Promoting Effects of the Exercise Behavioral Ecological Model on Physical Activity Behaviors of Students

Abstract

Objectives: In this study, we explored the promoting effects of the Exercise Behavioral Ecological Model on the physical activity behaviors of middle school students, and relevant risk factors for physical inactivity. Methods: A total of 291 middle school students (junior and senior high school students) were enrolled as the research participants. The sedentary behavior of middle school students was assessed using the Adolescent Sedentary Behavior Scale. We used the Exercise Behavioral Ecological Model to influence the exercise behaviors of middle school students from the perspectives of environment, physiology, and psychology. Then the independent risk factors for physical inactivity behaviors of middle school students were analyzed by means of multivariate logistic regression analysis. Results: The change strategy, positive effect on decision-making balance, and self- efficacy scores were higher and the negative effect on decision-making balance score was lower than those before intervention (p<.05). Multivariate logistic regression analysis denoted that grade (senior high school students), sedentary time (> 4 hours), daily TV watching time (>2 hours) and change stage (pre-contemplation stage) were associated risk factors for physical inactivity among middle school students (p <.05). Conclusions: The Exercise Behavioral Ecological Model can facilitate physical activity and reduce sedentary behavior.