Bakgrund: Mer och mer forskning kommer fram som styrker fördelarna med regelbunden fysisk aktiv (FA). Ändå har många svårt att röra på sig tillräckligt. I tidigare forskning har interventioner med ett webbaserat program (WBP) och interventioner med coaching fått positiva resultat med att främja FA. Syfte: Syftet med litteraturöversikten var att undersöka effekten av ett webbaserat program tillsammans med coaching för att främja FA hos individer som är i behov av ökad FA. Metod: För att besvara syftet har en litteraturöversikt gjorts med sammanställning av 8 vetenskapliga originalartiklar. Sökningen gjordes med Databasen PubMed. Artiklarna granskades med hjälp av ”Oxford Levels of Evidence 2011” evidensmetod. Resultat: Majoriteten av studierna (n=6 av 8) visade en positiv effekt av WBP och coaching på FA. Två artiklar såg ingen signifikant förbättring. Slutsats: Utifrån den granskade litteraturen så finns det skäl till att använda ett webbaserat program tillsammans med coaching för att främja FA. Mer forskning kräves för att säkerställa effekten av ett WBP och Coaching på FA samt specifikt effekten på den yngre och äldre befolkningen. / Background: More and more research is emerging that demonstrates the benefits of regular physical activity (FA). Still, many have difficulty being physically active. In previous research, interventions with a web-based program (WBP) and interventions with coaching have had positive results in promoting FA. Aim: The purpose of the review is to investigate the effect of a web-based program together with coaching to promote FA in individuals who are in need of increased FA. Method: In order to answer the purpose, a literature review has been compiled with the compilation of 8 scientific original articles. Articles were found using the PubMed database. The articles were reviewed using the "Oxford Levels of Evidence 2011" evidence method. Results: The majority of studies (n = 6 of 8) showed a positive effect of WBP and coaching on FA. Two articles saw no significant improvement. Conclusion: Based on the literature reviewed, there is positive evidence to suggest usage a web-based program together with coaching to promote FA. More research is needed to ensure the effect of a WBP and Coaching on the FA and specifically the effect on the younger and older population.

Eftersom att ungdomar inte rör på sig tillräckligt har en trend bland skolor i Sverige utvecklats att implementera pulsträningspass, bland annat med avsikt att främja elevers hälsa. Syftet med undersökningen var att öka förståelsen av hur elever upplever det hälsofrämjande arbetet på pulsträningspass i jämförelse med det hälsofrämjande arbetet på idrottslektioner. Undersökningen utgick från en kvalitativ hermeneutisk metodansats genom att tolka elevers upplevelser med hjälp av semi-strukturerade intervjuer. Studiens utgångspunkt baserades på Albert Banduras Social Cognitive Theory om hur beteenden kan förändras genom samspel mellan omgivningen och individen. Nio högstadieelever från en skola som har implementerat pulsträningspass intervjuades. Datamaterialet kategoriserades i teman över hur elever upplevde (1) hur deras hälsa främjades och (2) deras förväntade effekter. I båda fallen jämfördes upplevelser av pulsträningspass med upplevelser av idrottslektioner. Resultatet visade att intensitetsnivån, förmedling av teoretiska kunskaper och den sociala omgivningen var tre teman som skiljde sig beträffande hur hälsan främjades mellan passen och lektionerna. Fysiska, studierelaterade och sociala effekter var tre teman av elevers förväntade effekter som skiljde sig mellan de två olika aktiviteterna. Studien kom fram till att pulsträningspassen kan fungera som ett betydelsefullt komplement till idrottslektionerna. Men problematik kan uppstå om idrottsämnet inte upplevs lika motiverande och lekfullt som pulspassen eftersom betydelsefulla värden gällande hälsa i idrottsämnet då kan nedvärderas hos elever. Medvetenhet hos lärare om att de förväntade positiva effekterna kan fungera som incitament samtidigt som de negativa effekterna kan verka som hinder för elevers fysiska aktivitet är betydelsefullt för att kunna forma en undervisning som kan främja elevers hälsa. / As a result of physical inactivity among adolescents, Swedish schools have implemented “pulsträningspass”, a physical activity with pulse surveillance with the intention to promote students’ health. The aim of the study was to increase the understanding of how students experience health promotion in pulsträningspass in comparison with it in physical education. The study was based on a hermeneutic approach. It involved interpreting students’ experiences using semi-structured interviews. The investigation was guided by Albert Bandura’s Social Cognitive Theory about how behavior can be changed by interaction between the environment and the individual. Nine students from a secondary school that had implemented pulsträningspass were interviewed. The data were categorized regarding how students experienced (1) how their health was promoted, and (2) their outcome expectations. In both cases, pulsträningspass responses were compared with physical education responses. The results showed that: level of intensity, mediation of theoretical knowledge and the social environment differed regarding how their health was promoted between the pulsträningspass and the classes. Physical, study-related and social effects were three themes of students’ expected outcomes that differed between the two activities. Pulsträningspass can operate as a significant complement to physical education. However, problems can appear if physical education is not as motivating or playful as pulsträningspass, since students can then downgrade significant values regarding health in physical education. Awareness by teachers that positive outcome expectations can function as incentives while negative outcome expectations can work as obstacles for the students’ physical activity is important. It can help teachers to form an education that can promote students health.

