Increasing physical activity for osteoporosis prevention among female students of Isfahan: A theory-based interventional study

Background: Undoubtedly regular physical activity has a crucial role in the prevention of many diseases, especially osteoporosis and also increasing mental and physical efficiency. Considering the importance of physical activity education for school age children, this study was performed to determine effect of health education on knowledge, perceptions and practice of the second grade middle schools' girl students in Isfahan related to osteoporosis preventive physical activity. Methodology: This is a quasi-experimental interventional study was conducted in Isfahan (2010). The research population encompasses 130 students that were randomly divided to groups, experimental (n = 66) and control (n = 64). The instruments for data collection were standard health belief model (HBM)-based scale and physical activity questionnaire. The standard scale was completed 3 times (before, immediately and 2 months after education) and physical activity questionnaire was completed 2 times (before and 2 months after education) by students of both groups. After pre-test, 4 educational sessions were performed in an experimental group. Finally, data collected and analysed by SPSS 16 software. Participation of individuals in this research was voluntary and with informed consent. Results: Findings showed that demographic characteristics of studied population in two groups were similar before intervention (P > 0.05). Before intervention, there were no significant differences between the scores of HBM structures in two groups (P> 0.001). After the intervention, it was observed significant differences in the levels of knowledge, perceived susceptibility, perceived severity, perceived benefits, perceived barriers and behaviour between experimental and control groups (P < 0.001). Conclusion: According results, intervention has a positive impact on the pattern of physical activity and it can be concluded that intervention is effective in increasing/improving the knowledge, individual perceptions and practice of the students.