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Background <p>The decision-making processes and physical activities of university athletes are crucial for both individual well-being and athletic performance. The Theory of Planned Behavior (TPB) provides a comprehensive framework for examining the cognitive factors that influence athletes’ participation in physical activity. However, existing applications of TPB have primarily focused on general student populations, leaving a gap in our understanding of how this theory operates within the high-stakes, performance-driven environment of university athletics. This study aims not only to examine how TPB constructs (attitude, subjective norms, and perceived behavioral control) relate to university athletes’ decision-making and physical activity behaviors but also to evaluate the effectiveness of a theory-based intervention designed to enhance these factors. Ultimately, the goal is to inform the development of evidence-based strategies for improving both health outcomes and decision-making competencies among student-athletes.</p> Methods <p>An experimental pretest/posttest control-experimental research method was employed. Data were collected through structured questionnaires designed to assess attitudes, subjective norms, and perceived behavioral control — different aspects of the decision-making process — as well as the physical activities of the participating university athletes.</p> Data analysis <p>The data collected from the pretests and posttests were analyzed through descriptive statistics (Mean and SD) and inferential statistics (MANCOVA) to compare the mean scores of the control and experimental groups on all study variables.</p> Results <p>The results showed that following an educational intervention, the experimental group demonstrated significantly improved scores in attitudes, subjective norms, perceived behavioral control, decision-making process, and physical activity measures, suggesting the effectiveness of the intervention. In contrast, the control group unexpectedly exhibited higher social resistance scores, potentially indicating unintended effects.</p> Conclusions <p>This study highlights the effectiveness of educational interventions in enhancing key determinants of planned behavior and promoting physical activity among university athletes. By establishing a direct link between TPB-based training and measurable improvements in decision-making and behavioral outcomes, the study provides actionable insights for coaches, educators, and sports psychologists seeking to foster more autonomous, health-conscious, and strategically capable athlete populations.</p>

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Enhancing university athletes’ physical activity and decision-making through educational interventions grounded in the theory of planned behavior

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月9日

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  • Hai Liu,
  • Ruilin Xu,
  • Yean Chun Loh

摘要

Background

The decision-making processes and physical activities of university athletes are crucial for both individual well-being and athletic performance. The Theory of Planned Behavior (TPB) provides a comprehensive framework for examining the cognitive factors that influence athletes’ participation in physical activity. However, existing applications of TPB have primarily focused on general student populations, leaving a gap in our understanding of how this theory operates within the high-stakes, performance-driven environment of university athletics. This study aims not only to examine how TPB constructs (attitude, subjective norms, and perceived behavioral control) relate to university athletes’ decision-making and physical activity behaviors but also to evaluate the effectiveness of a theory-based intervention designed to enhance these factors. Ultimately, the goal is to inform the development of evidence-based strategies for improving both health outcomes and decision-making competencies among student-athletes.

Methods

An experimental pretest/posttest control-experimental research method was employed. Data were collected through structured questionnaires designed to assess attitudes, subjective norms, and perceived behavioral control — different aspects of the decision-making process — as well as the physical activities of the participating university athletes.

Data analysis

The data collected from the pretests and posttests were analyzed through descriptive statistics (Mean and SD) and inferential statistics (MANCOVA) to compare the mean scores of the control and experimental groups on all study variables.

Results

The results showed that following an educational intervention, the experimental group demonstrated significantly improved scores in attitudes, subjective norms, perceived behavioral control, decision-making process, and physical activity measures, suggesting the effectiveness of the intervention. In contrast, the control group unexpectedly exhibited higher social resistance scores, potentially indicating unintended effects.

Conclusions

This study highlights the effectiveness of educational interventions in enhancing key determinants of planned behavior and promoting physical activity among university athletes. By establishing a direct link between TPB-based training and measurable improvements in decision-making and behavioral outcomes, the study provides actionable insights for coaches, educators, and sports psychologists seeking to foster more autonomous, health-conscious, and strategically capable athlete populations.