Method: The intervention consisted of a pretest/posttest physical activity questionnaire, pedometer use, weekly goal setting and self-report of step data via the web. Participants in the treatment group wore pedometers daily for ten weeks. Participants in the control group wore pedometers for one week at baseline and again at week ten. A web-based pre-post test questionnaire was made available to all participants. IRB approval was secured prior to the investigation. Data were analyzed using frequency counts, Cronbach's alpha, correlations, t-tests, and ANOVA. All statistical procedures were performed using SAS. The significance level was set at p<.05.
Analysis/Results: participants were: N = 154, comprised of n = 99 women (64%) and n = 55 men (36%). The average weekday physical activity (as determined by step count) increased 29% for the experimental group and decreased 16% for the control group, when both groups received the same wellness curriculum that emphasized personal health and the need to exercise. Although no significant change was noted in BMI throughout the intervention, combined analysis of participants showed a statistically significant correlation between measured BMI and self-report grade point average (r=.35, p<0.001), flexibility (r=.35, p<0.001), perceived sexual desirability (r=.47, p<0.0001) and perceived sexual performance (r=.36, p<0.001). A t-test for paired samples was used to determine significant changes in measures. The increase in average daily steps was statistically significant for the experimental group (p<0.0001), as compared to the control group (p=0.61). ANOVA of average steps and BMI was also statistically significant (p<0.0001).
Conclusions: Adding pedometers to a current wellness curriculum is supported as an effective feedback mechanism to increase physical activity. These results reveal the effectiveness of pedometer use in conjunction with a community college health curriculum.