Brian Hortz

Predicting vigorous physical activity using social cognitive theory.

OBJECTIVE To test Social Cognitive Theory (SCT) in predicting future vigorous physical activity among college students. METHODS College students (n=350) completed a set of instruments measuring SCT constructs. Their vigorous physical activity was tracked for 4 weeks. RESULTS Exercise role identity, self-regulation, outcome expectancy value, social support, self-efficacy, and positive exercise experience accounted for 27% of the variance in days of vigorous physical activity. CONCLUSION The results supported the use of SCT in understanding factors associated with vigorous physical activity rates among college students.

Impact evaluation of a pilot web-based intervention to increase physical activity.

Purpose. The purpose of this pilot study was to conduct an impact evaluation of a 10-week Web-based physical activity intervention. Design. Quasi-experimental, three-group pretest, posttest design. Setting. Large Midwestern university. Subjects. Participants (N = 233) included college students registered for three courses. The study employed a convenience sample consisting of a Web-based group (n = 108), a physical activity group (n = 64), and a general health group (n = 61). Intervention. The Web-based group received a Social Cognitive Theory behavioral skill-building intervention and exercised 3 days per week in their leisure time. The physical activity group received exercise instruction and was required to attend three physical activity labs per week. The comparison group received health instruction. Measures. Outcome variables included moderate and vigorous physical activity, self-regulation, social support, self-efficacy, and outcome expectations and expectancies. Analysis. Differences between groups were assessed at pretest and posttest using multiple analyses of variance. Results. Vigorous physical activity, self-regulation, and outcome expectancy value changed significantly in the Web-based and physical activity course groups (p < .01). Conclusions. Even with consideration of limitations such as small sample size and lack of randomization, the Web-based and traditional physical activity lecture and activity lab interventions were superior in eliciting changes in vigorous physical activity, self-regulation, and outcome expectancy value than a traditional health course. (Am J Health Promot 2011;25[4]:227–230.)

Rates of physical activity among Appalachian adolescents in Ohio.

PURPOSE The purpose of this study was to describe the physical activity behavior of high school students living in the Appalachian region of Ohio. METHODS A cross-sectional sample of 1,024 subjects from 11 schools in Appalachian Ohio was drawn. Previously validated instruments were used to measure physical activity behavior over 7 days. FINDINGS Appalachian adolescents fell short of recommended levels of activity. They reported high rates of sedentary behavior by 9th grade. Appalachian adolescents may be acquiring sedentary behaviors earlier than adolescents living in other regions. Low rates of activity make this population particularly at risk for the health consequences associated with inactivity.

Formative Evaluation of MyFit: A Curriculum to Promote Self-Regulation of Physical Activity among Middle School Students.

Background: Previous interventions to increase physical activity among middle school students have not produced long-term results. Often, students lack the self-regulation skills needed to support long-term adherence to physical activity. Purpose: The purpose of this study was to conduct a formative evaluation of a self-regulation based physical activity intervention (MyFit) targeting middle school students. The evaluation addressed 3 foci. The first focus was student learning and the use of self-regulation strategies for physical activity. The second was teacher perceptions of the feasibility of the MyFit program. The final focus was student perceptions of the acceptability of the MyFit program. Methods: Seventeen lessons were developed to target self-monitoring, social support, environmental aids, reinforcement, self-efficacy, and tailoring. A one-group pretest–posttest design was used. Results: Students had sufficient knowledge test scores and reported significant increases in the use of self-regulation skills. The teacher and students also provided useful feedback for the refinement of the MyFit program. Discussion: This study provided valuable data for MyFit content and delivery refinement. Translation to Health Education Practice: Formative evaluation methods were useful to refine the MyFit curriculum. The MyFit curriculum is useful for school-based practitioners as a way to increase self-regulation skills to improve adherence to physical activity.

Building Self-Efficacy for Exercise among Rural High School Students: It Takes Ongoing Practice.

Background: Self-efficacy has been associated with adolescent exercise. Previous studies have revealed that self-efficacy is relatively resistant to change. Effective strategies to build self-efficacy among adolescents are needed. Purpose: To describe the changes in self-efficacy and leisure time exercise produced by the “Planning to be Active Curriculum” (PBA). These changes will be studied among insufficiently active and active adolescents. Methods: A treatment/control group design was implemented in 3 rural Appalachian high schools. PBA curriculum was received by the treatment group, and the control group received a sport-based curriculum. Measurements were collected at pretest, mid-intervention, and 2 weeks postintervention. Results: A significant decrease in self-efficacy was produced by PBA for the insufficiently active at intervention midpoint. These scores significantly increased by intervention posttest. This group also reported an increase from 1 to 3 days of moderate-intensity exercise per week. Discussion: Behaviorally based health education programs could produce initial declines in self-efficacy. Skill building assignments over 8 weeks can build self-efficacy for exercise. Translation to Health Education Practice: Health education programs should target behavioral skills over a period of 8 to 10 weeks to overcome short-term declines and build self-efficacy.

Prospective Relationship between Social Cognitive Variables and Leisure Time Physical Activity.

ABSTRACT Background: Evidence suggests that health promotion interventions that are based on behavioral theories are more effective than those lacking a theoretical base. Recent studies have begun to look at the relationship between social cognitive variables and physical activity in varied populations. Purpose: The purpose of this study is to determine the association of the Social Cognitive Theory (SCT) constructs in predicting 4 weeks of discretionary leisure time physical activity among Appalachian high school students. Methods: A prospective design was used to measure physical activity over 4 weeks following the measurement of the social cognitive theory variables. Linear regression was used to describe the association between the variables and 4 weeks of physical activity. Results: Together the SCT constructs accounted for 24% of the variance in moderate physical activity and 38.6% of the variance in vigorous physical activity. Discussion: The results of this study demonstrate that SCT variables are determinants of physical activity for this sample. The regression models for moderate and vigorous activity accounted for significant portions of variance and retained all 4 SCT variables in each model. Translation to Health Education Practice: This study contributes to the identification of targets for intervention for practitioners who work with Appalachian high school students.