<clinical_study>
  <!-- This xml conforms to an XML Schema at:
    https://clinicaltrials.gov/ct2/html/images/info/public.xsd -->
  <required_header>
    <download_date>ClinicalTrials.gov processed this data on September 20, 2023</download_date>
    <link_text>Link to the current ClinicalTrials.gov record.</link_text>
    <url>https://clinicaltrials.gov/ct2/show/NCT02204176</url>
  </required_header>
  <id_info>
    <org_study_id>072613B3F</org_study_id>
    <nct_id>NCT02204176</nct_id>
  </id_info>
  <brief_title>Exercise Behavior Among Young Adults Study</brief_title>
  <acronym>EBYA</acronym>
  <official_title>Exercise Behavior Among Young Adults Study</official_title>
  <sponsors>
    <lead_sponsor>
      <agency>Wayne State University</agency>
      <agency_class>Other</agency_class>
    </lead_sponsor>
  </sponsors>
  <source>Wayne State University</source>
  <oversight_info>
    <has_dmc>Yes</has_dmc>
  </oversight_info>
  <brief_summary>
    <textblock>
      The rate of adult obesity in the United States has increased more than two times since 1970,&#xD;
      and the rate of child-teen obesity has increased by four times. One of the antecedents of&#xD;
      obesity is an inactive lifestyle. Exercise has been known to be associated with increases in&#xD;
      both physical and mental health by increasing longevity, preventing risk of obesity, coronary&#xD;
      heart disease, and hypertension, and increasing self-esteem and overall quality of life. The&#xD;
      broad aim of the current study is to investigate the effectiveness of psychoeducational&#xD;
      training to increase exercise activity initiation and maintenance in young adults.&#xD;
&#xD;
      The goal of this study is to compare three training approaches for college students to&#xD;
      increase exercise behavior. One approach provides general information on the different types&#xD;
      of exercises and benefits of engaging in exercise behavior after an initial questionnaire&#xD;
      assessment session. A second approach includes the general exercise information and&#xD;
      questionnaire assessment as well as training on how to create specific goal intentions (i.e.,&#xD;
      implementation intentions) to aid in exercise initiation. A third approach uses all the&#xD;
      components of the second approach but also tests the utility of a personality-informed module&#xD;
      by incorporating concepts from the theory of learned industriousness. It is expected that the&#xD;
      third approach will be the most effective in helping participants initiate and maintain their&#xD;
      exercise activities during the course of the study duration.&#xD;
    </textblock>
  </brief_summary>
  <detailed_description>
    <textblock>
      The aims of the study (mentioned in the Brief Summary) will be addressed using a 6-month&#xD;
      multi-wave assessment of approximately 200 college students. Participants will be randomly&#xD;
      assigned to one of the three approaches once it is determined they meet study criteria.&#xD;
      Random assignment will occur when the participants are scheduled for the first session.&#xD;
&#xD;
      All participants will partake in three group sessions. The first session will take&#xD;
      approximately 2 hours to complete. The second and third sessions will be scheduled 2 and 6&#xD;
      months after the first session and will take approximately 45 minutes each to complete.&#xD;
&#xD;
      In the initial session for the first approach, the group session will include discussion of&#xD;
      what constitutes regular physical activity and benefits of exercise and basic tips on the&#xD;
      activity itself. Guidelines for prescribing suggested exercises will be based on&#xD;
      recommendations from the U.S. Department of Health and Human Services as well as risks&#xD;
      associated with exercise and how they can be reduced.&#xD;
&#xD;
      In the initial session for the second approach, the group session will include discussion of&#xD;
      all the components from the first approach, but with more emphasis on how to create&#xD;
      implementation intentions. Discussions will revolve around possible barriers to exercise&#xD;
      plans and how to overcome those barriers by making specific plans of when and where to&#xD;
      exercise, along with designating which types of exercises they will perform and for how long&#xD;
      (or how many repetitions).&#xD;
&#xD;
      In the initial session for the third approach, the group session will include discussion of&#xD;
      all the components from the second approach as well as include findings on industriousness.&#xD;
      Participants will be directed to think about and generate solutions to how they can become&#xD;
      more industrious despite the difficulties they may face and relate these solutions to help&#xD;
      them engage in more exercise behavior.&#xD;
&#xD;
      For all approaches, participants will complete questionnaires regarding aspects of their&#xD;
      personality, attitudes regarding exercise, beliefs about the positive and negative effects of&#xD;
      exercise, confidence in engaging in exercise despite barriers, and current levels of&#xD;
      exercise. Participants' body mass index will also be measured. All participants will be given&#xD;
      an exercise booklet tailored to their respective approaches to record their exercise behavior&#xD;
      during the three weeks following the initial session. They will also be loaned a pedometer&#xD;
      that will be used to track their overall daily activities for the same three-week period.&#xD;
      Participants in the third approach will also receive booster contacts (to encourage them to&#xD;
      think about their efforts and monitoring of physical activity) every two weeks starting after&#xD;
      the three-week tracking period until their six-month follow up (total of 11 booster&#xD;
      contacts).&#xD;
&#xD;
      The first session will be video and audio recorded to check on and ensure presentation&#xD;
      consistency. At the end of the first session, participants will be given a post-session&#xD;
      survey to gauge how well materials were presented and to determine how much information&#xD;
      participants felt they gained from the session. When participants return their daily exercise&#xD;
      diaries and pedometers, they will also complete a condensed set of measures (similar to those&#xD;
      in the first session) to track any changes experienced during the three-week tracking period.&#xD;
&#xD;
      For the 2- and 6-month follow-up sessions, participants in all approaches will complete the&#xD;
      same questionnaires as in the initial session and have their body mass index measured.&#xD;
&#xD;
      Power analyses conducted via G*Power, 3.1.6 indicated that 159 participants will be needed to&#xD;
      detect an effect size of F of 0.25 with alpha error probability at 0.05 and power at 1-Β&#xD;
      =.80. Oversampling by 25% will occur to account for possible attrition from the study,&#xD;
      thereby making the target N = 200.&#xD;
    </textblock>
  </detailed_description>
  <overall_status>Completed</overall_status>
  <start_date>August 2013</start_date>
  <completion_date type="Actual">May 2016</completion_date>
  <primary_completion_date type="Actual">May 2016</primary_completion_date>
  <phase>N/A</phase>
  <study_type>Interventional</study_type>
  <has_expanded_access>No</has_expanded_access>
  <study_design_info>
    <allocation>Randomized</allocation>
    <intervention_model>Parallel Assignment</intervention_model>
    <primary_purpose>Other</primary_purpose>
    <masking>None (Open Label)</masking>
  </study_design_info>
  <primary_outcome>
    <measure>Total Physical Activity</measure>
    <time_frame>2-3 months after initial intervention session</time_frame>
    <description>The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin &amp; Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, &amp; Boullon, 1986). Higher scores on this scale indicates more exercise engagement.&#xD;
Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Total Physical Activity</measure>
    <time_frame>6 months after initial intervention session</time_frame>
    <description>The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin &amp; Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, &amp; Boullon, 1986). Higher scores indicate more exercise engagement.&#xD;
Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days.</description>
  </primary_outcome>
  <secondary_outcome>
    <measure>Exercise Self-efficacy</measure>
    <time_frame>2-3 months after initial intervention session</time_frame>
    <description>The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, &amp; Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate &quot;how confident [they] are to exercise when other things get in the way&quot; on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident). Example items include, &quot;I don't have access to exercise equipment,&quot; &quot;I don't feel like it,&quot; and &quot;I am spending time with friends or family who do not exercise.&quot; All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy for exercise.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Exercise Self-efficacy</measure>
    <time_frame>6 months after initial intervention session</time_frame>
    <description>The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, &amp; Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate &quot;how confident [they] are to exercise when other things get in the way&quot; on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident; αs = .89-.91 across assessments). Example items include, &quot;I don't have access to exercise equipment,&quot; &quot;I don't feel like it,&quot; and &quot;I am spending time with friends or family who do not exercise.&quot; All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy.</description>
  </secondary_outcome>
  <other_outcome>
    <measure>Industriousness Level</measure>
    <time_frame>2-3 months after initial intervention session</time_frame>
    <description>Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who &quot;has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] &quot;. Higher scores indicate greater industriousness level.</description>
  </other_outcome>
  <other_outcome>
    <measure>Industriousness Level</measure>
    <time_frame>6 months after initial intervention session</time_frame>
    <description>Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who &quot;has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] &quot;. Higher scores indicate greater industriousness level.</description>
  </other_outcome>
  <number_of_arms>3</number_of_arms>