Published Article / First-year university students make judgements about their capabilities in mathematics which mainly stem from their past school experiences. It is against this background that the researchers decided to conduct a study with the aim of assessing the academic behavioural confidence of first-year students enrolled in the B.Ed. (FET): Natural Sciences programme and the B.Ed. (FET): Economic and Management Sciences programme offered by the School of Teacher Education at the Central University of Technology, Free State. Bandura's (1986) Social Cognitive Theory is the overarching theoretical framework of the self-efficacy construct and therefore also for this study. A quantitative approach was followed and the Academic Behavioural Confidence scale (ABC) designed by Sander and Sanders (2006), was adopted for use in the study. The study sought to first of all determine whether a significant difference in the academic behavioural confidence of the first-year students within the Natural Sciences and Economic and Management Sciences programmes does exist. It furthermore wanted to determine if a significant difference in the academic behavioural confidence between male and female students within these two programmes exists. The results indicated that there is a significant difference in the academic behavioural confidence of the NS and EMS groups. There is, however, no significant difference between male and female students within and between the two groups. Based on the findings some recommendations on dealing with first-year students have been made.

Bakgrund: Hälsmärta drabbar en av 10 individer någon gång i livet, i cirka 80 procent av fallen är orsaken plantar fasciit. Läkningstiden för plantar fasciit kan bli mycket lång, i vissa fall upp till två år. Följsamhet till träningsprogram är av stor betydelse för utfallet vid fysioterapeutiska behandling. Syfte: Att undersöka hur styrketräning av tårnas flexormuskulatur, med fokus på excentrisk belastning, påverkar tilltro till aktivitetsnivå (rask promenad) och symtom vid plantar fasciit. Vidare är syftet att utifrån socialkognitiv teori undersöka faktorer av betydelse för följsamhet till träning, samt hur deltagarna upplever träningen. Metod: Studien har en A-B-A Singel-Case Design. Patienter tillfrågandes löpande på en privat fysioterapimottagning. Tre deltagare inkluderades i studien. Baslinjemätningen under två veckor (A1) följdes av sex veckor intervention med avslutande baslinjemätning under två veckor (A2). Data samlades in genom självrapporterade skattningar av variabler av intresse i en träningsdagbok. Visuell avläsning har gjorts utifrån trend och lutning. Resultat: Deltagare A visade på förbättring, B och C har kvarstående eller något ökade symtom. Samtliga deltagare visade på hög self-efficacy för utförande av övningen. Deltagare A och B visade på hög följsamhet och C på lägre följsamhet till träningsprogrammet. Slutsats: Författarens slutsats är att träningsupplägget är genomförbart för patienter med plantar fasciit. För eventuell gruppstudie kunde inklusions- och exklusionskriterier föreslås baserat på resultat av denna studie. / Background: Heel pain affects 1 in 10 individuals at some point in life, in about 80% of the cases, the cause is plantar fasciitis. The healing time for plantar fasciitis can be very long, in some cases up to two years. Adherence to treatment is of great importance for the outcome in physiotherapy. Aim: To investigate how the strength of the toe flexor, focusing on the eccentric load, affecting self-efficacy for activity (power walking) and symptoms of plantar fasciitis. Further to investigate and examine factors affecting adherence to exercise, and how participants feel the workout, based of social cognitive theory. Methods: The study has an A-B-A Single-Case Design. Patients asked to participate at a private physiotherapy clinic in Sweden. Three participants were included in the study. Baseline measurements was collected for two weeks (A1) that was followed by six weeks of intervention with ending baseline measurements for two weeks (A2). Data were collected through self-reported estimates of the variables of interest in a diary. Visual reading was made based on the trend and slope. Results: Participants A showed improvement, B and C have persistent or increased symptoms. All participants showed high self-efficacy for performing the exercise. Participant A and B showed high adherence and C showed lower adherence to the exercise program. Conclusions:. The author's conclusion is that the exercise program is feasible for patients with plantar fasciitis. For a future group study the inclusion and exclusion criteria are proposed to be based on the results of this study.

