St Quinton Tom, Brunton Julie A
a Leeds Trinity University.
b Sheffield Hallam University.
Res Q Exerc Sport. 2018 Jun;89(2):255-264. doi: 10.1080/02701367.2018.1443197. Epub 2018 Apr 4.
This study is the 3rd piece of formative research utilizing the theory of planned behavior to inform the development of a behavior change intervention. Focus groups were used to identify reasons for and solutions to previously identified key beliefs in addition to potentially effective behavior change techniques.
A purposive sample of 22 first-year undergraduate students (n = 8 men; M = 19.8 years, SD = 1.3 years) attending a university in the North of England was used. Focus groups were audio-recorded; recordings were transcribed verbatim, analyzed thematically, and coded for recurrent themes.
The data revealed 14 reasons regarding enjoyment, 11 reasons for friends' approval, 11 reasons for friends' own participation, 14 reasons for the approval of family members, and 10 solutions to time constraints. Twelve distinct techniques were suggested to attend to these reasons and solutions.
This qualitative research will be used to inform the development of a theory-based intervention to increase students' participation in university recreational sports.
本研究是利用计划行为理论为行为改变干预措施的制定提供信息的第三项形成性研究。除了潜在有效的行为改变技巧外，还通过焦点小组来确定先前确定的关键信念的原因及解决方案。
选取了22名在英格兰北部一所大学就读的本科一年级学生作为目标样本（n = 8名男性；平均年龄M = 19.8岁，标准差SD = 1.3岁）。焦点小组进行了录音；录音逐字转录，进行主题分析，并对反复出现的主题进行编码。
数据揭示了14条关于享受的原因、11条关于朋友认可的原因、11条关于朋友自身参与的原因、14条关于家庭成员认可的原因以及10条解决时间限制的方案。针对这些原因和方案提出了12种不同的技巧。
这项定性研究将用于为基于理论的干预措施的制定提供信息，以提高学生参与大学休闲运动的程度。