  <enrollment type="Actual">221</enrollment>
  <condition>Physical Activity</condition>
  <arm_group>
    <arm_group_label>Exercise info only</arm_group_label>
    <arm_group_type>Sham Comparator</arm_group_type>
    <description>Participants in the &quot;exercise information only&quot; group will engage in a group discussion with the principal investigator to discuss what constitutes regular physical activity and benefits of exercise and basic tips on the activity itself. Guidelines for prescribing suggested exercises will be based on recommendations from the U.S. Department of Health and Human Services (USDHHS, 2008) as well as risks associated with exercise and how they can be reduced.</description>
  </arm_group>
  <arm_group>
    <arm_group_label>Exercise info + implementation intentions</arm_group_label>
    <arm_group_type>Experimental</arm_group_type>
    <description>Participants in the &quot;exercise information plus implementation intentions&quot; group will engage in a group discussion with the principal investigator to discuss all of the components from the exercise information only approach, but with more emphasis on how to create implementation intentions. Discussions will revolve around possible barriers to exercise plans and how to overcome/address those barriers by making specific plans of when and where to exercise, along with designating which types of exercises they will perform and for how long (or how many repetitions).</description>
  </arm_group>
  <arm_group>
    <arm_group_label>Exercise info + implementation intentions + industriousness</arm_group_label>
    <arm_group_type>Experimental</arm_group_type>
    <description>Participants in the &quot;exercise information plus implementation intentions plus industriousness training&quot; group will engage in a group discussion with the principal investigator to discuss all of the components from the second approach as well as include findings linking industriousness and exercise behavior. Participants will be directed to think about and generate solutions to how they can become more industrious and monitor their efforts despite the difficulties they may face and relate these solutions to help them engage in more exercise behavior.</description>
  </arm_group>
  <intervention>
    <intervention_type>Other</intervention_type>
    <intervention_name>Exercise info</intervention_name>
    <description>Discussion:&#xD;
benefits of exercise&#xD;
types of exercise&#xD;
exercise guidelines&#xD;
components of an exercise session&#xD;
how to reduce risk of injuries</description>
    <arm_group_label>Exercise info + implementation intentions</arm_group_label>
    <arm_group_label>Exercise info + implementation intentions + industriousness</arm_group_label>
    <arm_group_label>Exercise info only</arm_group_label>
  </intervention>
  <intervention>
    <intervention_type>Other</intervention_type>
    <intervention_name>Implementation intentions</intervention_name>
    <description>Discussion of:&#xD;
barriers to exercise and how to address/overcome barriers&#xD;
how to create detailed exercise plans</description>
    <arm_group_label>Exercise info + implementation intentions</arm_group_label>
    <arm_group_label>Exercise info + implementation intentions + industriousness</arm_group_label>
  </intervention>
  <intervention>
    <intervention_type>Other</intervention_type>
    <intervention_name>Industriousness</intervention_name>
    <description>Discussion of:&#xD;
realistic monitoring of efforts related to exercise&#xD;
reaching and pushing past thresholds for sustained effort for exercise</description>
    <arm_group_label>Exercise info + implementation intentions + industriousness</arm_group_label>
  </intervention>
  <intervention>
    <intervention_type>Device</intervention_type>
    <intervention_name>pedometer</intervention_name>
    <arm_group_label>Exercise info + implementation intentions</arm_group_label>
    <arm_group_label>Exercise info + implementation intentions + industriousness</arm_group_label>
    <arm_group_label>Exercise info only</arm_group_label>
  </intervention>
  <eligibility>
    <criteria>
      <textblock>
        Inclusion Criteria:&#xD;
&#xD;
          -  be currently enrolled in full-time university coursework&#xD;
&#xD;
          -  be between 18 and 24 years old&#xD;
&#xD;
          -  understand and respond to screening questions in English&#xD;
&#xD;
          -  be able to read at a Grade 6 level&#xD;
&#xD;
          -  have adequate health, as assessed by having a body mass index between 18.5 and 29.9&#xD;
             (anyone with a BMI of 30+ is considered obese; National Heart, Lung, &amp; Blood&#xD;
             Institute, 2012) to ensure that regular, moderate to intense exercise activity will&#xD;
             not negatively affect health&#xD;
&#xD;
          -  identify as individuals who have tried to initiate and continue an exercise regimen&#xD;
             sometime in the past but have been unable to maintain the activity&#xD;
&#xD;
          -  indicate the desire to initiate physical activity at the current time&#xD;
&#xD;
          -  be willing to attempt to maintain an exercise schedule during the three-week&#xD;
             intervention period to which they will be randomly assigned&#xD;
&#xD;
          -  be willing to participate in the 2-month and 6-month follow up periods&#xD;
&#xD;
        Exclusion Criteria:&#xD;
&#xD;
          -  not already be meeting current USDHHS physical activity recommendations (i.e., at&#xD;
             least 150 minutes of moderate-intensity exercise per week)&#xD;
&#xD;
          -  not have major cognitive impairments (i.e., assessed by whether they can understand&#xD;
             and respond adequately to all screening questions)&#xD;
&#xD;
          -  not report consuming more than three (women) or four (men) alcoholic drinks per day&#xD;
             (as this may interfere with their ability to engage in physical activity and confound&#xD;
             study results)&#xD;
&#xD;
          -  not be pregnant&#xD;
&#xD;
          -  not have children&#xD;
&#xD;
          -  not have preexisting physical limitations or recent injuries&#xD;
&#xD;
          -  not have major cognitive impairments (i.e., assessed by whether they can understand&#xD;
             and respond adequately to all screening questions)&#xD;
      </textblock>
    </criteria>
    <gender>All</gender>
    <minimum_age>18 Years</minimum_age>
    <maximum_age>24 Years</maximum_age>
    <healthy_volunteers>Accepts Healthy Volunteers</healthy_volunteers>
  </eligibility>
  <overall_official>
    <last_name>Phuong T Vo, BA</last_name>
    <role>Principal Investigator</role>
    <affiliation>Wayne State University</affiliation>
  </overall_official>
  <overall_official>
    <last_name>Tim D Bogg, PhD</last_name>
    <role>Study Director</role>
    <affiliation>Wayne State University</affiliation>
  </overall_official>
  <location>
    <facility>
      <name>Wayne State University</name>
      <address>
        <city>Detroit</city>
        <state>Michigan</state>
        <zip>48202</zip>
        <country>United States</country>
      </address>
    </facility>
  </location>
  <location_countries>
    <country>United States</country>
  </location_countries>
  <reference>
    <citation>Flegal KM, Carroll MD, Ogden CL, Johnson CL. Prevalence and trends in obesity among US adults, 1999-2000. JAMA. 2002 Oct 9;288(14):1723-7. doi: 10.1001/jama.288.14.1723.</citation>
    <PMID>12365955</PMID>
  </reference>
  <reference>
    <citation>Eisenberger R. Learned industriousness. Psychol Rev. 1992 Apr;99(2):248-67. doi: 10.1037/0033-295x.99.2.248.</citation>
    <PMID>1594725</PMID>
  </reference>
  <reference>
    <citation>Faul F, Erdfelder E, Lang AG, Buchner A. G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav Res Methods. 2007 May;39(2):175-91. doi: 10.3758/bf03193146.</citation>
    <PMID>17695343</PMID>
  </reference>
  <reference>
    <citation>McAuley E &amp; Rudolph D. Physical activity, aging, and psychological well-being. Journal of Aging and Physical Activity 3: 67-96, 1995.</citation>
  </reference>
  <reference>
    <citation>National Heart, Lung, and Blood Institute. (2012, July 13). How are overweight and obesity diagnosed? Retrieved from http://www.nhlbi.nih.gov/health/health-topics/topics/obe/diagnosis.html</citation>
  </reference>
  <reference>
    <citation>U.S. Department of Health and Human Services. 2008 physical activity guidelines for Americans. Washington DC: U.S. Department of Health and Human Services, 2008.</citation>
  </reference>
  <reference>
    <citation>Webb TL &amp; Sheeran P. Identifying good opportunities to act: Implementation intentions and cue discrimination. European Journal of Social Psychology, 34: 407-419, 2004.</citation>
  </reference>
  <reference>
    <citation>Godin G, Shephard RJ. A simple method to assess exercise behavior in the community. Can J Appl Sport Sci. 1985 Sep;10(3):141-6.</citation>
    <PMID>4053261</PMID>
  </reference>
  <reference>
    <citation>Benosovich SV, Rossi JS, Norman GJ, &amp; Nigg CR. Development of a multidimensional measure of exercise self-efficacy. Annals of Behavioral Medicine, 20: S190, 1998.</citation>
  </reference>
  <reference>
    <citation>Roberts BW, Bogg T, Walton KE, Chernyshenko OS, &amp; Stark. A lexical investigation of the lower-order structure of conscientiousness. Journal of Research in Personality, 38: 164-178, 2004.</citation>
  </reference>
  <reference>
    <citation>Hill PL, Roberts BW. The role of adherence in the relationship between conscientiousness and perceived health. Health Psychol. 2011 Nov;30(6):797-804. doi: 10.1037/a0023860. Epub 2011 May 23.</citation>
    <PMID>21604876</PMID>
  </reference>
  <verification_date>April 2019</verification_date>
  <study_first_submitted>July 25, 2014</study_first_submitted>
  <study_first_submitted_qc>July 29, 2014</study_first_submitted_qc>
  <study_first_posted type="Estimate">July 30, 2014</study_first_posted>
  <results_first_submitted>January 21, 2019</results_first_submitted>
  <results_first_submitted_qc>April 9, 2019</results_first_submitted_qc>
  <results_first_posted type="Actual">May 3, 2019</results_first_posted>
  <last_update_submitted>April 9, 2019</last_update_submitted>
  <last_update_submitted_qc>April 9, 2019</last_update_submitted_qc>
  <last_update_posted type="Actual">May 3, 2019</last_update_posted>
  <responsible_party>
    <responsible_party_type>Principal Investigator</responsible_party_type>
    <investigator_affiliation>Wayne State University</investigator_affiliation>
    <investigator_full_name>Phuong Vo</investigator_full_name>
    <investigator_title>Graduate Student</investigator_title>
  </responsible_party>

