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Improving Physical Activity Levels and Psychological Variables on University Students in the Contemplation Stage

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  • Cristina Corella

    (Faculty of Social and Human Sciences, University of Zaragoza, 44003 Teruel, Spain
    Centre for the Promotion of Physical Activity and Health (CAPAS-City), University of Zaragoza, 22001 Huesca, Spain)

  • Javier Zaragoza

    (Centre for the Promotion of Physical Activity and Health (CAPAS-City), University of Zaragoza, 22001 Huesca, Spain
    Faculty of Human Sciences and Education, University of Zaragoza, 22003 Huesca, Spain)

  • José Antonio Julián

    (Faculty of Social and Human Sciences, University of Zaragoza, 44003 Teruel, Spain
    Centre for the Promotion of Physical Activity and Health (CAPAS-City), University of Zaragoza, 22001 Huesca, Spain)

  • Víctor Hugo Rodríguez-Ontiveros

    (Polytechnic School of Teruel, University of Zaragoza, 44003 Teruel, Spain)

  • Carlos Tomás Medrano

    (Polytechnic School of Teruel, University of Zaragoza, 44003 Teruel, Spain)

  • Inmaculada Plaza

    (Polytechnic School of Teruel, University of Zaragoza, 44003 Teruel, Spain)

  • Alberto Abarca-Sos

    (Faculty of Social and Human Sciences, University of Zaragoza, 44003 Teruel, Spain
    Centre for the Promotion of Physical Activity and Health (CAPAS-City), University of Zaragoza, 22001 Huesca, Spain)

Abstract

This study aimed to investigate the effects of a physical activity intervention, based on self-determination theory and the transtheoretical model, on university students in the contemplation stage. Participants: 42 students, in the contemplation stage at baseline, were randomly assigned to an experimental group (16 women, 2 men; M age = 19.1 ± 1.15) and a control group (18 women, 2 men; M age = 20.1 ± 5.7). Methods: Physical activity was measured at different moments by accelerometry. Other cognitive variables were measured by self-reported scales. Results: We did not find any significant increases in students’ physical activity in favor of the intervention group. Intragroup analyses indicate that the intervention has an effect on physical activity (moderate-to-vigorous physical activity), basic psychological needs, and intrinsic and extrinsic motivation. Conclusions: Results partially demonstrate that applying social cognitive theories seems to be effective in improving physical activity and cognitive variables in university students in the contemplation stage

Suggested Citation

  • Cristina Corella & Javier Zaragoza & José Antonio Julián & Víctor Hugo Rodríguez-Ontiveros & Carlos Tomás Medrano & Inmaculada Plaza & Alberto Abarca-Sos, 2019. "Improving Physical Activity Levels and Psychological Variables on University Students in the Contemplation Stage," IJERPH, MDPI, vol. 16(22), pages 1-13, November.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:22:p:4368-:d:285081
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    References listed on IDEAS

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    1. Verónica Varela-Mato & José M. Cancela & Carlos Ayan & Vicente Martín & Antonio Molina, 2012. "Lifestyle and Health among Spanish University Students: Differences by Gender and Academic Discipline," IJERPH, MDPI, vol. 9(8), pages 1-14, August.
    2. Ulla Toft & Paul Bloch & Helene C. Reinbach & Lise L. Winkler & Tine Buch-Andersen & Jens Aagaard-Hansen & Bent Egberg Mikkelsen & Bjarne Bruun Jensen & Charlotte Glümer, 2018. "Project SoL—A Community-Based, Multi-Component Health Promotion Intervention to Improve Eating Habits and Physical Activity among Danish Families with Young Children. Part 1: Intervention Development ," IJERPH, MDPI, vol. 15(6), pages 1-21, May.
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