Biomedical subjects

S Caparosa

Publications and source records attributed to S Caparosa.

4 recordsLinked to original sources

PubMed2000

Project GRAD: two-year outcomes of a randomized controlled physical activity intervention among young adults. Graduate Ready for Activity Daily.

INTRODUCTION: Project Graduate Ready for Activity Daily evaluated a program to promote physical activity through the transition of university graduation in a randomized controlled trial. METHODS: Three hundred thirty-eight university seniors participated in either a cognitive-behavioral intervention course or a knowledge-oriented general health course during the semester before graduation. Behaviorally oriented phone and mail follow-up was delivered to the intervention group for 18 months. Physical activity outcomes and mediating variables were assessed at baseline, 1 and 2 years (93% retention rate). RESULTS: There were no significant intervention effects on physical activity outcomes at 2 years for either men or women. Experiential and behavioral processes of change were significantly improved for intervention women over 2 years. CONCLUSIONS: Despite excellent participation in a theoretically based, well-attended intervention, few long-term effects on physical activity or its mediators were found. Additional research is needed to determine optimal interventions for physical activity and to validate or alter current behavior change theory.

Adult↗

PubMed1999

Evaluation of a university course to promote physical activity: project GRAD.

Project GRAD (Graduate Ready for Activity Daily) evaluates a university course to promote physical activity. In a randomized study, 338 university seniors participated in either an intervention or control course for academic credit, and posttest data were collected on 321. The control course was knowledge-oriented. The intervention course taught behavior change skills in weekly lectures and peer-led labs. Physical activity was assessed with 7-Day Physical Activity Recall interviews. The intervention had no significant effects on men. Among women, the intervention increased total physical activity during leisure, strengthening exercises, and flexibility exercise. This university course had the intended effects of promoting healthful patterns of physical activity among women, but no effects were observed on men, who were more active than women at baseline.

Adolescent↗

PubMed1997

Assessing perceived physical environmental variables that may influence physical activity.

The present study evaluated a measure of perceived physical environments that may influence physical activity. Forty-three self-report items were used to assess environmental variables at homes, in neighborhoods, or on frequently traveled routes. The presence of facilitators of (e.g., equipment, programs, attractive surroundings) and barriers to (e.g., high crime) physical activity was assessed. In 110 college students, test-retest reliabilities were .89 for the home equipment scale, .68 for the neighborhood scale, and .80 for the convenient facilities scale. Home equipment and convenient facilities scales were correlated with self-reported physical activity. In multiple regression analyses, the only significant association, after adjusting for neighborhood socioeconomic status, was home equipment with strength exercise. Further research is needed to identify other environmental characteristics that may influence physical activity.

Adult↗

PubMedDate not supplied

Impact of a worksite behavioral skills intervention.

Sixty-four male and female sedentary employees were randomly assigned to an intervention group or control group to determine the effects of behavioral skill training on adoption and maintenance of exercise. Both received a 9-month membership at a local fitness facility. The control group received a 12-week semistructured course, which included a facility orientation and three meetings with a personal trainer. The intervention group received a 12-week behavioral skills course and were encouraged to participate in a 12-week semistructured exercise course followed by a 3-month problem-solving support intervention. Both groups improved their daily energy expenditure, the amount of moderate and vigorous activity they performed, and their strength and flexibility. The study sample was too small to show substantial differences between the intervention and control group. Changes in mediator variables were mixed.

Adult↗