Author(s): HSU, K.C.1, WANG, C.A.1, HO, Y.P.2, WEN, H.J.1, Institution: 慈濟大學, Country: TAIWAN, Abstract-ID: 703

Introduction: The benefits of regular exercise are plentiful; however, individuals with sedentary lifestyles are often advised to begin with exercise health education interventions. This study aims to examine the impact of exercise health knowledge interventions implemented in physical education classes on university students in the contemplation stage. Specifically, we investigate the effects on their cognitive performance in exercise and health, exercise behavior, and levels of physical activity.
Method: The study comprised 33 university students enrolled in mandatory physical education courses who were classified as being in the precontemplation or contemplation stages of the Transtheoretical Model (TTM) of exercise behavior. They were divided into an education group (EG, n=18) and a control group (CG, n=15). The EG underwent a 9-week exercise and health knowledge course utilizing a smartphone-based real-time feedback system, while the CG received conventional skill-based instruction for 2 hours once a week. Both groups completed questionnaires assessing exercise and health cognitive performance, exercise behavior stages, and levels of physical activity in the first week (pre-test) and the tenth week (post-test), comprising 40 items approved by expert scholars. Repeated measures ANOVA were conducted, with significance set at p ≤ 0.05.
Result: There was a significant interaction effect of time × group (F(1,31) = 36.45, p < 0.001, η^2 = 0.540) on exercise and health cognitive performance, along with main effects of time (F(1,31) = 40.61, p < 0.001, η^2 = 0.567) and group (F(1,31) = 9.02, p = 0.005, η^2 = 0.225). The exercise and health cognitive performance in the EG was significantly better than that in the CG (p = 0.005). Furthermore, the EG exhibited a significant improvement within the group in exercise and health cognitive performance (pre: 38.1 ± 3.79 vs. post: 57.89 ± 9.25, p < 0.01), while no change was observed in the CG (pre: 39.73 ± 10.98 vs. post: 40.27 ± 10.36). The exercise behavior in the contemplation stages of the Transtheoretical Model (TTM) significantly changed (EG: pre: 1.8 ± 0.4 vs. post: 3.1 ± 1.0; CG: pre: 1.7 ± 0.4 vs. post: 2.4 ± 1.1). Physical activity levels showed no significant change in the EG (pre: 1568.5 ± 276.3 vs. post: 1664.0 ± 511.67 kcal/day) or in the CG (pre: 1760.02 ± 613.48 vs. post: 1653.27 ± 581.51 kcal/day).
Conclusion: The 9-week cognitive intervention did lead to significant improvements in exercise and health cognitive performance and exercise behavior among university students in the precontemplation/contemplation stages of the TTM. While the increase in physical activity did not reach statistical significance, there was a noticeable trend of enhancement. These findings offer valuable insights for experts and educators in physical education, physical activity, and health promotion when formulating policies and arranging physical education curriculum. (Supported by MOE10950B-02.)