Table 1.
The results of the systematic review
| Maintenance of behavior | Results | The method of education | Duration of intervention | The typeof the study* | Target group | Model/theory | The aim of the study | Author(s) | ||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | Jalilian et al. (2013) | the effectiveness of TTM-based educational intervention in promotion of regular physical activity among the staff | TTM | staff | Quasi-Experimental | 3 months | Pamphlets, booklets, CDs | significant progress during the stages of change; significant increase in TTM constructs, and in the level of awareness; counter conditioning; motivation control; self-libration and helping relationships | - | |
| 2 | Farmanbar et al. (2011) | the impact of intervention on promotion and maintenance of athletic behavior based on an integration of TTM and self-determination theory | integration of TTM and self-determination theory | university students | RCT | before the study, during the study, and 8 months afterthe study | group discussion, public meetings, 4 educational sessions (45-60minuts), CDs, booklets, brochures, SMS, reminder cards | changes in the level of athletic behavior and post-intervention stages of change | significant increase in the average athletic behavior in the interventiongroup 8 months after the intervention versus during the study; increase in the number of people inthe preparation stage, decrease in the number of people in the stage of action, increase in the number of people in the stage of maintenance; decrease in the index self-determination, understanding of autonomy and belonging | |
| 3 | Moeini et al. (2012) | the impact of 8 weeks of educational intervention on promotion of physical activity in diabetic patients | TTM | diabetic patients | Quasi-Experimental | before the intervention and one month after (8 weeks of intervention) | lecture, discussion, pamphlet, booklet, CDs, work out | increase in the stages of change in exercising; increase in the average ofthe constructs of cognitive and behavioral processes as well as in self-efficacy; significant difference in applying the levels of processes of cognitive and behavioral change | ||
| 4 | Solhi et al. (2011) | determination of the impact of applying TTM on physical activity | TTM | pregnant women | before and after the study | lectures (5 one-hour sessions); group discussion; showing educational films | promotion in the stages of change (from pre-contemplation to contemplation and to the preparation stage); increase in the average of perceived benefits, perceived barriers, perceived related pleasure, and perceived social support; increase in physical activity | |||
| 5 | Hashemi et al. (2013) | determination of the impact of education on the level of physical activity in pregnant women | TTM | pregnant women | controlled interventional | 2 months | discussing the goals, booklet, educational cards, educational strategies to draw attention, motivational interviews, self-efficacy promotion, motivating strategies, consultation to overcome temptation situations and anxiety, consultation on the risk of attention deficit, self-rewarding | significant increase in the average of awareness score, attitude, and model constructs in the intervention group (perceived benefits, perceived barriers, and -self-efficacy) | ||
| 6 | Moeini et al. (2010) | the impact of physical activity educational programs on the promotion of physical activity and increasing physical strength | TTM | staff | Quasi-Experimental | 12 weeks | lecture, group discussion, workshop, pamphlet, booklet | Significant progress in the stages of change; increase in the level of physical strength, self-efficacy, balance, and sport activities | - | |
| 7 | Ghahremani et al. (2008) | application of TTM structures to promote physical activity in the elderly | TTM | the elderly | experimental | 2 months | individual consulting sessions; group discussion; 8 educational sessions (three 10-15 minutes private sessions for 3 weeks and three 45-60 minutes sessions of group discussion; 2 sessions of workout; sport coach and physiotherapists | Significant difference in the stages of preparation; creating balance in decision making and physical activity behavior in the elderly | - | |
| 8 | Karimzade et al. (2007) | determination of the impact of education on the promotion of physical exercise level, muscular strength, and balance | TTM | women between 40-65 | experimental | 12 weeks | implementing educational program in two parts (public and private) using lectures, films, slideshows, group discussions, self-assessment, pamphlets, practical education, drawing attention strategies | Significant progress in the stages of change; increase in the duration of physical activity, muscular strength, dynamic and static balance | - | |
| 9 | Mardanihamole et al (2010) | Impact of educational program based on TTM on PA | TTM | Patient with IBD | Quasi-experimental | Individual consulting(3 session), GD (3 session) | Significant increase in PA, self efficacy and decisional balance | ---- | ||
| 10 | Sollhi et al. (2012) | designing and implementingan educational program to promote physical activity | TPB | school students | experimental | before and 2 months after the intervention | emphasis on dynamic learning, lectures, group discussion, peer education method, pamphlets, booklets, and CDs | Significant difference in the average score of attitude, behavioral intention, subjective norms and perceived behavioral control, increase in physical activity | - | |
| 11 | Tabatabaee et al. (2010) | determination of the impact of educational intervention on the level of physical activity inthe staff | TBP | staff | Quasi-experimental | 6 weeks | placing motivating manuscripts on the boards inthe workplace; lectures and PowerPoint presentations; pamphlets; issuing certificates after passing the refreshment course; disseminating photos and messages through Bulk Messaging systems every 5 days; disseminating motivating messages weekly | Significant increase in the average scores of awareness and behavioral intention in the intervention group; decrease in the score of perceived control; lack of Significant change in the average physical activity and subjective norm construct | ||
