to assess various aspects of physical well-being. The primary tool for data collection is a comprehensive questionnaire that evaluates fitness and nutrition. This questionnaire utilizes a Likert-type scale to measure the frequency of exercise, adherence to balanced nutrition, and overall physical health. The survey includes questions on physical activity levels, dietary habits, and students' perceptions of their physical health. To obtain more detailed information, a few qualitative questions were also included. This structured approach ensures that the data collected is both reliable and relevant to the study's objectives.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.4 Data Analysis Techniques\u003c/h2\u003e \u003cp\u003eInferential statistics were used to identify significant patterns within the data, helping to understand the relationship between different aspects of physical well-being and stages of behaviour adoption. Thematic analysis was also applied to the qualitative data to identify and analyze recurring themes and patterns. This approach provides a deeper understanding of student's experiences and perceptions related to physical well-being and the effectiveness of nudges.\u003c/p\u003e \u003c/div\u003e"},{"header":"4. RESULTS","content":"\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\n \u003ch2\u003e4.1 Physical Well-Being Perceptions of Respondents\u003c/h2\u003e\n \u003cp\u003eWhen investigating respondents\u0026apos; motivations for physical activity, various themes emerged, including social, health, and personal concerns. The majority of respondents mentioned health concerns as their primary motivator, citing a strong desire to prevent ailments, manage their weight, and improve their general physical and mental health. The psychological benefits of physical activity, such as enhanced mood, greater energy levels, and lower stress, were commonly cited as vital for mental well-being, emphasizing the need for maintaining an active lifestyle. Furthermore, many respondents were motivated by a desire to achieve and maintain a specific body shape, with concerns about weight gain highlighting the importance of beauty and fitness in their commitment to regular physical activity.\u003c/p\u003e\n \u003cp\u003eAspirations for a long, healthy life were also identified by participants as major motivators for maintaining an active lifestyle. Favourable features of physical activity were emphasized as motivators, especially those that involve social interactions, such as sports and group workouts. Further responses suggested that outside factors, including cultural norms, family customs, and even romantic interests, as mentioned by a few respondents, \u0026quot;Boys\u0026quot; could be strong stimulants of physical activity. In this case, nudges are crucial because they reinforce these internal and external motivators, making physical activity more relevant and accessible in participants\u0026apos; everyday lives. Through the intentional use of nudges that correspond with their social surroundings and intrinsic motivations, these outside cues can help people maintain active and healthy behaviours over the long term.\u003c/p\u003e\n \u003cp\u003eParticipants highlighted a number of barriers to adopting healthier lifestyles, emphasizing the importance of nudges to help them make positive changes. Time constraints appeared as a significant barrier, with many students unable to maintain healthy routines while juggling academic, social, and personal responsibilities. Those who live in hostels, for example, face extra challenges such as limited access to nutritious food and a lack of flexibility in their schedules. Dietary preferences also proved a considerable challenge, as many respondents indicated cravings, binge eating habits, and an overall preference for readily available junk, and less healthy options, all of which play a substantial role. Additionally, respondents identified particular barriers, for example, the impact of seasonal weather on physical activities such as morning walks and financial constraints that hinder the access to healthy dietary options. These observations show how complicated lifestyle barriers are for young adults and how nudges can be a non-intrusive tool to help them make healthy decisions. Students may find it simpler to incorporate wellness practices into their routines despite the conflicting demands they experience if focused nudges that address these particular issues are used, such as incentives to curb unhealthy desires, better access to nutrient-dense options, or reminders to exercise.\u003c/p\u003e\n \u003cp\u003eIn response to questions about how to continue engaging in physical activities consistently, participants emphasised the need for subtle cues such as self-motivation, determined routines, and social support as being essential for encouraging persistent physical exercise. The most often recommended strategy was to incorporate exercise into daily schedules, designating certain times for physical activity, similar to when scheduling important appointments. This nudge in everyday routine helps make room for exercise in hectic schedules, fostering habit-building. A lot of participants emphasized the use of alarms and reminders as useful cues to encourage consistent exercise. Selecting engaging activities was also thought to be important, shifting exercise from a chore to a daily desire.