The Effectiveness of an E-Intervention on Health Behavior Promotion in Chinese University Students
Phase: NA
Conditions: Health Behavior, Physical Activity, Healthy Diet
Sponsor: Hong Kong Baptist University

Hong Kong Baptist University
Faculty Research Grant Category II
Application Form
(Funding Limit: $150,000)
(Please submit the application in English)
1.   Project Title:
The Effectiveness of an E-Intervention on Health Behavior Promotion in Chinese University 
Students
HKBU Staff 
I.D. No.
Department & 
Post Title
Name
Principal Investigator:
(with title e.g. Prof., Dr., 
Ms., Miss)
118411
Dr Duan Yanping
(段艷平)
Assistant 
Professor
PE 
Co-investigator(s):
(with title e.g. Prof., Dr., 
Ms., Miss)
Mr Chen Xu
Associate 
Professor
Department 
of Physical 
Education 
Nantong 
University
Dr Cui Degang
Associate 
Professor
Physical 
Education 
Section 
Wuhan 
University
Dr Lin Zhihua
Associate 
Professor
Physical 
Education 
Section 
Wuhan 
University
2.   Name(s) of Applicant(s):
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Prof Lippke Sonia
 Professor
 Jacobs 
Center on 
Lifelong 
Learning and 
Institutional 
Development 
Jacobs 
University 
Bremen
(Please provide a short abstract of ½ page or 200 words. The abstract should be 
comprehensible to a non-specialist)
3.   Abstract of research:
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Through internet and mobile phone SMS technology, and by using the Health Action 
Process Approach model as a theoretical backdrop, this 8-week theory-based 
intervention study aims at developing a healthy lifestyle by supporting physical activity 
(PA) and a healthy dietary for Chinese university students. 
Students will be recruited at general PE classes. The online registration and personal 
information will be completed within the first two weeks of one semester (T0). Then 
students will be randomly assigned into one of three groups. (1) Intervention group I 
(IG-I): sequentially with PA first (4 weeks) followed by diet (4 weeks); (2) IG-II: 
sequentially diet first (4 weeks) and then PA (4 weeks); (3) the control group (CG) will 
not participate in any support program during the intervention period and the 1-month 
extension. Besides, all groups will be contacted to collect data at the beginning of the 
intervention (T1), at the end of intervention (T2), and at one month after the 
intervention (T3). Data collection will be completed on the e-health learning website 
through electronic questionnaires. 
We will examine whether the students in the two intervention groups improve their 
motivation for PA and healthy diets in comparison to the control group; whether, with 
the help of an intervention program, students are able to increase their PA levels and 
healthy diet consumption, and whether there are different effects between the two 
intervention programs. We believe the study findings will provide an e-health learning 
approach to support Chinese university students to maintain their health behavior in 
daily life.  
 
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4.   The project aims, its long-term significance:
(State the aims, identify the key issues and problems being addressed and list the possible 
outcomes of the research project, as well as its significance and value) (Maximum 600 words 
or 1 page)
Key issues and problems:
A successful transition from late adolescence to adulthood is essential for university students. 
Physical activity and healthy diet can support this process and lead to positive health 
outcomes. However, considerable evidence has revealed a significant decline in PA behavior 
participation among university students worldwide (Vankim, Laska, Ehlinger, Lust & Story, 
2010). Additionally, study in China revealed that approximately half of the university students 
do not eat fruits every day and one third of students do not eat dark vegetables for long time 
(Li, 2014). Such a pattern of unhealthy lifestyle habit, which is reinforced during university, has 
a significant effect on behavior and health in later adulthood (Epton, Norman, Dadzie et al., 
2014). Therefore, it is critical for university students to be motivated to adopt and maintain 
healthy lifestyle during this transition period.  
The project aims: 
The aim of this project is to examine the effectiveness of two website & SMS prompts-based 
e-health learning courses (intervention groups I-II, IG-I: sequential first physical activity, then 
dietary; IG-II: sequential first dietary, then physical activity) compared to a control group 
condition. Individuals who participate in e-health learning programs should be encouraged to 
develop a healthy lifestyle in their daily life, with a primary focus being on motivation, behaviour 
change and quality of life.
The possible outcomes of the research project are to provide knowledge on:
1.      Participants in the intervention groups (IGs) gain a higher motivation for physical activity 
and healthy diet in comparison with a control group.
2.      Participants in the intervention groups (IGs) increase their physical activity levels and 
healthy diet consumption in comparison with a control group.
3.      Participants in the intervention groups (IGs) gain higher perceived quality of life in 
comparison with a control group.
4.      The order of the addressed behavior (IG-I, IG-II) results in different effects.
Long-term significance:
This study will be the first step in an e-health learning intervention for physical activity and 
dietary behaviour change in Chinese university students. By using innovative theory-based 
e-health learning technology, new insights for health education can be gained. In the long term, 
this study’s results will provide information on the usability of e-health learning interventions 
among university students to develop and support their healthy lifestyle habit in daily life.
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In addition, this study will apply the Health Action Process Approach (HAPA; Schwarzer, 2008) 
model, which has been proved to be applicable to diverse participants in different health 
behaviours, so that contributions can be made to the development of the HAPA model in health 
behaviour research among Chinese university students. 
To our knowledge, very few studies have provided a direct test of the difference between 
sequential e-health learning programs for changing multiple health behaviors (e.g., 
Vandelanotte, De Bourdeaudhuij, Sallis, Spittaels, & Brug, 2005). This study will explore 
whether the order of the sequential programs (IG-I, IG-II) results in different effects.
5. Objectives (State the objectives in point form):
1. To test whether participants in the intervention groups (IGs) improve their 
motivation for physical activity and healthy diets compared to the control 
group.
Objective 1:
2. To test whether participants in the intervention groups (IGs) increase their 
physical activity levels and healthy diet consumption compared to the 
control group.
Objective 2:
3. To test whether the intervention program can improve participants’ 
perceived quality of life.
Objective 3:
4. To test whether the order of the addressed behaviours (IG-I, IG-II) results 
in different effects.
Objective 4:
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6.
Background 
of 
research, 
research 
plan 
and 
methodology: 
: 
(Maximum
6 pages, excluding references)
[Summary 
of 
related 
work 
that 
has 
already 
been 
done 
and 
an 
outline 
of
previous and alternative approaches to the problem - 
(a) By others (give key references)
(b) By the investigator(s) (give key references)
(c) Progress report (for on-going projects)]
[Explain, 
in 
terms 
of 
the 
educated 
layman, 
the 
novel 
idea 
which 
you 
will
be 
introducing 
to 
tackle 
the 
problem 
in 
question. 
 
Please 
include 
key
references. 
 
Attach 
a 
draft 
questionnaire 
should 
the 
research 
plan
involve a survey/interview.]
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Background of research 
(a) Work done by other researchers (with key references) 
This intervention study will be based on the Health Action Process Approach (HAPA; 
Schwarzer, 2008; Figure 1). The basic idea of this approach is that during the process 
of health behaviour change, people go through different phases in which their 
thoughts, feelings, and behaviours differ on each level. The HAPA Model distinguishes 
between motivational processes, in which the intention (goal setting) is the main focus, 
and volitional processes, in which the initiation and the maintenance (goal pursuit) of 
the behaviour are central. Within the volitional phase, a distinction between people 
who have the intention to perform a specific behaviour but do not act (intenders) and 
people who already perform the behaviour (actors) can be made.  
This distinction allows the tailoring of interventions to the variables which are relevant 
in a specific stage. For example, people who have not formed the intention to change 
their behaviour (non-intender) benefit most from interventions which increase their 
risk perception, increase self-efficacy, and promote positive attitudes (e.g., Schwarzer, 
Cao, & Lippke, 2010). On the other hand, people who already have the intention to 
change their behaviour, benefit the most from planning interventions (Lippke, 
Schwarzer, Ziegelmann, Scholz, & Schüz, 2010); such intervention should help them 
to set goals, determine priorities, and to translate their action plans into behaviour. For 
people who are currently active, self-regulatory skills are substantial for their 
maintenance process. The behaviour will mainly be directed by self-efficacy, because 
it regulates how effort is invested and how persistence is managed if barriers and 
setbacks occur. Meanwhile, promoting perceived social support from social 
environment is critical to prevent relapse  (Schwarzer, 2008).  
Several studies have confirmed the effectiveness of stage-based interventions based 
on the HAPA model in improving healthy dietary (Wiedemann, Schüz, Sniehotta, 
Scholz, & Schwarzer, 2009), physical activity (Lippke et al., 2010), and other health 
behaviours (e.g., Payaprom, Bennett, Alabaster, & Tantipong, 2011). 
 
Figure 1: The Health Action Process Approach (Schwarzer, 2008) 
 
