A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2019; you can also visit <a rel="external noopener" href="http://pdfs.semanticscholar.org/3981/7841b28fd070be7903b095e47c0e0793f448.pdf">the original URL</a>. The file type is <code>application/pdf</code>.
Effect and Process Evaluation of a Smartphone App to Promote an Active Lifestyle in Lower Educated Working Young Adults: Cluster Randomized Controlled Trial
<span title="2018-08-24">2018</span>
<i title="JMIR Publications Inc.">
<a target="_blank" rel="noopener" href="https://fatcat.wiki/container/cfonkdvdevdi7ibnokqvtmt6te" style="color: black;">JMIR mHealth and uHealth</a>
</i>
Preserved Fulltext
Mobile technologies have great potential to promote an active lifestyle in lower educated working young adults, an underresearched target group at a high risk of low activity levels. Objective: The objective of our study was to examine the effect and process evaluation of the newly developed evidence-and theory-based smartphone app "Active Coach" on the objectively measured total daily physical activity; self-reported, context-specific physical activity; and self-reported psychosocial variables
<span class="external-identifiers">
<a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.2196/10003">doi:10.2196/10003</a>
<a target="_blank" rel="external noopener" href="https://www.ncbi.nlm.nih.gov/pubmed/30143477">pmid:30143477</a>
<a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/g7aubljo2fck7o245yja6wrfbq">fatcat:g7aubljo2fck7o245yja6wrfbq</a>
</span>
more »
... among lower educated working young adults. Methods: We recruited 130 lower educated working young adults in this 2-group cluster randomized controlled trial and assessed outcomes at baseline, posttest (baseline+9 weeks), and follow-up (posttest+3 months). Intervention participants (n=60) used the Active Coach app (for 9 weeks) combined with a Fitbit activity tracker. Personal goals, practical tips, and educational facts were provided to encourage physical activity. The control group received print-based generic physical activity information. Both groups wore accelerometers for objective measurement of physical activity, and individual interviews were conducted to assess the psychosocial variables and context-specific physical activity. Furthermore, intervention participants were asked process evaluation questions and generalized linear mixed models and descriptive statistics were applied.
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20190222195143/http://pdfs.semanticscholar.org/3981/7841b28fd070be7903b095e47c0e0793f448.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext">
<button class="ui simple right pointing dropdown compact black labeled icon button serp-button">
<i class="icon ia-icon"></i>
Web Archive
[PDF]
<div class="menu fulltext-thumbnail">
<img src="https://blobs.fatcat.wiki/thumbnail/pdf/39/81/39817841b28fd070be7903b095e47c0e0793f448.180px.jpg" alt="fulltext thumbnail" loading="lazy">
</div>
</button>
</a>
<a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.2196/10003">
<button class="ui left aligned compact blue labeled icon button serp-button">
<i class="unlock alternate icon" style="background-color: #fb971f;"></i>
Publisher / doi.org
</button>
</a>