Effects of an Educational Intervention Based on the Transtheoretical Model of Change on Hydration Habits Among Schoolchildren
DOI:
https://doi.org/10.59614/acief62026306Keywords:
Adolescents, physical education, hydration, educational intervention, transtheoretical model of changeAbstract
Sugar-sweetened beverage consumption is a relevant target for school health promotion. This pilot study examined changes in beverage intake associated with a group educational intervention based on the Transtheoretical Model of Change in eighth-grade students. A nonrandomized quasi-experimental pretest–posttest design included two intact classes (n = 36; intervention group [IG] = 19; control group [CG] = 17). The IG received eight weekly 90-minute sessions, while the CG continued regular classes. Beverage intake was assessed using a modified beverage questionnaire. Mean water intake increased in the IG from 428.1 to 811.3 mL/day (change = +383.2 mL/day; bootstrap 95% CI: 259.7 to 516.7), whereas the CG change was −35.3 mL/day. Baseline-adjusted ANCOVA estimated a between-group difference of +392.8 mL/day (95% CI: 251.0 to 534.7). The adjusted difference for nonrecommended beverages was −245.6 mL/day (95% CI: −378.3 to −112.9). Findings suggest favorable associations with selected beverage consumption patterns; however, one class per condition precludes definitive causal attribution.
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