Download or read book The Long term Effects of Self motivation on Exercise Behavior of College Students who Have Completed a University Required Health Related Fitness Course written by Allyn Byars and published by . This book was released on 1997 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educating the Student Body written by Committee on Physical Activity and Physical Education in the School Environment and published by National Academies Press. This book was released on 2013-11-13 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt: Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Download or read book Fitness Content on Social Media and Exercise Behaviors and Motivation in College Students written by Shelby J. Rowles and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social media’s presence has increased in the lives of college students in the generations following its creation roughly two decades ago. It is important for us to examine its effects on our behaviors and motivations for activity participation, especially those that alter our health. Fitness content, or “fitspiration”, is a popular subcategory of social media that is of particular interest, due to its large followings across various social media platforms, as well as its proposed effects on various health-related behaviors. A sample of nearly 370 Health Sciences students a large, Midwestern university completed a printed survey regarding their interaction with fitness content on social media, exercise behaviors (frequency, length, rating of perceived exertion (RPE), interest in fitness), and motivation towards exercise. Participants were categorized and analyzed according to their interaction with fitness content on social media. Significant differences in exercise frequency were found between those that only view fitness content and those that post and view fitness content, as well as between those that have no interaction with fitness content and those that post and view fitness content. There were also significant differences in length of exercise sessions between those that have no interaction with fitness content and those that view fitness content, as well as those that only view fitness content and those that post and view fitness content. Moreover, there were significant differences in interest in fitness across those that have no interaction with fitness content and those that only view it, those that have no interaction and those that post and only view it, and those that only view it compared to those that post and view it. There were no significant differences found in motivation towards exercise across groups. This study depicts the significant impact that passive interaction with fitness content on social media has on behaviors and emphasizes the importance of being conscious of what one views on social media networking sites. Moreover, college students in this study are more extrinsically motivated than intrinsically motivated to exercise. This trend towards extrinsic motivation toward exercise is not a cause for concern in itself but may lead to effects that are less desirable compared to if this group were intrinsically motivated for exercise, such as lower levels of exercise adherence. As social media continues to play a monumental role in the lives of college students today, it is essential for us to consider its impacts on health and well-being related behaviors, as social media’s presence is expected to increase in the lives of generations to come.
Download or read book Psychology of Physical Activity and Sedentary Behavior written by Ryan E. Rhodes and published by Jones & Bartlett Learning. This book was released on 2023 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Psychology of Physical Activity and Sedentary Behavior focuses on the psychological effects of physical activity. The text explores all areas of exercise psychology, including personal motivation, the benefits of exercise, and the theories, pioneers, and ongoing research. The book is intended to help prepare the exercise science professional for future career opportunities in the public and private sector"--
Download or read book Fitness Motivation written by Walter J. Rejeski and published by Human Kinetics. This book was released on 1988 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding why people are motivated to be fit is the key to preventing participant dropout. Don't wait until you are faced with an attrition problem: prevent problems now with this systematic approach. Fitness Motivationbrings together sport psychology research and in-depth case studies to provide authoritative advice on how to motivate exercise participants to want to keep fit. . . and tells how you can put this groundbreaking information to work immediately. In their pioneering research on exercise compliance in cardiac rehabilitation, the authors discovered powerful lessons that could be applied far more widely. Fitness Motivationis the book that makes these lessons available for the first time. Whether you work in a health club, YMCA, hospital, college or corporate wellness program, you will discover the 10 key components of any sound motivational program and how to put them to use in your program. Based on the techniques developed in such major programs as Lifefit, AT & T's Total Life Program, Champions for Life, and PEP, authors Rejeski and Kenney show how leaders in the field motivate for lifetime fitness. Become a better fitness instructor by understanding and applying the latest knowledge in exercise psychology. Learn techniques of effective goal-setting. . . when and how to give feedback. . . how to tailor individual programs. . . and hundreds of other practical ideas from the experts. Every chapter of this conversational, easy-to-read volume is filled with vital facts needed for turning a hit-or-miss approach to fitness motivation into an ongoing system.
