Comparison of Individual Criteria and Externally Imposed Criteria for Stage Allocation: Findings from an Internet Study Addressing Physical Activity

Autor/inn/en	Richert, Jana; Lippke, Sonia; Schwarzer, Ralf
Titel	Comparison of Individual Criteria and Externally Imposed Criteria for Stage Allocation: Findings from an Internet Study Addressing Physical Activity
Quelle	In: Measurement in Physical Education and Exercise Science, 14 (2010) 4, S. 225-240 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1091-367X
Schlagwörter	Forschungsbericht; Comparative Analysis; Intervention; Criteria; Classification; Internet; Health Behavior; Behavior Change; Intention; Physical Activity Level; Developmental Stages + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Health behaviour; Gesundheitsverhalten
Abstract	Stage-matched interventions can only be more effective than "one-size-fits-all" interventions if they target participants' specific needs. Therefore, individuals must be allocated to a stage that truly reflects their mindsets. Various criteria for stage allocation exist. This study's objective was to demonstrate the impact of different classification criteria on stage allocation, and which criterion yields the best reflection of individuals' mindsets. The sample consists of 569 internet users. Physical activity, intention to change, and four stages of change (Non-Intender, Intender, Maintaining Actor, and Changing Actor) were assessed. Staging was based on two criteria: individual criteria and externally imposed criteria (30 min of physical activity on at least 4 days of the week). Hypotheses were tested by multivariate analyses and validity tests. As predicted, the different criteria affected stage allocation, and staging based on the individual criterion seemed to reflect individuals' intention to change and behavior better than staging based on the external standard. (Contains 8 tables and 1 footnote.) (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10