Effectiveness of applying the transtheoretical model to improve physical activity behavior of university students

Abstract

This study was divided into three stages. The first phase of the study aimed to examine factors influencing the students' participation in physical activity. Eight female and male university students participated in the focus group. It was found that the participants' perceived benefits of physical activity were physical, psychological and social. Their perceived barriers to physical activity included both internal and external factors. Peer groups and family were found to be influential factors in the participants' decision to engage in physical activity. The second phase was designed to investigate 1,464 Thai university students' stages of change based on the Transtheoretical model (TTM) in relation to physical activity behavior. Regarding the stages of change, 19.6% of the participants were in the Precontemplation stage, 21.8% in the Contemplation stage, 44.2% in the Preparation stage, 8.9% in the Action stage, and 5.5% in the Maintenance stage. The majority of participants' BMI statuses were normal. There were significant differences in response according to gender and BMI status, gender and stages of change, and BMI status and stages of change. The third study used a pre-post randomized control group design to determine the effectiveness of the TTM-based intervention in improving physical activity behavior among university students. 210 freshman students, who classified in Precontemplation, Contemplation and Preparation stages, were randomly assigned to either experiment or control groups in each stage. The students in the experimental group received an eight-week stage-matched intervention, while the students in the control group participated in physical education activity classes. At the follow-up stage, the students in the experiment group significantly improved their scores compared to the baseline in all of the study variables (Stages of Change, Self-Efficacy, Pros, Cons, and Experiential and Behavioral Processes of Change). It was also found that students in the experimental group had higher improvement in Stages of Change, Self- Efficacy, Pros, Experiential and Behavioral Processes of Change, and perceived fewer Cons to physical activity. There were significant differences found in Processes of Change and Physical Activity Levels across Stages of Change, but not in other variables. The results of this study indicated that stage-matched intervention can be an effective means of increasing participation in physical activity among university students.