Sabooteh Sahar, Feizi Awat, Shekarchizadeh Parivash, Shahnazi Hossein, Mostafavi Firoozeh
Department of Health Education and Promotion, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran.
Department of Biostatistics and Epidemiology, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2020 May 28;9:123. doi: 10.4103/jehp.jehp_645_19. eCollection 2020.
The present study aims at designing and evaluating the effect of new educational media-based educational intervention on students' stages of behavior change of physical activity.
In the present interventional study, 225 students of medical sciences university were assigned into two experimental and one control groups using proportional stratified random sampling, where web-based and software-based educational interventions were used. Data were collected using International Physical Activity Questionnaire, Marcus's stages of change scales, and a self-made questionnaire including constructs of barriers, benefits, and self-efficacy. Evaluation was conducted through pretest and posttest and immediate and 2 and 6 months of follow-ups after the intervention. Data were analyzed by SPSS software using descriptive statistics and Chi-square, Friedman, one-way ANOVA, and ANOVA with repeated measure.
Based on the results, there was no significant difference between the experimental and control groups before the intervention ( = 0.37); however, immediately and 2 and 6 months after the intervention, there was a significant difference between the experimental and control groups in terms of stages of change ( < 0.001). Furthermore, in the experimental group, the educational intervention led to improvement of individuals in the stages of change of physical activity. At 6-month follow-up, 75.4% of the software group and 60.6% of the web group achieved the maintenance stage.
The results suggest that designing intervention based on people's level of preparation for changing behavior and using new educational methods such as web and software were effective on individuals' progress in different stages of change of physical activity behavior and physical activity rate.
本研究旨在设计并评估基于新型教育媒体的教育干预对学生身体活动行为改变阶段的影响。
在本干预性研究中，采用比例分层随机抽样法将225名医科大学学生分为两个实验组和一个对照组，其中使用了基于网络和基于软件的教育干预措施。通过国际身体活动问卷、马库斯改变阶段量表以及一份包含障碍、益处和自我效能感等构念的自制问卷收集数据。在干预后通过前测和后测以及即时、2个月和6个月的随访进行评估。使用SPSS软件进行数据分析，采用描述性统计以及卡方检验、弗里德曼检验、单因素方差分析和重复测量方差分析。
结果显示，干预前实验组和对照组之间无显著差异（ = 0.37）；然而，在干预后即时、2个月和6个月时，实验组和对照组在改变阶段方面存在显著差异（ < 0.001）。此外，在实验组中，教育干预使个体在身体活动改变阶段得到改善。在6个月随访时，软件组75.4%的学生和网络组60.6%的学生达到了维持阶段。
结果表明，根据人们改变行为的准备程度设计干预措施，并使用网络和软件等新型教育方法，对个体在身体活动行为改变的不同阶段的进展以及身体活动率是有效的。
