Encouraging movement opportunities through theory-informed video education among undergraduate students: the MOVE study

<b>Objective:</b> To explore the impact of a theory-informed educational video on undergraduates': motivational readiness, self-efficacy, and decisional balance about changing sedentary time; sedentary time; and perceptions of sedentarism over time and compared to a control. <b>Participants:</b> Undergraduates (<i>N</i> = 160) from a Canadian institution. <b>Methods:</b> A single-blind randomized controlled trial using an intervention (sedentary video) and control (sleep video) group. Participants completed two validated questionnaires at baseline, immediate post-intervention, and one-month follow-up plus open-ended questions. Linear mixed models and content analysis were used. <b>Results:</b> No significant differences were observed between groups. Increases in self-efficacy (<i>p</i> = .016; <i>d</i> = 0.27) and decisional balance (<i>p</i> = .008; <i>d</i> = 0.31) were observed within intervention participants from baseline to post-intervention, and decreases in sedentary time at post-intervention (<i>p</i> = .032; <i>d</i> = -0.40) and follow-up (<i>p</i> = .006; <i>d</i> = -0.46). <b>Conclusions:</b> This theory-informed sedentary time video shows promise regarding undergraduates' sedentarism.