Year-end Sale % OFF 
Abstract
This study evaluated the effectiveness of a student-led physical activity intervention that incorporated pedometers and cognitive-behavioral strategies. Undergraduate students (N = 117) enrolled in upper division exercise and sport science courses recruited participants. Participants in the cognitive-behavioral intervention condition received weekly mentoring from students on strategies to foster self-regulation, whereas those in a minimal intervention control condition (i.e., pedometer and self-monitoring) did not. All volunteers wore a pedometer for 6 weeks, maintained a step-count log, and completed physical activity and barrier self-efficacy measures pre- and postintervention. Repeated measures analysis of variance revealed that intervention condition participants increased their steps more so than those in the control condition, F(5, 570) = 10.1, p < .0001, starting at Week 3, with effect sizes in the moderate range. Intervention condition participants also reported increased physical activity self-efficacy, whereas those in the control condition did not, F(1, 77) = 5.6, p < .03, Cohen d = .47. There were no significant changes in barrier self-efficacy for either group. Overall, these findings suggest a student-led cognitive-behavioral pedometer intervention results in more favorable changes in step counts and physical activity self-efficacy than simply wearing a pedometer and self-monitoring step counts.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
