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The rate of adult obesity in the United States has increased more than two times since 1970, and the rate of child-teen obesity has increased by four times. One of the antecedents of obesity is an inactive lifestyle. Exercise has been known to be associated with increases in both physical and mental health by increasing longevity, preventing risk of obesity, coronary heart disease, and hypertension, and increasing self-esteem and overall quality of life. The broad aim of the current study is to investigate the effectiveness of psychoeducational training to increase exercise activity initiation and maintenance in young adults.
The goal of this study is to compare three training approaches for college students to increase exercise behavior. One approach provides general information on the different types of exercises and benefits of engaging in exercise behavior after an initial questionnaire assessment session. A second approach includes the general exercise information and questionnaire assessment as well as training on how to create specific goal intentions (i.e., implementation intentions) to aid in exercise initiation. A third approach uses all the components of the second approach but also tests the utility of a personality-informed module by incorporating concepts from the theory of learned industriousness. It is expected that the third approach will be the most effective in helping participants initiate and maintain their exercise activities during the course of the study duration.
The aims of the study (mentioned in the Brief Summary) will be addressed using a 6-month multi-wave assessment of approximately 200 college students. Participants will be randomly assigned to one of the three approaches once it is determined they meet study criteria. Random assignment will occur when the participants are scheduled for the first session.
All participants will partake in three group sessions. The first session will take approximately 2 hours to complete. The second and third sessions will be scheduled 2 and 6 months after the first session and will take approximately 45 minutes each to complete.
In the initial session for the first approach, the group session will include discussion of what constitutes regular physical activity and benefits of exercise and basic tips on the activity itself. Guidelines for prescribing suggested exercises will be based on recommendations from the U.S. Department of Health and Human Services as well as risks associated with exercise and how they can be reduced.
In the initial session for the second approach, the group session will include discussion of all the components from the first approach, but with more emphasis on how to create implementation intentions. Discussions will revolve around possible barriers to exercise plans and how to overcome those barriers by making specific plans of when and where to exercise, along with designating which types of exercises they will perform and for how long (or how many repetitions).
In the initial session for the third approach, the group session will include discussion of all the components from the second approach as well as include findings on industriousness. Participants will be directed to think about and generate solutions to how they can become more industrious despite the difficulties they may face and relate these solutions to help them engage in more exercise behavior.
For all approaches, participants will complete questionnaires regarding aspects of their personality, attitudes regarding exercise, beliefs about the positive and negative effects of exercise, confidence in engaging in exercise despite barriers, and current levels of exercise. Participants' body mass index will also be measured. All participants will be given an exercise booklet tailored to their respective approaches to record their exercise behavior during the three weeks following the initial session. They will also be loaned a pedometer that will be used to track their overall daily activities for the same three-week period. Participants in the third approach will also receive booster contacts (to encourage them to think about their efforts and monitoring of physical activity) every two weeks starting after the three-week tracking period until their six-month follow up (total of 11 booster contacts).
The first session will be video and audio recorded to check on and ensure presentation consistency. At the end of the first session, participants will be given a post-session survey to gauge how well materials were presented and to determine how much information participants felt they gained from the session. When participants return their daily exercise diaries and pedometers, they will also complete a condensed set of measures (similar to those in the first session) to track any changes experienced during the three-week tracking period.
For the 2- and 6-month follow-up sessions, participants in all approaches will complete the same questionnaires as in the initial session and have their body mass index measured.
