The transtheoretical model in the context of physical activity in a school‐based sample of German adolescents

Abstract

Physical activity in adolescents is an important public health issue. Regular participation in physical activity is associated with various health benefits. However, problems with motivational adherence to physical activity have been documented. The transtheoretical model is a model of behaviour change. This model, which consists of stages of change, self-efficacy, decisional balance, and processes of change, has not been extensively investigated in youth. In addition, the healthenhancing physical activity concept has rarely been applied in this context.A cross-sectional design was used. A random sample of seven junior high schools from Bremen (Germany) resulted in a sample of 588 adolescents (50.5% males, mean age 015.0 years, s 00.67). Respondents completed a self-administered questionnaire assessing stages of change, self-efficacy, decisional balance, and processes of change. Univariate analyses of variance were used to identify which constructs differed significantly across the stages of change. Discriminant analysis was used to determine which variables best discriminate the stages.Distribution of the sample across the stages was: precontemplation, n 0175 (29.8%); contemplation, n 0135 (22.0%); preparation, n 063 (10.7%); action, n 020 (3.4%); and maintenance, n0195 (33.2%). Significant effects of stages of change were found for self-efficacy, pros, and seven of the ten processes of change. In general, scores of these constructs increased across the stages. Cons did not differ significantly across the stages.The results provide support for some of the assumptions of the transtheoretical model in a German sample of adolescents. Some of our findings raise questions about the usefulness of five discrete stages. From a public health viewpoint, tailored interventions based on motivational readiness to change would be fruitful, but further research is warranted.

2x2 Achievement Goals in Physical Education and Leisure-Time Sports and Physical Activity. Comparative Study of Students in Spain, Costa Rica and Mexico

“…(4) I have been partaking in regular physical activity over the last 6 months. In line with previous studies [22,23,24] subjects placed themselves in one of these five stages of change: precontemplation, contemplation, determination, action and maintenance (Table 1). For analytical purposes we created a dichotomous variable by grouping the students classified under the active stages (action and maintenance) at one end, and under the inactive stages (precontemplation, contemplation and determination) at the other end.…”

Leisure-Time Physical Activity in Relation to the Stages of Changes and Achievement Goals in Adolescents: Comparative Study of Students in Spain, Costa Rica, and Mexico

“…In line with previous studies [22][23][24] subjects placed themselves in one of these five stages of change: precontemplation, contemplation, determination, action, and maintenance (Table 1). Exactly, this instrument begin with the next sentence: "physical activity or exercise includes activities such as brisk walks, running, cycling, swimming, or any other activity which involves at least the same intensity as these activities".…”

Stages of Change for physical activity after a school-based intervention: a cross-sectional study

“…Our results show that the male sex was more likely to be classified in stages that involve the practice of physical activity compared to the female sex. Other studies that used the SoC as an instrument to evaluate physical activity with a cross-sectional design have presented similar results, with a greater presence of the male sex in active SoC 12,16,17 . On the other hand, in our investigation, the female sex was more likely to be classified in the Preparation stage, which shows an intention to practice physical activity in the near future.…”