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

Zeliha Çelik, Zeynep Pelin Dündar

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.