Kwan Matthew, Faulkner Guy, Bray Steven
Department of Family Medicine, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada.
JMIR Res Protoc. 2013 Apr 29;2(1):e16. doi: 10.2196/resprot.2099.
While physical activity in individuals tends to decline steadily with age, there are certain periods where this decline occurs more rapidly, such as during early adulthood. Interventions aimed at attenuating the declines in physical activity during this transition period appear warranted.
The purpose of the study was to test the feasibility and efficacy of a theoretically informed, website-delivered physical activity intervention aimed at students entering university.
Using a quasi-experimental design, 65 participants (44 females; mean age 18.51, SD 0.91) were assigned to either an intervention (receiving website access plus weekly prompts) or comparison condition (receiving unprompted website access only), completing questionnaires at baseline and follow-up 8 weeks later. The intervention website, "Active Transition", was specifically designed to target students' physical activity cognitions and self-regulatory skills.
Intervention usage was low, with only 47% (18/38) of participants assigned to the intervention condition logging into the website 2 or more times. Among the broader student sample, there were significant declines in students' physical activity behaviors (F1,63=18.10, P<.001), attitudes (F1,62=55.19, P<.001), and perceived behavioral control (F1,62 =17.56, P<.001). In comparisons between intervention users (29/65, individuals logging in 2 or more times) and non-users (36/65, individuals logging in once or not at all), there was a significant interaction effect for intervention usage and time on perceived behavioral control (F1,62=5.13, P=.03).
Poor intervention usage suggests that future efforts need to incorporate innovative strategies to increase intervention uptake and better engage the student population. The findings, however, suggest that a website-delivered intervention aimed at this critical life stage may have positive impact on students' physical activity cognitions. Future studies with more rigorous sampling designs are required.
虽然个体的身体活动往往会随着年龄的增长而稳步下降，但在某些时期这种下降会更快，比如在成年早期。旨在减缓这一过渡时期身体活动下降的干预措施似乎是有必要的。
本研究的目的是测试一种基于理论、通过网站提供的针对刚进入大学的学生的身体活动干预措施的可行性和有效性。
采用准实验设计，将65名参与者（44名女性；平均年龄18.51岁，标准差0.91）分为干预组（可访问网站并每周收到提示）或对照组（仅可无提示访问网站），在基线时和8周后的随访时完成问卷调查。干预网站“积极过渡”专门针对学生的身体活动认知和自我调节技能进行设计。
干预措施的使用率较低，分配到干预组的参与者中只有47%（18/38）登录网站2次或更多次。在更广泛的学生样本中，学生的身体活动行为（F1,63 = 18.10，P <.001）、态度（F1,62 = 55.19，P <.001）和感知行为控制（F1,62 = 17.56，P <.001）均有显著下降。在干预使用者（29/65，登录2次或更多次的个体）和非使用者（36/65, 登录1次或根本未登录的个体）之间的比较中，干预使用情况和时间对感知行为控制有显著的交互作用（F1,62 = 5.13，P =.03）。
干预措施使用率低表明未来需要采用创新策略来提高干预措施的接受度，并更好地吸引学生群体。然而，研究结果表明，针对这一关键生命阶段的基于网站的干预措施可能会对学生的身体活动认知产生积极影响。需要进行更严格抽样设计的未来研究。
