Motivation for Physical Activity among Hawaiian, Japanese, and Filipino University Students in Hawaii

Pan, Joan; Nigg, Claudio R.

doi:10.1080/10413200.2010.507498

Cited by 4 publications

(7 citation statements)

References 8 publications

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“…However, time, cost, and facility quality were major barriers for both cooking healthy and being physically active in our focus groups as well as other research with college students. 16,18,42,43 Adding to the literature, participants in our study noted lack of skills and intimidation as additional barriers to cooking and being active. Students perceived cooking as a way to eat healthier, but lacked skills related to cooking healthier foods such as vegetables, using herbs and spices, and storing food.…”

Section: Discussionmentioning

confidence: 51%

Diet and Physical Activity Intervention Strategies for College Students

Martinez

Harmon

Nigg

et al. 2016

Health Behavior and Policy Review

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Section: Discussionmentioning

confidence: 51%

Diet and Physical Activity Intervention Strategies for College Students

Martinez

Harmon

Nigg

et al. 2016

Health Behavior and Policy Review

View full text Add to dashboard Cite

“…The transcript was then compared with the notes taken to ensure completeness. Data from the focus groups were coded and analyzed according to published protocols-which summarize the major themes found from the group (Albright, Maddock, & Nigg, 2004;Lees, Clark, Nigg, & Newman, 2005;Padula et al, 2003;Pan & Nigg, 2011). This entailed breaking the transcriptions into meaning units, then grouping similar meaning units together to form themes.…”

Section: Discussionmentioning

confidence: 99%

Computerized Tailored Intervention for Behavioral Sequelae of Post-Traumatic Stress Disorder in Veterans

Spira¹,

King²,

Jordan³

et al. 2012

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Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. SPONSOR/MONITOR'S REPORT NUMBER(S) DISTRIBUTION / AVAILABILITY STATEMENTApproved for public release; distribution unlimited 13. SUPPLEMENTARY NOTES ABSTRACTThis project assessed the usability and feasibility of a multi-behavioral computerized, tailored intervention (CTI) delivered via the Internet for veterans with Post-Traumatic Stress symptoms. The project adapted and modified a CTI system based on the Transtheoretical Model of Behavior Change (TTM), utilizing methods that are characteristic of product development. Phase 1 focused on the review of current CTI programs on smoking cessation, stress management, and depression prevention with veteran focus groups, and integrating suggestions into a multi-behavioral program for application with veterans. Phase 2 was the adaptation of feedback messages and multimedia components. Usability testing of the modified CTI programs was done in Phase 3 and additional modifications to the behavioral modules were made based on the test results. Phase 4 was a feasibility test of the multi-behavioral CTI system with veterans who screened positive for mild to moderate PTSD (mean PCL-M score=55.6, SD=9.4) and depression (mean PHQ-8 score=12.0, SD=4.0). The CTI intervened at baseline, 1, and 3 months, and targeted smoking, depression, and stress. Participants selected a minimum of 2 behaviors and completed self-guided programs for 1-2 hours per month. Participants (n=57) had a mean age of 40.5 (SD=11.2), 74% were male, 70% White, and 56% married, with 86% reporting at least some college. Significant positive change was observed for behavioral and clinical outcomes. At 3-months, 27% of those who smoked cigarettes at baseline had quit (χ2(1)=23.5, p<.001); 72% of those in preaction stages for stress were practicing effective stress management at criteria (χ2(1)=6.2, p=.013); and 67% of those "at risk" for depression reported they were in the action or maintenance stage of change (χ2(1)=8.8, p=.003). At 3-months, scores for depression (PHQ-8) decreased 17% (mean=9.9, SD=5.8; t(56)=2.5, p=0.15), perceived stress (PSS) decreased 19% (t(56)=3.7, p<.001)), and quality of life (QOLS) increase...

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“…Facilitator [37,57] ''I'm here, I've gotten dressed, I've arrived at the gym, I've put in the effort, let' s start and finish this workout" [57] TDF Domain: Intentions Motivation to engage in PA 14 (36) Mixed Barrier [38,39,41,45,47,54,[58][59][60][61][62][63]] Facilitator [52] Mixed [49] Barrier…”

Section: Environmental Context and Resources (Physical Opportunity) (...mentioning

confidence: 99%

“…Facilitator [37,54,65] Psychological benefits. [54] Receiving advice to exercise from a credible source (e.g., health professionals)…”

Section: Barriermentioning

confidence: 99%

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Key influences on university students’ physical activity: a systematic review using the Theoretical Domains Framework and the COM-B model of human behaviour

Brown,

Richardson,

Halil-Pizzirani

et al. 2024

BMC Public Health

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Background Physical activity is important for all aspects of health, yet most university students are not active enough to reap these benefits. Understanding the factors that influence physical activity in the context of behaviour change theory is valuable to inform the development of effective evidence-based interventions to increase university students’ physical activity. The current systematic review a) identified barriers and facilitators to university students’ physical activity, b) mapped these factors to the Theoretical Domains Framework (TDF) and COM-B model, and c) ranked the relative importance of TDF domains. Methods Data synthesis included qualitative, quantitative, and mixed-methods research published between 01.01.2010—15.03.2023. Four databases (MEDLINE, PsycINFO, SPORTDiscus, and Scopus) were searched to identify publications on the barriers/facilitators to university students' physical activity. Data regarding study design and key findings (i.e., participant quotes, qualitative theme descriptions, and survey results) were extracted. Framework analysis was used to code barriers/facilitators to the TDF and COM-B model. Within each TDF domain, thematic analysis was used to group similar barriers/facilitators into descriptive theme labels. TDF domains were ranked by relative importance based on frequency, elaboration, and evidence of mixed barriers/facilitators. Results Thirty-nine studies involving 17,771 participants met the inclusion criteria. Fifty-six barriers and facilitators mapping to twelve TDF domains and the COM-B model were identified as relevant to students’ physical activity. Three TDF domains, environmental context and resources (e.g., time constraints), social influences (e.g., exercising with others), and goals (e.g., prioritisation of physical activity) were judged to be of greatest relative importance (identified in > 50% of studies). TDF domains of lower relative importance were intentions, reinforcement, emotion, beliefs about consequences, knowledge, physical skills, beliefs about capabilities, cognitive and interpersonal skills, social/professional role and identity, and behavioural regulation. No barriers/facilitators relating to the TDF domains of memory, attention and decision process, or optimism were identified. Conclusions The current findings provide a foundation to enhance the development of theory and evidence informed interventions to support university students’ engagement in physical activity. Interventions that include a focus on the TDF domains 'environmental context and resources,' 'social influences,' and 'goals,' hold particular promise for promoting active student lifestyles. Trial registration Prospero ID—CRD42021242170.

show abstract

Motivation for Physical Activity among Hawaiian, Japanese, and Filipino University Students in Hawaii

Cited by 4 publications

References 8 publications

Diet and Physical Activity Intervention Strategies for College Students

Diet and Physical Activity Intervention Strategies for College Students

Computerized Tailored Intervention for Behavioral Sequelae of Post-Traumatic Stress Disorder in Veterans

Key influences on university students’ physical activity: a systematic review using the Theoretical Domains Framework and the COM-B model of human behaviour

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