Encouraging Movement Opportunities through Theory-Informed Video Education in Undergraduate Students: The MOVE Study
Abstract
This mixed methods randomized control trial explored the impact of a tailored, Health Belief and Transtheoretical Model informed educational video on undergraduate students’: (1) motivational readiness, self-efficacy, and decisional balance about changing sedentary behaviour; (2) levels of sedentary time; and (3) perceptions of sedentary behaviour over time and when compared to a control condition. Students (N = 160) were randomly assigned to the intervention or control group. Participants completed: two previously validated questionnaires at baseline, immediate post-intervention, and one-month follow-up; and open-ended questions at post-intervention (intervention group only). Linear mixed models and inductive content analysis were used. Significant differences were observed within intervention participants’ self-efficacy (p = .016) and decisional balance (p = .008) at post-intervention, and sedentary time at post-intervention (p = .032) and follow-up (p = .006). Intervention participants reported positive experiences with the video and felt motivated to reduce their sedentary behaviour. This theory-informed intervention shows promise for reducing students’ sedentary behaviours.