  <clinical_results>

    <participant_flow>
      <group_list>
        <group group_id="P1">
          <title>Exercise Information</title>
          <description>This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes.</description>
        </group>
        <group group_id="P2">
          <title>Action Planning</title>
          <description>This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes.</description>
        </group>
        <group group_id="P3">
          <title>Realistic Effort Action Planning</title>
          <description>This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes.</description>
        </group>
      </group_list>
      <period_list>
        <period>
          <title>Overall Study</title>
          <milestone_list>
            <milestone>
              <title>STARTED</title>
              <participants_list>
                <participants group_id="P1" count="74"/>
                <participants group_id="P2" count="73"/>
                <participants group_id="P3" count="74"/>
              </participants_list>
            </milestone>
            <milestone>
              <title>COMPLETED</title>
              <participants_list>
                <participants group_id="P1" count="64"/>
                <participants group_id="P2" count="61"/>
                <participants group_id="P3" count="58"/>
              </participants_list>
            </milestone>
            <milestone>
              <title>NOT COMPLETED</title>
              <participants_list>
                <participants group_id="P1" count="10"/>
                <participants group_id="P2" count="12"/>
                <participants group_id="P3" count="16"/>
              </participants_list>
            </milestone>
          </milestone_list>
        </period>
      </period_list>
    </participant_flow>