However, it is still uncertain how multiple health behaviours (PA and dietary) can best 
promote (Vandelanotte et al., 2005). Concepts such as the transfer of learning content 
from one behaviour field to another (Fleig, Kerschreiter, Schwarzer, Pomp, & Lippke, 
2014) or compensatory cognitions (“I have to do some activity now because I have 
eaten so many candies”) have received little attention (Fleig, Küper, Lippke, 
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Schwarzer, & Wiedemann, 2015). However, first studies indicate that it is useful to 
address these concepts explicitly in interventions (e.g., Nigg, Lee, Hubbard, & 
Min-Sun, 2009). 
For the e-health interventions approach (website plus SMS) applied in health 
behaviour change, in the last decade, a growing body of research has proved its 
efficacy in diverse populations (e.g., Lustria, Cortese, Noar, & Glueckauf, 2009; Webb, 
Joseph, Yardley, & Michie, 2010). However, there is a void of e-health interventions for 
PA and dietary behaviour change among Chinese university students. 
Schwarzer R. (2008). Modeling Health Behaviour Change: How to Predict and Modify 
the Adoption and Maintenance of Health Behaviours. Applied Psychology: An 
International Review, 57: 1–29.  
Schwarzer R, Cao DS, & Lippke S. (2010). Stage-matched minimal interventions to 
enhance physical activity in Chinese adolescents. Journal of Adolescent Health, 
47: 533-539. 
Lustria MLA, Cortese J, Noar SM, & Glueckauf RL. (2009). Computer-tailored health 
interventions delivered over the web: Review and analysis of key components. 
Patient Education and Counseling, 74: 156-173. 
Webb TL, Joseph J, Yardley L, & Michie S. (2010). Using the Internet to promote 
health behaviour change: A systematic review and meta-analysis of the impact 
of theoretical basis, use of behaviour change techniques, and mode of delivery 
on efficacy. Journal of Medical Internet Research, 12(1): e4. 
(b) Work done by the investigators (with key references) 
During the past several years, the investigators of this study have conducted a series 
of related research. Targeting Chinese college student samples, Dr. Duan, the 
principal investigator, carried out two cross-sectional studies to verify the 
stage-specific characteristics of PA behaviour change within the HAPA model (Duan, 
2006; Duan, Lippke et al., 2011). In addition, Dr. Duan conducted two 
quasi-experimental studies to evaluate intervention effects for PA behaviour promotion 
among Chinese university students (Duan, Lin & Cui, 2005; Duan, Liu & Wei, 2010).  
Prof. Lippke, a co-investigator of this study, has made a large contribution to the field 
of multiple health behaviour research. In the past, based on the HAPA model, she has 
successfully and intensively implemented interventions involving motivational and 
volitional phases of health behaviour change (PA and dietary behaviour) in different 
settings, such as rehabilitation (e.g., Lippke, Fleig, et al., 2010; Lippke, Fleig, et al., 
2015). During April 2012 and March 2015, Dr. Duan was involved in an international 
collaboration project (RENATA) , which was managed by Prof. Lippke. This project 
was to test the effectiveness of an online field experiment in Germany, Netherland and 
China to provide an example for the potentials of online applications in health 
promotion. As one of the research output, the study protocol of RENATA project has 
been published (Reinwand, Kuhlmann, Wienert, de Vries, & Lippke, 2013). In China, 
with an internal grant from Hong Kong Baptist University, the PI completed a pilot 
study 
of 
this 
e-health 
learning 
program 
among 
Chinese 
cardiac 
rehabilitation-aftercare patients in December 2014. This pilot study provided 
preliminary support in terms of (1) reliability and validity of all Chinese version 
questionnaires and (2) feasibility of the research methods. All these related research 
output allows investigators to implement e-health program among Chinese university 
students to test the intervention effectiveness.  
Duan Y.P. (2006). Stage Models of Physical Activity Behavior and Their Application to 
Chinese Adults (doctoral dissertation). Bayreuth: Bayreuth University Press. 
Germany. 
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Duan, Y.P., Lippke, S., Wagner, P. & Brehm, W. (2011). Testing Two Stage 
Assessments in a Chinese College Student Sample: Correspondences and 
Discontinuity Patterns across Stages. Psychology of Sport & Exercise, 12 (3), 
306-313. 
Duan, Y.P., Liu, L.F., & Wei, X.N. (2010). An Intervention Study on the Promotion of 
University Students’ Physical Exercise Intention. The Journal of Wuhan 
Institute of Physical Education, 44(12), 43-46. (in Chinese). 
Lippke, S., Fleig, L., Pomp, S., & Schwarzer, R. (2010). Validity of a stage algorithm 
for physical activity in participants recruited from orthopedic and cardiac 
rehabilitation clinics. Rehabilitation Psychology, 55(4), 398-408.  
Lippke S., Fleig L., Wiedemann AU, & Schwarzer R. (2015). A computerized lifestyle 
application to promote multiple health behaviors at the workplace: testing its 
behavioral 
and 
psychological 
effects. 
Journal 
of 
Medical 
Internet 
Research,17(10):e15. DOI:10.2196/jmir.4486 
Reinwand D, Kuhlmann T, Wienert J, de Vries H, & Lippke S. (2013). Designing a 
theory- and evidence-based tailored eHealth rehabilitation aftercare program in 
Germany and the Netherlands: study protocol. BMC Public Health, 13:1081. 
DOI: 10.1186/1471-2458-13-1081 
 
Methodology 
Participants 
University students who are not professional athletes and have no contraindication 
with respect to PA or fruit and vegetable consumption will be eligible to participate in 
the study. As the study involves an online website and mobile phone SMS, only 
students with access to the Internet and a mobile phone will be enrolled. For the main 
study, the sample size will be estimated by using G*Power 3.1 software with MANOVA 
approach (repeated measure). For achieving small effect size of 0.15 (Lippke, Fleig, 
Wiedemann, & Schwarzer, 2015), with a power (1-β) of 0.8 and alpha of 0.05, the 
total sample size will be 306. Assuming a drop-out rate of approximately 30%, a total 
of 399 participants will be required for the study evaluation.  
The study participants will be recruited from Physical Education classes with the 
assistance of PE lecturers. Students will come from Wuhan University in the center of 
China and Nantong University in the east of China.  
Procedure 
(1) Validation stage 
Three steps will be carried out prior to conducting main study.  Step 1: Validating 
questionnaires and intervention materials in order to match university student 
population. Researchers first adjust some inappropriate materials, then two students 
will be asked about their understanding of the questionnaire and intervention 
materials to ensure the content validity of measurements. Step 2: Setting up a website. 
Based on the previous e-health study among Chinese cardiac rehabilitation patients, 
all technological functions of website will be built and implemented. Step 3: Testing 
website function. Researchers will check all website programs to ensure the operation 
of website function before launching main study.  
(2) Main study stage 
On the first PE class in one semester, students will be informed about the study by 
their lectures with relevant information materials. After making agreement with PE 
lectures, those students who are willing to participate in and complete this program 
will get additional 10 marks as bonus in the final PE exam. Once individuals show 
their interest and consent, they will sign up in a study information sheet and be 
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required to complete online registration and personal information within the first two 
weeks (T0). Then students will be randomly assigned into one of three groups. (1) 
Intervention group I (IG-I): sequentially with PA first (4 weeks) followed by diet (4 
weeks); (2) IG-II: sequentially diet first (4 weeks) and then PA (4 weeks); (3) the 
control group (CG) will not participate in any support program during the intervention 
period and the 1-month extension. Besides, all groups will be contacted to collect data 
at the beginning of the intervention (T1), at the end of intervention (T2), and at one 
month after the intervention (T3). Data collection will be completed on the e-health 
learning website through electronic questionnaires. 
Besides, all groups will be further contacted for collecting data at the beginning of 
intervention (T1), at the end of intervention (T2), 1 month after the intervention (T3). 
All data collection will be completed on the e-health website with the use of electronic 
questionnaires. 
Intervention 
The intervention will address the basic elements of the HAPA model via the use of 
behaviour change techniques. In line with Abraham and Michie (2008), we use 
several behaviour change techniques like providing information about behavioural risk 
and benefit of behaviour change, prompting intention formation, prompting barrier 
identification, providing instructions how to perform a behaviour, prompting specific 
goal setting and review of behavioural goals, providing feedback on performance, 
prompting practice and providing follow-up prompts, prompting to plan social support 
and finally prompting relapse prevention, also based on strategies used by other 
effective computer tailoring programs (Schulz, Kremers, van Osch, Schneider, van 
Adrichem, de Vries, 2011).  
Each of the two intervention groups (IG I-II) will receive an eight-week support 
program. Participants are required to access the online program once per week and 
take part in one of the intervention modules. The intervention aims to increase 
participants' risk perception of cardiovascular diseases, support positive outcome 
expectancies towards physical activity (PA) and fruit and vegetable intake (FVI), and 
guide participants in defining and reflecting on their own goals, action plans and 
coping plans. Further, self-efficacy regarding the participant’s ability to perform and 
maintain the two targeted behaviours will be addressed. Table 1 presents a short 
overview about the weekly intervention content.  
 
Table1 Intervention content 
Weekly sessions 
Weekly content 
Session 1 PA and Session 5 F&V 
Session 1 F&V and Session 5 PA 
Questionnaire and personalized feedback, increase risk 
perception and outcome expectations, defining own health 
outcomes 
Session 2 PA and Session 6 F&V 
Session 2 F&V and Session 6 PA 
Personalized feedback, defining action plans 
Session 3 PA and Session 7 F&V 
Session 3 F&V and Session 7 PA 
Personalized feedback, evaluation and self-reflection about 
action plans, adjusting action plans, defining personal 
barriers, developing personal coping plans, evaluation and 
reflection about coping plans 
Session 4 PA and Session 8 F&V 
Session 4 F&V and Session 8 PA 
Personalized feedback, adjusting coping plans, thinking 
about social support and development of a list of potential 
supporters from the social environment (Session 8: T2 
questionnaire) 
Note: PA stands for physical activity; F&V stands for fruit and vegetable consumption. 
 