Power analyses conducted via G*Power, 3.1.6 indicated that 159 participants will be needed to detect an effect size of F of 0.25 with alpha error probability at 0.05 and power at 1-Β =.80. Oversampling by 25% will occur to account for possible attrition from the study, thereby making the target N = 200.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Exercise info only | Sham Comparator | Participants in the "exercise information only" group will engage in a group discussion with the principal investigator to discuss what constitutes regular physical activity and benefits of exercise and basic tips on the activity itself. Guidelines for prescribing suggested exercises will be based on recommendations from the U.S. Department of Health and Human Services (USDHHS, 2008) as well as risks associated with exercise and how they can be reduced. |
|
| Exercise info + implementation intentions | Experimental | Participants in the "exercise information plus implementation intentions" group will engage in a group discussion with the principal investigator to discuss all of the components from the exercise information only approach, but with more emphasis on how to create implementation intentions. Discussions will revolve around possible barriers to exercise plans and how to overcome/address those barriers by making specific plans of when and where to exercise, along with designating which types of exercises they will perform and for how long (or how many repetitions). |
|
| Exercise info + implementation intentions + industriousness | Experimental | Participants in the "exercise information plus implementation intentions plus industriousness training" group will engage in a group discussion with the principal investigator to discuss all of the components from the second approach as well as include findings linking industriousness and exercise behavior. Participants will be directed to think about and generate solutions to how they can become more industrious and monitor their efforts despite the difficulties they may face and relate these solutions to help them engage in more exercise behavior. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Exercise info | Other | Discussion:
|
|
| Measure | Description | Time Frame |
|---|---|---|
| Total Physical Activity | The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin & Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, & Boullon, 1986). Higher scores on this scale indicates more exercise engagement. Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days. | 2-3 months after initial intervention session |
| Total Physical Activity | The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin & Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, & Boullon, 1986). Higher scores indicate more exercise engagement. Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days. | 6 months after initial intervention session |
| Measure | Description | Time Frame |
|---|---|---|
| Exercise Self-efficacy | The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, & Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate "how confident [they] are to exercise when other things get in the way" on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident). Example items include, "I don't have access to exercise equipment," "I don't feel like it," and "I am spending time with friends or family who do not exercise." All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy for exercise. |
| Measure | Description | Time Frame |
|---|---|---|
| Industriousness Level | Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who "has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] ". Higher scores indicate greater industriousness level. |
Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Phuong T Vo, BA | Wayne State University | Principal Investigator |
| Tim D Bogg, PhD | Wayne State University | Study Director |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Wayne State University | Detroit | Michigan | 48202 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 12365955 | Background | Flegal KM, Carroll MD, Ogden CL, Johnson CL. Prevalence and trends in obesity among US adults, 1999-2000. JAMA. 2002 Oct 9;288(14):1723-7. doi: 10.1001/jama.288.14.1723. | |
| 1594725 | Background | Eisenberger R. Learned industriousness. Psychol Rev. 1992 Apr;99(2):248-67. doi: 10.1037/0033-295x.99.2.248. |
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| ID | Title | Description |
|---|---|---|
| FG000 | Exercise Information | This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes. |
| FG001 | Action Planning | This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes. |
| FG002 | Realistic Effort Action Planning | This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes. |
| Title | Milestones | Reasons Not Completed | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
|
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| ID | Title | Description |
|---|---|---|
| BG000 | Exercise Information | This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes. |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Continuous | Mean |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Total Physical Activity | The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin & Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, & Boullon, 1986). Higher scores on this scale indicates more exercise engagement. Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days. | Posted | Mean | Standard Error | total metabolic equivalent | 2-3 months after initial intervention session |
|
1 year and 5 months
No adverse events occurred during the completion of the present study.
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Exercise Information | This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes. |
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| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Dr. Phuong Vo | Wayne State University and Michigan State University | 616-634-0566 | votrucph@msu.edu |
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| ID | Term |
|---|---|
| D009043 | Motor Activity |
| ID | Term |
|---|---|
| D001519 | Behavior |
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|
| Implementation intentions | Other | Discussion of:
|
|
| Industriousness | Other | Discussion of:
|
|
| pedometer | Device |
|
| 2-3 months after initial intervention session |
| Exercise Self-efficacy | The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, & Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate "how confident [they] are to exercise when other things get in the way" on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident; αs = .89-.91 across assessments). Example items include, "I don't have access to exercise equipment," "I don't feel like it," and "I am spending time with friends or family who do not exercise." All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy. | 6 months after initial intervention session |