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\n \u003ch2\u003e4.2 Respondents Distribution Based on the Stages of the Trans-Theoretical Model for Physical Well-Being\u003c/h2\u003e\n \u003cp\u003eThe Trans-theoretical Model of Change (TTM) was the foundation for developing the data collection tool, with every question and answer choice designed to promote positive behavioural shifts. The questionnaire may determine each respondent\u0026apos;s readiness level for forming healthy habits by using the TTM\u0026apos;s five stages of change: pre-contemplation, contemplation, preparation, action, and maintenance. This methodical approach made it possible to map individual readiness in detail, from low engagement to long-term behavioural change. Additionally, by combining customized nudge-based prompts with the TTM-based design, participants were successfully encouraged along the readiness continuum for long-lasting gains in physical well-being and subtle encouragement toward health-positive choices. Because the questionnaire was tailored to each TTM stage, it was possible to gather specific information for creating customized nudges that promoted significant improvements in participants\u0026apos; physical welfare.\u003c/p\u003e\n \u003cdiv id=\"Sec15\" class=\"Section3\"\u003e\n \u003cp\u003e4.2.1 Respondent Distribution Based on the Stages of Change regarding 25 Minutes of Brisk Walking\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec16\" class=\"Section3\"\u003e\n \u003cp\u003e4.2.2 Respondent Distribution Based on Stages of Change regarding 30 Minutes of Physical Exercise Per Day\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec17\" class=\"Section3\"\u003e\n \u003cp\u003e4.2.3 Respondent Distribution Based on Stages of Change regarding Consuming a Balanced Diet\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec18\" class=\"Section3\"\u003e\n \u003cp\u003e4.2.4 Respondent Distribution Based on Stages of Change regarding Nutritious Lifestyle\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec19\" class=\"Section3\"\u003e\n \u003cp\u003e4.2.5. Respondent Distribution Based to Stages of Change regarding Drinking at Least 2 Liters of Water\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec20\" class=\"Section3\"\u003e\n \u003cp\u003e4.2.6. Respondents Distribution Based on Stages of Change regarding Regular Health Check-ups\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec21\" class=\"Section3\"\u003e\n \u003ch2\u003e4.2.1. Respondent Distribution Based on the Stages of Change regarding 25 Minutes of Brisk Walking\u003c/h2\u003e\n \u003cp\u003eThe line graph displays the degree of participation in making \u0026quot;25 minutes of brisk walking\u0026quot; a regular physical exercise among students from Colleges 1 and 2. Stages of behavioural change are used to categorize the data: Pre-contemplation (PC), Contemplation (C), Preparation (P), Action (A), and Maintenance (M). The largest level of student engagement takes place at the Contemplation stage, wherein 37% of all students express awareness and interest in the activity but have not yet taken any action. The fact that 44% of College 1 students are at this stage as opposed to 30% of College 2 students indicates that, although many students are aware of the advantages of brisk walking, there is a significant disconnect between awareness and actually starting to walk. The Maintenance stage, which denotes students who have continued their brisk walking commitment, is significantly greater in College 2 (34%) than in College 1 (16%), suggesting that once College 2 students start the activity, they are more likely to stick with it. Moving students from preparation to action is a challenge for both colleges, though; College 1 has a 28% preparation rate but a significant decline to 8% action, while College 2 has a 14% preparation rate with a modest increase to 12% action.\u003c/p\u003e\n \u003cp\u003eThese findings highlight how effective well-crafted nudges can be in assisting students as they move through the behavioural stages. With the deliberate use of nudges, such as peer support networks, reminders, or visible signs in the college setting, institutions can facilitate a more seamless transition from contemplation to regular physical activity participation.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec22\" class=\"Section3\"\u003e\n \u003ch2\u003e4.2.2 Respondent Distribution Based on Stages of Change regarding 30 Minutes of Physical Exercise Per Day\u003c/h2\u003e\n \u003cp\u003eThe line graph illustrates the degree of involvement of College 1 and College 2 students in adhering to a daily physical activity routine of 30 minutes, categorized by behavioural change stages: Pre-contemplation (PC), Contemplation (C), Preparation (P), Action (A), and Maintenance (M). According to analysis, only 3% of students are in the Pre-contemplation stage, indicating a general understanding of the importance of regular exercise. During the Contemplation stage, when students think about exercising but have yet to start, both colleges had an equal participation rate of 22%, indicating a common understanding of the value of physical activity but no immediate plans to take action. College 1 students are more enthusiastic (42%) than College 2 students (32%) when they get to the Preparation stage, where plans for exercise are formed. This suggests that College 1 students may have more resources or incentives to get ready for physical activity. With 26% of students actively engaging in exercise compared to College 1\u0026apos;s 20%, College 2 surpasses College 1 in the Action stage. This change suggests that College 2 students might be better at converting goals into tangible actions. With a higher commitment to long-term exercise habits, College 2 excels College 1 in the Maintenance stage, where consistent exercise routines are established, with 18% against 12%.