    <baseline>
      <group_list>
        <group group_id="B1">
          <title>Exercise Information</title>
          <description>This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes.</description>
        </group>
        <group group_id="B2">
          <title>Action Planning</title>
          <description>This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes.</description>
        </group>
        <group group_id="B3">
          <title>Realistic Effort Action Planning</title>
          <description>This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes.</description>
        </group>
        <group group_id="B4">
          <title>Total</title>
          <description>Total of all reporting groups</description>
        </group>
      </group_list>
      <analyzed_list>
        <analyzed>
          <units>Participants</units>
          <scope>Overall</scope>
          <count_list>
            <count group_id="B1" value="74"/>
            <count group_id="B2" value="73"/>
            <count group_id="B3" value="74"/>
            <count group_id="B4" value="221"/>
          </count_list>
        </analyzed>
      </analyzed_list>
      <measure_list>
        <measure>
          <title>Age</title>
          <units>Years</units>
          <param>Mean</param>
          <dispersion>Standard Deviation</dispersion>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="B1" value="20.39" spread="1.91"/>
                    <measurement group_id="B2" value="20.59" spread="2.05"/>
                    <measurement group_id="B3" value="20.70" spread="2.18"/>
                    <measurement group_id="B4" value="20.56" spread="2.04"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
        <measure>
          <title>Sex: Female, Male</title>
          <units>Participants</units>
          <param>Count of Participants</param>
          <class_list>
            <class>
              <category_list>
                <category>
                  <title>Female</title>
                  <measurement_list>
                    <measurement group_id="B1" value="46"/>
                    <measurement group_id="B2" value="42"/>
                    <measurement group_id="B3" value="44"/>
                    <measurement group_id="B4" value="132"/>
                  </measurement_list>
                </category>
                <category>
                  <title>Male</title>
                  <measurement_list>
                    <measurement group_id="B1" value="28"/>
                    <measurement group_id="B2" value="31"/>
                    <measurement group_id="B3" value="30"/>
                    <measurement group_id="B4" value="89"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
        <measure>
          <title>Race (NIH/OMB)</title>
          <units>Participants</units>
          <param>Count of Participants</param>
          <class_list>
            <class>
              <category_list>
                <category>
                  <title>American Indian or Alaska Native</title>
                  <measurement_list>
                    <measurement group_id="B1" value="0"/>
                    <measurement group_id="B2" value="0"/>
                    <measurement group_id="B3" value="0"/>
                    <measurement group_id="B4" value="0"/>
                  </measurement_list>
                </category>
                <category>
                  <title>Asian</title>
                  <measurement_list>
                    <measurement group_id="B1" value="19"/>
                    <measurement group_id="B2" value="20"/>
                    <measurement group_id="B3" value="15"/>
                    <measurement group_id="B4" value="54"/>
                  </measurement_list>
                </category>
                <category>
                  <title>Native Hawaiian or Other Pacific Islander</title>
                  <measurement_list>
                    <measurement group_id="B1" value="0"/>
                    <measurement group_id="B2" value="0"/>
                    <measurement group_id="B3" value="0"/>
                    <measurement group_id="B4" value="0"/>
                  </measurement_list>
                </category>
                <category>
                  <title>Black or African American</title>
                  <measurement_list>
                    <measurement group_id="B1" value="11"/>
                    <measurement group_id="B2" value="10"/>
                    <measurement group_id="B3" value="8"/>
                    <measurement group_id="B4" value="29"/>
                  </measurement_list>
                </category>
                <category>
                  <title>White</title>
                  <measurement_list>
                    <measurement group_id="B1" value="34"/>
                    <measurement group_id="B2" value="28"/>
                    <measurement group_id="B3" value="43"/>
                    <measurement group_id="B4" value="105"/>
                  </measurement_list>
                </category>
                <category>
                  <title>More than one race</title>
                  <measurement_list>
                    <measurement group_id="B1" value="0"/>
                    <measurement group_id="B2" value="0"/>
                    <measurement group_id="B3" value="0"/>
                    <measurement group_id="B4" value="0"/>
                  </measurement_list>
                </category>
                <category>
                  <title>Unknown or Not Reported</title>
                  <measurement_list>
                    <measurement group_id="B1" value="10"/>
                    <measurement group_id="B2" value="15"/>
                    <measurement group_id="B3" value="8"/>
                    <measurement group_id="B4" value="33"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
        <measure>
          <title>Region of Enrollment</title>
          <units>Participants</units>
          <param>Count of Participants</param>
          <class_list>
            <class>
              <title>United States</title>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="B1" value="74"/>
                    <measurement group_id="B2" value="73"/>
                    <measurement group_id="B3" value="74"/>
                    <measurement group_id="B4" value="221"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
        <measure>
          <title>Strenuous Exercise</title>
          <description>The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin &amp; Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, &amp; Boullon, 1986). Higher scores indicate greater exercise engagement.</description>
          <units>times per week</units>
          <param>Mean</param>
          <dispersion>Standard Deviation</dispersion>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="B1" value="1.36" spread=".17"/>
                    <measurement group_id="B2" value="1.44" spread=".18"/>
                    <measurement group_id="B3" value="1.17" spread=".16"/>
                    <measurement group_id="B4" value="1.32" spread=".10"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
        <measure>
          <title>Moderate Exercise</title>
          <description>The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin &amp; Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, &amp; Boullon, 1986). Higher scores indicate greater exercise engagement.</description>
          <units>times per week</units>
          <param>Mean</param>
          <dispersion>Standard Deviation</dispersion>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="B1" value="1.69" spread=".17"/>
                    <measurement group_id="B2" value="2.40" spread=".23"/>
                    <measurement group_id="B3" value="1.93" spread=".21"/>
                    <measurement group_id="B4" value="2.00" spread=".12"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
        <measure>
          <title>Mild Exercise</title>
          <description>The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin &amp; Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, &amp; Boullon, 1986). Higher scores indicate greater exercise engagement.</description>
          <units>times per week</units>
          <param>Mean</param>
          <dispersion>Standard Deviation</dispersion>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="B1" value="2.54" spread=".33"/>
                    <measurement group_id="B2" value="2.95" spread=".34"/>
                    <measurement group_id="B3" value="3.03" spread=".29"/>
                    <measurement group_id="B4" value="2.84" spread=".19"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
        <measure>
          <title>Total Exercise</title>
          <description>The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin &amp; Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, &amp; Boullon, 1986). Higher scores indicate greater exercise engagement.</description>
          <units>total metabolic equivalent</units>
          <param>Mean</param>
          <dispersion>Standard Deviation</dispersion>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="B1" value="28.29" spread="2.48"/>
                    <measurement group_id="B2" value="33.79" spread="2.87"/>
                    <measurement group_id="B3" value="29.23" spread="2.41"/>
                    <measurement group_id="B4" value="30.42" spread="1.50"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
        <measure>
          <title>Industriousness</title>
          <description>Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who &quot;has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] &quot;. Higher scores indicate greater industriousness level.</description>
          <units>1(disagree strongly)-5(agree strongly)</units>
          <param>Mean</param>
          <dispersion>Standard Deviation</dispersion>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="B1" value="4.02" spread=".07"/>
                    <measurement group_id="B2" value="4.09" spread=".07"/>
                    <measurement group_id="B3" value="3.89" spread=".08"/>
                    <measurement group_id="B4" value="4.00" spread=".04"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
      </measure_list>
    </baseline>

