A Brief Whole-Body Vibration Intervention to Avoid Weight Gain in College Students: A Randomized Controlled Pilot Trial

Autor/inn/en	Winters-Stone, Kerri M.; Medysky, Mary E.; Stoyles, Sydnee; Bumgarner, Lauren; Witzke, Kara
Titel	A Brief Whole-Body Vibration Intervention to Avoid Weight Gain in College Students: A Randomized Controlled Pilot Trial
Quelle	In: Journal of American College Health, 70 (2022) 4, S.1010-1018 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winters-Stone, Kerri M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2020.1784179
Schlagwörter	Body Weight; Obesity; Body Composition; Safety; Intervention; Comparative Analysis; Prevention; Health Behavior; Undergraduate Students; Physical Activities; Student Characteristics; Computer Software; Outcomes of Treatment; Oregon + Suchen Sie Ihr Suchwort? Körpergewicht; Adipositas; Sicherheit; Prävention; Vorbeugung; Health behaviour; Gesundheitsverhalten
Abstract	Objective: Over one-third of college students are overweight or obese and rates are rising. Whole body vibration (WBV) training could prevent weight gain but has not been tested in college students. Methods: Randomized controlled trial comparing thrice weekly WBV for 6 months to controls (CON) in undergraduate students. Feasibility included retention, adherence and safety and outcomes included changes in weight, body mass index (BMI) and fat mass. Results: 77 students enrolled in the trial (WBV: n = 40, CON: n = 37), 81% completed the study. Adherence to WBV averaged 59%. Average group differences were 1% body fat (p = 0.049) and 1 kg fat mass (p < 0.01), favoring WBV. Among students completing >80% of prescribed WBV sessions significant group differences widened, while group differences in BMI (p = 0.026) and weight (p = 0.02) change became significant. Conclusions: WBV may be a feasible, safe and effective approach to weight management in college students, though strategies to optimize adherence should continue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01