\u003c/p\u003e\n \u003cp\u003eThese results highlight the value of behaviourally appropriate nudges, especially for students in the Preparation and Action stages. While nudges could strengthen continuous commitment in College 2, tailored nudges could be crucial in motivating students in College 1 to transition from planning to constant action. Colleges can help students achieve long-term physical well-being and promote more efficient, sustainable exercise habits by paying attention to stage-specific needs.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\n \u003ch2\u003e4.2.3 Respondent Distribution Based on Stages of Change regarding Consuming a Balanced Diet\u003c/h2\u003e\n \u003cp\u003eThe line graph that examines the eating patterns of students from two different institutions, broken down into stages of behavioural change for eating a balanced diet, shows that both student groups have a high level of dietary awareness. The fact that only 4% of students are in the pre-contemplation stage suggests that most of them understand the significance of eating a balanced diet. It\u0026apos;s interesting to note that a larger percentage of College 2 students (22%) are in the Contemplation stage than College 1 students (16%). This suggests that although both colleges\u0026apos; students recognize the value of nutrition, College 2 students may be more conscious about their present dietary gaps or be in the early stages of considering changes.\u003c/p\u003e\n \u003cp\u003eCollege 1 exhibits a greater degree of involvement in dietary modifications as students advance to Preparation and Action, with 38% actively seeking to implement a balanced diet, compared to just 16% at College 2. This discrepancy could indicate that College 1 students are more proactive or that they have better access to resources that encourage dietary changes. Nonetheless, College 2 students show more consistency throughout the Maintenance stage, with 38% continuing to follow healthy eating habits over time, as opposed to 22% at College 1. This contrast draws attention to the particular difficulties encountered at each level and the vital role that nudges play in assisting students in transitioning from awareness to sustained action. Customized nudging techniques, which take into account the unique motivators and challenges that each college\u0026apos;s students face, may be crucial in promoting the early adoption of healthy habits as well as sustaining long-term dietary practices.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec24\" class=\"Section3\"\u003e\n \u003ch2\u003e4.2.4 Respondent Distribution Based on Stages of Change regarding Nutritious Lifestyle\u003c/h2\u003e\n \u003cp\u003eThe line graph that compares the adoption of a nutritious lifestyle by College 1 and College 2 students, divided by stages of behaviour change, shows how both of these colleges approach nutrition and health differently, highlighting the possible contribution of nudges to the development of healthy eating habits. Interestingly, College 1 shows that none of its students are at the pre-contemplation stage, indicating that all of them acknowledge the advantages of maintaining a nutritious lifestyle. Conversely, 6% of College 2 students are still in the pre-contemplation stage, suggesting that health awareness nudges could have a particularly significant effect in this setting, possibly as a result of varying levels of initial health awareness or dietary education. With considerable engagement in the Preparation and Action stages, both colleges demonstrate significant interest in healthier eating as students progress through the stages of behaviour change. A much higher percentage of students in College 1 are in the Action stage (32% compared to 22% in College 2), which may indicate that there are more successful nudges or support networks that encourage students of College 1 to actively seek a healthy lifestyle. Similar percentages were found at the Maintenance stage across both the colleges (16% for College 1 and 20% for College 2), indicating that students are likely to maintain their healthy habits once they are adopted. The study emphasizes the significance of targeted nudges within strategies to promote health at both colleges, supporting students not just to adopt but also maintain nutritious lifestyle choices.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e\n \u003ch2\u003e4.2.5 Respondent Distribution Based to Stages of Change regarding Drinking at Least 2 Liters of Water\u003c/h2\u003e\n \u003cp\u003eThe line graph that contrasts the hydration practices of College 1 and College 2 students, arranged according to behaviour change stages for consuming at least 2 liters of water per day, shows significant variations in water intake patterns that highlight the possible influence of nudges in directing health-related behaviours. Since none of the students at College 1 remain in pre-contemplation, all of them are already in the contemplation stage or above, demonstrating engagement with hydration goals and suggesting that there may have been prior nudges or influences that positively increased awareness of the significance of staying hydrated.