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The intervention will be enriched by different kinds of feedback: ipsative feedback will 
be used to provide participants with an overview of their development with regard to 
PA and FVI (DiClemente, Marinilli, Singh, & Bellino, 2001). At the beginning of each 
session participants will be asked about PA or FVI during the preceding seven days. 
After that, they will receive tailored feedback about their behaviour. Normative 
feedback will be provided to give information about whether the behaviour meets the 
recommendations for both target behaviours (Schulz, Schneider, de Vries, van Osch, 
van Nierop, & Kremers, 2012). Feedback will not only be based on the assessment at 
the beginning of the intervention T1 but also given dynamically with the use of 
information that will be assessed during the intervention. In this way the feedback is 
based on the newest information and contains more relevant information. “Mr. Su, you 
ate 3 portions of fruit and vegetable per day. This is a bit more than the last time. 
Great! But remember, it would be good for you to eat at least 5 portions fruit and 
vegetable a day. E-health learning program can support you to achieve this goal.” In 
addition, a figure will present the prior behaviour, the behaviour of the past weeks, and 
whether participants fulfill the recommended amount of PA or FVI. 
During the intervention, participants will also simultaneously receive a SMS message 
via mobile phone each week reminding them of their weekly sessions. SMS reminders 
will also be sent to participants at T3. 
Measures 
All measurement instruments have been validated in a previous pilot study with 
Chinese cardiac rehabilitation participants. Full details of questionnaires are provided 
in the attachment. The standardized electronic questionnaires consist of four parts.  
1. Demographic information: These items include gender, age, study year, 
university name, marital status, self-reported body height (in cm) and body weight (in 
kg). 
2. Social-cognitive variables related to physical activity and dietary behaviour 
Stage algorithm: For PA, participants will be asked “Please think about your typical 
weeks: Did you engage in PA at least 5 days per week for 30 minutes or more?” 
Regarding dietary, participants will be asked “Please think about what you have 
typically consumed during the last weeks: Did you eat five portions of fruit and 
vegetables per day?” Responses are based on a rating scale with verbal anchors (“No, 
and I do not intend to start”; “No, but I am considering it”; “No, but I seriously intend to 
start”; “Yes, but only for a brief period of time”; “Yes, and for a long period of time”) and 
are designed like a rating scale (Lippke, Ziegelmann, Schwarzer, & Velicer, 2009). 
Outcome expectancies will be measured by two Pros items and two Cons items for 
each behaivor (Pros: Cronbach's α for PA= 0.76; Cronbach's α for F&V= 0.93. Cons: 
(Cronbach's α for PA= 0.47; Cronbach's α for F&V= 0.42). (Schwarzer, Lippke, & 
Luszczynska, 2011). Self-efficacy: Self-efficacy will be differentiated into motivational, 
maintenance and recovery self-efficacies. Motivational self-efficacy will be measured 
by one item for each behavior. Maintenance self-efficacy will be measured by two 
items for each behavior (Cronbach's α for PA= 0.64; Cronbach's α for F&V= 0.88). 
Recovery self-efficacy will be measured by two items for each behavior (Cronbach's α 
for PA= 0.75; Cronbach's α for F&V= 0.86). (Schwarzer, 2008). Intention will be 
assessed by 3 items for each behaviour (Cronbach's α for PA= 0.34; Cronbach's α for 
F&V= 0.58). (Lippke et al., 2009). Risk perception is adapted from Perloff and Fetzer 
(1986) and will be measured by 5 items  (Cronbach's α = 0.84). Planning: Planning 
will be distinguished into action planning and coping planning. Action planning will be 
assessed by 3 items for each behavior (Cronbach's α for PA= 0.93; Cronbach's α for 
F&V= 0.93). Coping planning will be assessed by 3 items for each behavior 
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(Cronbach's α for PA= 0.92; Cronbach's α for F&V= 0.94). (Schwarzer, 2008). 
Perceived social support will be measured by 3 items for each behavior (Cronbach's 
α for PA= 0.87; Cronbach's α for F&V= 0.89). (Jackson, Lippke, & Gray, 2011).  
3. Past health Behaviour 
The level of PA will be measured with the short version of IPAQ questionnaire (Mäder, 
Martin, Schutz, & Marti 2006). Participants will be asked to estimate the amount of 
days and spend time for vigorous, moderate and walking activities during the past 
seven days. To assess the fruit and vegetable consumption during the past seven 
days, four items will be used. Participants will be asked to count the number of 
consumed portions or glasses fruit and vegetable a day. It will be distinguished 
between fruit, fruit/vegetable juice, cooked or steamed vegetable, and raw vegetable 
(Rafferty, Anderson, McGee, Miller, 2002).  
4. Variables related to health 
Compensatory health beliefs will be measured by 4 items with Cronbach's α = 0.55. 
(Knäuper, Rabiau, Cohen, & Patriciu, 2004). Quality of life: Respondents will be 
firstly asked about their general quality of life as “How would you rate your quality of 
life?”, then 7 items in physical health subdomain will be used. (Cronbach's α = 0.89). 
(WHOQOL-BREF; World Health Organization, 1993). 
Statistical analysis:  
Data analysis will be performed using SPSS 21.0. Descriptive statistics will be used to 
describe the baseline characteristics in the study. We will assess whether there are 
significant differences between the intervention groups compared to the control group 
according to physical activity and nutrition by means of linear regression analysis in 
PASW. 
The effects of the intervention will be evaluated by performing several analyses of 
MANOVA and MANCOVA measured at three points in time (8-week apart pre-post 
measures, and four weeks follow-up; T1-T3). In particular, in order to assess the 
impact of the intervention on social-cognitive outcomes and perceived well-being, a 
MANOVA will be conducted. Stages (non-intender, intender, and actor) and treatment 
(IG-I, IG-II, and CG) will be chosen as between-subject factors. Outcome measures 
including intentions, self-efficacy, planning, outcome expectations, compensatory 
cognitions, social support, and quality of life will be treated as dependent variables. 
Furthermore, to be able to assess the impact of the intervention on behavioural 
outcomes, a MANCOVA will be conducted. Physical activity, fruit and vegetable 
consumption will all be treated as dependent variables. Baseline behaviours will be 
regarded as covariate variables. Intervention and gender will be treated as 
independent variables. In addition, moderated multiple mediation analysis will be 
performed (Independent variable: intervention; Moderators: stage; Dependent 
variable: behavioural and social-cognitive outcomes).  
Baseline characteristics of participants who dropped out will be compared with 
participants who finished the intervention to examine whether drop out is at random or 
determined by specific characteristics. 
 
Research Schedule: 
Month 1-9: Validation of questionnaire and intervention materials; website set-up and 
function test 
Month 10-13: Implementation of main study 
Month 14-19: Data analysis; report writing; dissemination of research finding 
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References
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Abraham C, & Michie S. (2008). A taxonomy of behavior change techniques used in 
interventions. Health Psychology, 27(3):379–387. 
DiClemente CC, Marinilli AS, Singh M, & Bellino LE. (2001). The role of feedback in 
the process of health behavior change. American Journal of Health Behaviour, 
25(3):217–227. 
Duan YP. (2006). Stage Models of Physical Activity Behavior and Their Application to 
Chinese Adults (doctoral dissertation). Bayreuth: BayreuthUniversity Press. 
Germany. 
Duan YP, Lin ZH, & Cui DG. (2005). Evaluation on Mediators of Exercise Behavior 
Change: A Physical Activity Promotion Research for University Students. China 
Sport Science, 25(11): 22-25. (in Chinese) 
Duan YP, Lippke S, Wagner P, & Brehm W. (2011). Testing Two Stage Assessments 
in a Chinese College Student Sample: Correspondences and Discontinuity 
Patterns across Stages. Psychology of Sport & Exercise, 12 (3): 306-313. 
Duan YP, Liu LF, & Wei XN. (2010). An Intervention Study on the Promotion of 
University Students’ Physical Exercise Intention. Journal of Wuhan Institute of 
Physical Education, 44(12): 43-46. (in Chinese) 
Epton T, Norman P, Dadzie A-S, Harris PR, Webb TL, Sheeran P, Julious SA, 
Ciravegna F, Brennan A, Meier PS, Naughto D, Petroczi A, Kruger J, & Shah L. 
(2014). A theory-based online health behaviour intervention for new university 
students (U@Uni): Results from a randomised controlled trial. BMC Public 
Health, 14(1):16-39. 
Fleig L, Kerschreiter R, Schwarzer R, Pomp S, & Lippke S. (2014). ‘Sticking to a 
healthy diet is easier for me when I exercise regularly’: Cognitive transfer 
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Fleig L, Küper C, Lippke S, Schwarzer R. & Wiedemann AU. (2015). Cross-behavior 
associations and multiple health behavior change: A longitudinal study on 
physical activity and fruit and vegetable intake. Journal of Health Psychology, 
20(5): 525-534.  
Jackson J, Lippke S. & Gray CD. (2011). Stage-specific prediction of physical activity 
in orthopaedic patients after rehabilitation treatment. International Journal of 
Sports Psychology, 42: 1-24. 
Knäuper B, Rabiau M, Cohen O, & Patriciu N. (2004). Compensatory health beliefs. 
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607–624. 
Li, TW. (2014). Study on dietary behaviour, nutrition and health among ‘Post 90s’ 
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Lippke S, Fleig L,Wiedemann AU, & Schwarzer R. (2015). A computerized lifestyle 
application to promote multiple health behaviors at the workplace: testing its 
behavioral 
and 
psychological 
effects. 
Journal 
of 
Medical 
Internet 
Research,17(10):e15. DOI:10.2196/jmir.4486 
Lippke S, Schwarzer R, Ziegelmann JP, Scholz U, & Schüz B. (2010). Testing 
stage-specific effects of a stage-matched intervention: A randomized controlled 
trial targeting physical exercise and its predictors. Health Education & 
Behaviour, 37: 533-546. 
Lippke S, Ziegelmann JP, Schwarzer R, & Velicer WF. (2009). Validity of stage 
assessment in the adoption and maintenance of physical activity and fruit and 
vegetable consumption. Health Psychology, 28(2): 183-193. 
Lippke, S., Fleig, L., Pomp, S., & Schwarzer, R. (2010). Validity of a stage algorithm for 
physical activity in participants recruited from orthopedic and cardiac 
rehabilitation clinics. Rehabilitation Psychology, 55(4), 398-408.  
Lustria MLA, Cortese J, Noar SM, & Glueckauf RL. (2009). Computer-tailored health 
interventions delivered over the web: Review and analysis of key components. 
Patient Education and Counseling, 74: 156-173. 
Mäder U, Martin BW, Schutz Y, & Marti B. (2006). Validity of Four Short Physical 
Activity Questionnaires in Middle-Aged Persons. Medicine & Science in Sports 
& Exercise, 38(7): 1255-1266. 
Nigg CR, Lee HR, Hubbard AE, & Min-Sun K. (2009). Gateway health behaviors in 
college students: Investigating transfer and compensation effects. Journal of 
American College Health, 58: 39-44.  
Perloff LS, & Fetzer BK. (1986). Self-other judgments and perceived vulnerability to 
victimization. Journal of Personality and Social Psychology, 50: 502-510. 
Payaprom Y, Bennett P, Alabaster E, & Tantipong H. (2011). Using the Health Action 
Process Approach and Implementation Intention to increase flu vaccination 
uptake in high risk Thai individuals: A controlled before-after trial. Health 
Psychology, 30(4): 492-500.  
Rafferty AP, Anderson JV, McGee HB, & Miller CE. (2002). A healthy diet indicator: 
quantifying  compliance with the dietary guidelines using the BRFSS. 
Preventive Medicine, 35(1):9–15. 
Reinwand D, Kuhlmann T, Wienert J, de Vries H, & Lippke S. (2013). Designing a 
theory- and evidence-based tailored eHealth rehabilitation aftercare program in 
Germany and the Netherlands: study protocol. BMC Public Health, 13:1081. 
DOI: 10.1186/1471-2458-13-1081 
Schulz DN, Kremers SP, van Osch LA, Schneider F, van Adrichem MJ, &de Vries H. 
(2011). Testing a Dutch web-based tailored lifestyle programme among adults: 
a study protocol. BMC Public Health, 11(1):108. 
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Schulz DN, Schneider F, de Vries H, van Osch LA, van Nierop PW, & Kremers SP. 
(2012). Program completion of a web-based tailored lifestyle intervention for 
adults: differences between a sequential and a simultaneous approach. Journal 
of Medicine Internet Research, 14:2.  
Schwarzer R. (2008). Modeling Health Behaviour Change: How to Predict and Modify 
the Adoption and Maintenance of Health Behaviours. Applied Psychology: An 
International Review, 57: 1–29. DOI:10.1111/j.1464-0597.2007.00325.x 
Schwarzer R, Cao DS, & Lippke S. (2010). Stage-matched minimal interventions to 
enhance physical activity in Chinese adolescents. Journal of Adolescent Health, 
47: 533-539. 
Schwarzer, R, Lippke, S, & Luszczynska A. (2011). Mechanisms of health behaviour 
change in persons with chronic illness or disability: The health action process 
approach (HAPA). Rehabilitation Psychology, 56: 161-170.  
Vandelanotte C, De Bourdeaudhuij I, Sallis JF, Spittaels H, & Brug J. (2005). Efficacy 
of sequential or simultaneous interactive computer-tailored interventions for 
increasing physical activity and decreasing fat intake. Ann Behav Med, 
29:138–146. 
Vankim NA, Laska MN, Ehlinger E, Lust K, Story M. Understanding young adult 
physical activity, alcohol and tobacco use in community colleges and 4-year 
post-secondary institutions: A cross-sectional analysis of epidemiological 
surveillance data. BMC Public Health. 2010;10: 208–216. 
Webb TL, Joseph J, Yardley L, & Michie S. (2010). Using the Internet to promote 
health behaviour change: A systematic review and meta-analysis of the impact 
of theoretical basis, use of behaviour change techniques, and mode of delivery 
on efficacy. Journal of Medical Internet Research, 12(1): e4. 
Wiedemann AU, Schüz B, Sniehotta FF, Scholz U, & Schwarzer R. (2009). 
Disentangling the relation between intentions, planning, and behaviour: A 
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World Health Organization (1993). WHOQoL Study Protocol. WHO (MNH7PSF/93.9). 
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Dear students: 
 
Hello！ 
 
The aim of our questionnaire survey is to learn about your health status and some 
influential factors related to physical activity and dietary behaviour. There are no right or 
wrong in your answers, so please answer truthfully. 
 
