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Int J Environ Res Public Health. 2019 Nov 8;16(22). pii: E4368. doi: 10.3390/ijerph16224368.

Improving Physical Activity Levels and Psychological Variables on University Students in the Contemplation Stage.

Author information

1
Faculty of Social and Human Sciences, University of Zaragoza, 44003 Teruel, Spain.
2
Centre for the Promotion of Physical Activity and Health (CAPAS-City), University of Zaragoza, 22001 Huesca, Spain.
3
Faculty of Human Sciences and Education, University of Zaragoza, 22003 Huesca, Spain.
4
Polytechnic School of Teruel, University of Zaragoza, 44003 Teruel, Spain.

Abstract

This study aimed to investigate the effects of a physical activity intervention, based on self-determination theory and the transtheoretical model, on university students in the contemplation stage.

PARTICIPANTS:

42 students, in the contemplation stage at baseline, were randomly assigned to an experimental group (16 women, 2 men; M age = 19.1 ± 1.15) and a control group (18 women, 2 men; M age = 20.1 ± 5.7).

METHODS:

Physical activity was measured at different moments by accelerometry. Other cognitive variables were measured by self-reported scales.

RESULTS:

We did not find any significant increases in students' physical activity in favor of the intervention group. Intragroup analyses indicate that the intervention has an effect on physical activity (moderate-to-vigorous physical activity), basic psychological needs, and intrinsic and extrinsic motivation.

CONCLUSIONS:

Results partially demonstrate that applying social cognitive theories seems to be effective in improving physical activity and cognitive variables in university students in the contemplation stage.

KEYWORDS:

intervention; physical activity; self-determination theory; transtheoretical model; university students

PMID:
31717406
DOI:
10.3390/ijerph16224368
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