\u003c/p\u003e\n \u003cp\u003eConversely, 6% of students at College 2 are in the pre-contemplation stage, indicating a potential area where well crafted nudges could persuade these students to start prioritizing their daily water intake. When examining the progress through the different stages of behaviour change, College 1 shows that 34% of students are in the Preparation stage and 24% are actively drinking enough water (Action stage). This suggests that students may be moving from intention to action with the help of targeted nudges or support networks. Despite having fewer students in the Preparation stage, College 2 outperforms College 1 with 40% in the Maintenance stage as compared to 20% in the earlier stage. This indicates that although fewer College 2 students initially adopt hydration behaviours, those who do are more reliable in sticking with them. These trends point to a chance to use customized nudges at both institutions: to encourage students at College 2 in the beginning phases and to retain behaviours at College 1, highlighting the vital role behavioural nudges play in fostering and preserving healthy habits could be helpful\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec26\" class=\"Section3\"\u003e\n \u003ch2\u003e4.2.6 Respondents Distribution Based on Stages of Change regarding Regular Health Check-ups\u003c/h2\u003e\n \u003cp\u003eThe line graph depicting how many students at Colleges 1 and 2 attend routine health examinations, divided by stages of behaviour change, offers insights into how nudges could help students prioritize health monitoring. In the Contemplation stage, when 40% of College 1 students are thinking about getting frequent checkups, compared to a close 42% at College 2, College 1 exhibits greater involvement than College 2 across all behaviour change stages. This high degree of reflection among students indicates that there is broad recognition of the advantages of routine health examinations, which makes it possible to introduce nudges at the perfect time to promote advancement to the following phases.\u003c/p\u003e\n \u003cp\u003eSignificant distinctions between the two colleges can be seen in the Preparation and Action phases: While 10% of College 1 students are now actively participating in this health practice, compared to a higher 18% at College 2, 32% of College 1 students are getting ready to start routine checkups, nearly twice as many as College 2 students. This disparity implies that College 2 students show a higher level of dedication in practice, even while College 1 students show a strong propensity to think about and get ready for health examinations. At both colleges, the Maintenance stage\u0026mdash;where students routinely attend health examinations\u0026mdash;remains low at 14% and 10%, respectively. This suggests a gap that may be closed by carefully crafting nudges that promote sustained dedication. The current study highlights how customized health education and nudge interventions can help students convert high levels of interest and readiness into regular health practices.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e"},{"header":"5. CONCLUSION","content":"\u003cp\u003e\u003cstrong\u003e5.1 Respondents Distribution Based on the Stages of the Trans-Theoretical Model for Physical Well-Being\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis paper evaluated the way students from two different colleges, College 1 and College 2, embraced behaviours associated with health through various health and wellness activities—namely brisk walking, regular physical exercise, dietary habits, nutritious living, hydration, and regular health check-ups—using the Trans-theoretical Model (TTM) of Change. Each activity's insights show how nudges could be crucial in assisting students in moving through the TTM stages and promoting sustained dedication to healthier practices.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.1.1 Brisk Walking\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEmphasizing the possible importance of nudges in shaping physical activity habits, students from Colleges 1 and 2 showed varying degrees of involvement in embracing brisk walking as a regular physical activity. Students in College 1 were more likely to be at the Contemplation stage (44%), which indicates that while they are aware of the advantages of the activity, they are not making much progress toward regular participation. Conversely, College 2 showed a more pronounced shift from Contemplation to Maintenance, as 34% of students regularly continued to walk briskly as part of their daily routine. This implies that College 2 students are more likely to stick with physical activity after being encouraged to do so, demonstrating the importance of encouraging nudges in helping students develop long-lasting healthy habits.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.1.2 Regular Physical Exercise\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn both colleges, just a handful of students in the Pre-contemplation stage indicate a broad understanding of the advantages of regular physical exercise. However, disparities in their degrees of participation were found: College 2 performed better in the Action (26%) and Maintenance stages (18%), suggesting that the learners there had more regular exercise routines, whereas College 1 had a larger percentage of students in the Preparation stage (42%). This discrepancy emphasizes how crucial it is for College 1 to provide focused prods to help students move from planning to engaging in regular physical activity, bridging the gap between intention and sustained action.