    <outcome_list>
      <outcome>
        <type>Primary</type>
        <title>Total Physical Activity</title>
        <description>The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin &amp; Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, &amp; Boullon, 1986). Higher scores on this scale indicates more exercise engagement.&#xD;
Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days.</description>
        <time_frame>2-3 months after initial intervention session</time_frame>
        <group_list>
          <group group_id="O1">
            <title>Exercise Information</title>
            <description>This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes.</description>
          </group>
          <group group_id="O2">
            <title>Action Planning</title>
            <description>This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes.</description>
          </group>
          <group group_id="O3">
            <title>Realistic Effort Action Planning</title>
            <description>This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes.</description>
          </group>
        </group_list>
        <measure>
          <title>Total Physical Activity</title>
          <description>The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin &amp; Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, &amp; Boullon, 1986). Higher scores on this scale indicates more exercise engagement.&#xD;
Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days.</description>
          <units>total metabolic equivalent</units>
          <param>Mean</param>
          <dispersion>Standard Error</dispersion>
          <analyzed_list>
            <analyzed>
              <units>Participants</units>
              <scope>Measure</scope>
              <count_list>
                <count group_id="O1" value="74"/>
                <count group_id="O2" value="73"/>
                <count group_id="O3" value="74"/>
              </count_list>
            </analyzed>
          </analyzed_list>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="O1" value="34.21" spread="2.59"/>
                    <measurement group_id="O2" value="37.80" spread="2.80"/>
                    <measurement group_id="O3" value="39.42" spread="2.73"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
      </outcome>
      <outcome>
        <type>Primary</type>
        <title>Total Physical Activity</title>
        <description>The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin &amp; Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, &amp; Boullon, 1986). Higher scores indicate more exercise engagement.&#xD;
Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days.</description>
        <time_frame>6 months after initial intervention session</time_frame>
        <group_list>
          <group group_id="O1">
            <title>Exercise Information</title>
            <description>This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes.</description>
          </group>
          <group group_id="O2">
            <title>Action Planning</title>
            <description>This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes.</description>
          </group>
          <group group_id="O3">
            <title>Realistic Effort Action Planning</title>
            <description>This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes.</description>
          </group>
        </group_list>
        <measure>
          <title>Total Physical Activity</title>
          <description>The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin &amp; Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, &amp; Boullon, 1986). Higher scores indicate more exercise engagement.&#xD;
Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days.</description>
          <units>total metabolic equivalent</units>
          <param>Mean</param>
          <dispersion>Standard Error</dispersion>
          <analyzed_list>
            <analyzed>
              <units>Participants</units>
              <scope>Measure</scope>
              <count_list>
                <count group_id="O1" value="74"/>
                <count group_id="O2" value="73"/>
                <count group_id="O3" value="74"/>
              </count_list>
            </analyzed>
          </analyzed_list>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="O1" value="38.65" spread="3.09"/>
                    <measurement group_id="O2" value="40.64" spread="2.43"/>
                    <measurement group_id="O3" value="42.39" spread="2.97"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
      </outcome>
      <outcome>
        <type>Secondary</type>
        <title>Exercise Self-efficacy</title>
        <description>The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, &amp; Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate &quot;how confident [they] are to exercise when other things get in the way&quot; on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident). Example items include, &quot;I don't have access to exercise equipment,&quot; &quot;I don't feel like it,&quot; and &quot;I am spending time with friends or family who do not exercise.&quot; All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy for exercise.</description>
        <time_frame>2-3 months after initial intervention session</time_frame>
        <group_list>
          <group group_id="O1">
            <title>Exercise Information</title>
            <description>This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes.</description>
          </group>
          <group group_id="O2">
            <title>Action Planning</title>
            <description>This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes.</description>
          </group>
          <group group_id="O3">
            <title>Realistic Effort Action Planning</title>
            <description>This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes.</description>
          </group>
        </group_list>
        <measure>
          <title>Exercise Self-efficacy</title>
          <description>The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, &amp; Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate &quot;how confident [they] are to exercise when other things get in the way&quot; on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident). Example items include, &quot;I don't have access to exercise equipment,&quot; &quot;I don't feel like it,&quot; and &quot;I am spending time with friends or family who do not exercise.&quot; All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy for exercise.</description>
          <units>units on a scale</units>
          <param>Mean</param>
          <dispersion>Standard Error</dispersion>
          <analyzed_list>
            <analyzed>
              <units>Participants</units>
              <scope>Measure</scope>
              <count_list>
                <count group_id="O1" value="74"/>
                <count group_id="O2" value="73"/>
                <count group_id="O3" value="74"/>
              </count_list>
            </analyzed>
          </analyzed_list>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="O1" value="2.92" spread=".09"/>
                    <measurement group_id="O2" value="3.05" spread=".11"/>
                    <measurement group_id="O3" value="3.09" spread=".10"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
      </outcome>
      <outcome>
        <type>Secondary</type>
        <title>Exercise Self-efficacy</title>
        <description>The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, &amp; Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate &quot;how confident [they] are to exercise when other things get in the way&quot; on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident; αs = .89-.91 across assessments). Example items include, &quot;I don't have access to exercise equipment,&quot; &quot;I don't feel like it,&quot; and &quot;I am spending time with friends or family who do not exercise.&quot; All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy.</description>
        <time_frame>6 months after initial intervention session</time_frame>
        <group_list>
          <group group_id="O1">
            <title>Exercise Information</title>
            <description>This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes.</description>
          </group>
          <group group_id="O2">
            <title>Action Planning</title>
            <description>This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes.</description>
          </group>
          <group group_id="O3">
            <title>Realistic Effort Action Planning</title>
            <description>This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes.</description>
          </group>
        </group_list>
        <measure>
          <title>Exercise Self-efficacy</title>
          <description>The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, &amp; Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate &quot;how confident [they] are to exercise when other things get in the way&quot; on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident; αs = .89-.91 across assessments). Example items include, &quot;I don't have access to exercise equipment,&quot; &quot;I don't feel like it,&quot; and &quot;I am spending time with friends or family who do not exercise.&quot; All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy.</description>
          <units>units on a scale</units>
          <param>Mean</param>
          <dispersion>Standard Error</dispersion>
          <analyzed_list>
            <analyzed>
              <units>Participants</units>
              <scope>Measure</scope>
              <count_list>
                <count group_id="O1" value="74"/>
                <count group_id="O2" value="73"/>
                <count group_id="O3" value="74"/>
              </count_list>
            </analyzed>
          </analyzed_list>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="O1" value="2.95" spread=".12"/>
                    <measurement group_id="O2" value="2.94" spread=".09"/>
                    <measurement group_id="O3" value="3.08" spread=".11"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
      </outcome>
      <outcome>
        <type>Other Pre-specified</type>
        <title>Industriousness Level</title>
        <description>Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who &quot;has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] &quot;. Higher scores indicate greater industriousness level.</description>
        <time_frame>2-3 months after initial intervention session</time_frame>
        <group_list>
          <group group_id="O1">
            <title>Exercise Information</title>
            <description>This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes.</description>
          </group>
          <group group_id="O2">
            <title>Action Planning</title>
            <description>This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes.</description>
          </group>
          <group group_id="O3">
            <title>Realistic Effort Action Planning</title>
            <description>This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes.</description>
          </group>
        </group_list>
        <measure>
          <title>Industriousness Level</title>
          <description>Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who &quot;has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] &quot;. Higher scores indicate greater industriousness level.</description>
          <units>units on a scale</units>
          <param>Mean</param>
          <dispersion>Standard Error</dispersion>
          <analyzed_list>
            <analyzed>
              <units>Participants</units>
              <scope>Measure</scope>
              <count_list>
                <count group_id="O1" value="74"/>
                <count group_id="O2" value="73"/>
                <count group_id="O3" value="74"/>
              </count_list>
            </analyzed>
          </analyzed_list>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="O1" value="4.01" spread=".13"/>
                    <measurement group_id="O2" value="3.96" spread=".26"/>
                    <measurement group_id="O3" value="3.98" spread=".25"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
      </outcome>
      <outcome>
        <type>Other Pre-specified</type>
        <title>Industriousness Level</title>
        <description>Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who &quot;has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] &quot;. Higher scores indicate greater industriousness level.</description>
        <time_frame>6 months after initial intervention session</time_frame>
        <group_list>
          <group group_id="O1">
            <title>Exercise Information</title>
            <description>This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes.</description>
          </group>
          <group group_id="O2">
            <title>Action Planning</title>
            <description>This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes.</description>
          </group>
          <group group_id="O3">
            <title>Realistic Effort Action Planning</title>
            <description>This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes.</description>
          </group>
        </group_list>
        <measure>
          <title>Industriousness Level</title>
          <description>Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who &quot;has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] &quot;. Higher scores indicate greater industriousness level.</description>
          <units>units on a scale</units>
          <param>Mean</param>
          <dispersion>Standard Error</dispersion>
          <analyzed_list>
            <analyzed>
              <units>Participants</units>
              <scope>Measure</scope>
              <count_list>
                <count group_id="O1" value="74"/>
                <count group_id="O2" value="73"/>
                <count group_id="O3" value="74"/>
              </count_list>
            </analyzed>
          </analyzed_list>
          <class_list>
            <class>
              <category_list>
                <category>
                  <measurement_list>
                    <measurement group_id="O1" value="4.01" spread=".09"/>
                    <measurement group_id="O2" value="4.07" spread=".08"/>
                    <measurement group_id="O3" value="3.95" spread=".10"/>
                  </measurement_list>
                </category>
              </category_list>
            </class>
          </class_list>
        </measure>
      </outcome>
    </outcome_list>