| 2-3 months after initial intervention session |
| Industriousness Level | Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who "has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] ". Higher scores indicate greater industriousness level. | 6 months after initial intervention session |
| 17695343 | Background | Faul F, Erdfelder E, Lang AG, Buchner A. G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav Res Methods. 2007 May;39(2):175-91. doi: 10.3758/bf03193146. |
| Background | McAuley E & Rudolph D. Physical activity, aging, and psychological well-being. Journal of Aging and Physical Activity 3: 67-96, 1995. |
| Background | National Heart, Lung, and Blood Institute. (2012, July 13). How are overweight and obesity diagnosed? Retrieved from http://www.nhlbi.nih.gov/health/health-topics/topics/obe/diagnosis.html |
| Background | U.S. Department of Health and Human Services. 2008 physical activity guidelines for Americans. Washington DC: U.S. Department of Health and Human Services, 2008. |
| Background | Webb TL & Sheeran P. Identifying good opportunities to act: Implementation intentions and cue discrimination. European Journal of Social Psychology, 34: 407-419, 2004. |
| 4053261 | Background | Godin G, Shephard RJ. A simple method to assess exercise behavior in the community. Can J Appl Sport Sci. 1985 Sep;10(3):141-6. |
| Background | Benosovich SV, Rossi JS, Norman GJ, & Nigg CR. Development of a multidimensional measure of exercise self-efficacy. Annals of Behavioral Medicine, 20: S190, 1998. |
| Background | Roberts BW, Bogg T, Walton KE, Chernyshenko OS, & Stark. A lexical investigation of the lower-order structure of conscientiousness. Journal of Research in Personality, 38: 164-178, 2004. |
| 21604876 | Background | Hill PL, Roberts BW. The role of adherence in the relationship between conscientiousness and perceived health. Health Psychol. 2011 Nov;30(6):797-804. doi: 10.1037/a0023860. Epub 2011 May 23. |
| BG001 |
| Action Planning |
This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes. |
| BG002 | Realistic Effort Action Planning | This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes. |
| BG003 | Total | Total of all reporting groups |
| Years |
|
| Sex: Female, Male | Count of Participants | Participants |
|
| Race (NIH/OMB) | Count of Participants | Participants |
|
| Region of Enrollment | Count of Participants | Participants |
|
| Strenuous Exercise | The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin & Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, & Boullon, 1986). Higher scores indicate greater exercise engagement. | Mean | Standard Deviation | times per week |
|
| Moderate Exercise | The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin & Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, & Boullon, 1986). Higher scores indicate greater exercise engagement. | Mean | Standard Deviation | times per week |
|
| Mild Exercise | The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin & Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, & Boullon, 1986). Higher scores indicate greater exercise engagement. | Mean | Standard Deviation | times per week |
|
| Total Exercise | The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin & Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, & Boullon, 1986). Higher scores indicate greater exercise engagement. | Mean | Standard Deviation | total metabolic equivalent |
|
| Industriousness | Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who "has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] ". Higher scores indicate greater industriousness level. | Mean | Standard Deviation | 1(disagree strongly)-5(agree strongly) |
|
This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes.
| OG001 | Action Planning | This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes. |
| OG002 | Realistic Effort Action Planning | This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes. |
|
|
| Primary | Total Physical Activity | The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin & Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, & Boullon, 1986). Higher scores indicate more exercise engagement. Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days. | Posted | Mean | Standard Error | total metabolic equivalent | 6 months after initial intervention session |
|
|
|
| Secondary | Exercise Self-efficacy | The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, & Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate "how confident [they] are to exercise when other things get in the way" on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident). Example items include, "I don't have access to exercise equipment," "I don't feel like it," and "I am spending time with friends or family who do not exercise." All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy for exercise. | Posted | Mean | Standard Error | units on a scale | 2-3 months after initial intervention session |
|
|
|
| Secondary | Exercise Self-efficacy | The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, & Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate "how confident [they] are to exercise when other things get in the way" on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident; αs = .89-.91 across assessments). Example items include, "I don't have access to exercise equipment," "I don't feel like it," and "I am spending time with friends or family who do not exercise." All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy. | Posted | Mean | Standard Error | units on a scale | 6 months after initial intervention session |
|
|
|
| Other Pre-specified | Industriousness Level | Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who "has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] ". Higher scores indicate greater industriousness level. | Posted | Mean | Standard Error | units on a scale | 2-3 months after initial intervention session |
|
|
|
| Other Pre-specified | Industriousness Level | Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who "has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] ". Higher scores indicate greater industriousness level. | Posted | Mean | Standard Error | units on a scale | 6 months after initial intervention session |
|
|
|
| 0 |
| 221 |
| 0 |
| 221 |
| 0 |
| 221 |
| EG001 | Action Planning | This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes. | 0 | 221 | 0 | 221 | 0 | 221 |
| EG002 | Realistic Effort Action Planning | This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes. | 0 | 221 | 0 | 221 | 0 | 221 |
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