Download or read book Chronic Illness in College Students written by Jaylene Mary Lee and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on the intersectionality of exercise, motivation, barriers, functional disability, psychological factors, and CI in undergraduate college students is limited. The aim of this dissertation was to investigate relationships between exercise behaviors, exercise motivation, barriers to exercise, functional disability, and psychological factors (id est, anxiety, depression) amongst healthy undergraduate students and those with chronic illnesses (CI). Exercise behaviors, motivation, and barriers were compared across health status (CI vs. healthy) and the predictive capacities of functional disability and psychological factors were evaluated. Undergraduate students (N=200) completed online surveys (Qualtrics). Statistical analyses performed included Hotellings T2, multiple linear regression, and multinomial logistic regression. Findings displayed no differences between health status groups on motivation, but the CI group reported significantly more barriers. Functional disability and depression significantly positively predicted barriers to exercise for both groups. Functional disability significantly inversely predicted physical activity (PA) for students with CIs and significantly positively predicted PA for healthy students. Depression was found to significantly inversely predict PA for healthy students. Anxiety displayed no effect on PA or barriers for either the healthy student or those with CIs. Lastly, students reporting higher functional disability or depression displayed statistically increased odds of motivation from external regulation as opposed to internal regulation. Universities could use this research to implement programs aimed at increasing PA through teaching providers Motivational Interviewing (MI) techniques. Practitioners could use Cognitive Behavioral Therapy to benefit students in changing their perceptions about barriers to exercise and functional disability.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence of Health Assessments on Motivating College Students to Become More Physically Active written by Keith Lawrence McKelphin and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Motivating individuals has become a major initiative in higher education, and many different strategies are being implemented on campuses. The purpose of this study was to examine the influence of health assessments on motivating college students to become more physically active. The research aimed to interpret the knowledge gained from an individual's health assessments as an effective strategy. The knowledge gained can be used to assist the college-aged population in adopting active lifestyles that will lower their health risks. The researcher used the self-determination theory to examine community college students' motivation to be physically active; the transtheoretical model of change and the social cognitive theory were used to assess physical activity behavior. The participants in this study were students enrolled in the Health and Personalized Fitness course at a Mid-Atlantic community college. The researcher used quasi-experimental, pretest-posttest, nonequivalent comparison group design. An analysis of covariance was used, with the pretest as the covariate, to determine whether a statistically significant difference occurred in posttest levels for stage of change, self-regulation, and self-efficacy. No statistically significant difference in the posttest levels of physical exercise self-efficacy and motivation was found between college students taking the health assessment (treatment or program group) and those not taking the assessment (comparison group). The students taking the health assessment exhibited a significant reduction in body fat percentage, and a significant enhancement in the levels of VO2 MAX before and after the course. Additionally, analysis indicated that students who received the health assessment reported more significant changes to their stage of change than students who did not receive the health assessments.
Download or read book Relationships Among Self efficacy Self motivation and Other Factors Affecting Physical Activity written by Matthew D. Hutchins and published by . This book was released on 2008 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to examine the relationships among self-efficacy, self-motivation, and physical activity. Selected college students were recruited as they entered a southern Illinois fitness facility. Mean age of participants was 24.13+.036. Participation consisted of completing a series of surveys that measure exercise self-efficacy, self-motivation to exercise, and physical activity behavior over the two-week span prior to participation. Exercise self-efficacy was recorded on a 0-20 scale. Mean scores were 14.18+3.50. Self-motivation to exercise was recorded on a scale ranging from 7-35. Mean self-motivation scores were 24.38 + 3.93. Physical activity was measured in number of days participants reported being moderately to vigorously physically active in the two weeks prior to their participation. The theoretical range of scores was 0-14. Mean physical activity scores were 7.81 + 3.15. Correlation analysis revealed positive moderate correlations among all three variables (self-efficacy to physical activity, r = .462; self-motivation to physical activity, r = .421; self-efficacy to self-motivation, r = .411). Additionally, multiple regression analysis revealed self-efficacy to be the strongest single predictor of physical activity. Self-motivation and age also were found to be statistically significant in terms of physical activity prediction ( p
Download or read book Exercise Psychology Physical Activity and Sedentary Behavior written by Heather A. Hausenblas and published by Jones & Bartlett Publishers. This book was released on 2016-02-10 with total page 705 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written for the upper-level undergraduate and graduate-level courses in exercise psychology and behavioral physical activity, Exercise Psychology: The Psychology of Physical Activity and Sedentary Behavior focuses on the psychological effects of physical activity in a variety of special populations. The first text of its kind to focus on both the psychology of exercise and sedentary behavior, it provides a strong theoretical and applied focus to the field, and includes interesting vignettes and critical thinking activities to engage readers in the learning process. With an engaging, student-friendly approach, the authors provide complete and comprehensive information that examines research on behavioral physical activity and translating research into practice. The text also looks at sedentary behavior and the recent paradigm shift examining the health effects of sedentary behavior.
