Abstract
Introduction: Physical inactivity poses a major public health challenge worldwide, particularly among adolescents. This study aimed to assess the effect of an educational program grounded in the Trans-Theoretical Model (TMM) on physical activity among female high school students.
Methods: This quasi-experimental study was conducted on 70 female eleventh-grade students in Qom, Iran. Participants were allocated to an intervention and a control group (n=35 per group). Physical activity was assessed using a multi-level approach based on the Trans-Theoretical Model. Data collection was conducted using the International Physical Activity Questionnaire (IPAQ) along with a researcher-developed questionnaire to measure TTM constructs. Data were analyzed via SPSS Version 27 using paired t-tests, independent t-tests, and chi-square tests.
Results: Baseline measurements indicated that the intervention and control groups were comparable in terms of demographic characteristics and key baseline variables (P>0.05). Following the intervention, the intervention group showed significant improvements in physical activity and in the processes of change (P<0.05). In contrast, no significant differences were observed between groups in mean scores for stages of change, decisional balance, or self-efficacy (P>0.05).
Conclusion: The multilevel educational intervention based on the TTM effectively enhanced students’ physical activity levels. These findings suggest that integrating behavior change models into school-based educational programs may be an effective strategy for promoting physical activity among adolescents.