A Unique University Course: Training for Marathons

A Professor Teaches Behavioural Psychology and Motivation Through Marathon Training

The Globe and Mail article This professor teaches his psychology students to run a marathon offers a compelling rethinking of how psychology can be taught and experienced beyond the classroom. Rather than treating mental health solely as an abstract or theoretical subject, the professor described in the article integrates running into his psychology curriculum, encouraging students to learn about the mind through embodied experience. This approach challenges the traditional separation between physical activity and academic learning, highlighting the value of experiential methods in mental health education.

One of the most striking insights from the article is that running is not merely a fitness activity but a structured opportunity for self-reflection. As students run, they confront discomfort, fatigue, motivation, and self-talk in real time. These experiences mirror many psychological concepts discussed in class, including resilience, emotion regulation, and cognitive appraisal. Instead of reading about these ideas in isolation, students actively experience them, making learning more personal and memorable.

This approach aligns closely with contemporary understandings of mental health as something that is lived and practiced, rather than passively understood. Running provides a context in which students can observe how their thoughts influence their behaviour—whether negative self-talk leads to quitting, or supportive internal dialogue helps them persist. In this way, movement serves as a medium for psychological insight, enabling students to recognize patterns in their own thinking that might otherwise remain abstract.

The article also emphasizes accessibility. The professor’s use of running is not about athletic performance or competition, but about participation and personal growth. This reframing is important, as it reduces barriers for students who may not identify as “runners.” Instead, running is presented as a flexible tool adaptable to diverse abilities and comfort levels, reinforcing the idea that mental health practices should be inclusive and adaptable.

From a broader perspective, this model has implications beyond higher education. Programs like Team Unbreakable similarly use running as a platform for mental health education, particularly among youth. By combining structured reflection with physical activity, such programs help participants build self-awareness, resilience, and confidence in ways that traditional instruction alone may not achieve. The article reinforces the value of this integrated approach, suggesting that meaningful learning in mental health often occurs through action rather than discussion.

Overall, the article highlights an important shift in how we think about mental health education. By teaching psychology through running, the professor demonstrates that learning about the mind can—and perhaps should—involve the body. This insight supports the growing recognition that mental well-being is deeply connected to movement, experience, and reflection, offering a powerful model for educators and mental health programs alike.

This article was written by Ching Pang, University of Toronto BKin student, as part of a placement with Team Unbreakable.