The feasibility of a theory-based self-regulation intervention in schools to increase older adolescents' leisure time physical activity behavior.

James Matthews,Aidan P Moran,Amanda M Hall

doi:10.3934/publichealth.2018.4.421

Abstract

The purpose of this study was to test the feasibility of a theory-based self-regulation intervention to increase older adolescents' leisure time physical activity (LTPA) behavior. Forty-nine adolescents (M = 15.78 years; SD = 0.52; 31% female) from two schools agreed to participate. Participants were randomly assigned to the experimental or control arm at the school level. The experimental group (n = 24) underwent a brief self-regulation intervention for six weeks. The control group (n = 25) continued with standard classes. Intervention fidelity data was collected to assess feasibility. Outcome measures included self-reported LTPA behavior and self-regulation technique use. Intervention sessions were delivered as intended, participant attendance was high and compliance with intervention content was acceptable. The experimental group reported higher levels of LTPA behavior eight weeks post-intervention and increased use of self-regulation techniques. A brief theory-based self-regulation intervention delivered in a school-setting appears feasible and may increase LTPA behavior and self-regulation in adolescents.

Highlights

Regular physical activity is well documented to provide a range of physical and mental health benefits to adolescents [1,2]
While these school-based programs appear effective at increasing activity during school hours, much less is known about how effective school-based interventions may be for leisure time physical activity (LTPA) rather than school-based activity [7,13]
The mean LTPA behavior reported by participants equated to 49.12 metabolic equivalent total value (MET) (SD = 28.26) per week

Summary

Introduction

Regular physical activity is well documented to provide a range of physical and mental health benefits to adolescents [1,2]. There is a gap in our understanding of the effects of school-based interventions targeting older adolescents (i.e., 15–19 years of age) [12]. While these school-based programs appear effective at increasing activity during school hours, much less is known about how effective school-based interventions may be for leisure time physical activity (LTPA) rather than school-based activity [7,13]. Developing interventions that promote LTPA provides an opportunity to positively influence physical activity behavior in the long term

Methods

Results

Conclusion