Abstract
Objective: To explore the impact of a theory-informed educational video on undergraduates’: motivational readiness, self-efficacy, and decisional balance about changing sedentary time; sedentary time; and perceptions of sedentarism over time and compared to a control. Participants: Undergraduates (N = 160) from a Canadian institution. Methods: A single-blind randomized controlled trial using an intervention (sedentary video) and control (sleep video) group. Participants completed two validated questionnaires at baseline, immediate post-intervention, and one-month follow-up plus open-ended questions. Linear mixed models and content analysis were used. Results: No significant differences were observed between groups. Increases in self-efficacy (p = .016; d = 0.27) and decisional balance (p = .008; d = 0.31) were observed within intervention participants from baseline to post-intervention, and decreases in sedentary time at post-intervention (p = .032; d = −0.40) and follow-up (p = .006; d = −0.46). Conclusions: This theory-informed sedentary time video shows promise regarding undergraduates’ sedentarism.
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