The following questionnaires contain four parts. (1) Physical activity behaviour and 
relevant factors; (2) dietary behaviour and relevant factors; (3) variables related to health; 
(4) demographic factors. 
 
Please read items carefully before replying.  
 
 
Thank you for your cooperation! 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
[ FRG2/15-16/032 ]
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25 Nov 2015

 
Part I  Physical Activity Behaviour and Relevant Factors 
1. Stage of change in physical activity 
 
 
 
 
1. No, and I do not intend to start......................................................................... 
2. No, but I am considering it............................................................................... 
3. No, but I seriously intend to start..................................................................... 
4. Yes, but only for a brief period of time............................................................ 
5. Yes, and for a long period of time.................................................................... 
 
2. Physical activity behaviour 
 
 
 
 
 
 
 
Think about all the vigorous activities that you did in the last 7 days.  Vigorous physical activities 
refer to activities that take hard physical effort and make you breathe much harder than normal.  
Think only about those physical activities that you did for at least 10 minutes at a time. 
(1). 
During the last 7 days, on how many days did you do vigorous physical activities like heavy lifting, 
digging, aerobics, or fast bicycling?  
_____ days 
 
 No vigorous physical activities 
 
(2). 
How much time did you usually spend doing vigorous physical activities on one of those days? 
_____ hours per day 
 
_____ minutes per day  
 
Think about all the moderate activities that you did in the last 7 days.  Moderate activities refer to 
activities that take moderate physical effort and make you breathe somewhat harder than normal.  
Think only about those physical activities that you did for at least 10 minutes at a time. 
(1). 
During the last 7 days, on how many days did you do moderate physical activities like carrying light 
loads, bicycling at a regular pace, or doubles tennis?  Do not include walking. 
_____ days  
No moderate physical activities 
 
 
(2). 
How much time did you usually spend doing moderate physical activities on one of those days? 
_____ hours per day 
_____ minutes per day 

Please think about your typical weeks, did you engage in physical activity at least 5 days per week for 
30 minutes or more (or 150 minutes during the week), in such a way that you were moderately 
exhausted? 
We are interested in finding out about the kinds of physical activities that people do as part of their 
everyday lives.  The questions will ask you about the time you spent being physically active in the last 
7 days.  Please answer each question even if you do not consider yourself to be an active person.  
Please think about the activities you do at campus, such as, to get from place to place, and in your 
spare time for recreation, exercise or sport. 
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Think about the time you spent walking in the last 7 days.  This includes at work and at home, 
walking to travel from place to place, and any other walking that you have done solely for recreation, 
sport, exercise, or leisure. 
(1). 
During the last 7 days, on how many days did you walk for at least 10 minutes at a time?   
_____ days  
No walking   
   
(2). 
How much time did you usually spend walking on one of those days? 
_____ hours per day 
_____ minutes per day  
 
3.  How high do you perceive your risk that at some point in the future ... 
Very 
unlikely 
Moderately 
unlikely 
 
Very 
likely 
1. 
... your levels of cholesterol 
will be too high 
1 
2 
3 
4 
5 
6 
7 
2. 
you will suffer a heart attack 
1 
2 
3 
4 
5 
6 
7 
3. 
... your blood pressure will be 
too high 
1 
2 
3 
4 
5 
6 
7 
4. 
... you will suffer a stroke 
1 
2 
3 
4 
5 
6 
7 
5. 
... you will develop a heart 
disease
1 
2 
3 
4 
5 
6 
7 
 
4.  Intention of physical activity 
Which intentions do you have for the near future? 
I intent to do for at least 30 minutes a day on minimum 5 days a week (or at least 150 minutes a 
week)… 
not true
exactly 
true 
1. 
… perform strenuous physical activity (heart beats faster, 
sweating)
1 
2 
3 
4 
2. 
… be moderately physically active (not fatiguing, mild 
sweating) 
1 
2 
3 
4 
3. 
… be mildly physically active (hardly strenuous, no 
sweating) 
1 
2 
3 
4 
 
5.  Outcome expectancies of physical activity 
If I am physically active 5 days a week for 30 minutes or more, then… 
Totally 
disagree 
Totally 
agree 
1. 
… this is good for my health. 
1 
2 
3 
4 
5 
2. 
… I feel better afterwards. 
1 
2 
3 
4 
5 
3. 
… it will cost me a lot of time (e.g. changing 
clothes, reaching the sport venue). 
1 
2 
3 
4 
5 
4. 
… this will be a financial burden. 
1 
2 
3 
4 
5 
 
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25 Nov 2015

 
6.  Self-Efficacy of physical activity 
Motivational Self-Efficacy 
I feel certain that I can be physically active a minimum of 5 days a week for 30 minutes, …  
Totally 
disagree
Totally 
agree 
1.… even if it is difficult. 
1 
2 
3 
4 
5 
 
Maintenance Self-Efficacy 
I feel certain that I can be physically active permanently a minimum of 5 days a week for 30 minutes, …  
Totally 
disagree 
Totally 
agree 
2… even if it takes a lot of time till I am used to it.
1 
2 
3 
4 
5 
3… even if I have worries and problems (e.g. 
proposed date and time).
1 
2 
3 
4 
5 
 
Recovery Self-Efficacy 
I feel certain that I can again be physically active a minimum of 5 days a week for 30 minutes, …  
Totally 
disagree
Totally 
agree 
4… even if I changed my concrete plans several 
times.
1 
2 
3 
4 
5 
5… even if I was not physically active for several 
weeks.
1 
2 
3 
4 
5 
 
7.  Plans of physical activity 
For the next month I already planned in detail … 
Totally 
disagree
Totally 
agree 
1. 
… which concrete physical activity I will pursue 
(e.g. walking). 
1 
2 
3 
4 
5 
2. 
… where I will be physically active (e.g. in the 
gym).
1 
2 
3 
4 
5 
3. 
… on which days I will be physically active (e.g. 
every Tuesday and Friday). 
1 
2 
3 
4 
5 
4. 
… when I have to be especially cautious not to 
stop being active. 
1 
2 
3 
4 
5 
5. 
…what I can do in difficult situations, in order to 
remain true to my own resolutions 
1 
2 
3 
4 
5 
6. 
…how I can stay active, even if something 
happened
1 
2 
3 
4 
5 
 
8.  Perceived Social Support of physical activity 
not true
exactly 
true 
1. 
My partner supports me to stay physically active 
1 
2 
3 
4 
2. 
People from my family supports me to stay physically 
active
1 
2 
3 
4 
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25 Nov 2015

 
3. 
People like my classmates and friends helps me to stay 
physically active 
1 
2 
3 
4 
 
 
Part II  Dietary Behaviour and Relevant Factors 
1. Stage of change in dietary behavior 
 
 
 
1. No, and I do not intend to start......................................................................... 
2. No, but I am considering it............................................................................... 
3. No, but I seriously intend to start..................................................................... 
4. Yes, but only for a brief period of time............................................................ 
5. Yes, and for a long period of time.................................................................... 
 
2. Dietary behaviour 
On how many days during the last 7days have you been eaten fruits and vegetables?  
- 
Less than 1 day 
- 
1 day 
- 
2 days 
- 
3 days 
- 
4 days 
- 
5 days 
- 
6 days 
- 
7 days 
On those days you ate fruits and vegetables, how many portions do you 
eat? 
____  portions  (One portion accounts for approximately one hand of fruit or 
vegetable) 
 
3. Intention of dietary behaviour 
Which intentions do you have for the near future? I seriously intent to, … 
not true
exactly 
true 
1. 
… eat at least 5 portions of fruit and vegetable daily . 
1 
2 
3 
4 
2. 
… eat fruit and vegetable at every meal. 
1 
2 
3 
4 
3. 
… drinking each day at least one glass of fruit- or vegetable 
juice
1 
2 
3 
4 
 
4. Outcome expectancies of dietary behaviour 
If I daily eat 5 portions of fruit and vegetable, then … 
Totally 
disagree 
Totally 
agree 
1. 
… this is good for my health. 
1 
2 
3 
4 
5 
2. 
… I feel better afterwards. 
1 
2 
3 
4 
5 
Please think about what you have typically consumed during the last 7 days，Did you eat five portions 
of fruit and vegetables per day?  
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25 Nov 2015

 
3. 
… this will cost me a lot of time (e.g. 
buying, preparations). 
1 
2 
3 
4 
5 
4. 
… this will be a financial burden. 
1 
2 
3 
4 
5 
 
5. Self-Efficacy of dietary behaviour 
Motivational Self-Efficacy 
I feel certain that I can eat at least 5 portions of fruit and vegetable a day, … 
Totally 
disagree 
Totally 
agree 
… even if it is difficult. 
1 
2 
3 
4 
5 
 
Maintenance Self-Efficacy 
I feel certain that I can permanently eat 5 portions of fruit and vegetable a day, … 
Totally 
disagree 
Totally 
agree 
1. 
… even if it takes a lot of time till I am used 
to it.
1 
2 
3 
4 
5 
2. 
… even if I have worries and problems (e.g. 
proposed date and time).
1 
2 
3 
4 
5 
 
Recovery Self-Efficacy  
I feel certain that I can again eat 5 portions of fruit and vegetable a day, … 
Totally 
disagree 
Totally 
agree 
1. 
… even if I changed my concrete plans several 
times.
1 
2 
3 
4 
5 
2. 
… even if I ate no or less fruits and vegetables on 
several days.
1 
2 
3 
4 
5 
 
6. Plans of dietary behaviour 
For the next month I already planned in detail, … 
Totally 
disagree 
Totally 
agree 
1. 
… what I will eat (e.g. cereals, fruits). 
1 
2 
3 
4 
5 
2. 
… at which meals I will eat fruits and vegetables 
(e.g. additional salad).
1 
2 
3 
4 
5 
3. 
… how I will prepare the food. 
1 
2 
3 
4 
5 
4. 
…when I have to pay attention not to fall into old 
eating habits
1 
2 
3 
4 
5 
5. 
…what I can do in difficult situations, in order to 
remain true to my own resolutions
1 
2 
3 
4 
5 
6. 
…how I can eat healthy, even if something 
happened
1 
2 
3 
4 
5 
 
7. Perceived social support of dietary behaviour 
How do you perceive your environment? 
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P. 22
25 Nov 2015

 
not true 
exactly 
true 
1.   My partner supports me to eat healthy 
1 
2 
3 
4 
2.   People from my family supports me to eat healthy 
1 
2 
3 
4 
3.   People like my classmates and friends help me to eat 
healthy
1 
2 
3 
4 
 
