Test of a social cognitive theory-based educational treatment to increase the frequency of voluntary moderate and vigorous physical exercise among adolescent school students

The purpose of this study was to test a Social Cognitive Theory-based educational treatment to increase the frequency of volitional moderate and vigorous physical exercise among adolescent students attending introductory high school physical education classes. Social Cognitive Theory constructs upon which this educational treatment was based include self-control, social situation, outcome expectation, and strength of self-efficacy. Within this study are evaluations of treatment implementation, treatment construct validity, and behavioral impact upon the frequency of both moderate and vigorous physical exercise.;Implementation evaluation is used in order to determine what educational experiences the subjects were exposed to and how closely the implemented educational treatment mirrored the designed educational treatment. The treatment construct validity evaluation is used in order to determine the degree to which the targeted Social Cognitive Theory constructs changed following implementation of the educational treatment. Evaluation of physical exercise is used in order to determine the degree to which the frequency of volitional moderate and vigorous physical exercise changed following the implementation of this educational treatment.;Results from this study indicate that the implemented experimental educational treatment is effective at increasing student self-controlling actions for physical exercise and the frequency of volitional moderate physical exercise. Self-controlling actions included goal setting, self-monitoring, gaining social support, planning to overcome barriers, and gaining reinforcements. Volitional exercise included only exercise that was engaged in during non-school hours and which was not an organized sporting activity. At the posttest, experimental subjects increased their participation in volitional moderate exercise by over one-day a week. During this same period comparison subjects decreased their volitional moderate exercise participation by over one-day a week. The experimental educational treatment was effective at decreasing the sedentary rate among subjects. At posttest fourteen percent of experimental subjects reported zero days with volitional exercise. At posttest thirty-three percent of comparison subjects reported zero days with volitional exercise.