The effect of educational intervention based on the theory of planned behavior and stages of change construct on women's physical activity
Ali Taghipour1, Mohammad Vahedian Shahroudi2, Hamed Tabesh3, Ali Safari-Moradabadi4, Mansoure Alipour Anbarani5
1 Department of Biostatistics and Epidemiology, Health Sciences Research Center, Cancer Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
2 Department of Health and Management, School of Health, Health Sciences Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
3 Department of Medical Informatics, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
4 Social Development and Health Promotion Research Center, School of Public Health, Kermanshah University of Medical Sciences, Kermanshah, Iran
5 Student Research Committee, School of Public Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Dr. Mansoure Alipour Anbarani
School of Public Health and Safety, Students' Research Committee, Shahid Beheshti University of Medical Sciences, Tehran
Source of Support: None, Conflict of Interest: None
BACKGROUND: Insufficient physical activity is a global health-care problem and is considered an independent risk factor for chronic diseases. The present research aimed to explore the effect of an educational intervention based on the theory of planned behavior (TPB) and stages of change on promoting women's physical activity.
MATERIALS AND METHODS: This quasi-experimental research was conducted on 68 women who voluntarily visited the health-care centers of Mashhad. They were selected by randomized multistratified sampling method and were divided into two groups of intervention (n = 34) and control (n = 34). The data collection tools included a demographic information questionnaire, a questionnaire based on the TPB and stages of change, and the International Physical Activity Questionnaire. The data were statistically analyzed by SPSS software version 16 using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (paired t-test, correlation coefficient, and covariance). The significance level of P < 0.05 was considered in this study.
RESULTS: No statistically significant difference was found between the intervention and control groups before the intervention in terms of the scores of the TPB constructs and physical activity (P > 0.05). However, after the educational intervention, a significant difference was observed in the mean scores of TPB constructs and physical activity (P < 0.05). In addition, no statistically significant difference was found in the stages of change between the two groups after the intervention.
CONCLUSIONS: The results of this study pointed to the effectiveness of educational intervention and the necessity to use educational interventions to help adopt preventive behaviors. Therefore, the use of well-established educational models rather than conventional methods is recommended.