    <reported_events>
      <time_frame>1 year and 5 months</time_frame>
      <desc>No adverse events occurred during the completion of the present study.</desc>
      <group_list>
        <group group_id="E1">
          <title>Exercise Information</title>
          <description>This group was presented with information that defined and described regular exercise, its benefits, and guidance for using proper form in exercise to minimize the risk of injury. Guidelines for prescribing suggested physical activities were based on recommendations from the USDHHS (2008). These sessions lasted ~90 minutes.</description>
        </group>
        <group group_id="E2">
          <title>Action Planning</title>
          <description>This group discussed all the components from the session for the information-only group with an additional emphasis on how to create action plans. Discussions revolved around possible ways and times of the day to engage in exercise by making specific action plans that designate when, where, and how. Participants were shown how to create an example action plan and guided in writing their own exercise action plans for as many days as they desired in the three-week tracking period in their exercise booklets. Emphasis was placed on the specificity and feasibility of the plans. These sessions lasted ~120 minutes.</description>
        </group>
        <group group_id="E3">
          <title>Realistic Effort Action Planning</title>
          <description>This group discussed all components from the action planning condition. Discussion in this group also emphasized the importance of persistence and effortful control in daily life and how these attributes can be transferred to exercise plans. Participants were encouraged to identify their threshold for exerting effort toward exercise based on past experiences and applying that awareness to their planned exercises. They were guided in creating action plans that considered not only past external barriers (e.g., schedule, fitness level, and environment) but also previous internal barriers (i.e., resistance and/or aversiveness to physical exertion) and create plans that would help them avoid repeating the same circumstances. Participants were also asked to realistically consider how much past exercise they have previously engaged in and to refine those estimates to serve as starting points for subsequent small increases in planned exercise. These group sessions lasted ~120 minutes.</description>
        </group>
      </group_list>
      <serious_events>
        <category_list>
          <category>
            <title>Total</title>
            <event_list>
              <event>
                <sub_title>Total, all-cause mortality</sub_title>
                <counts group_id="E1" subjects_affected="0" subjects_at_risk="221"/>
                <counts group_id="E2" subjects_affected="0" subjects_at_risk="221"/>
                <counts group_id="E3" subjects_affected="0" subjects_at_risk="221"/>
              </event>
              <event>
                <sub_title>Total, serious adverse events</sub_title>
                <counts group_id="E1" subjects_affected="0" subjects_at_risk="221"/>
                <counts group_id="E2" subjects_affected="0" subjects_at_risk="221"/>
                <counts group_id="E3" subjects_affected="0" subjects_at_risk="221"/>
              </event>
            </event_list>
          </category>
        </category_list>
      </serious_events>
      <other_events>
        <frequency_threshold>0</frequency_threshold>
        <category_list>
          <category>
            <title>Total</title>
            <event_list>
              <event>
                <sub_title>Total, other adverse events</sub_title>
                <counts group_id="E1" subjects_affected="0" subjects_at_risk="221"/>
                <counts group_id="E2" subjects_affected="0" subjects_at_risk="221"/>
                <counts group_id="E3" subjects_affected="0" subjects_at_risk="221"/>
              </event>
            </event_list>
          </category>
        </category_list>
      </other_events>
    </reported_events>

