Physical activity intervention using Fitbits in an introductory college health course

Objective: This study took the form of an intervention examining change in physical activity and quality of experience among students in an introductory health course who were asked to wear a Fitbit activity monitor throughout the semester. Method: College students (N = 56) took part in this controlled trial. Students enrolled in an introductory health course (Education + Fitbit; n = 24) were asked to purchase a Fitbit and wear it throughout the semester. This activity monitor purchase replaced the textbook requirement to reduce the financial burden for students. Change in objectively measured physical activity within this group was compared to students enrolled in a traditional introductory health course (Education Only; n = 14) and students enrolled in an introductory humanities course (Control; n = 18). To assess objectively measured physical activity, all participants wore a sealed pedometer for one week at the beginning and end of the semester. Students in the Education + Fitbit group also provided written feedback on their experience with the Fitbit. Results: A 2 × 3 repeated-measures analysis of variance (ANOVA) revealed a significant interaction between time and group, F(2, 53) = 3.957, p = .025. Post hoc analysis of this interaction indicated that students in the Education + Fitbit group significantly increased (p = .014) objectively measured physical activity by 1,078 steps/day, whereas physical activity in Education Only and Control groups did not significantly change. Qualitative data demonstrated that student experiences with the Fitbit were resoundingly positive. Conclusion: Replacing a textbook requirement with requiring a commercially available activity monitor in an introductory health course may be an effective and enjoyable strategy to increase physical activity among US college students.