Effects of a brief Snacktivity-based educational intervention on physical activity and exercise behavior among university students.

BACKGROUND: Snacktivity approach helps reduce sedentary behavior, increase awareness of opportunities for movement, and provide a practical alternative for individuals experiencing time-related barriers to exercise participation through short, integrated physical activity sessions in daily life. However, the effects of short-term Snacktivity-based interventions on university students remain unclear. Therefore, this study aimed to investigate the effects of a brief Snacktivity-based training intervention on physical activity levels, exercise self-efficacy, processes of exercise behavior change, and stages of change in university students. METHODS: This controlled study included 196 undergraduate students in the final analysis (Snacktivity group, n = 98; control group, n = 98). The intervention group participated in a single Snacktivity educational session and received a brochure containing practical examples of daily activity snacks. Physical activity levels were assessed using the International Physical Activity Questionnaire-Short Form (IPAQ-SF). Exercise Processes of Change Scale (EPCS), Exercise Self-Efficacy Scale, and Exercise Stages of Change Scale were used to evaluate behavioral and psychological factors related to exercise. Assessments were completed at baseline and after a 2-week follow-up period. RESULTS: Moderate-intensity physical activity significantly increased, while sitting time significantly decreased in the Snacktivity group following the intervention (p = 0.007 and p = 0.030, respectively). In addition, counter conditioning scores significantly increased in the Snacktivity group (p = 0.033), whereas self re-evaluation and self-liberation scores significantly decreased in the control group (p = 0.001 and p = 0.034, respectively). Following the intervention, the Snacktivity group showed a slight increase from the preparation stage to the action stage, indicating a tendency toward more regular physical activity behavior. In contrast, the control group showed an increase in the contemplation stage. However, the between-group comparison was not statistically significant (p = 0.102). No significant changes were observed in vigorous-intensity physical activity, total physical activity, exercise self-efficacy, or total EPCS scores (p > 0.05) in the Snacktivity group. CONCLUSION: A brief Snacktivity-based educational intervention may positively influence moderate-intensity physical activity participation, sitting time, and certain behavioral processes associated with exercise behavior change among university students. These findings suggest that even a single-session Snacktivity education may support movement-oriented behavior in university students.