    <certain_agreements>
      <pi_employee>All Principal Investigators ARE employed by the organization sponsoring the study.</pi_employee>
      <restrictive_agreement>There is NOT an agreement between Principal Investigators and the Sponsor (or its agents) that restricts the PI's rights to discuss or publish trial results after the trial is completed. </restrictive_agreement>
    </certain_agreements>
    <point_of_contact>
      <name_or_title>Dr. Phuong Vo</name_or_title>
      <organization>Wayne State University and Michigan State University</organization>
      <phone>616-634-0566</phone>
      <email>votrucph@msu.edu</email>
    </point_of_contact>
  </clinical_results>
</clinical_study>


download date: ClinicalTrials.gov processed this data on September 20, 2023
link text: Link to the current ClinicalTrials.gov record.
url: https://clinicaltrials.gov/ct2/show/NCT02204176
org study id: 072613B3F
nct id: NCT02204176
lead sponsor: 
has dmc: Yes
The rate of adult obesity in the United States has increased more than two times since 1970,
      and the rate of child-teen obesity has increased by four times. One of the antecedents of
      obesity is an inactive lifestyle. Exercise has been known to be associated with increases in
      both physical and mental health by increasing longevity, preventing risk of obesity, coronary
      heart disease, and hypertension, and increasing self-esteem and overall quality of life. The
      broad aim of the current study is to investigate the effectiveness of psychoeducational
      training to increase exercise activity initiation and maintenance in young adults.

      The goal of this study is to compare three training approaches for college students to
      increase exercise behavior. One approach provides general information on the different types
      of exercises and benefits of engaging in exercise behavior after an initial questionnaire
      assessment session. A second approach includes the general exercise information and
      questionnaire assessment as well as training on how to create specific goal intentions (i.e.,
      implementation intentions) to aid in exercise initiation. A third approach uses all the
      components of the second approach but also tests the utility of a personality-informed module
      by incorporating concepts from the theory of learned industriousness. It is expected that the
      third approach will be the most effective in helping participants initiate and maintain their
      exercise activities during the course of the study duration.
The aims of the study (mentioned in the Brief Summary) will be addressed using a 6-month
      multi-wave assessment of approximately 200 college students. Participants will be randomly
      assigned to one of the three approaches once it is determined they meet study criteria.
      Random assignment will occur when the participants are scheduled for the first session.

      All participants will partake in three group sessions. The first session will take
      approximately 2 hours to complete. The second and third sessions will be scheduled 2 and 6
      months after the first session and will take approximately 45 minutes each to complete.

      In the initial session for the first approach, the group session will include discussion of
      what constitutes regular physical activity and benefits of exercise and basic tips on the
      activity itself. Guidelines for prescribing suggested exercises will be based on
      recommendations from the U.S. Department of Health and Human Services as well as risks
      associated with exercise and how they can be reduced.

      In the initial session for the second approach, the group session will include discussion of
      all the components from the first approach, but with more emphasis on how to create
      implementation intentions. Discussions will revolve around possible barriers to exercise
      plans and how to overcome those barriers by making specific plans of when and where to
      exercise, along with designating which types of exercises they will perform and for how long
      (or how many repetitions).

      In the initial session for the third approach, the group session will include discussion of
      all the components from the second approach as well as include findings on industriousness.
      Participants will be directed to think about and generate solutions to how they can become
      more industrious despite the difficulties they may face and relate these solutions to help
      them engage in more exercise behavior.

      For all approaches, participants will complete questionnaires regarding aspects of their
      personality, attitudes regarding exercise, beliefs about the positive and negative effects of
      exercise, confidence in engaging in exercise despite barriers, and current levels of
      exercise. Participants' body mass index will also be measured. All participants will be given
      an exercise booklet tailored to their respective approaches to record their exercise behavior
      during the three weeks following the initial session. They will also be loaned a pedometer
      that will be used to track their overall daily activities for the same three-week period.
      Participants in the third approach will also receive booster contacts (to encourage them to
      think about their efforts and monitoring of physical activity) every two weeks starting after
      the three-week tracking period until their six-month follow up (total of 11 booster
      contacts).

      The first session will be video and audio recorded to check on and ensure presentation
      consistency. At the end of the first session, participants will be given a post-session
      survey to gauge how well materials were presented and to determine how much information
      participants felt they gained from the session. When participants return their daily exercise
      diaries and pedometers, they will also complete a condensed set of measures (similar to those
      in the first session) to track any changes experienced during the three-week tracking period.

      For the 2- and 6-month follow-up sessions, participants in all approaches will complete the
      same questionnaires as in the initial session and have their body mass index measured.