 
Part III Variables Related to Health  
1. Compensatory Health belief 
Totally 
disagree
Totally 
agree 
1. I can compensate for not being very active by 
eating less. 
1 
2 
3 
4 
5 
2. An unhealthy diet can be balanced by physical 
activity. 
1 
2 
3 
4 
5 
3. If you are eating healthy it is not as important 
to be physically active. 
1 
2 
3 
4 
5 
4. When you are physically active you can eat 
without many restraints. 
1 
2 
3 
4 
5 
 
2. WHOQOL-BREF (general quality of life + physical domain) 
Very poor
Very 
good 
1. How would you rate your quality of life? 
1 
2 
3 
4 
5 
The following questions ask about how much you 
have experienced certain things in the last four 
weeks. 
Not at all 
An 
extreme 
amount 
2. To what extent do you fell that physical pain 
prevents you from doing what you need to do? 
1 
2 
3 
4 
5 
3 .How much do you need any medical treatment to 
function in you daily life? 
1 
2 
3 
4 
5 
The following question asks about how completely 
you experience or were able to do certain things in 
the last four weeks. 
Not at all 
An 
extreme 
amount 
4. Do you have enough energy for everyday life?
1 
2 
3 
4 
5 
Very poor
Very 
good 
5. How well are you able to get around?
1 
2 
3 
4 
5 
Very 
dissatisfied
Very 
satisfied
6. How satisfied are you with your sleep?
1 
2 
3 
4 
5 
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7.  How satisfied are you with your ability to perform 
your daily living activities? 
1 
2 
3 
4 
5 
8. How satisfied are you with your capacity to work?
1 
2 
3 
4 
5 
 
Part IV Demographic factors 
1. Your name:____________ 
2. Please indicate your sex: male/female 
3. How old are you? _____ 
4. Body height:  _____ cm;     Body weight:________ kg 
5. Please indicate your marital status 
- 
Single 
- 
Close relationship, not living together 
- 
Close relationship, living together 
- 
Marital partnership/Common law marriage 
6. Please indicate your study year. 
- 
Year 1 
- 
Year 2 
- 
Year 3 
- 
Year 4 
7. Please indicate the name of your university 
- 
Wuhan University 
- 
Nantong University 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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P. 24
25 Nov 2015

 
亲爱的同学: 
 
您好！ 
 
我们本次调查旨在了解您的健康状况和一些与体育运动行为、健康饮食行为相关的影响
因素。您对以下调查所作的答案，并无正确和错误之分，我们只需要您的真诚回答。 
 
下面呈现的问卷包含了四个方面的内容（1）体育运动行为和相关因子；（2）健康饮食
行为和相关因子；（3）与健康状况有关的变量；（4）人口统计学变量。请仔细阅读每份问
卷，并按要求回答。 
 
 
感  谢  您  的  合  作！ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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P. 25
25 Nov 2015

 
第一部分 体育运动行为及相关因子 
1. 体育运动的阶段变化 
 
 
1 我没有做到，也并未打算这样................................................... 
2 我没有做到，但正考虑这样..................................................... 
3 我没有做到，但真的很想这样................................................... 
4 我能够做到，但只持续了很短的时间....................................... ..... 
5 我能够做到，并且长期这样..................................................... 
 
2. 体育运动行为 
 
 
 
 
请您回想一下在刚刚过去的7 天里，您所进行过的大强度的体育运动（非常消耗体能且呼吸明显比
平时急促）每次持续时间至少为10 分钟 
(1). 
在这7 天里，您有几天进行过大强度体育运动（例如，负担重物、大强度有氧运动、快速骑
自行车等）？  
_____ 天 
我没有进行过大强度体育运动。        
 
 
(2). 
您进行一次大强度体育运动的持续时间通常为多少？  
_____ 小时/每天 
 
_____ 分钟/每天 
 
 
请您回想一下在刚刚过去的7 天里，您所进行过的中等强度体育运动（适中的体能消耗，呼吸较平
时略有急促）每次持续时间至少10 分钟。 
(1). 
在这7 天里，您有几天进行过中等强度体育运动（例如，搬运较轻的物品、中等速率骑自行
车、网球双打，但不包括散步） 
_____ 天 
我没有进行过中等强度体育运动。         
(2). 
一次中等强度体育运动的持续时间通常为多少？ 
_____ 小时/每天 
 
_____ 分钟/每天 
 
请您回想一下在刚刚过去的7 天里，您所进行过的低强度体育运动，例如，步行往返于两地，或者
以休闲娱乐/体育锻炼为目的的散步。 
您是否会进行每周至少5 次，每次至少30 分钟的中等强度体育运动？请您根据平时的情况进行选
择。 
我们想了解人们日常生活中会进行哪些体育运动。下述问题意在获悉您在过去7 天所进行的体育运
动情况,即使您认为自己不是一位积极参加体育运动的人，也请认真回答下面的每道题目。您所参加
的可以是与学习有关的一些活动，也可以是在闲暇时从事的体育娱乐活动，可以是在寝室或室外空
地上进行的，也可以是在两地往返的过程中进行的（例如步行或者骑自行车往返）。 
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25 Nov 2015

 
(1). 
在这7 天里，您有几天进行过每次持续至少10 分钟的散步？ 
_____ 天 
我没有散步   
 
(2). 
每次散步的持续时间通常为多少？ 
 _____ 小时/每天 
_____ 分钟/每天 
 
 
3.  下面的问题涉及到您对疾病的危险感知。请思考一下，您的身体今后出现下面问题的可能性有
多大。请选择最符合您情况的选项。 
 
绝对 
不会 
 
 
有可能 
 
 
完全 
可能 
1. 
发生高脂血症的可能性 
1 
2 
3 
4 
5 
6 
7 
2. 
心脏病急性发作的可能性 
1 
2 
3 
4 
5 
6 
7 
3. 
发生高血压的可能性 
1 
2 
3 
4 
5 
6 
7 
4. 
发生中风的可能性 
1 
2 
3 
4 
5 
6 
7 
5. 
发生心血管病的可能性 
1 
2 
3 
4 
5 
6 
7 
 
4.  对体育运动的意向 
在不久的将来，哪种意向与您相符? 
我打算进行….，一周5 次，每次30 分钟（每周持续时间至少为150 分钟）  
 
完全 
不符合 
 
 
完全 
符合 
1 …大强度的体育运动（心跳加速并且大量的汗） 
1 
2 
3 
4 
2 …中等强度的体育运动(会流汗但不会精疲力竭) 
1 
2 
3 
4 
3 …低强度的体育运动(费力很少且不会流汗) 
1 
2 
3 
4 
 
5.  对体育运动的结果期待                                                                                                                         
如果我能做到每周至少5 天，每次至少30 分钟的体育运动，我认为… 
 
完全 
不同意
 
 
 
完全 
同意 
1 … 这有益于我的健康 
1 
2 
3 
4 
5 
[ FRG2/15-16/032 ]
P. 27
25 Nov 2015

 
2 … 我会感觉更好 
1 
2 
3 
4 
5 
3 … 这会耗用我过多时间(例如，换衣服的时间，往
返于运动场所的时间)。 
1 
2 
3 
4 
5 
4 … 这将是个经济负担 
1 
2 
3 
4 
5 
 
6.  体育运动的自我效能 
动机自我效能 
我确信自己能完成每周至少5 次，每次至少30 分钟的体育运动，即使… 
 
完全 
不同意
 
 
 
完全 
同意 
1 …在遇到诸多困难时 
1 
2 
3 
4 
5 
 
保持自我效能 
我确信自己能完成每周至少5 次，每次至少30 分钟的体育运动，并坚持下去，即使… 
 
完全 
不同意
 
 
 
完全 
同意 
2  …这会耗用我很多时间 
1 
2 
3 
4 
5 
3  … 当我遇到困扰或麻烦时 (例如，有约会或时间另
有安排) 
1 
2 
3 
4 
5 
 
恢复自我效能 
我确信自己能够再次完成每周至少5 次，每次至少30 分钟的体育运动，即使… 
 
完全 
不同意
 
 
 
完全 
同意 
4  …当我多次改变运动项目时 
1 
2 
3 
4 
5 
5  …当我有一段时间没有参加运动时 
1 
2 
3 
4 
5 
 
7.  体育运动的计划 
我已经为下个月进行体育运动制定了详细计划 … 
 
完全 
不同意
 
 
 
完全 
同意 
1. 
…在哪里运动 
1 
2 
3 
4 
5 
2. 
…参加哪种运动 
1 
2 
3 
4 
5 
3. 
…在哪几天运动
1 
2 
3 
4 
5 
4. 
…在特殊情况下，怎样坚持运动（如，外出度假
时，定计划做运动） 
1 
2 
3 
4 
5 
[ FRG2/15-16/032 ]
P. 28
25 Nov 2015

 
5. 
…在困难情况下，怎样坚持运动（如，学业很忙
时，抽出时间做运动） 
1 
2 
3 
4 
5 
6. 
…在做运动时，遇到一些突然状况，怎样能继续
坚持运动（例如，跑步时，突然下雨。这时可以
回到家，继续做一些伸展运动） 
1 
2 
3 
4 
5 
 
8.  下列问题询问您在运动方面得到怎样的支持。 
 
完全 
不符合 
 
 
完全 
符合 
1. 
我的伴侣（如：配偶或关系亲密的男朋友/女朋友）
帮助我坚持做运动 
1 
2 
3 
4 
2. 
我的家人（如：兄弟姊妹，父母）帮助我坚持做运
动 
1 
2 
3 
4 
3. 
我的同学和朋友帮助我坚持做运动 
1 
2 
3 
4 
 
 
第二部分 健康饮食行为与相关因子  
1.   健康饮食行为的阶段变化 
 
 
1. 我没有做到，也并未打算这样................................................... 
2. 我没有做到，但正考虑这样..................................................... 
3. 我没有做到，但真的很想这样................................................... 
4. 我有能够做到，但只持续了很短的时间........................................... 
5. 我有能够做到，并长期这样..................................................... 
 
