Encouraging movement opportunities through theory-informed video education among undergraduate students: the MOVE study.
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| Title: | Encouraging movement opportunities through theory-informed video education among undergraduate students: the MOVE study. |
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| Authors: | Labadie, Carmen T. (AUTHOR), Contini, Nia (AUTHOR), Vasudevan, Varsha (AUTHOR), Bourke, Matthew (AUTHOR), Burke, Shauna M. (AUTHOR), Tucker, Patricia (AUTHOR), Irwin, Jennifer D. (AUTHOR) |
| Source: | Journal of American College Health. Nov2025, Vol. 73 Issue 9, p3549-3564. 16p. |
| Subjects: | Self-evaluation, Repeated measures design, Self-efficacy, T-test (Statistics), Undergraduates, Sedentary lifestyles, Educational outcomes, Statistical sampling, Decision making, Randomized controlled trials, Descriptive statistics, Chi-squared test, Motivation (Psychology), Theory, Data analysis software, Confidence intervals, Video recording |
| Geographic Terms: | Canada |
| Abstract: | Objective: To explore the impact of a theory-informed educational video on undergraduates': motivational readiness, self-efficacy, and decisional balance about changing sedentary time; sedentary time; and perceptions of sedentarism over time and compared to a control. Participants: Undergraduates (N = 160) from a Canadian institution. Methods: A single-blind randomized controlled trial using an intervention (sedentary video) and control (sleep video) group. Participants completed two validated questionnaires at baseline, immediate post-intervention, and one-month follow-up plus open-ended questions. Linear mixed models and content analysis were used. Results: No significant differences were observed between groups. Increases in self-efficacy (p =.016; d = 0.27) and decisional balance (p =.008; d = 0.31) were observed within intervention participants from baseline to post-intervention, and decreases in sedentary time at post-intervention (p =.032; d = −0.40) and follow-up (p =.006; d = −0.46). Conclusions: This theory-informed sedentary time video shows promise regarding undergraduates' sedentarism. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Objective: To explore the impact of a theory-informed educational video on undergraduates': motivational readiness, self-efficacy, and decisional balance about changing sedentary time; sedentary time; and perceptions of sedentarism over time and compared to a control. Participants: Undergraduates (N = 160) from a Canadian institution. Methods: A single-blind randomized controlled trial using an intervention (sedentary video) and control (sleep video) group. Participants completed two validated questionnaires at baseline, immediate post-intervention, and one-month follow-up plus open-ended questions. Linear mixed models and content analysis were used. Results: No significant differences were observed between groups. Increases in self-efficacy (p =.016; d = 0.27) and decisional balance (p =.008; d = 0.31) were observed within intervention participants from baseline to post-intervention, and decreases in sedentary time at post-intervention (p =.032; d = −0.40) and follow-up (p =.006; d = −0.46). Conclusions: This theory-informed sedentary time video shows promise regarding undergraduates' sedentarism. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07448481 |
| DOI: | 10.1080/07448481.2024.2427055 |