      Power analyses conducted via G*Power, 3.1.6 indicated that 159 participants will be needed to
      detect an effect size of F of 0.25 with alpha error probability at 0.05 and power at 1-Β
      =.80. Oversampling by 25% will occur to account for possible attrition from the study,
      thereby making the target N = 200.
allocation: Randomized
intervention model: Parallel Assignment
primary purpose: Other
masking: None (Open Label)
measure: Total Physical Activity
time frame: 2-3 months after initial intervention session
description: The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin & Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, & Boullon, 1986). Higher scores on this scale indicates more exercise engagement.
Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days.
measure: Total Physical Activity
time frame: 6 months after initial intervention session
description: The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin & Shephard, 1985) was used to assess the frequency of typical weekly strenuous, moderate, and mild exercise (open-ended format). Total exercise scores were also computed by multiplying each reported exercise frequency by its metabolic equivalent (MET) and then summing the totals: (strenuous x 9) + (moderate x 5) + (mild x 2) (Godin, Jobin, & Boullon, 1986). Higher scores indicate more exercise engagement.
Also, participants were loaned a pedometer to obtain objective measures of exercise activity. The pedometers allow participants to enter their weight and height and measure steps taken throughout the day based on this information. The devices automatically reset at midnight and store the information for 30 days.
measure: Exercise Self-efficacy
time frame: 2-3 months after initial intervention session
description: The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, & Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate "how confident [they] are to exercise when other things get in the way" on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident). Example items include, "I don't have access to exercise equipment," "I don't feel like it," and "I am spending time with friends or family who do not exercise." All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy for exercise.
measure: Exercise Self-efficacy
time frame: 6 months after initial intervention session
description: The 18-item multidimensional exercise self-efficacy scale (Benisovich, Rossi, Norman, & Nigg, 1998) assessed participants' confidence in being able to exercise despite bad weather, inconvenience, negative affect, exercising alone, excuse making, and resistance from others. Participants were asked to rate "how confident [they] are to exercise when other things get in the way" on a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident; αs = .89-.91 across assessments). Example items include, "I don't have access to exercise equipment," "I don't feel like it," and "I am spending time with friends or family who do not exercise." All items on the scale were averaged for each participant. Higher scores indicate greater self-efficacy.
measure: Industriousness Level
time frame: 2-3 months after initial intervention session
description: Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who "has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] ". Higher scores indicate greater industriousness level.
measure: Industriousness Level
time frame: 6 months after initial intervention session
description: Industriousness was assessed using a 10-item Industriousness scale (Chernyshenko, 2003). Participants rated themselves on a 5-point Likert scale (1 = Disagree strongly, 5 = Agree strongly) indicating the extent to which, for example, they are someone who "has high standards and works toward them; setting goals and achieving them is not very important to me [reversed], [or] invests little effort into my work [reversed] ". Higher scores indicate greater industriousness level.
arm group label: Exercise info only
arm group type: Sham Comparator
description: Participants in the "exercise information only" group will engage in a group discussion with the principal investigator to discuss what constitutes regular physical activity and benefits of exercise and basic tips on the activity itself. Guidelines for prescribing suggested exercises will be based on recommendations from the U.S. Department of Health and Human Services (USDHHS, 2008) as well as risks associated with exercise and how they can be reduced.
arm group label: Exercise info + implementation intentions
arm group type: Experimental
description: Participants in the "exercise information plus implementation intentions" group will engage in a group discussion with the principal investigator to discuss all of the components from the exercise information only approach, but with more emphasis on how to create implementation intentions. Discussions will revolve around possible barriers to exercise plans and how to overcome/address those barriers by making specific plans of when and where to exercise, along with designating which types of exercises they will perform and for how long (or how many repetitions).
arm group label: Exercise info + implementation intentions + industriousness
arm group type: Experimental
description: Participants in the "exercise information plus implementation intentions plus industriousness training" group will engage in a group discussion with the principal investigator to discuss all of the components from the second approach as well as include findings linking industriousness and exercise behavior. Participants will be directed to think about and generate solutions to how they can become more industrious and monitor their efforts despite the difficulties they may face and relate these solutions to help them engage in more exercise behavior.
intervention type: Other
intervention name: Exercise info
description: Discussion:
benefits of exercise
types of exercise
exercise guidelines
components of an exercise session
how to reduce risk of injuries
arm group label: Exercise info + implementation intentions
arm group label: Exercise info + implementation intentions + industriousness
arm group label: Exercise info only
intervention type: Other
intervention name: Implementation intentions
description: Discussion of:
barriers to exercise and how to address/overcome barriers
how to create detailed exercise plans
arm group label: Exercise info + implementation intentions
arm group label: Exercise info + implementation intentions + industriousness
intervention type: Other
intervention name: Industriousness
description: Discussion of:
realistic monitoring of efforts related to exercise
reaching and pushing past thresholds for sustained effort for exercise
arm group label: Exercise info + implementation intentions + industriousness
intervention type: Device
intervention name: pedometer
arm group label: Exercise info + implementation intentions
arm group label: Exercise info + implementation intentions + industriousness
arm group label: Exercise info only
criteria: 
gender: All
minimum age: 18 Years
maximum age: 24 Years
healthy volunteers: Accepts Healthy Volunteers
last name: Phuong T Vo, BA
role: Principal Investigator
affiliation: Wayne State University
last name: Tim D Bogg, PhD
role: Study Director
affiliation: Wayne State University
facility: 
country: United States
citation: Flegal KM, Carroll MD, Ogden CL, Johnson CL. Prevalence and trends in obesity among US adults, 1999-2000. JAMA. 2002 Oct 9;288(14):1723-7. doi: 10.1001/jama.288.14.1723.
PMID: 12365955
citation: Eisenberger R. Learned industriousness. Psychol Rev. 1992 Apr;99(2):248-67. doi: 10.1037/0033-295x.99.2.248.
PMID: 1594725
citation: Faul F, Erdfelder E, Lang AG, Buchner A. G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav Res Methods. 2007 May;39(2):175-91. doi: 10.3758/bf03193146.
PMID: 17695343
citation: McAuley E & Rudolph D. Physical activity, aging, and psychological well-being. Journal of Aging and Physical Activity 3: 67-96, 1995.
citation: National Heart, Lung, and Blood Institute. (2012, July 13). How are overweight and obesity diagnosed? Retrieved from http://www.nhlbi.nih.gov/health/health-topics/topics/obe/diagnosis.html
citation: U.S. Department of Health and Human Services. 2008 physical activity guidelines for Americans. Washington DC: U.S. Department of Health and Human Services, 2008.
citation: Webb TL & Sheeran P. Identifying good opportunities to act: Implementation intentions and cue discrimination. European Journal of Social Psychology, 34: 407-419, 2004.
citation: Godin G, Shephard RJ. A simple method to assess exercise behavior in the community. Can J Appl Sport Sci. 1985 Sep;10(3):141-6.
PMID: 4053261
citation: Benosovich SV, Rossi JS, Norman GJ, & Nigg CR. Development of a multidimensional measure of exercise self-efficacy. Annals of Behavioral Medicine, 20: S190, 1998.
citation: Roberts BW, Bogg T, Walton KE, Chernyshenko OS, & Stark. A lexical investigation of the lower-order structure of conscientiousness. Journal of Research in Personality, 38: 164-178, 2004.
citation: Hill PL, Roberts BW. The role of adherence in the relationship between conscientiousness and perceived health. Health Psychol. 2011 Nov;30(6):797-804. doi: 10.1037/a0023860. Epub 2011 May 23.
PMID: 21604876
responsible party type: Principal Investigator
investigator affiliation: Wayne State University
investigator full name: Phuong Vo
investigator title: Graduate Student
participant flow: 
baseline: 
outcome list: 
reported events: 
certain agreements: 
point of contact: 