The effects a brief theory-based supervised exercise intervention to improve physical skills scores has on physical activity levels of university administrative staff

This study seeks to examine the effects of a brief theory-based intervention, underpinned by the Behaviour Change Wheel, Theoretical Domains Framework and Capability-Opportunity-Motivation-Behaviour (COM-B) model, on physical skills scores and physical activity levels of university administrative staff. A total of 21 participants (Mage = 38.6 ± 10.2 years; 61.9% female) were recruited and allocated into intervention and control groups. The participants in the intervention group engaged in weekly badminton sessions, while those in the control group were asked to continue with their regular routine. Physical activity levels and physical skills scores were accessed at baseline and post-intervention, using the Global Physical Activity Questionnaire (GPAQ) and Determinants of Physical Activity Questionnaire (DPAQ), respectively. Mixed-methods ANOVAs were performed using SPSS with physical skills scores and physical activity levels as the dependent variables. The results indicated that increase in physical skills scores through playing badminton was significantly associated with increase in physical activity levels. (F1,17 = 9.96, p=0.006, ηp2 =0.369). However, there were no significant association between gender and physical skills scores (F1,17 = 0.040, p=0.843, ηp2 =0.002), and between gender and physical activity levels (F1,17 = 0.005, p=0.943, ηp2 =0.001). These findings suggest that increasing physical skills through the engagement in a low intensity sport such as badminton may be used as a university-wide strategy to increase physical activity levels of inactive university administrative staff. The role of gender should also be considered.