THE O g K] © B @ P 0=0 S Ä^ IL "TT M Applied Research Brief: Fitness Impact Evaluation of a Pilot Web-Based Intervention to Increase Physical Activity Melissa Grim, PhD, CHES; Brian Hortz, PhD, ATC; Rick Petosa, PhD Abstract Purpose. The purpose of this pilot study toas lo conduct an impact evaluation of a 10-rueek Web- hased physical activity intervention. Design. Qiia.n-expmmental, three-group pretest, posttest design. Setting. Large Midwestem university. Subjects. Participants (N = 233) included college students re^steredfor three courses. The study employed a convenience sample consisting of a Web-based group (n = 108), a physical activity group (n = 64), and a general health group (n = 61). Intervention. The Web-based group received a Social Cognitive Theory behavioral skill-building intervention and exercised 3 days per week in their leisure time. The physical activity group received exerd.se instruction and tuas required lo attend three physical activity labs per week. The comparison group received health instruction. Measures. Outcome variables included moderate and vigorous physical activity, self-regulation, social support, self-efficacy, and outcome expectations and expectancies. Analysis. Differences between groups were assessed at pretest and posttest using multiple analyses of variance. Results. Vigorous physical activity, self-regulation, and outcome expectancy value changed significantly in the Wethbased and physical activity course groups (p < .01). Conclusions. Even with consideration of limitations such as small sample size and lack of randomization, the Welhbased and traditional physical activity lecture and activity lab interventions were superior in eliciting changes in vigorous physical activity, self-regulation, and outcome expectancy value than a traditional health course. (AmJHealth Promot 2011;25[4]:227-230.) Key Words: Physical Activity, Social Cognitive Theory, Intervention, Web-based Itistructioti, Prevention Research. Manuscript format: research; Research purpose: progratn evaluation; Study design: quasi-experimental; Outcome measure: cognitive and behavioral; Setting: school; Health focus: physical activity; Strategy: behavior change; Tatget popvilation: adults; Target population circumstances: education Melissa Grim, PhD, CHES, is with the Department of Exercise, Sport, and Health Education, Radford University, Radford, Virginia. Brian Hortz, PhD, ATC, is with the Department of Physical Education, Denison University, Granville, Ohio. Rick Petosa, PhD, is with the Defjarlment of Health Promotion and Exercise Science, Ohio State University, Columbus, Ohio. Send reprint requests to Melissa Grim, PhD, CHES, Department of Exercise, Sport, and Health Education, Radford University, Radford, VA 24142: mlgriin@radford.edu. This mnnusmjU xmu, sulnnilled December 16, 2008; rmisions were requested June 10 and July 14. 2009; the manuscript was ncce¡tled for ¡mhlkalkm July 16. 2009. Cnl>yrighl © 2011 try American Journal of Health ñvmotion. Inc. 0,S90-il7l/ll/$5.00 + 0 DOI: 10.42 7ii/ajhji. 0S12I6-A HB-30 7 PURPOSE There appears to be a steep decline in physical activity rates between the ages of 18 and 24 years.' The college years represent an opportunity to increase physical activity rates through the use of deliberate inter- ventions that prepare students for long-term maintenance of leisure-time physical activity as they move into adult roles. Studies employing Web-assisted or Web-based physical activity interven- tions have been beneficial in increas- ing physical activity rates among par- ticipants, especially when interventions etnploy interactive com- ponents and are theory based.^"^ Therefore, it appears as though the Internet is a promising avenue to deliver behavior change interventions. Because most college students regu- larly use the Internet, this is a promising way to reach this popula- tion."* The purpose of this pilot study was to conduct an impact evaluation of a Web- based physical activity intervetition for college students to determine if the impacts of Internet delivery were similar to traditional classroom delivery of similar content. The 10-week Web-based intervention was grounded in Social Cognitive Theory'" (SCT) and was de- signed to increase moderate and vigor- ous physical activity. The intervention was designed to build self-regulation skills applied directly to maintenance of weekly physical activity atid included a set of applied assignments to enhance self-regulation, self-efficacy for physical activity, social support, and outcome expectancy values. The evaluatioti fo- cused specifically on changes in self- regulation skills, social support, self- efEcacy, outcome expectancy values, and moderate and vigorous physical activity. It was hypothesized that the Web-based intervention would be as effective or superior iti eliciting changes in physical activity and SCT variables than a traditiotial physical activity lec- ture and lab course or a general health course. American Journal of Health Promotion March/April 2011, Vol. 25, No. 4 227