2.   健康饮食行为 
在刚过去的7 天，您有几天吃过吃水果和蔬菜？ 
- 
不到1 天 
- 
1 天 
- 
2 天 
- 
3 天 
- 
4 天 
- 
5 天  
- 
6 天 
- 
7 天 
当您吃水果或蔬菜时，您会吃___  份（一份约等于一把水果/蔬菜） 
您每天是否可以做到吃5 份（一份约等于一把水果/蔬菜）水果和蔬菜？请您根据上周比较普遍的情
况进行选择（单选） 
[ FRG2/15-16/032 ]
P. 29
25 Nov 2015

 
 
3.  对健康饮食行为的意向 
在不久的将来，哪种意向与我相符，我打算… 
 
完全 
不符合 
 
 
完全 
符合 
1. 
… 每天至少吃5 份水果和蔬菜 . 
1 
2 
3 
4 
2. 
…每餐都吃水果和蔬菜 
1 
2 
3 
4 
3. 
… 每天都至少喝一杯果汁或蔬菜汁 
1 
2 
3 
4 
 
4.  对健康饮食行为的结果期待 
如果我每天都吃5 份水果和蔬菜，那么，我认为… 
 
完全 
不同意 
 
 
 
完全 
同意 
1. 
… 这有益于我的健康 
1 
2 
3 
4 
5 
2. 
… 我会感觉更好 
1 
2 
3 
4 
5 
3. 
… 这会耗用我过多时间 (例如，购买水果和蔬
菜所耗用的时间) 
1 
2 
3 
4 
5 
4. 
… 这将是个经济负担 
1 
2 
3 
4 
5 
 
5.  健康饮食行为的自我效能 
动机自我效能 
我确信自己每天都能吃5 份水果和蔬菜，即使… 
 
完全 
不同意
 
 
 
完全 
同意 
1 …在遇到诸多困难时 
1 
2 
3 
4 
5 
 
保持自我效能 
我确信自己每天都能吃5 份水果和蔬菜，并坚持下去，即使… 
 
完全 
不同意
 
 
 
完全 
同意 
2. … 我需要花很长时间去适应这样的饮食习惯 
1 
2 
3 
4 
5 
3. … 当我遇到困扰或麻烦时 (例如，有约会或时间另
有安排). 
1 
2 
3 
4 
5 
 
恢复自我效能 
我确信自己能够再次完成每天吃5 份水果和蔬菜，即使… 
[ FRG2/15-16/032 ]
P. 30
25 Nov 2015

 
 
完全 
不同意
 
 
 
完全 
同意 
4. …当我多次改变饮食计划时 
1 
2 
3 
4 
5 
5. … 当我有几天没有做到（没吃，或吃的量不够）时 
1 
2 
3 
4 
5 
 
6.  健康饮食行为的计划 
我已经为下个月制定了详细计划… 
 
完全 
不同意
 
 
 
完全 
同意 
1. …在哪一餐吃水果和蔬菜 
1 
2 
3 
4 
5 
2. …吃什么水果和蔬菜 
1 
2 
3 
4 
5 
3.  …用什么方法准备水果和蔬菜（例如，榨果汁，
蒸煮或炒蔬菜） 
1 
2 
3 
4 
5 
4. …特殊情况下怎样避免不良饮食习惯（例如，外出
度假期间，尽量多吃蔬菜和水果） 
1 
2 
3 
4 
5 
5. …在困难情况下，怎样能坚持健康饮食的意向（例
如，学业很忙时，抽时间吃水果） 
1 
2 
3 
4 
5 
6. …在健康饮食过程中，当遇到一些突然状况，怎样
能吃得健康（例如，与同学或朋友在外聚餐时，
尽量多吃蔬菜和水果）
1 
2 
3 
4 
5 
 
7.  可知觉到的健康饮食行为的社会支持 
 
完全 
不符合 
 
 
完全 
符合 
1. 
我的伴侣（如配偶，关系亲密的男朋友/女朋友）帮
助我坚持健康饮食 
1 
2 
3 
4 
2. 
我的家人（如：兄弟姊妹，父母）帮助我健康饮食 
1 
2 
3 
4 
3. 
我的同学和朋友帮助我吃得健康 
1 
2 
3 
4 
 
 
第三部分 与健康状况有关的变量  
1.  下面是询问您如何看待饮食和运动之间的关系。 
 
完全 
不同意 
 
 
 
完全 
同意 
1. 
少进食可以弥补运动不足 
1 
2 
3 
4 
5 
2. 
体育运动可以平衡不健康的饮食行为 
1 
2 
3 
4 
5 
3. 
只要饮食健康，积极参加体育运动也不是这
么重要的 
1 
2 
3 
4 
5 
[ FRG2/15-16/032 ]
P. 31
25 Nov 2015

 
4. 
当运动量足够时，就可以毫无顾忌地进食。 
1 
2 
3 
4 
5 
 
2.   生存质量测定量表 
 
非常差 
 
 
 
非常好 
1. 您如何评价自己的生活质量? 
1 
2 
3 
4 
5 
在刚过去的四周内，你在多大程度上经历了下
述情况 
完全 
不符合 
 
 
 
完全 
符合 
2.身体疼痛在多大程度上影响到您? 
 
1 
2 
3 
4 
5 
3.您生活中多大程度上依赖于药物治疗? 
1 
2 
3 
4 
5 
在刚过去的四周内，你在多大程度上经历了
（或能够做到）下述情况 
完全 
不符合 
 
 
 
完全 
符合 
4. 您生活中充满活力吗? 
1 
2 
3 
4 
5 
 
非常差 
 
 
 
非常好 
5.  你是否可以随意活动? 
1 
2 
3 
4 
5 
 
非常 
不满意 
 
 
 
非常 
满意 
6. 您对自己的睡眠质量满意吗? 
1 
2 
3 
4 
5 
7.  您对自己处理日常生活事情的能力满意吗? 
1 
2 
3 
4 
5 
8. 您对自己的工作能力满意吗? 
1 
2 
3 
4 
5 
 
 
第四部分  人口统计学变量 
1 姓名：_________
2 性别：男       女
3 年龄：_____ 
4 你目前的身高是：___厘米；    体重是：___公斤 
5 您的婚姻状况 
- 
单身 
- 
亲密关系，但没有一起生活 
- 
有亲密关系并且一起生活 
- 
法定婚姻关系 
[ FRG2/15-16/032 ]
P. 32
25 Nov 2015

 
6 您的年级是？ 
- 
本科一年级 
- 
本科二年级 
- 
本科三年级 
- 
本科四年级 
 7. 您就读的大学是： 
- 
武汉大学 
- 
南通大学 
[ FRG2/15-16/032 ]
P. 33
25 Nov 2015

7.   Expected duration : 19 months
Proposed starting date:
Expected completion date:
1 Jun 2016
31 Dec 2017
Total
Year 2
Year 1
8.   Estimated cost of the whole project (in Hong Kong dollars):
Staff*
Rank
Salary 
per 
month
No. of
Months
(a)
Research 
Assistant(Pt.4) 
X 1
$0.0
$109,080.0
$10,908
10.0
$109,080.
0
(b)
Equipment
(please itemise and include cost of 
computing equipment in the 
budget total)
(c)
General Expenses**
(please itemise)
$18,000
(1) Website set-up
$0
$3,000
(2) Promotional materials
$0
$9,920
(3) Transportation and 
accommodation expenses
$0
$30,920
Conference / Publication**
(see Note)
(d)
conference and publication charges
$10,000 
$0 
$10,000 
Total:
==========
=========== ========
$150,000.0
$0.0
$150,000.0
* FRG normally supports research support staff at the Research Assistant level.
** PI should include the cost for the medical surveillance programme for research personnel that 
would involve the use of organophosphate and 2,3,7-8 TCDD as well as other highly toxic 
chemicals suggested by the Laboratory Safety Sub-Committee.  For programme details, please 
contact the EHSU of the Estates Office.
[ FRG2/15-16/032 ]
P. 34
25 Nov 2015

Note: With effect from the 2011/2012 academic year, FRG supports conference and publication 
charges up to $10,000 for PI to attend recognized international conference and to disseminate 
the research results.
9.
(a) Justifications for each category/item of the budget in Item 8 above:
(Regarding 8(a), list the duties and time involved for the research support staff required.  Also 
list the division of work / duties between the PI and the research support staff).
Staff Cost:
A full-time research assistant will be employed for 10 months. S/he will assist website set-up 
and function test (4 months), main study implementation (4 months), data management and 
analysis, and report writing (2 months) .
Equipment Cost:
General Expenses:
(1) An e-health learning website will be set up by a website production company in Wuhan, 
China. In addition, the SMS group message service will be included in this website platform.
(2) For participant recruitment, flyer will be made and distributed to university students at their 
PE classes. The content of flyer includes program introduction and online registration hyperlink. 
3,000HK$ in total.
(3) PI may need to visit Wuhan University and Nantong University for promoting the study.
Conference and Publication Cost :
This research topic is very popular in the field of health promotion. The investigators would like 
to attend an international conference and publish one article to disseminate the research 
results.
9.
(b) Facilities and major equipment already available in addition to those requested in Item 8(b)
A work station, with a computer set will be provided to Research Assistant. No extra equipment 
will be needed in this project.
10. Other research funds that have already been obtained from other sources for this project (if 
any):
(Please give source(s) of funding and amount.)
11. Allocation for Faculty Research Grant Requested:
(Item 11 = Item 8 - Item 10)
[ FRG2/15-16/032 ]
P. 35
25 Nov 2015

$ 150,000
12. Have funds been sought previously for the same or similar project(s)?  If so, please state:
Organisation/ Committee applied to:
Project Code:
Project Title:
(if different from item 1 above)
Date of Application:
Outcome:
NOTE: If this proposal is similar to a proposal that has been submitted to the RGC or other 
funding bodies, please revisit the main concerns/suggestions previously expressed by 
the external reviewers.  Explain whether and if so what changes have been 
incorporated in the current proposal.
Main concerns/suggestions previously expressed by the external reviewers
Changes incorporated in the current proposal
13. Please indicate whether this application has previously been submitted to the Research Grants 
Council (RGC), i.e. a General Research Fund (GRF) application: (where appropriate)
(i)
¨
the current FRG application is a project independent of the GRF;
the FRG is a pilot study in preparation for the GRF;
(ii)
þ
the FRG forms part of the GRF and the application is seeking seed funding for the GRF
(iii)
¨
the FRG and the GRF is one and the same project.
(iv)
¨
Has the proposed GRF secured any funding from the RGC?
Yes
No
¨
þ
If the answer is yes, please give the following figures:
(a)
Original Requested Amount of GRF Project:
(b)
Approved Amount of GRF Project:
(c)
Top-up Funding Sought for GRF Project:
[ FRG2/15-16/032 ]
P. 36
25 Nov 2015

14. Declaration
If the total of the approved funding for the GRF project (b), top-up funding for the GRF project 
(c) and the requested amount for the current FRG (d) i.e. (b)+(c)+(d)=(e) exceeds that of the 
GRF original requested amount (a), the PI agrees to reimburse to the Specialist Panel the 
difference between the funding for the GRF/FRG [ i.e. (e) ] and the GRF original requested 
amount (a), i.e. (e)-(a)=(f) being the reimbursement to the Specialist Panels.  This declaration 
is to prevent double funding in view of the scarcity of resources.
15. Have you submitted any HKBU-endorsed RGC related schemes such as GRF / ECS/ CRF / 
PPR / SPPR / TBRS / AoE / ANR / ESRC / NSFC (or equivalent) proposals as PI in the 
immediate past year? If no, please note Annex C “Variable Quota for FRG Projects” to see 
whether you are eligible for FRG application.
Submission(s) in 2014/15
Ref No
Grant Title
Scheme
22601015
Stage-Specific Prediction of Physical 
Activity Adoption and Maintenance: A 
Prospective Evaluation Study in Elderly 
People in Hong Kong
ECS
16. Number of On-going FRG Projects held by the PI in the capacity of PI (Refer to Annex C for 
“Variable Quota System for FRG Projects”) (including those of which completion reports have no
yet been submitted, where appropriate)
0
þ
¨ 1 Project Code:
¨ 2 Project Code:
¨ >2 Project Code:
17. Details of on-going research projects (including those of which completion reports have not yet 
been submitted) funded by whatever sources undertaken by all investigator(s):
Chinese Medicine and Science Panel applicants: Provide also a list of FRG, RGC or other 
projects which PI has completed within the previous 2 years.
[ FRG2/15-16/032 ]
P. 37
25 Nov 2015

