Effects of Goal-Setting and Action Planning on Physical Activity and Self-Directed Behavior among Junior High School Students

Abstract

Goal-setting is widely recognized as an effective strategy in both educational and health promotion contexts. However, its role in promoting self-directed behaviors among K-12 students remains considerably unexplored, especially the distinct effects of goal-setting and action planning on self-directed physical activity. This study investigated how these strategies influence students’ physical activity achievements and self-directed behaviors in K-12 setting using smartwatches and a self-directed learning support system named GOAL. A total of 64 seventh graders (29 boys and 35 girls) participated in an 11-week physical activity promotion experiment. The results show that the students who set personal goal and action plans achieved the highest levels of physical activity (in both amount and days) and the highest engagement level of self-directed behaviors. In contrast, the students who didn’t set personal goal and action plans exhibited the lowest physical activity levels and the lowest engagement level of self-directed behaviors. These findings suggest that integrating goal-setting and action planning with data tracking technologies can effectively promote self-directed physical activity among K-12 students.