The Effects of Physical Activity Promotion Program by Applying Self-Efficacy Theory with Elderly Person in Phak Khuang Health Promotion Hospital, Thong Saen Khan, Uttaradit Province

Abstract

            This research aimed to study and compare the effects of a physical activity promotion program based on self-efficacy theory among elderly people regarding knowledge, self-efficacy perception, outcome expectations, physical activity levels, and physical fitness. A quasi-experimental one-group pretest-posttest design was employed. The sample consisted of 25 elderly individuals aged 60-69 years from the service area of Phak Khuang Health Promotion Hospital, Thong Saen Khan District, Uttaradit Province, selected by purposive sampling according to specific criteria. The research instruments included: (1) an 8-week physical activity promotion program based on Bandura's self-efficacy theory, (2) questionnaires measuring knowledge, self-efficacy, outcome expectations, and physical activity, and (3) physical fitness assessment tools. Data were analyzed using descriptive statistics and a dependent t-test.

            The results showed that after the experiment, the elderly participants had significantly higher mean scores in knowledge about physical activity (p=0.003), self-efficacy (p=0.006), and outcome expectations (p=0.002). Regarding physical activity, there were significant increases in walking or cycling (p=0.004) and recreational activities of both vigorous (p=0.001) and moderate intensity (p=0.002), while sedentary behavior decreased significantly (p=0.022). Physical fitness improvements were observed in respiratory and cardiovascular capacity (p=0.002), muscle strength (p<0.001), and balance and agility (p<0.001). These findings demonstrated that promoting physical activity by applying self-efficacy theory was effective in comprehensively developing knowledge, self-efficacy, physical activity levels, and physical fitness among the elderly. The program integrated knowledge provision, creation of mastery experiences, use of role models, and verbal persuasion, along with practical training based on FITT principles and sensorimotor training.