Jolynn Gardner1, Jerri Kjolhaug2, Jennifer A Linde3, Sarah Sevcik4, Leslie A Lytle5. 1. Department of Health and Human Performance, University of St. Thomas, 2115 Summit Avenue, Mail #4004, St. Paul, MN 55105, Telephone: (651) 962-5958, Gard6522@stthomas.edu. 2. Division of Epidemiology and Community Health, School of Public Health, University of Minnesota, 200 Oak St SE, Suite 350, Minneapolis, MN 55455, Telephone: (612) 625-2167, Wach0041@umn.edu. 3. Division of Epidemiology and Community Health, School of Public Health, University of Minnesota, 1300 S 2nd St, Minneapolis, MN 55454, Telephone: (612) 624-0065, Linde074@umn.edu. 4. Division of Epidemiology and Community Health, School of Public Health, University of Minnesota, 1300 S 2nd St, Minneapolis, MN 55454, Telephone: (612) 626-7107, Sevci010@umn.edu. 5. Health Behavior, Gillings School of Global Public Health, The University of North Carolina at Chapel Hill, 303 Rosenau Hall, Campus Box 7440, Chapel Hill, NC 27599, Telephone: (919) 843-8171, llytle@email.unc.edu.
Abstract
PURPOSE: This article describes the effectiveness of goal setting instruction in the CHOICES (Choosing Healthy Options in College Environments and Settings) study, an intervention evaluating the effectiveness of weight gain prevention strategies for 2-year college students. METHODS:Four hundred and forty-one participants from three community colleges were recruited. Participants randomized into the intervention (n=224) enrolled in a course that taught strategies to help maintain or achieve a healthy weight. Participants were instructed in SMART (Specific, Measurable, Attainable, Realistic, Time-based) and behavioral goal-setting practices. Throughout the course, participants set goals related to improving their sleep, stress-management, exercise, and nutrition." RESULTS:Intervention participants set four hundred eighteen goals. Each goal was carefully evaluated. The efforts to teach behavioral goal-setting strategies were largely successful; however efforts to convey the intricacies of SMART goal-setting were not as successful. CONCLUSIONS: Implications for effective teaching of skills in setting SMART behavioral goals were realized in this study. The insights gained from the goal-setting activities of this study could be used to guide educators who utilize goals to achieve health behavior change. RECOMMENDATIONS: Based on the results of this study, it is recommended that very clear and directed instruction be provided in addition to multiple opportunities for goal-setting practice. Implications for future interventions involving education about goal-setting activities are discussed.
RCT Entities:
PURPOSE: This article describes the effectiveness of goal setting instruction in the CHOICES (Choosing Healthy Options in College Environments and Settings) study, an intervention evaluating the effectiveness of weight gain prevention strategies for 2-year college students. METHODS: Four hundred and forty-one participants from three community colleges were recruited. Participants randomized into the intervention (n=224) enrolled in a course that taught strategies to help maintain or achieve a healthy weight. Participants were instructed in SMART (Specific, Measurable, Attainable, Realistic, Time-based) and behavioral goal-setting practices. Throughout the course, participants set goals related to improving their sleep, stress-management, exercise, and nutrition." RESULTS: Intervention participants set four hundred eighteen goals. Each goal was carefully evaluated. The efforts to teach behavioral goal-setting strategies were largely successful; however efforts to convey the intricacies of SMART goal-setting were not as successful. CONCLUSIONS: Implications for effective teaching of skills in setting SMART behavioral goals were realized in this study. The insights gained from the goal-setting activities of this study could be used to guide educators who utilize goals to achieve health behavior change. RECOMMENDATIONS: Based on the results of this study, it is recommended that very clear and directed instruction be provided in addition to multiple opportunities for goal-setting practice. Implications for future interventions involving education about goal-setting activities are discussed.
Authors: Iris M de Hoogh; Barbara L Winters; Kristin M Nieman; Sabina Bijlsma; Tanja Krone; Tim J van den Broek; Barbara D Anderson; Martien P M Caspers; Joshua C Anthony; Suzan Wopereis Journal: Nutrients Date: 2021-05-22 Impact factor: 5.717
Authors: Moonseong Heo; Camille C Jimenez; Jean Lim; Carmen R Isasi; Arthur E Blank; David W Lounsbury; Lynn Fredericks; Michelle Bouchard; Myles S Faith; Judith Wylie-Rosett Journal: BMC Pediatr Date: 2018-01-16 Impact factor: 2.125