Moderators of the Effectiveness of a Web‐Based Tailored Intervention Promoting Physical Activity in Adolescents: The <scp>HELENA</scp> Activ‐O‐Meter

Cook, Tina Louisa; Bourdeaudhuij, Ilse De; Maes, Lea; Haerens, Leen; Grammatikaki, Evangelia; Widhalm, Kurt; Kwak, Lydia; Plada, María; Moreno, Luís A.; Zampelas, Antonis; Tountas, Yannis; Μanios, Yannis

doi:10.1111/josh.12140

Cited by 16 publications

(23 citation statements)

References 42 publications

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“…As the short‐term health benefits of PA in adolescence are well documented, promoting PA in this age group is a relevant and pertinent research endeavor and a public health priority . The current data indicate the effective help that PBSPs can provide to adolescents to become cycling commuters.…”

Section: Implications For School Healthmentioning

confidence: 87%

Biking to School: The Role of Bicycle‐Sharing Programs in Adolescents

Estevan

Queralt

Molina‐García

2018

Journal of School Health

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BACKGROUND:The purpose of this study was to: (1) describe modes of transport to school, with a specific focus on the use of public bicycle share programs (PBSP); and (2) assess sociodemographic, psychosocial, and environmental correlates of bike and PBSP use to go to school. METHODS:A group of 465 adolescents from the International Physical Activity and the Environment Network (IPEN) Adolescent Study (Valencia, Spain) participated in the research. Mixed regression analyses were conducted on the data obtained. RESULTS:Not having bicycle access, a PBSP card, or a public bike lane close to the school is negatively associated with bicycle use. PBSP is positively associated with physical self-efficacy and bicycle availability and negatively associated with the number of vehicles per drivers at home and not having PBSP stations close to the school. CONCLUSIONS:The strongest predictive factor, as regards cycling as an active mode of transport to school among adolescents is having a PBSP card. Schools have a crucial role in promoting bicycle use through collaboration when designing public policies that consider access to bike lane networks and PBSP stations and therefore should encourage local government implementation policies and/or increase PBSP stations within 250 m of the school.Citation: Estevan I, Queralt A, Molina-García J. Biking to school: the role of bicycle-sharing programs in adolescents.

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Section: Implications For School Healthmentioning

confidence: 87%

Biking to School: The Role of Bicycle‐Sharing Programs in Adolescents

Estevan

Queralt

Molina‐García

2018

Journal of School Health

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“…Different interventions failed to change social support for PA practice among students, (Bergh et al, 2012;Lubans et al, 2012) and no robust reasons can justify our findings on the moderating role of age. One hypothesis is that, during adolescence and searching for more autonomy from their parents, students tend to start a gradual process of increasing the importance of friends' influence on their behaviors and beliefs (Cook et al, 2014). Our baseline data support this hypothesis because there are positive correlations between age and scores of support of friends (r = 0.073; P = 0.02) and negative correlations with scores of support from parents (r = − 0.071; P = 0.02, data not shown).…”

Section: Discussionmentioning

confidence: 99%

“…Another relevant question is whether a feature of the target audience affects the direction and/or strength (i.e., moderator variable) of the intervention effect on PA determinants (Yildirim et al, 2011). Studies have reported that the practice and preference for PA can be different according to gender, (Perry et al, 2012;Brown et al, 2013;Salmon et al, 2009) age, (Demetriou and Höner, 2012;Cook et al, 2014) socioeconomic status (SES), (Yildirim et al, 2011;Grydeland et al, 2013) PA level, (Grydeland et al, 2013;Taymoori et al, 2008) and body mass index (BMI) status (Bergh et al, 2012;Grydeland et al, 2013). Consequently, these variables can also moderate the effect of an intervention on PA-related variables.…”

Section: Introductionmentioning

confidence: 99%

“For whom was it effective?” Moderators of the effect of a school-based intervention on potential physical activity determinants among Brazilian students

Filho

Silva

Mota

et al. 2017

Preventive Medicine

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“…Such results can potentially yield recommendations for future intervention adaptation and development [ 44 ]. Previous studies on tailored PA interventions have shown that participant characteristics (such as age and gender and the intention to be sufficiently physically active) can moderate the effects of tailored PA interventions [ 45 – 52 ]. The short-term effects of I Move on PA at 6 months were moderated by gender, age and relational status; the effects of I Move were more pronounced in male participants, participants younger than 47, and participants who were single.…”

Section: Introductionmentioning

confidence: 99%

Long term effects of self-determination theory and motivational interviewing in a web-based physical activity intervention: randomized controlled trial

Friederichs

Oenema

Bolman

et al. 2015

Int J Behav Nutr Phys Act

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BackgroundOur main objective in the current study was to evaluate the long-term effectiveness (12 months from baseline) of I Move (a web-based computer tailored physical activity intervention, based on self-determination theory and motivational interviewing). To this end, we compared I Move to a web-based computer tailored physical activity intervention based on traditional health behavior theories (Active Plus), and to a no-intervention control group. As a secondary objective, the present study aimed to identify participant characteristics that moderate the long term effects of I Move and Active Plus.MethodsA randomized controlled trial was conducted, comparing three research conditions: 1) the I Move condition, participants in this condition received I Move; 2) the Active Plus condition, participants in this condition received Active Plus; 3) the control condition; participants in this condition received no intervention and were placed on a waiting list. Main outcome measures were weekly minutes of moderate to vigorous physical activity and weekly days with minimal 30 min of physical activity. All measurements were taken by web-based questionnaires via the study website. Intervention effects were analyzed using multilevel linear regression analyses.ResultsAt 12 months from baseline, I Move was found to be effective in increasing weekly minutes of moderate to vigorous physical activity (ES = .13), while Active Plus was not. In contrast, Active Plus was found to be effective in increasing weekly days with ≥ 30 min PA at 12 months (ES = .11), while I Move was not. No moderators of the effects of I Move were found.ConclusionsThe results suggest that web-based computer tailored physical activity interventions might best include elements based on both self-determination theory/motivational interviewing and traditional health behavioral theories. To be more precise, it is arguable that the focus of the theoretical foundations, used in new web-based PA interventions should depend on the intended program outcome. In order to draw firm conclusions, however, more research on the effects of self-determination theory and motivational interviewing in web-based physical activity promotion is needed.Trial registrationDutch Trial Register NTR4129

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Moderators of the Effectiveness of a Web‐Based Tailored Intervention Promoting Physical Activity in Adolescents: The HELENA Activ‐O‐Meter

Cited by 16 publications

References 42 publications

Biking to School: The Role of Bicycle‐Sharing Programs in Adolescents

Biking to School: The Role of Bicycle‐Sharing Programs in Adolescents

“For whom was it effective?” Moderators of the effect of a school-based intervention on potential physical activity determinants among Brazilian students

Long term effects of self-determination theory and motivational interviewing in a web-based physical activity intervention: randomized controlled trial

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