Abstract
To evaluate the effectiveness of a theoretically based and Web-delivered intervention using common course technology for increasing physical activity in a college student sample. One hundred four students randomly participated in either a Web-based intervention involving 7 theory-based learning lessons or a control group that received minimal physical activity information. Participants reported levels of physical activity and social cognitive theory (SCT) constructs at baseline and after 6 weeks of the intervention. Relative to controls, intervention participants reported increased days of moderate and vigorous physical activity, but few changes in SCT constructs. Web-based interventions can successfully increase physical activity among college students.
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