Impact of social-ecologic intervention on physical activity knowledge and behaviors of rural students.

BACKGROUND: The purpose of the study was to determine the effects of a social-ecologic intervention on health-related fitness (HRF) knowledge and behaviors of students (n = 62) living in rural areas. METHODS: A prepost test control group design was constructed. In addition, qualitative data were collected by focus group discussions in the experimental group. Physical activity environment of a middle school was changed based on the social-ecologic model (SEM) with a focus on intrapersonal, interpersonal, community level, organizational factors, and public policies related to physical activity behavior. Health related fitness knowledge (HRFK) test, pedometer, and perceived physical activity self-efficacy and social support questionnaires were used for data collection. RESULTS: Experimental group had significant improvement in HRF knowledge scores, physical activity levels, and social support compared with the control school students. The focus group results also supported the quantitative findings by indicating a perceived increase in physical activity opportunities; knowledge sources; and support from others. CONCLUSIONS: This study underlines the importance and positive outcomes of SEM in improving HRF knowledge, physical activity level, and social support of students in rural middle school settings.

Exercise stages of change in Turkish university students by sex, residence, and department.

To examine the exercise behavior of 953 Turkish university students (496 men, 457 women) by sex, residence, and department of study, a stratified sampling method, based on the total number of students in each department, was used to select participants. The mean age of the participants was 21.3 yr. (SD = 1.9). For completed Physical Activity Stages of Change Questionnaire and the International Physical Activity Questionnaire, descriptive statistics and chi-squared tests indicated that most students were at the lower stages of change in exercise habits: Precontemplation (15.2%), Contemplation (31.4%), and Preparation (25.3%), compared with the later stages of Action (7.5%) and Maintenance (20.6%). Women and students from the Department of Architecture were at lower stages of change than men and students from other departments (p < .05), but there were no significant differences between students who were living on or off campus. Stage-based interventions would be appropriate, with focus on the physical activity of women and students in architecture.