Effects of a Print-mediated Intervention on Physical Activity during Transition to the First Year of University

Abstract

Transition to the first year of university is linked to steep declines in moderate–vigorous physical activity (MVPA). The purpose of this study was to investigate the effects of a targeted, theory-driven, print-based intervention on MVPA during transition to university. Volunteer participants from five Canadian universities (n = 255) completed measures of MVPA at the start of their first semester at university and were randomly assigned to conditions receiving a first-year-student physical activity and action-planning brochure, Canada's Physical Activity Guide (CPAG), or a no-intervention control group. Six weeks later, a follow-up measure of MVPA was obtained as well as retrospective accounts of physical activity action-planning strategies and self-efficacy for scheduling physical activity. At the follow-up, students who received the targeted first-year student physical activity brochure reported significantly higher levels of MVPA compared to controls (p < .05) and a trend towards higher MVPA compared to the CPAG group (p = .06). However, there were no differences between groups on action planning or self-efficacy. A theory-driven and targeted print media intervention can offer low-cost and broad-reaching effects that may help students stay more active or curb declining levels of MVPA that occur during transition to university.