運動行動の変容ステージに対応した体育授業プログラムが大学生の運動習慣に与える効果

摘要

The purpose of this study was to examine the effects of a physical education program matched to the stages of change for exercise of the transtheoretical model (TTM) in a group of male university students. The participants were 239 male university freshmen (121 students in the intervention group and 118 in the control group). Two tasks were assigned for the intervention group. The first was conducted during class time, and the participants completed the task based on behavioral science. In this task, the participants selectively worked their own stages of change for exercise. For participants at the precontemplation stage, we set assignments to clarify that they had a sedentary lifestyle. For participants at the contemplation stage, we set tasks to prompt them to think about the pros and cons of an active lifestyle. For participants at the preparation stage, we set tasks to produce rewards for achievement of their personal goals. For participants at the active stage, we set tasks to encourage the use of social support from people around them. For participants at the maintenance stage, we set tasks to encourage change in their environment to maintain a physically active lifestyle. The second assignment was a practical one conducted outside class time. This involved self-monitoring of daily physical activities. The participants were assessed for the stages of change for exercise, physical activity level, exercise self-efficacy, and decisional balance for exercise before and after attendance. The intervention group showed a greater increase in the scores for daily physical activity, and maintained their score for decisional balance to a better degree than the control group. Additionally, in the intervention group, the stages of change for exercise progressed significantly after attendance as compared with the control group.