Download or read book WHO guidelines on physical activity and sedentary behaviour written by and published by World Health Organization. This book was released on 2020-11-20 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effectiveness of Classroom Vs Web based Lifetime Fitness for Health Lab Instruction on College Students Behavioral and Psychological Physical Activity Orientation written by Marc D. Spaziani and published by . This book was released on 2003 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering courses that promote, encourage, and support physical activity among college students has been an aim of physical education departments for the past century (Sargeant, 1900). Even so, this population has been identified in Healthy People 2010 as a target population segment in need of physical activity intervention. Historically, such coursework has almost exclusively been activity and skill-based, which made it particularly appealing to students who were already active while those who were not physically active generally avoided such courses (Scantling, Strand, Lackey, & McAleese, 1995). Over time, alternative courses and course formats began to evolve, including conceptually-based Lifetime Fitness for Health (LFH) courses (Corbin, 1969). Such courses were designed to promote wellness-related behaviors among college students, including physical activity participation. These courses have increased in popularity over the past 30 years (Hensley, 2001) and are now included by some colleges and universities as part of the students' graduation requirements (Cardinal, Jacques, & Levi, 2002). Some colleges and universities have also begun offering on-line versions of their LFH courses (Conlee, 2000), but little research has been done on the effectiveness of these courses and the influences delivery format (i.e. face-to-face vs. web-based) may have. The purpose of this study was to determine the relative effectiveness of a theoretically-based, LFH course on college students' behavioral and psychological physical activity orientation. The independent variables were course format (i.e., face-to-face vs. web-based vs. control) and time (i.e., baseline and post-intervention). The study was conducted over 10 weeks, using intact groups. The dependent variables were exercise behavior, and self-efficacy, decisional balance, and the behavioral and cognitive processes of change (all from the Transtheoretical Model). Of the initial 151 people enrolled in the study, 109 (72.2%) returned post-intervention questionnaires and were therefore retained in the study. Retention rates did not differ across groups (p>.30). The majority of participants were female (60.3%), Caucasian (81.5%), and held either freshman or sophomore class standing (80.1%). Participants were, on average, 21.3 (SD = 5.7) years old, with a Body Mass Index (BMI) of 24.3 (SD=5.4). The majority of participants were in the preparation stage of change (45.7%), followed by maintenance (35.1%), action (12.6%), contemplation (5.3%), and precontemplation (1.3%). Exercise behavior improved significantly over time (p
Download or read book Long Term Impact of Lifelong Fitness written by Garrett Drake and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Estonia Balletten fra Tallin Sovjetunionen written by and published by . This book was released on 1983 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Self determination Theory and Movement Technology in College Physical Activity Classes written by Lindsey Nanney and published by . This book was released on 2014 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: The college-age population is not sufficiently physically active and physical activity declines markedly during the college years. Interventions in university and college settings are potential avenues for increasing physical activity in this population. PURPOSE: The purpose of this study was to examine the effect of need-supportive class environments and conventional class environments, with and without the use of movement technology, on college students' self-determined motivation for physical activity and physical activity levels. A secondary purpose was to examine changes in physical activity enjoyment and physical activity Stage of Change. METHODS: The thesis was designed as a main study and a substudy. For the main study, a self-determination theory based, need-supportive teaching intervention was developed and implemented with a group of randomly selected graduate student instructors (n = 7) of a basic instruction college physical activity class (n = 34 classes and 730 students). The