This document outlines a proposed intervention to increase physical activity among freshmen at Kansas State University. The intervention includes physical activity classes, laboratory sessions teaching exercises, and providing exercise kits for dorms. An evaluation plan involves initial and final surveys of freshmen to assess changes in physical activity, as well as monthly process surveys to track program participation and feedback. The goal is to increase physical activity knowledge and self-efficacy, leading to higher physical activity levels and potential long-term health benefits for students.

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Engaging K-State Freshmen in
Physical Activity and Education
Brandon Evans, Lindsey Wehkamp

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Agenda
Target Population and Health Issue
Needs Assessment
Goals and Objectives
Intervention
Evaluation Design
Discussion
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Overall Health Problem
 Physical inactivity contributes to ~5.3 million of the 57 million deaths worldwide in
2008 (CHR, 2015).
 Greatest deterioration in physical activity is between 15 and 18 years of age (Racette
et. al., 2005).
 Continuous decline is common between 18 and 29 years of age (Racette et. al.,
2005).
 25% of high school students engage in recommended levels of physical activity
(CDC, 2014).
 25% of adults in America engage in the recommended levels of physical activity
(CDC, 2014).
"Facts about Physical Activity." Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, 23 May 2014. Web. 07 Sept. 2015.
http://www.cdc.gov/physicalactivity/data/facts.html
"Health Rankings." County & Roadmaps. County Health Rankings, 2015. Web. 07 Sept. 2015.http://www.countyhealthrankings.org/app/kansas/2015/measure/factors/70/description
Racette, S., Deusinger, S., Strube, M., Highstein, G., Deusinger, R. (2005). Weight Changes, Exercise, and Dietary Patterns During Freshman and Sophomore Years of College. Journal of
American College Health, 53: 6.
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Target Population
 College freshmen in the dorms at Kansas State University that
are physically inactive.
 ~25% of freshman felt they were not meeting adequate physical
activity at Kansas State University (Newton, 2005).
 Only 50% of the freshman class were meeting the recommended
physical activity level for adults (Newton, 2005).
 40% were not even participating in strength training or stretching
(Newton, 2005).
 25% freshman females and 30% freshman males were
overweight or obese (Newton, 2005).
Newton, F., Yeager, M.E., Kim, E., Miller. (2005). Freshman 15? A program to establish healthy behaviors [PowerPoint slides].
Retrieved from http://www.k-state.edu/paccats/KSUPACCATS.pdf
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Needs Assessment Methods
 Written questionnaires sent to all freshmen near the
end of the fall semester.
 Created through 4 focus groups of ten students.
 Assess environmental and behavioral factors
affecting the freshmen.
 Resident Assistants (RAs) distributed the survey.
 Chance to win prize of $10 Cat Cash or $10 gift
card.
 Surveys collected 2 weeks prior to thanksgiving
break.
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Needs Assessment Results
 Internal Barriers (Arzu et. al., 2006)
 Lack of Energy
 Lack of Motivation
 External Barriers (Arzu et. al., 2006)
 Lack of Time
 Lack of Support
 Strongest Factor was lack of time (Arzu et. al., 2006).
 Second strongest factor was lack of support (Arzu et. al., 2006).
Arzu, D., Tuzun, E., Eker, L. (2006). Perceived Barriers to Physical Activity in University Students. Journal of Sports Science and
Medicine 5(4): 615-620.
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Goals and Objectives
 Goal: Increase physical activity of freshmen within the dorms at Kansas State
University
 Objectives
 Increase freshman enrollment in physical activity classes by 70%
 Increase freshman participation in floor activities involving exercise to 50% by the end of the
school year
 Up to 60% of freshmen, after taking course, can identify 3 factors to influence physical
activity
 80% of freshmen reach recommended physical activity by end of year
 200 freshmen participating in physical activity classes from program
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Intervention Activities
 Classes (Kahn et. al., 2002)
 This intervention is associated with increases in knowledge about
 Exercise
 Fitness
 Nutrition
 General Health
 Increase in Self-Efficacy
 Laboratory Sessions (TFCPS, 2002)
 Physical activity among peers Incorporating a variety of
environments to be active in
 One lab devoted to teaching students various resistance and
aerobic exercises they can perform in their dorm rooms.
 Exercise Kits for the Dorms
Kahn, E., Ramsey, L., Brownson, R., Heath, G., Howze, E., Powell, K., Stone, E., Rajab, M., Corso, P., Task Force on Community Preventive Services, (2002). The Effectiveness of
Interventions to Increase Physical Activity: A Systematic Review. American Journal of Preventive Medicine, 22:4S.
Task Force on Community Preventive Services, (2002). Recommendations to Increase Physical Activity in Communities. American Journal of Preventive Medicine, 22:4S.
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Intervention Theory
 Theory of Planned Behavior (McKenzie et. al., 2013)
 Behavioral Control
 Skills
 Education
 Resources
 Perceived Control of Behavior
 Social Cognitive Theory (McKenzie et. al., 2013)
 Self-Efficacy Development
 Mastery of Control
 Observing Others Perform
 Receiving Suggestions
 Interpreting Emotional State
McKenzie, J., Neiger, B., Thackeray, R. (2013). Planning, Implementing & Evaluating Health Promotion Programs. Glenview,
LLC Pearson Education, Inc.
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Intervention Marketing
 Different marketing products to reach students
from all settings and interests (McKenzie et. al.,
2013).
 Social Media
 Posters in Dorm Buildings
 K-State Today
 Word of Mouth from RAs
McKenzie, J., Neiger, B., Thackeray, R. (2013). Planning, Implementing & Evaluating Health Promotion Programs. Glenview,
LLC Pearson Education, Inc.
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Intervention Resources
 Personnel
 Program Director
 Teacher for Classes and Lab
 Curriculum
 Lecture
 Collaboration with Kinesiology Department
 Lab based on Recommendations to Increase
Physical Activity in Communities (TFCPS, 2002)
 Space
 Lecture Hall on Campus
 Chester E. Peterson Recreation Center
Task Force on Community Preventive Services, (2002). Recommendations to Increase Physical Activity in Communities.
American Journal of Preventive Medicine, 22:4S.
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 Equipment
 Lecture
 Exercise Labs
 Supplies
 Exercise Kits
 Advertisement
 Financial Resources
 Sunflower Foundation Funding
 Student Governing Association
Intervention Resources
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Intervention Implementation
Timeline
 Pilot test of program
 Refine the Curriculum
 Time for Teachers and Lab
Instructors to be Trained
 Slow Rollout of Exercise Kits
 As the equipment for the exercise
kits come in and assembled they
will be delivered to the different
dorms across campus.
 Availability of classes will
increase as interest and demand
continue to increase over time.
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Tasks Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug
Develop
Curriculum
Find Teacher
Exercise Kits
Pilot Program
Evaluation
Marketing
Reevaluation
Phase In

