Japanese Journal of Physical Education and Sport for Higher Education
Online ISSN : 2434-7957
Original Research
Effects of an e-Learning physical activity promotion program in university physical education classes
Hisao SUZUKI Shota ENOMOTOMasaru KAGAMinoru ADACHIHaruko SAKOAtsushi TAKAOKAToru TAKAHASHIAi YAMAUCHIJinro TAKATOChihiro EDAMATSUAkira KIKUKAWAYasutoshi UDAKatsuaki OKAITomomi SAITONozomi MATSUMOTORyosuke KOZAKIRisako YOSHIMURAKanzo OKAZAKI
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JOURNAL OPEN ACCESS

2024 Volume 21 Pages 41-50

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Abstract

Physical inactivity has been associated to increase health risks. However, some university students do not reach Japanese recommendations on physical activity. This study investigated the long-term effects of an e-Learning physical activity promotion program (e-PAPP) employed in university physical education classes, which focuses on moderate-to-vigorous intensity physical activity (MVPA), resistance training (RT), and static stretching (SS). MVPA was measured using an accelerometer, while RT and SS were assessed through questionnaires. The participants comprised 36 students who took university physical education classes that included the e-PAPP (intervention group) and 45 students who did not (control group). The intervention period was seven weeks, and survey and measurements were taken before, at the conclusion of the intervention, and one year after. Before the intervention, the participants’ physical characteristics, MVPA, RT, and SS did not differ between the two groups. MVPA before intervention was 24.8 (SD : 24.1) METs-hour/week in the intervention group and 23.5 (SD : 13.6) METs-hour/week in the control group. The university students who did not meet Japanese recommendations on physical activity was 58% in the intervention group and 62% in the control group. After seven weeks, the MVPA was 1.49 times higher in the intervention group than in the control group (p = 0.010), and it remained higher after one year (1.29 times; p = 0.047). RT and SS were significantly higher in the intervention group than in the control group after seven weeks (both p < 0.000); however, the groups did not significantly differ after one year. Overall, e-PAPP with behavior modification techniques, such as goal setting, record keeping, and regular evaluations, improved physical activity levels among university students. In conclusion, our results suggest that e-PAPP increases MVPA in the short and long term, while it increases RT and SS only in the short term.

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© 2024 Japanese Association of University Physical Education and Sports

この記事はクリエイティブ・コモンズ [表示 4.0 国際]ライセンスの下に提供されています。
https://creativecommons.org/licenses/by/4.0/deed.ja
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