Improving Physical Activity Levels and Psychological Variables on University Students in the Contemplation Stage
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants and Study Design
2.2. Intervention Program
2.3. Instrument and Measures
2.4. Procedure
2.5. Data Analysis
3. Results
4. Discussion
Limitations
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Strategies | Description | TTM/SDT | Primary Target |
---|---|---|---|
Awareness-raising | Meetings to increase information about the benefits and risks of physical activity | TTM | Awareness |
Evaluate decisional balance | Motivational interviews to analyze pros and cons of changing behavior, identifying barriers; to identify intrinsic goals; to agree upon an action plan | TTM | Reevaluation |
Time management | Use of time resources and the way to achieve goals. Regulation and control of time | SDT | Autonomy |
Increase knowledge about physical activity guidelines | Participants receive information about the PA recommendations | SDT | Motivation |
Knowledge about facilities | Provide knowledge about the facilities and activity offer of the city and the university | SDT | Autonomy |
Emphasize responsibility | Researchers encourage participants to assume responsibility in decision-making | SDT | Autonomy |
Strategies | Description | TTM/SDT | Primary Target |
---|---|---|---|
Choice of activities | Participants are given the option to choose different physical activities | SDT | Autonomy |
Teamwork environment | Instructor focuses on teamwork | SDT | Relatedness |
Progression in physical activity practice | Progression from simple to more complex skills and activities | SDT | Competence |
Task climate | Provide a task-oriented climate during physical activity practice. Use positive reinforcement to recognize effort and progress | SDT | Competence |
Group cooperation | Group participation in a popular race organized by the city council | SDT | Relatedness |
Self-monitoring of behavior | Self-monitoring of outcome, providing informational feedback (use APPtiva) | SDT | Motivation |
Support and encouragement | Send messages (WhatsApp) to provide feedback and advice | SDT | Motivation |
Encourage physical activity practice alternatives during the weekend | Create programs and challenges for the weekend | SDT | Motivation |
Time 1 | Time 2 | Time 3 | Z (p) T1-T2 | Z (p) T1-T3 | Z (p) T2-T3 | |
---|---|---|---|---|---|---|
Experimental group a | 60.50 (20.34) | 48.28 (21.95) | 56.78 (23.61) | −1.992 (p = 0.813) | −0.628 (p = 0.181) | 0.447 (p = 0.316) |
Control group a | 50.74 (18.51) | 43.09 (11.93) | 42.51 (19.13) | −0.943 (p = 0.262) | −0.785 (p = 0.210) | −0.241 (p = 0.057) |
Differences between experimental and control b | Z = −1.178 (p = 0.208) | Z = −0.255 (p = 0.051) | Z = −1.906 (p = 0.344) |
Experimental Group a | Time 1 | Time 2 | Time 3 |
---|---|---|---|
Perceived competence | 3.63 (1.00) | 4.39 (0.92) | 4.72 (0.98) |
Z (p): T1-T2; T2-T3; T1-T3 b | 3.72 (p < 0.001); 2.06 (p < 0.05); 3.72 (p < 0.01) | ||
r: T1-T2; T2-T3; T1-T3 c | 0.878 | 0.488 | 0.878 |
Autonomy | 4.06 (1.12) | 4.54 (0.89) | 4.93 (0.86) |
Z (p): T1-T2; T2-T3; T1-T3 b | 2.32 (p < 0.01); 2.18 (p < 0.05); 3.37 (p < 0.01) | ||
r: T1-T2; T2-T3; T1-T3 c | 0.547 | 0.515 | 0.796 |
Relatedness | 3.48 (1.12) | 4.25 (0.73) | 4.41 (0.94) |
Z (p): T1-T2; T2-T3; T1-T3 b | 2.98 (p < 0.01); 0.93 (p > 0.05); 3.68 (p < 0.001) | ||
r: T1-T2; T2-T3; T1-T3 c | 0.704 | 0.221 | 0.868 |
Intrinsic motivation | 3.85 (1.34) | 4.71 (1.02) | 5.19 (1.01) |
Z (p): T1-T2; T2-T3; T1-T3 b | 3.54 (p < 0.01); 2.22 (p < 0.05); 3.24 (p < 0.001) | ||
r: T1-T2; T2-T3; T1-T3 c | 0.791 | 0.524 | 0.764 |
Extrinsic motivation | 2.84 (1.03) | 3.34 (0.99) | 3.65 (1.19) |
Z (p): T1-T2; T2-T3; T1-T3 b | 2.21 (p < 0.05); 1.74 (p > 0.05); 3.19 (p < 0.01) | ||
r: T1-T2; T2-T3; T1-T3 c | 0.519 | 0.406 | 0.753 |
Amotivation | 2.46 (1.04) | 2.51 (0.81) | 2.52 (0.96) |
Z (p): T1-T2; T2-T3; T1-T3 b | 1.42 (p > 0.05); 1.32 (p > 0.05);0.52 (p > 0.05) | ||
r: T1-T2; T2-T3; T1-T3 c | 0.033 | 0.031 | 0.127 |
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Corella, C.; Zaragoza, J.; Julián, J.A.; Rodríguez-Ontiveros, V.H.; Medrano, C.T.; Plaza, I.; Abarca-Sos, A. Improving Physical Activity Levels and Psychological Variables on University Students in the Contemplation Stage. Int. J. Environ. Res. Public Health 2019, 16, 4368. https://doi.org/10.3390/ijerph16224368
Corella C, Zaragoza J, Julián JA, Rodríguez-Ontiveros VH, Medrano CT, Plaza I, Abarca-Sos A. Improving Physical Activity Levels and Psychological Variables on University Students in the Contemplation Stage. International Journal of Environmental Research and Public Health. 2019; 16(22):4368. https://doi.org/10.3390/ijerph16224368
Chicago/Turabian StyleCorella, Cristina, Javier Zaragoza, José Antonio Julián, Víctor Hugo Rodríguez-Ontiveros, Carlos Tomás Medrano, Inmaculada Plaza, and Alberto Abarca-Sos. 2019. "Improving Physical Activity Levels and Psychological Variables on University Students in the Contemplation Stage" International Journal of Environmental Research and Public Health 16, no. 22: 4368. https://doi.org/10.3390/ijerph16224368