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.1.3 Dietary Habits\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to the evaluation, students in both colleges showed a strong understanding of the importance of eating a balanced diet, although College 2 had a higher percentage of students in the Contemplation stage, which meant they were actively considering dietary changes, while College 1 students were more proactive, with 38% in the Action stage, actively implementing dietary modifications. Interestingly, College 2 students were particularly good at maintaining these changes, with 38% successfully maintaining their dietary improvements. These findings suggest that nudges could be an important tool for helping students at different stages of behaviour change, especially for assisting those in the Contemplation stage in proceeding towards action and encouraging long-term commitment to healthy eating habits.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.1.4 Nutritious Lifestyle\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn College 1, there were no students in the Pre-contemplation stage, suggesting a complete awareness of the benefits of nutritious living. Moreover, compared to College 2, College 1 reported a larger proportion of students in the Action stage. Due to their similar performance in the Maintenance stage, both colleges demonstrated how important nudges may be in encouraging and maintaining participants' healthy lifestyles. Health promotion programs can further encourage students to enter and maintain these positive behaviour stages by utilizing nudging techniques, which will ultimately promote a sustained commitment to healthier eating practices.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.1.5 Hydration Habits\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eHydration habits differed significantly across both of the colleges in the study. College 1 demonstrated full participation, with no responses in the Pre-contemplation stage and all students actively thinking about or practicing proper hydration. College 2, on the contrary, maintained a significant 40% of students at the Maintenance stage, although initially displaying lower involvement. This shows that College 2 may have been successful in implementing nudges that promoted participants' long-term adherence to optimum hydration practices, highlighting the value of focused interventions in encouraging healthy habits.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.1.6 Regular Health Check-ups\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEngagement in regular health check-ups was substantially greater throughout all stages of behaviour change among students at College 1 as compared to the ones at College 2, particularly in the Preparation stage. On the other hand, College 2 students showed a higher propensity to engage in this activity. The percentage of students in the Maintenance stage was extremely low for both colleges, suggesting that there is substantial room for improvement in encouraging sustained commitment to routine health screenings. Targeted interventions, such as reminders or incentives, could greatly improve students' adherence to routine health examinations, especially when it comes to maintaining these behaviours over time.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.2 Physical Well-Being Perceptions of Respondents\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.2.1 Motivations for Physical Activity:\u003c/strong\u003e With an emphasis on health issues including sickness prevention and weight management, which are essential for improving both physical and emotional well-being, respondents outlined a variety of reasons for exercising. By highlighting the psychological advantages of physical activity, for instance elevated mood and decreased stress, in coupled with fitness and aesthetic objectives, nudges in the direction of these incentives might increase involvement. Additionally, by addressing both the social and personal aspects of motivation, nudges that are sensitive to family customs, lifestyle aspirations, and social interactions during exercise may encourage regular engagement.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.2.2 Barriers to Healthy Lifestyle Changes:\u003c/strong\u003e Participants listed a variety of obstacles to changing to healthier lifestyles, prominent among them being time constraints from personal and academic obligations that reduce opportunities for physical activity and a balanced diet. By gently guiding students toward healthier options even when they have limited time, nudges that target these obstacles may be helpful. For instance, nudges promoting easily available, nutritious meals could help hostel inhabitants who are dealing with a lack of food options. In a comparable manner, addressing junk food preferences, weather-related issues, and budgetary limitations with prompt reminders or inexpensive advice may help students adopt healthy habits in spite of these problems.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.2.3 Strategies for Consistent Physical Activity:\u003c/strong\u003e Respondents suggested incorporating exercise into everyday routines with the help of nudges, that include scheduling precise training times or employing reminders to foster consistency, in order to sustain regular physical activity. Long-term adherence was largely dependent on enjoyment and personalization of activities, indicating that nudges may be modified to include resources like fitness trackers or reminders that fit specific schedules and preferences. Additionally, by linking exercise to participants' cultural traditions and personal beliefs, nudges that support culturally appropriate activities like yoga and pranayama may improve adherence even more.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis work has not received any funding.