Active transition: A pilot study of a website-delivered physical activity intervention for university students

Abstract

Transition into university has been associated with dramatic declines in Moderate-Vigorous Physical Activity (MVPA; Kwan & Faulkner, 2010). While research has begun to uncover some of the reasons behind the decline, few attempts have addressed the population-specific perturbations in social and environmental conditions. Thus, Active Transition was developed; a theoretically informed website-delivered physical activity intervention. The current study piloted the 6-week intervention, examining its feasibility and impact on PA cognitions and behaviours. Sixty-five residence students (n = 44 females) were assigned to either an intervention (n = 38) or comparison (n = 27) group. Over the intervention, both MVPA and PA cognitions declined significantly across both conditions. No significant differences in MVPA declines emerged, but the intervention condition and intervention users engaged in 60 more minutes of weekly MVPA. Repeated measures ANOVAs, found significant interactions between intervention conditions and intentions (F(1,61)= 6.91, p< .05); intervention conditions and perceived control (F(1,61)= 3.73, p= .06); and intervention usage and perceived control (F(1,61)= 5.13, p< .05). Overall, these findings support the feasibility of the intervention and its acceptability to the target audience. Future work must continue to develop innovative strategies to encourage greater engagement in interventions designed at attenuating declines in MVPA during this life transition.

Acknowledgments: Social Sciences and Humanities Research Council of Canada