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| Effect of educational program, based on PRECEDE and trans-theoretical models, on preventing decline in regular physical activity and improving it among students [with consumer summary] |
| Rostami-Moez M, Rezapur-Shahkolai F, Hazavehei SMM, Karami M, Karimi-Shahanjarini A, Nazem F |
| Journal of Research in Health Sciences 2017 Spring;17(2):e00375 |
| clinical trial |
| 5/10 [Eligibility criteria: Yes; Random allocation: Yes; Concealed allocation: No; Baseline comparability: Yes; Blind subjects: No; Blind therapists: No; Blind assessors: No; Adequate follow-up: Yes; Intention-to-treat analysis: No; Between-group comparisons: Yes; Point estimates and variability: Yes. Note: Eligibility criteria item does not contribute to total score] *This score has been confirmed* |
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BACKGROUND: Adolescents especially middle school girls do not follow 60 min of regular physical activity (RPA), recommended by WHO, and endure physical activity decline. Using theory-based interventional program, considering the age of decline in RPA, seems to be effective. The aim of this study was to determine the effects of educational program, based on PRECEDE and trans-theoretical models, on preventing decline in RPA and improving it among 7th grade girl students. STUDY DESIGN: Randomized controlled trial. METHODS: This study was conducted on 7th grade girl students in Hamadan, west of Iran from 2015 to 2016. Participants were divided into intervention (n = 179) and control (n = 165) groups by random assignment. Physical activity questionnaire for adolescents and the model-based questionnaire were used before and after intervention. Intervention included two months education and six months follow up. The effects of intervention were determined by statistical test and analysis of covariance using SPSS version 16. RESULTS: The higher change in the mean scores was observed in self-efficacy (0.86), counter condition (0.66) and helping relationship (0.57) in the intervention group (p <= 0.001). In addition, a significant difference (p <= 0.001) was observed between the two groups 6 months after the intervention in all constructs of model. The mean score of doing physical activity in the intervention group increased from 2.50 to 3.17 that it was differed significantly from the control group (p <= 0.001). CONCLUSIONS: School based intervention using PRECEDE and trans-theoretical models might prevent girl students' RPA decline and improve their RPA.
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