Effects of an osteoporosis prevention training program on physical activity-related stages of change and self-efficacy among university students, Shiraz, Iran: a Randomized Clinical Trial

Introduction: osteoporosis is a major problem in today's world, beingcharacterized by decreased bone mass and bone change. due to deficiencyof theory-based studies in young population, especially in students, thereare significant knowledge gaps of effective planning. the present study wasperformed in response to this need. the present study investigated the effectof an empowerment program on physical activity related stages of change andself-efficacy in preventing osteoporosis among university students.methods: in this randomized controlled trial (irct: irct201212016261n2),152 female students of shiraz university of medical sciences were selectedthrough multi-stages cluster sampling and were randomly assigned to anexperimental (n=76) and a control (n=76) group. the pre-and post-interventiondata were collected using the stages of exercise change questionnaire (secq)of marcos with cronbach's alpha reliability of 0.89 and also the self-efficacyscale with a cronbach's alpha reliability of 0.88 and test-retest correlationcoefficient of 0.80. the educational intervention for the experimental grouptook place through problem-based learning method, small group discussion,and training manuals. in addition, training cds and brochures were given tothe subjects and short smss were sent to them. the data were analyzed throughspss, version 14, using mann-whitney test, chi-square test, wilcoxon andregression tests.results: pre-intervention findings showed that participants had behavioralconstructs below the expected levels. the results showed that the experimentalgroup received significant statistical increase after the intervention in stage ofchange. before the intervention, the mean scores of stages of changes in theexperimental groups was 2.28±0.86 but this rose to 3±0.84 in the first post-testand 3.22±0.84 in the second post-test. the control group showed a significantincrease in stage of change without intervention (pre-test 2.04±0.82, firstpost-test 2.18±0.87 and second post-test 2.3±0.89). however, this increase wasmore significant in the experimental group (p < 0.001). the mean score of selfefficacyin physical activity in the intervention group upon completion of thecourse showed a significant increase (p < 0.001). a significant correlation wasfound between the construct stage of change and self-efficacy.conclusion: theory-based curriculum is effective in empowering individualsin stage of change and developing self-efficacy in physical activity of universitystudents.