other instructors (n = 7) received conventional training for graduate student instructors and were told to teach as usual (n = 36 classes and 775 students). Students (N = 1,505, M age = 19.4 ± 1.4 years) completed online questionnaires at the beginning, middle, and end of the semester. Self-determined motivation was assessed with the Revised Behavior Regulation in Exercise Questionnaire. Physical activity was assessed using the 30-Day Physical Activity Recall, the 8-response physical activity self-report measure, and the International Physical Activity Questionnaire-short form. Level of need satisfaction for physical activity was assessed using the Perceived Need Satisfaction in Exercise Scale and student perception of need support was assessed using an expanded version of the Learning Climate Questionnaire. Physical activity enjoyment was assessed using a five-item version of the Exercise Enjoyment Scale and Stage of Change was assessed using a four-item questionnaire. For the substudy, a sample of students (N = 75) wore pedometers at the beginning and end of the semester for one week to objectively assess physical activity. In the substudy, a randomly selected sample of students (n = 34) wore a Fitbit Flex (Fitbit) everyday throughout the semester. The substudy comparison group (n = 41) did not wear a Fitbit monitor. The Fitbit is a commercially available monitor that can be used to assess physical activity, provide feedback, self-monitor, and set goals. Intervention effectiveness was evaluated with a series of mixed model analyses of variance and effect size estimates via Cohen's delta (d). RESULTS: Results indicated no meaningful differences in students' perception of need-support between the need-supportive and conventional teaching conditions (d = 0.13 to 0.19). For the main study, changes in self-determined motivation for physical activity, self-reported physical activity level, physical activity enjoyment, and Stage of Change across time points did not differ by teaching condition (p > .05, d 0.15). In the substudy, students in the conventional teaching condition increased an average of 621 steps per day from time 1 to time 3, while students in the need-supportive teaching condition decreased by an average of 816 steps per day from time 1 to time 3. The difference in step changes from time 1 to time 3 across teaching conditions was medium to large (d = 0.66). In the substudy, all students showed decreases in objectively measured steps per day from time 1 to time 3, possibly due to the time of the semester in which the pedometer assessment was conducted. However, students who wore a Fitbit had a lesser decrease in steps per day (decrease of 104 steps per day, d = -0.05) compared to students who did not wear a Fitbit (decrease of 461 steps per day, d = -0.18). The effect size of the difference in changes in steps per day between Fitbit groups was small (d = 0.16). From time 1 to time 3, self-reported physical activity increased more in the students who wore a Fitbit than in students who did not wear a Fitbit (d = 0.28 to 0.32). Changes in self-determined motivation for physical activity, physical activity enjoyment, and Stage of Change were similar for Fitbit groups (p .05, d
Download or read book Psychology of Physical Activity written by Stuart J. H. Biddle and published by Routledge. This book was released on 2007-09-12 with total page 446 pages. Available in PDF, EPUB and Kindle. Book excerpt: As modern lifestyles offer ever more opportunities for a sedentary existence, physical activity has become, for many, a marginal aspect of life. Too little physical activity is linked to common, often serious, health problems, and although this link is now widely acknowledged, levels of sedentary behaviour continue to increase throughout western society. Psychology of Physical Activity, 2nd Edition addresses this concern, bringing together a wealth of up to date information about exercise behaviour including: motivation and psychological factors associated with activity or inactivity the psychological outcomes of exercising including the 'feel–good' factor understanding specific clinical populations interventions and applied practice in the psychology of physical activity current trends and future directions in research and practice. Updated to reflect new findings and research directions, this new edition includes full textbook features, and is accompanied by a dedicated website providing lecturers and students with extensive support materials, including powerpoint slides and student MCQ's. Visit the companion website at www.routledge.com/textbooks/9780415366656.
