This study designed different types of course using transtheoretical model and interval strategy, and was to explore the variations of exercise stages of college students and of social-psychological factors by processing course-intervention. Experiments were processed by pre and post course-interventions. The experimental group received health-related physical fitness courses and traditional physical education courses; the control group received traditional physical education courses. Descriptive Analysis, T-test, Chi-Square Test, Paired-T Test, Bowerker's Test of Symmetry and Analysis Covariance were used to analyze data. The results of this study were as follows. As to the variations of social-psychological factors, the experimental group had significant variations in the post course-intervention than in the pre course-intervention, whereas the control group did not have any obvious variants. By the Analysis of Covariance, the analyzed data showed that the perceived exercise barrier (F=8.76, p<.05), and perceived exercise benefit (F=5.67, p<.05) of the experimental group were appreciably larger than those of the control group. As to the variations of exercise stages, the experiment group had (F=13.58, p<.05), whereas the control group had (F=11.64, p>.05). This indicated that the experimental group had, significant variants between pre and post course-intervention whereas the control group did not have any obvious variants. The study employed transtheoretical model and interval strategy to explore the change of exercise behaviors. The experiments were divided by exercise stages and processed course-intervention according to each of exercise stages. It was indeed to accomplish effective pedagogical effects.
This study designed different types of course using transtheoretical model and interval strategy, and was to explore the variations of exercise stages of college students and of social-psychological factors by processing course-intervention. Experiments were processed by pre and post course-interventions. The experimental group received health-related physical fitness courses and traditional physical education courses; the control group received traditional physical education courses. Descriptive Analysis, T-test, Chi-Square Test, Paired-T Test, Bowerker's Test of Symmetry and Analysis Covariance were used to analyze data. The results of this study were as follows. As to the variations of social-psychological factors, the experimental group had significant variations in the post course-intervention than in the pre course-intervention, whereas the control group did not have any obvious variants. By the Analysis of Covariance, the analyzed data showed that the perceived exercise barrier (F=8.76, p<.05), and perceived exercise benefit (F=5.67, p<.05) of the experimental group were appreciably larger than those of the control group. As to the variations of exercise stages, the experiment group had (F=13.58, p<.05), whereas the control group had (F=11.64, p>.05). This indicated that the experimental group had, significant variants between pre and post course-intervention whereas the control group did not have any obvious variants. The study employed transtheoretical model and interval strategy to explore the change of exercise behaviors. The experiments were divided by exercise stages and processed course-intervention according to each of exercise stages. It was indeed to accomplish effective pedagogical effects.