Using information communication technologies (ICTs) for motivating female adolescents to exercise/run in their leisure time
Initiatives
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The aim of this study was to examine the effect of a 12-week intervention program on motivational climate in physical education (PE) lessons, on female adolescents' self-efficacy for independent training in leisure time, and on physical fitness measures.
Note: All published information has been collected from the article referenced in the Marker Paper box below. Therefore, there may be variations with more advanced versions of the study.
- Start Year
- 2014
- End Year
- 2015
- Funding
- This research was supported by The MOFET Institute and the Department of Teacher Education at the Ministry of Education, Israel.
Design
- Study design
- Population cohort
Marker Paper
Zach, S., Raviv, T., & Meckel, Y. (2016). Using information communication technologies (ICTs) for motivating female adolescents to exercise/run in their leisure time. Computers in Human Behavior, 60, 593–601. https://doi.org/10.1016/j.chb.2016.02.096
Recruitment
- Sources of Recruitment
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- Individuals
Number of participants
- Number of participants
- 154
- Number of participants with biosamples
Access
Availability of data and biosamples
| Data | |
| Biosamples | |
| Other |
Timeline
high school students
Participants were 154 female high school students divided into three groups: (1) received a program to enhance motivation for physical activity (PA) during PE lessons and in leisure time, using the internet; (2) followed the regular curriculum in addition to self-report at the end of each lesson, using smartphone application; (3) engaged in standard PE lesson activities
Selection Criteria
- Gender
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women
- Minimum age
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16
- Maximum age
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18
- Newborns
- Twins
- Countries
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- Israel
- Territory
- Netanya
- Ethnic Origin
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- Health Status
-
Recruitment
- Sources of recruitment
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- General population
Number of participants
- Number of participants
- 154
- Number of participants with biosamples
Data Collection Event
Participants were divided randomly into three groups: (1) A group exposed to a program to increase motivation for PA in PE lessons and leisure time, using group discussion in the school website and a weekly self-report about the PA submitted to the teacher's web-site; (2) A group that followed the regular PE curriculum, and submitted a short message/report to the class “WhatsApp group” after each lesson about the activity they have done in that lesson, and that also received general guidelines from the teacher about the importance of PA during leisure time; (3) A control group that participated in the activities of their standard PE lessons.
- Start Date
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2014
- End Date
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2015
- Data sources
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Mobile data collection
- Mobile phone
- Smartphone
- Smartphone apps
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Mobile data collection