Background: Universities are said to have a responsibility to offer holistic education and should, therefore, include ways to prevent risky behaviour such as sedentary living. University students are expected to make informed decisions about their future endeavours. About 23% of adults and 8% of adolescents globally do not meet the global recommendations on minimum Physical Activity (PA) for general health promotion of the World Health Organisation. Objective: The objectives of the current study were to explore factors that lead to participation and non-participation in PA among university students, as well as their preferred PA participation activities. Methods: The study used a qualitative ethnographic design to purposefully collect data from nine (9) participants by means of semi-structured one-on-one interviews. Open coding was applied when analysing the transcribed data through the ATLAS.ti software programme. Results: The findings reveal six themes: Factors that lead to Physical Activity (PA) participation; factors that lead to non-participation in PA; environmental convenience for PA participation; a definition of PA; PA participation preference and benefits of PA. Despite the known benefits of regular physical activity, research shows a significant decline in physical activity participation and an increase in sedentary behaviour in university students. Conclusion: Further studies are needed to interrogate PA and its related concepts to raise awareness of each concept. In conclusion, the study recognises that since lifestyle changes during the university period are sustained into adulthood, students tend to engage in risky behaviour such as alcohol and tobacco use, and physical inactivity, which may have long-term negative implications for their health and lead to poor perceptions about their body structure.

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Background: Youth with disabilities benefit by developing a skill set to help resolve any issues during their daily activities, including pursuits that lead to productive livelihoods. Acquiring leadership skills through leisure education programmes may be particularly effective for youth with disabilities to gain confidence in their leadership abilities.Objectives: This study aimed to develop and reach a convergence of opinions on the preferred elements of a leisure education programme to promote leadership development among youth with physical disabilities.Method: In this study, a three-round Delphi methodology was used. In the first round, 16 experts participated; in the second round, 14 experts participated; in the third round, nine participated. The first round of the Delphi method consisted of a qualitative questionnaire with open-ended questions, which assisted in developing guideline statements. The results from the first round informed the second and third rounds of the study. The guidelines were reviewed for consensus in subsequent rounds using a Likert scale format. Results:In the final round (third round) of the Delphi method, the expert panel consisting of nine participants agreed that leadership development for youth with physical disabilities could be promoted by leisure, recreation, sports and activities of daily living. Conclusion:These guidelines are essential in building resilience, empowerment and independence and can be seen as a positive contribution to communities with disabilities and young people with and without disabilities.Contribution: These guidelines would build capacity and resilience among youth and equip them with the skills and abilities to initiate leisure programmes.

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