| 12 | Estebsari et al. (2010) | determination of the impact of education on physical activity promotion on the basis of PRECEDE Method | PRECEDE | junior high school students | Quasi-experimental | before and 2 months after the intervention | lectures, free discussion, pamphlets, films, essay writing and newspaper writing contests | increase in the average score of predisposing, enabling, and reinforcing factors; improving awareness and attitude; promotion in physical activity | - | |
| 13 | Saffari et al. (2012) | evaluation ofthe impact of educational intervention onthe life style based on the PRECEDE model | PRECEDE | youth | randomized controlled trial | before and 2 months after the intervention | educational package, 5 one-hour sessions | increase in the average score of standardized physical activity in boys rather than girls | ||
| 14 | Teimori et al. (2007) | determination of the impact of school interventions on physical activity promotion | PENDER | students | trial | 24 weeks | education in groups of 5/7/12 students for 30-45 minutes; short lectures; slideshows; films; group discussion; question and answer meetings; role-play; individual consultation; reminder cards; pamphlets | increase in the amount of time devoted to daily physical activity; progress in the stage of preparation caused by intervention; development in perceived self-efficacy and perceived behavior-related pleasure; inter-personal effects; having plans for actions; decrease in the perceived barriers and competitive preferences | - | |
| 15 | Karimi et al. (2011) | determination of the impact of education on the promotion of physical activity | PRNDER | university students | before and after random controlled | two months | six sessions (lecture and group discussion); targeting and planning strategies to create motivation | Significant difference in the average scores of variables inthe Health Promotion Model (perceived benefits and barriers, self-efficacy, inter-personal effective factors); better performance at the end of the program | - | |
| 16 | Noroozi et al. (2011) | studying the impact of education on physical activity | PENDER | diabetic women | Quasi-experimental | at the beginning of the study, 3 months and 6 months after the study | group education (one session); private consultation usingthe 5A method (3 sessions) | change in the level of physical activity; difference in the levels of activity betweencases | increase in the number of individuals in the action and maintenance stages as well as decrease in the level of physical activity in the 6th month (in comparisonwith the 3rd month) | |
| 17 | Hazave’ei et al (2009) | the impact of PE(2) on regular physical activity based on the BASNEFmodel | BASNEF | female university students | experimental | before, and 2 and 4 months after | 8 educational sessions (30 minutes) lecture, film, question and answer, discussion, pamphlets, CDs, answering the students’ questions via telephone | better performance ofthe intervention group in physical activity 2 and 4 months after the interventions; significant change inthe average scores of BASNEF constructs (enabling factor, subjective norms, attitude toward regular physical activity, attitude toward the outcomes of regular physical activity) | decrease in the score of awareness, attitude toward outcomes, enabling factors, and intention in first and second follow-up than the immediate stage after intervention; decrease in the score of attitude in the first follow-up and increase in the second follow-up; increase in determined decision to do physical exercise in the first and second follow-up than the immediate stage after the intervention | |
| 18 | Shakeri et al. (2012) | determination of the impact of educational intervention on the level of physical activity in pregnant women based on the BASNEF Model | BASNEF | pregnant women | quasi-empirical | before, and immediately, and 6 weeks after the intervention | CDs, pamphlets, booklets, lectures, group discussion. films, question and answer sessions, work out in groups in the presence of an expert | difference in the scores of attitude, awareness, enabling factors, and subjective norms; promotion of physical activity in the group | increase in the score of knowledge, attitude, subjective norms, and enabling factors in the intervention group | |
| 19 | Peyman et al. (2012) | determination of the impact of education on self-regulation strategies | self-regulation | diabetic women | randomized controlled clinical trial | before, after and 10 weeks after the intervention | 7 one-hour sessions (4 theoretical sessions and 3 sessions of workout), group discussion, brain storming, lectures, posters, pamphlets, fact sheets, DVD | Significant difference in targeting, planning, awareness and the level of physical activity; significant decrease in the level of blood sugar and body mass index | decrease in the scores of targeting, planning, and awareness in follow-up stages than the stage after intervention; decrease in the level of physical activity in the follow-up stage | |
| 20 | Abedi et al. (2011) | determination of the impact of Health Belief Model on the cardiovascular risk factors | Health Belief Model | menopausal women | clinical trial | before and 6 months after the intervention | One face-to-face educational session; one session at the end of the third month; three one-hour sessions using aid kits in the first month and at the end of every week, pamphlet, | increase in physical activity (272 minutes a week); increase in knowledge, perceived severity, and perceived susceptibility | - |