Sanaeinasab et al. (2012)

To evaluate of an educational program based on the health promotion model (HPM) and stages of change to improve physical activity (PA) behavior

Randomized controlled trial

Physical activity, benefits and barriers of action, self-efficacy, activity-related affect, interpersonal influences, and situational influences

Physical activity―stage of changes scale, Kearney, et al. (1999), ability to exercise―children’s exercise self-efficacy survey, Garcia et al. (1995), perceived benefits/barriers to exercise―children’s perceived benefits/barriers to exercise questionnaire Garcia et al. (1995), exercise norms, and social support-interpersonal variables scale, Garcia et al. (1995), activity-related

affect-Robbins et al. (2004), competing demands and preferences-exercise preference profile, Pender et al.(1995), Situational influences ―situational influences options, Pender et al. (1995), commitment

to a plan of action― planning for exercise scale, Pender et al. (1995), Recall PA―child/adolescent activity log, Garcia et al. (1997), and time of PA―weekly physical activity scale, (developed by the researchers)

165 adolescents aged 13 - 15 years old from high schools in Iran

Differences in all HPM constructs, except activity-related affect and social influences, were significant between baseline and follow-up measurements (P < 0.01). Adolescents in the intervention as compared to the control group were placed in action (70%) or preparation (30%) stages at follow-up. Moreover, the results revealed that competing preferences, social norms, role models, and commitment to action plan can significantly predict PA behavior (P< 0.001). The model accounted for 22.5% of the variance in PA