Preliminary evaluation of a web-based physical activity course
Rates of physical activity have been shown to decline across the lifespan, particularly between adolescence and adulthood. The purpose of the study was to complete a construct validation of a web-based physical activity intervention for college students and to pilot-test the efficacy of the intervention in changing physical activity. The study involved three groups: an online group (n=46), a traditional group (n=22), and a health group (n=22). The online group received a fitness and self-regulatory knowledge and skill intervention. Students in this group were required to complete at least three days of physical activity and record it in their weekly activity logs. Students in the traditional group attended a fitness lecture one day per week, as well as a three-day per week physical activity lab. Students in the health course were not required to be physically active for their course. Self-regulation, family social support, friend social support, self-efficacy, outcome expectations and expectancies, physical activity, and estimated fitness measures were collected at pretest, post-test, and six-week follow-up. There was a significant interaction between time and group for self-regulation (Pillai’s Trace = .235, F(4,174)=5.789, p<.001. A post-hoc One-Way ANOVA found the difference occurred at post-test, and that there was a significant difference between the online group and the health group. There were no group differences for any other construct variables. There was a significant time effect on vigorous physical activity from pre-test to post-test F(1,87)=11.434, p=.001. There was no group effect for moderate or vigorous physical activity. A regression analysis was conducted to assess if change in constructs led to a change in physical activity. A regression model for the sample indicated that 16% of the variance in change in vigorous physical activity could be accounted for by change in self-regulation. For the online group, 10% of the variance in change in vigorous activity was accounted for by change in self-regulation. In the traditional group, 23% of the variance in change in vigorous physical activity was accounted for by change in self-regulation. This study provides a model for changing self-regulation among college students. Further study is warranted for the other variables.
School:The Ohio State University
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:physical activity intervention construct validation college students web based
Date of Publication:01/01/2003