Name of 
investigator(s)
(Indicate PI or Co-I)
Project title and 
project code
Grant & 
source(s)
(HK$)
Starting 
date
Expected 
completion 
date
Amount of 
time involved
(hours/week)
Prof Lippke Sonia(PI)
5
1 Jun 2015
$800,000
German 
Pension 
insurance 
institution 
Bremen
31 May 2017
Time-Limited Reduced 
Earning Capability 
Pension and Return To 
Work
 
Prof Lippke Sonia(PI)
5
1 Sep 2014
$650,000
German 
Pension 
insurance 
institution 
Bremen
31 Aug 2016
Prevention of reduced 
working ability with an 
Expert System with 
telephone, motivational 
interviews supporting 
self-management
 
18. List of Outstanding FRG (Cat I & II) Completion Reports:
Project Code
Project Title
Starting 
Date
Completion 
Date
Report Submission Date
(6 months from 
Completion Date)
19. Plans for collaboration:
(This item should be completed if two or more co-investigators are involved in the project.)
(Indicate the division of work among the PI, co-investigator(s) and research support staff and 
the amount of time [hours per week] each is expected to spend on this project.  The role of 
each individual should be adequately described).
The PI, Co-Is and research assistant basically work as a team in developing the research plan. However, in 
carrying out the study, the job specifications for each investigator are as follows:
Dr. Yanping Duan, the PI, would be responsible for overseeing the entire research project, including the 
formulation of research design, selection and recruitment of subjects, conducting data collection and 
analyses, writing of the final report, and supervising the research assistant. She is expected to spend an 
average of 8 hours/week on the project. 
Prof. Sonia Lippke, the Co-I, would be contributing her expertise in research design, data statistical analyses 
and writing of the research report. She is expected to spend an average of 3 hours/week on the project. 
Dr. Cui Degang, Dr. Lin Zhihua and Mr. Chen Xu, the Co-Is, would be contributing their networking in the 
recruitment of students in their general PE classes, and facilitating students' engagement on this program. 
Each of them is expected to spend an average of 2 hours/week on this project. 
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A full-time research assistant would assist website set-up and function test, main study implementation (4 
months), data management and analysis, and report writing. She/he is expected to spend an average of 40 
hours/week on this project.
20. International Collaboration (applicable to ARTS/SOSC/COMM/BUS/AVA)
Please provide the following supplementary information below:
(a) a description and value of the collaboration;
(b) connection to international institutions;
(c) statement of outcome;
(d) scope or potential for future collaboration;
N/A
21. Research ethics/safety approval:
Please tick ‘√’ the appropriate box(es) to indicate approval required, if any, from the Senate 
Committee on the Use of Human and Animal Subjects in Teaching and Research (HASC).
(If “none” is the response, please indicate also.)
Human Research Ethics
Animal Research Ethics
Biological Safety
Ionizing Radiation Safety
Non-Ionizing Radiation Safety
Chemical Safety
None
þ
¨
¨
¨
¨
¨
¨
*
If approval is required, download form(s) from the Graduate School Homepage:
(1) HASC's Ethics (Animal) Questionnaire - HASC/ETHICS/ANI (involving ANIMAL subjects) 
(2) HASC's Ethics (Human) Questionnaire - HASC/ETHICS/HUM (involving HUMAN subjects) 
(New) 
(3) HASC's Safety Questionnaire (HASC/SAFETY) (New) (please note Sections 4 and 5 in 
particular for Chemical Safety)
** Please note proposals from ALL Specialist Panels should first seek relevant ethical/safety 
approval from the HASC before the Panels can make the funding decision. 
22. Curriculum vitae of investigators:
(Please submit a brief CV* for all investigators relevant to the proposed area of research.  - one 
CV for each separate proposal.)
* The brief CV should contain the following information only:
(i)   
education background;
(ii)  
employment history;
(iii) 
publication list (for the previous 5 years.)
(Chinese Medicine & Science Panel applicants - indicate publications or submitted 
manuscripts arising from your previous or ongoing projects.) and
(iv) 
research activities (for the previous 5 years).
** Please note that an academic must have produced at least one publication/research outputs 
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within the immediate past two years in order to be eligible to apply for FRG projects.
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Dr. Yanping Duan 
1. Education History 
Ph.D., Major in Exercise Psychology, University of Bayreuth, Germany, 7/2006 
Master of Education, Major in Applied Psychology, Wuhan Institute of Physical 
Education, China, 6/2000 
Bachelor of Science, Major in Sports Psychology, Wuhan Institute of Physical 
Education, China, 6/1996  
2. Employment History  
Assistant 
Professor, 
Department 
of 
PE, 
Hong 
Kong 
Baptist 
University 
(9/2013-present) 
Research Assistant Professor, Department of PE, Hong Kong Baptist University 
(9/2011– 8/2013) 
3. Publication List (for the previous 5 years) 
Duan,Y.P., Brehm,W., Wagner,P., Chung,P.K., Graf,S., Zhang,R., & Si,G.Y. (2015). 
Transition to Adulthood: Relationships among Psychosocial Correlates, 
Stages of Change for Physical Activity and Health Outcomes in a 
Cross-cultural Sample. Journal of Physical Activity and Health. DOI: 
http://dx.doi.org/10.1123/jpah.2014-0389. 
Duan,Y.P., Zhang, R., Wei X.N., & Brehm,W. (2014). Assessing Stage Validity of 
Stage Model for Physical Activity Behavior: A Study on FIT Model. Chinese 
Journal of Sports Medicine. 33(6): 573-580. (in Chinese) 
Duan,Y.P., Brehm,W., Strobl,H., Tittlbach, S., Huang, Z.J., & Si G.Y. (2013). Steps to 
and correlates of health-enhancing physical activity in adulthood: An 
intercultural study between German and Chinese individuals. Journal of 
Exercise Science & Fitness, 11(2): 63-77. 
Liu,J.D., Chung,P.K., & Duan,Y.P. (2013). Validity and Reliability of the Chinese 
Translation of Basic Psychological Needs in Exercise Scale. European Journal 
of Psychological Assessment. 29(1), 51-57. 
Duan, Y.P., Yang, J., Zhang, R., & Brehm, W. (2012). A Study on the Relationship 
between the Change of Physical Activity Stages and Health Status among 
University Students. China Sport Science and Technology. 48(2), 117-121. (in 
Chinese) 
Duan,Y.P., Lippke,S., Wagner,P. & Brehm,W. (2011). Testing Two Stage 
Assessments in a Chinese College Student Sample: Correspondences and 
Discontinuity Patterns across Stages. Psychology of Sport & Exercise, 12 (3), 
306-313. 
Si, G.Y., Duan, Y.P., Li, H.Y., & Jiang, X.B. (2011). An exploration into social-cultural 
meridians of Chinese athletes’ psychological training. Journal of Clinical Sport 
Psychology, 5, 325-338.  
Duan,Y.P., Liu,L.F., & Wei,X.N. (2010). An Intervention Study on the Promotion of 
University Students’ Physical Exercise Intention. Journal of Wuhan Institute of 
Physical Education, 44(12), 43-46. (in Chinese) 
4. Research Activities (for the previous 5 years) 
 2013-2014  Faculty Research Grant, HKBU: A Preliminary Study of an Eight-week 
E-health Learning Program in Chinese Rehabilitation-aftercare Patients. 
 2012-2013  Faculty Research Grant, HKBU: Stages of Physical Activity, Activity 
Patterns and Health Status: A Theory-based Empirical Study on Young People in 
Hong Kong. 
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Prof. Sonia Lippke 
 
1. Education Background 
Ph.D., Freie Universität Berlin, 6/2004 
Master in Psychology, Freie Universität Berlin, 4/2000  
Bachelor in Psychology, Universität Göttingen, 11/1997 
2. Employment History  
Professor, Jacobs Center on Lifelong Learning and Institutional Development, Jacobs 
University Bremen, Germany (9/ 2011– present) 
Associate Professor (UHD), Faculty of Health, Medicine and Life Sciences/ Health 
Promotion, Maastricht University, Netherlands (8/2010 – 6/2011) 
3. Publication List (for the previous 5 years) 
Lippke S., Fleig L., Wiedemann A., & Schwarzer R. (2015). A computerized lifestyle 
application to promote multiple health behaviors at the workplace: Testing its 
behavioral and psychological effects. Journal of Medical Internet Research, 
17(10), e225. 
Lippke, S., Wienert, J., Kuhlmann, T., Fink, S., & Hambrecht, R. (2015). Perceived 
stress, physical activity and motivation: Findings from an internet study. Annals 
of Sports Medicine and Research, 2(1), 1012. 
Lippke, S. (2014). Modelling and Supporting Complex Behavior Change related to 
Obesity and Diabetes Prevention and Management with the Compensatory 
Carry-Over Action Model. Journal of Diabetes & Obesity, 1(2), 1-5. 
Lippke, S., & Plotnikoff, R. C. (2014). Testing two principles of the health action 
process approach in individuals with type 2 diabetes. Health Psychology, 33(1), 
77-84. 
Fleig, L., Pomp, S., & Schwarzer, R., & Lippke, S. (2013). Promoting exercise 
maintenance: How interventions with booster sessions improve long-term 
rehabilitation outcomes. Rehabilitation Psychology, 58(4), 323-333. 
Lippke, S., Nigg, C. R., & Maddock, J. E. (2012). Multiple behaviour change clusters 
into health-promoting behaviours and health-risk behaviours: Theory-driven 
analyses in three international samples. International Journal of Behavioural 
Medicine, 19,1-13.  
Fleig, L., Lippke, S., Pomp, S., & Schwarzer, R. (2011). Intervention effects of 
exercise self-regulation on physical exercise and eating fruits and vegetables: a 
longitudinal study in orthopedic and cardiac rehabilitation. Preventive Medicine, 
53, 182-187. 
Fleig, L., Lippke, S., Pomp, S., & Schwarzer, R. (2011). Exercise maintenance after 
rehabilitation: How experience can make a difference. Psychology of Sport & 
Exercise, 12, 293-299.  
Lippke, S., Schwarzer, R., Ziegelmann, J. P., Scholz, U., & Schüz, B. (2010). Testing 
stage-specific effects of a stage-matched intervention: a randomized controlled 
trial targeting physical exercise and its predictors. Health Education & 
Behaviour, 37(4), 533-546. 
4. Research Activities (for the previous 5 years) 
2013-2015 German Wihelm-Stiftung Rehabilitation Research:  
Rehabilitation-aftercare for an optimal transfer into autonomous daily life (RENATA) - 
a German-Dutch-Chinese ehealth intervention study. 
2009-2012, German Pension Insurance Grant: Improvement of a physically active 
lifestyle in orthopaedic and cardiologic rehabilitation patients with an expert system. 
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Dr. Degang Cui 
 