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eThe research has been approved for ethical conduct by the Institutional Ethics Committee (IEC), The IEC certificate has been uploaded under supplementary material.\u003c/li\u003e\n \u003cli\u003eAll experimental protocols were approved by a Lady Irwin College Ethics Committee committee along with the full name of the Institutional Ethics Committee in the manuscript.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors give consent to Springer the publish this paper.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStatement of Informed Consent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e'Written Informed' consent was obtained from all subjects involved in this research reported in the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData for this study is available and can be accessed from the corresponding author on \u0026nbsp;request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOther Declarations:\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eIt is confirmed that all methods were carried out in accordance with relevant guidelines and regulations should be provided in the manuscript.\u003c/li\u003e\n \u003cli\u003eNo clinical trial was done for the purpose of this study.\u003c/li\u003e\n\u003c/ul\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eDeliens, T., Clarys, P., De Bourdeaudhuij, I., \u0026amp; Deforche, B. 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R. (2022). The 2022 India Report Card on physical activity for children and adolescents. \u003cem\u003eJournal of Exercise Science \u0026amp; Fitness, 21\u003c/em\u003e(1), 74\u0026ndash;82. https://doi.org/10.1016/j.jesf.2022.10.013\u003c/li\u003e\n \u003cli\u003eVerma, A. K., Singh, G., \u0026amp; Patwardhan, K. (2022). Patterns of physical activity among university students and their perceptions about the curricular content concerned with health: cross-sectional study. \u003cem\u003eJMIRx Med, 3\u003c/em\u003e(2), e31521. https://doi.org/10.2196/31521\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eWhat are the advantages and disadvantages of nudging? | News | Warwick Business School.\u003c/em\u003e (n.d.). Warwick Business School. https://www.wbs.ac.uk/news/what-are-the-advantages-and-disadvantages-of-nudging/\u003c/li\u003e\n \u003cli\u003eLin, Y., Osman, M., \u0026amp; Ashcroft, R. (2017). Nudge: concept, effectiveness, and ethics. \u003cem\u003eBasic and Applied Social Psychology, 39\u003c/em\u003e(6), 293\u0026ndash;306. https://doi.org/10.1080/01973533.2017.1356304\u003c/li\u003e\n \u003cli\u003eCain, J. (2020). Effectiveness of issuing well-being challenges to nudge pharmacy students to adopt well-being protective behaviors. \u003cem\u003eAmerican Journal of Pharmaceutical Education, 84\u003c/em\u003e(8), ajpe7875. https://doi.org/10.5688/ajpe7875\u003cu\u003e\u003c/u\u003e\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Physical Well-being, Students, Nudges, Trans-theoretical Model (TTM), Health Promotion, Academic Performance, Nutrition, Lifestyle","lastPublishedDoi":"10.21203/rs.3.rs-6515370/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6515370/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eNudges are a promising approach to promoting healthier habits among young adults who might otherwise find it difficult to uphold a healthy lifestyle in the face of social and academic demands. This research paper examines the physical well-being of college-going students of Delhi University employing the Trans-Theoretical Model of Change (TTM). The primary objective of the study was to understand students' perceptions of their physical well-being and analyze the stages of their physical well-being as per the TTM. Responses from a sample of one hundred students using a pre-tested attitudinal scale with respect to key components of physical well-being such as nutrition, fitness, brisk walking, etc. were commutated in alignment with the 5 levels of stages of change. The findings indicated that while most students recognized the importance of physical well-being, their engagement in healthy behaviours varied significantly across the TTM stages. Nudges, such as reminders and incentives, and daily enforcement of a nutritious diet in a college that teaches courses in nutrition have been found to positively influence students' movement towards better physical well-being. The study concludes that targeted nudges can be an effective strategy to promote healthier lifestyle and physical wellness among students, thereby enhancing their overall well-being and academic performance. This highlights how behavioural nudges can encourage healthier lifestyles among college students by analyzing the relationship between academic performance and physical well-being. This aligns with Sustainable Development Goal 3 (Good Health and Well-Being) and fosters long-term progress in health and education outcomes.\u003c/p\u003e","manuscriptTitle":"Physical Wel-being of Students and Role of Nudges in Compliance to Healthy Behaviours","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-05 08:32:08","doi":"10.21203/rs.3.rs-6515370/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"833f2297-916e-4d01-b425-558e659c5547","owner":[],"postedDate":"June 5th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-08-06T06:24:11+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-05 08:32:08","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6515370","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6515370","identity":"rs-6515370","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}