Pilot testing a cognitive-behavioral protocol on psychosocial predictors of exercise, nutrition, weight, and body satisfaction changes in a college-level health-related fitness course.

OBJECTIVE: Small-scale pilot testing of supplementing a required college health-related fitness course with a cognitive-behavioral exercise-support protocol (The Coach Approach). PARTICIPANTS: Three classes were randomly assigned to Usual processes (n = 32), Coach Approach-supplemented: Mid-size Groups (n = 32), and Coach Approach-supplemented: Small Groups (n = 34) conditions. METHODS: Repeated-measures analyses of variance (ANOVAs) assessed overall and between-class changes in the behavioral/physiological factors of exercise, fruit/vegetable intake, and body mass index (BMI); and the psychosocial factors of self-regulation, exercise self-efficacy, mood, and body satisfaction. Dependent t tests evaluated within-class changes. Multiple regression analyses tested prediction of exercise by changes in self-regulation, self-efficacy, and mood. RESULTS: Significant improvements in self-regulation and fruit/vegetable intake were found in all classes. The Coach Approach-supplemented classes demonstrated significant increases in exercise. Significant improvements in BMI, self-efficacy, and body satisfaction were found in only The Coach Approach-supplemented: Small Groups class. Psychosocial changes predicted increased exercise. Self-regulation was the strongest contributor. CONCLUSIONS: Overall, results were positive and warrant more comprehensive testing.

Increasing walking in college students using a pedometer intervention: differences according to body mass index.

OBJECTIVE: The researchers assessed the effectiveness of a pedometer intervention and differences in walking behaviors according to body mass index (BMI). PARTICIPANTS: Two hundred ninety college students completed the intervention from January to February 2005. METHODS: Participants wore pedometers 5 days per week for 12 weeks and completed questionnaires assessing demographic information. The authors calculated daily step averages for weeks 1, 6, and 12. They then classified students as underweight (UW), normal weight (NW), or overweight/obese, by BMI. The authors analyzed data using repeated-measures analysis of variance. RESULTS: The average number of daily steps increased from week 1 to week 6 (p < .001) and week 12 (p = .002). UW participants reported the fewest steps at each time point, but the difference was significant only when compared with NW participants (p = .03). CONCLUSIONS: These results support the effectiveness of a pedometer intervention to increase walking in college students. Health benefits other than weight management should be emphasized to maximize the effects for all students.