Cardinal B J, Jacques K M, Levy S S
Department of Exercise and Sport Science, Oregon State University, Corvallis, Oregon 97331, USA.
J Sports Med Phys Fitness. 2002 Mar;42(1):113-9.
This study assessed a 10-week, university-required lifetime fitness for health (LFH) course on students' leisure-time exercise behavior and advancement through the stages of change for exercise.
a quasi-experimental design was employed.
public university located in the United States.
a total of 540 students who were enrolled in an LFH course or selected psychology courses volunteered to participate in this study.
a 30-hour LFH course administered over 10 weeks. The course was delivered both in a lecture and lab format. The control condition consisted of psychology courses.
weekly leisure-time exercise behavior and stage of change for exercise behavior were assessed using valid and reliable self-report questionnaires at pre- and post-intervention.
Regardless of course, students' showed minimal changes in their exercise levels from pre- to post-intervention. Moreover, students in the LFH course did not improve their stage of change for exercise behavior as much students in the psychology courses. Regardless of course, participants' stage of change for exercise was an important moderator variable associated with exercise behavior change.
As was taught, the LFH course did little to change the participants' exercise levels outside of class, and did little to positively influence the participants' stage of change for exercise behavior.
本研究评估了一门为期10周、大学要求的健康终身健身（LFH）课程对学生休闲时间锻炼行为的影响，以及学生在运动改变阶段的进展情况。
采用准实验设计。
位于美国的公立大学。
共有540名参加LFH课程或所选心理学课程的学生自愿参与本研究。
在10周内开设一门30小时的LFH课程。该课程以讲座和实验室形式授课。对照条件为心理学课程。
在干预前后，使用有效且可靠的自我报告问卷评估每周的休闲时间锻炼行为和运动行为的改变阶段。
无论课程如何，学生从干预前到干预后的运动水平变化都很小。此外，LFH课程的学生在运动行为改变阶段的改善程度不如心理学课程的学生。无论课程如何，参与者的运动改变阶段都是与运动行为改变相关的一个重要调节变量。
如所教授的那样，LFH课程对改变参与者课外的运动水平作用不大，对积极影响参与者的运动行为改变阶段作用也不大。