1. Education History 
Ph.D., Major in Sports Training, Beijing Sport University, China, 6/2010 
Master of Education, Major in Sports Training, Wuhan Institute of Physical Education, 
China, 6/1999 
Bachelor of Education, Major in Sports Training, Lu Dong University, China, 6/1996  
 
2. Employment History  
Associate Professor, Physical Education Section, Wuhan University, China 
(9/2011-present) 
Lecturer, Physical Education Section, Wuhan University, China (9/1999– 8/2011) 
 
3. Publication List (for the previous 5 years) 
Cui,D.G, Qiu,F. (2015). Explanation and Application of Scientific Nature of Functional 
Training. Journal of Sports Adult Education. 29(6):78-83 (in Chinese) 
Qiu,F,Cui,D.G.. (2015). Relationship among Perception of Risk in Physical Activity, 
Sport Injury and Exercise Behavior for Undergraduate. Journal of Wuhan 
Institute of Physical Education, 49(6), 75-81. (in Chinese) 
Qiu,F,Cui,D.G.. (2014). Relationship Among Impression Management，Exercise 
Behavior and Mental Health for Female Undergraduates. Journal of Wuhan 
Institute of Physical Education, 48(2), 87-92. (in Chinese) 
Cui,D.G. (2013). Negative Impact of Sports Events' Culture on College Students and 
Some Regulations. Sports Forum. 5(5), 6-9. (in Chinese) 
Cui,D.G.. (2013). Influences of Various Sports Interventions toward University 
Students Ability Socialization. Sports Forum, 5(1), 4-7. (in Chinese) 
Cui,D.G. (2012).The Necessity and Implement Strategy of Undergraduate Sport 
Culture Education. Sports Forum, 4(6), 1-7. (in Chinese) 
Qiu,F,Cui,D.G.. (2012). Test and Revision of ECS under Exercise Participations 
Among College Students in China. Journal of Wuhan Institute of Physical 
Education, 46(12), 51-58. (in Chinese) 
Cui,D.G. (2011). Analysis on Speed-Strength Training for Modern Basketball Players. 
Journal of Hebei Institute of Physical Education. 25(5): 64-68. (in Chinese) 
Cui,D.G. (2011). Physical training by Stages in Modern Basketball. Shandong Sports 
Science & Technology, 33(2): 40-45. (in Chinese) 
 
4. Research Activities (for the previous 5 years) 
2015-present Wuhan University Research Grant: The Research of the Effectiveness 
of Integrating both Functional Training and Strength Training of Modern Basketball 
Player from the Perspective of Benefit. 
2014-2015 Research Grant of Hubei Administration of Sport: Research of the 
Development of the Sports Fields in the Corporate Campuses of Hubei Province. 
2010-2012 Wuhan University Research Grant: The Influence of Sports Culture on 
Socialization of University Student and Measures to Control it. 
  
 
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25 Nov 2015

Dr. Zhihua Lin 
 
1. Education History 
Ph.D., Major in Ethnic Traditional Sports, Shanghai Sport University, China, 
6/2009 
Master of Education, Major in Ethnic Traditional Sports, Wuhan Institute of 
Physical Education, China, 6/1999 
Bachelor of Education, Major in Martial Arts, Wuhan Institute of Physical 
Education, China, 6/1994  
2. Employment History  
Associate Professor, Physical Education Section, Wuhan University, China 
(9/2011-present) 
Lecturer, Physical Education Section, Wuhan University, China  
(9/1999– 8/2011) 
3. Publication List (for the previous 5 years) 
Lin,Z.H. (2015). The Art of the Warrior. New Classic Press and Changjiang 
Literature and Art Publishing Company. 12. (In Chinese and English) 
Lin,Z.H. (2012). An Informal Discussion about the Passive State of 
Health-care Qigong. Journal of Health-care Qigong. 4:24-27 (in 
Chinese) 
Lin,Z.H. (2012). System Theory-based Re-cognition of Traditional Regimen 
and Construction of College Students' Health Self-management System. 
Hubei Sports Science and Technology. 30 (1):41-43 (in Chinese) 
Lin,Z.H. (2012). Study on Training Methods of P.E. Applied to Psychological 
Intervention on Adolescents Suffered from Disasters. Combat and 
Sports Forum. 4(1):4-6. (in Chinese) 
Lin,Z.H. (2011). “To Reach the Empty and Passive State” and the 
Development of Modern Brain Science. Dojo(HK). 2:15-20 (in Chinese) 
Lin,Z.H. (2011). Analysis of “Gas sunken tanda”. Journal of Health-care. 
1:23-24 (in Chinese) 
Lin,Z.H. (2011). An Informal Discussion about the “Mind” in Health-care 
Qigong. Journal of Health-care. 4:10-12 (in Chinese) 
Yu,D.H., Lin,Z.H. (2011). Study on Taoist Qigong Practice. Shanxi Science 
and Technology Publishing Company. (in Chinese) 
Kong,J., Lin,Z.H. (2011). College Sports and Health. Wuhan University 
Publishing Company. (in Chinese) 
Lin,Z.H., Yu,D.H. (2010). Discussion about The 24 Solar Terms. Dhyana. 
Journal of Physical Education. 8:124-127. (in Chinese) 
Lin,Z.H. (2010). On the Fitness Thoughts of Zhuang Zi. Combat and Sports 
Forum. 2(7):67-69. (in Chinese) 
Lin,Z.H. Yu,D.H. (2010). Tai Chi and Six Word Tactic. Chinese Martial Arts. 3：
40-41(in Chinese) 
4. Research Activities (for the previous 5 years) 
 2010-2012 Humanities and Social Sciences "The Generation after 70's 
Program" Project, Wuhan University: Research on Traditional Sports Health 
and Health Education of College Students.  
 
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Mr. Xu Chen 
 
1. Education History 
Master of Education, Major in Applied Psychology, Wuhan Institute of Physical 
Education, China, 6/2002 
Bachelor of Science, Major in Sports Psychology, Wuhan Institute of Physical 
Education, China, 6/1996 
 
2.Employment History 
Associate Professor, Institute of Sports Science, Nantong University, China 
(9/2008-present) 
 
3.Publication List (for the previous 5 years) 
Chen, X. (2015). Research on Stress Sources and Coping Style of Teenager’s 
Sports Participation. Asian Sports Science. 4(5):29-35. (in Chinese) 
Chen, X. (2015). Psychological Stressor and Coping of University Student 
Sports Participation. China school physical education. 5:21-24. (in 
Chinese) 
Chen, X. (2014).Research on the Stressors and Coping of Junior High Sports 
Participation. Hubei Sports Science. 33:760-762. (in Chinese) 
Chen, X., & Tang, Z.M. (2012). Lu Xun’s Sports Thought and Its value. Journal 
of Chengdu Sport University. 38(10):15-17. (in Chinese) 
Chen, X. (2011),Development of Children’s Physical Self-esteem Research. 
Journal of Physical Education Institute of Shanxi Normal University. 
26(1): 37-39. (in Chinese) 
Chen, X. (2011).Taekwondo for Children’s Development of Physical 
Self-esteem. Sports Forum. 3(7):42-43. (in Chinese) 
Chen, X. (2010). An Analysis of Factors Influencing the Formation of Physical 
Exercise Habits of Middle School Students and Evaluation Index. 
Journal of Kashgar Teachers College. 31(3):74-76. (in Chinese)  
 
4.Research Activities (for the previous 5 years) 
2012-2015, Social Science Research Funding of Jiangsu Provincial 
Department of Education: A study on the relationship of physical and mental 
health of young people with the stress sources and coping strategies. 
 
2009-2011, Education Science “11th Five-year” Plan of Jiangsu Province: An 
experimental study on the effect of exercise intervention on the development of 
adolescent physical self esteem 
 
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23.  For FRG applications at or above HK$100,000, provide a list of two external (i.e. non-HKBU) 
reviewers who are knowledgeable in the area of the proposal to Graduate School:
[Note]
The reviewer should preferably have no professional relationship with any of the 
investigators.  Where impossible, please declare the type of relationship (see 
below).  List, under SEPARATE COVER, the names of those to whom invitations to
serve as External Assessors SHOULD NOT be sent.
(4) Co-author of papers & patents
(5) Professional Acquaintance
(6) Past Colleague
(7) Personal Friend
(1) Ph.D. Supervisor / Advisor
(2) Postdoctoral Supervisor / Advisor
(3) Research Collaborator
Accurate, updated correspondence information will facilitate the assessment process.
Name (with title)
Dr Niemeier Brandi S.
1
Occupation/ Post
Assitant Professor
Area of Specialisation
Health hehavior development and promotion
Declaration of professional relationship 
with the reviewer (past and present) 
[Note]
N/A
Contact Address
University of Wisconsin-Whitewater
Department of Health, Physical 
Education, Recreation and Coaching
130 Williams Center, 800 West Main 
Street, Whitewater, WI 53190, USA
Telephone No.
(001) 262-472-1442
Fax No.
E-mail Address
niemeieb@uww.edu
Name (with title)
Prof Vogt Lutz
2
Occupation/ Post
 Professor
Area of Specialisation
Health Promotion
Declaration of professional relationship 
with the reviewer (past and present) 
[Note]
N/A
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25 Nov 2015

Contact Address
Institute of Sport Science
University of Frankfurt
Ginnheimer Landstr. 39, 60487 
Frankfurt, Germany
Telephone No.
49 (0)69 798 24586
Fax No.
E-mail Address
l.vogt@sport.uni-frankfurt.de
24. Please advise to what extend this FRG project is related to the four research themes as 
indicated in the Vision 2020:
Health
Primary Theme
NA
Secondary Theme
Yes
Mutidisciplinary / Interdisciplinary Study?
25. Applicable to Chinese Medicine and Science Specialist Panel (CMSSP) Only - External 
Funding Requirement
The CMSSP requires all applicants to acquire an external funding that would have to be not 
less than the total amount of FRG funding the applicant had gained. The CMSSP will screen 
out those non-compliance applications and may suggest these applicants to apply for 
Category I as appropriate.  
Please provide a list of external funding (e.g. donation, grants etc) that were obtained in the 
immediate past four years.  For newly joined junior academics, please provide a list of 
external funding that were obtained in the immediate past five years.  Newly joined junior 
academics are defined as follows:
i)
the appointment at HKBU is the first destination in their academic career (excluding 
post-doc appointments); and ii) they have never applied for GRF grants.
26. Appeal
I understand that the decision of the Specialist Panel is final and no appeal is allowed.
þ
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