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Logic Model
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Immediate Outcome
 To decrease the amount of physical inactivity, immediate
outcomes such as increase in knowledge about physical
activity and increase in self-efficacy to physical activity are of
concern.
 Social-cognitive variables such as self-efficacy are putative
influences on self-initiated change in health behavior
(Dishman et. al., 2008).
 They may be especially important during adolescence as
physical activity increasingly becomes a leisure choice.
 Self-efficacy influences the direction, intensity, and
persistence of behavior (Dishman et. al., 2008).
Dishman, R., Motl. R., Sallis, J., Dunn, A., Birnbaum, A., Welk, G., Bedimo-Rung, A., Voorhees, C., Jobe, J. (2008). Self-
Management Strategies Mediate Self-Efficacy and Physical Activity, National Institute of Health, 29(1): 10–18.
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Intermediate Outcome
Increasing knowledge of physical activity
and self-efficacy will influence student’s
physical activity (Sparling, 2003).
Leads to increased physical activity
behavior change. (Sparling, 2003).
Sparling, P. B. (2003). College physical education: An unrecognized agent of change in combating inactivity-related
diseases. Perspectives in Biology and Medicine, 46(4), 579-87.
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Long-term Outcome
Physical activity helps lower obesity
in adults (Office of Surgeon General,
2010).
Physical activity can improve
academic performance in students
(Sparling, 2003).
Office of the Surgeon General (2010). The Surgeon General's vision for a healthy and fit nation. (2010). Rockville, MD: Office of the Surgeon General.
Sparling, P. B. (2003). College physical education: An unrecognized agent of change in combating inactivity-related diseases. Perspectives in Biology and Medicine, 46(4), 579-87.
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Evaluation Design
 Initial Evaluation Survey
 Health behaviors and minutes per week of physical activity.
 Demographic identifiers like gender, age, race, dorm complex, and class level.
 Process Evaluation for Experimental Group
 Surveys at floor meetings once a month.
 Track of exercise class attendance and exercise kit use.
 Allow program specific questions.
 Final Evaluation Survey
 Similar to initial evaluation survey.
 Question about knowledge of program.
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Strength and Weaknesses of
Evaluation Design
 Strength
 Separates freshmen into a control group and experimental group.
 Keeps track of progress over time with experimental group.
 Removes data of control group who learned about program.
 Weaknesses
 Does not determine if program is main cause of physical activity behavior change.
 Control group is only tracked at beginning and end.
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Discussion
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