Background There are concerns over the low proportion of young people in the Kingdom of Saudi Arabia [KSA] who regularly participate in physical activity [PA] (Al-Hazzaa, 2004; Al-Hazzaa, et al., 2011). Schools have a unique opportunity to promote PA and provide adequate PA opportunities for young people via the formal/informal curriculum, school sports programmes, and out-of-hours PA (Dobbins et al., 2009). However, implementing effective PA promotion programmes in schools is a challenge and requires consideration of a range of factors. In Saudi Arabia context, the secondary boys school PE programme comprises two main elements: 1) the PE curriculum which is compulsory for all students and includes one 45 minute PE lesson per week; 2) the extra-curricular programme which is optional and comprises the Internal Physical Activity Programme (IPAP) and the External Physical Activity Programme (EPAP). The IPAP activities occur during breaks between lessons whilst the EPAP takes place after school. Both are delivered by PE teachers. Research Aims The aims of this study were: 1) To investigate the nature and extent of the promotion of PA in boys secondary schools in Saudi Arabia. 2) To explore physical education teachers perspectives on the promotion of PA in boys secondary schools in Saudi Arabia. 3) To identify the factors that influence the promotion of PA in boys secondary schools in Saudi Arabia. Theoretical Framework The theoretical framework for the study was based on Social Cognitive Theory (Bandura, 1997) which presumes that PA behaviour is influenced by: personal characteristics; behavioural factors; and environmental factors. In addition, the Active School model (Cale, 1997; Cale & Harrris, 2005) was utilised as a conceptual framework, guiding the investigation of PA promotion within schools and the analysis of data. Methodology In order to investigate the research questions, a two phased mixed method (Creswell, 2009) research project was carried out. Phase one involved a detailed survey questionnaire, informed by the Active School model, which was designed to gather information about PE teachers policies, practices and views with respect to the promotion of PA. The questionnaire s validity was enhanced via a number of Saudi experts who confirmed its appropriateness for use in the Saudi context. Moreover, a pilot study was undertaken to obtain valuable feedback relating to the format, content and clarity of both the survey questionnaire and interview schedule before the main study. The questionnaire was distributed to all secondary boys schools in Riyadh in KSA (N=181 schools). The response rate was 52%. The Statistical Package for Social Sciences (SPSS) version 17 was employed in the analysis of the data. Phase two involved semi-structured interviews. Prior to conducting these, the interview schedule was piloted at one secondary school. Six PE teachers drawn from the survey sample were interviewed and the interview data were then transcribed and analysed using MAXQD10 software. Research Findings The survey revealed that two thirds of the secondary boys schools had a plan or policy for the promotion of PA, and almost 70% of PE teachers thought that their school significantly contributed to the promotion of PA. Games activities (e.g. football) dominated the PE curriculum, and the majority of schools also organised inter-school games competitions (e.g. league). In contrast, exercise and fitness-related activities (e.g. circuit training) were less common within the schools PE curricula. The PE curriculum was viewed by the teachers as the most important avenue to promote PA, followed by the IPAP and EPAP (95%, 91% and 73% respectively). Sports/activity facilities varied between schools, particularly in terms of indoor facilities, and over half of the PE teachers considered their indoor and outdoor facilities to be inadequate for promoting PA (54% and 57% respectively). The vast majority (90.3%) of the schools did not offer PA opportunities to parents/families. Furthermore, three quarters of the teachers expressed a need for professional development specifically in the area of PA promotion. On a positive note, headteachers and local PE supervisors were reported to be supportive of efforts to promote PA in the schools and provided support for both the IPAP and EPAP. All PE teachers, who were interviewed, considered the time allocated to PE programme to be insufficient for promoting PA amongst pupils. Further, some teachers viewed PE lessons as time off from serious school subjects and entertaining time . Most teachers reported that parents considered PE as unimportant and/or playtime . Discussion/Conclusion PE teachers views on role of schools in the promotion of PA were generally positive. The ways in which the teachers practiced the promotion of PA varied and maybe have been due to their narrow understanding of the whole school approach to PA promotion. The teachers focused on the PE curriculum and the PE extra-curricular programmes as the main avenues through which to promote PA within their schools, and gave less attention to other avenues such as the whole school environment. Almost all of the teachers had a sporting philosophy for PE leading them to privilege competitive sports. Although the teachers reported to have support from head teachers and local PE supervisors, many schools were not as conducive to PA promotion as they could be due to the narrow range of physical opportunities on offer, and the teachers lack of relevant professional development, the limited sports facilities and the insufficient maintenance of these. In addition, the status of, and time allocated to PE were found to be an issue influencing the promotion of PA in schools. It was concluded that actions could be taken to broaden PA promotion within Saudi schools. For example, policy update and development for PA promotion could be improved to address clothing and changing, traffic/transport, and playground bullying; establish links with outside sports agencies and professionals; and increase PA opportunities before or after school, or at weekends. The findings suggest that if the descriptor comprehensive which is widely used to distinguish whole school approaches from curriculum-only models of PA promotion is to be fully realised, schools need to make a clear and explicit effort to promote PA within the social/cultural environment. Further that research is needed on the social and cultural values, norms and perspectives affecting PA promotion in schools.

The primary purpose of the study was to identify relationships among sources of interpersonal influence, putative psychological mediators, and physical activity. The moderation of these relationships by age, body composition, and educational attainment was also evaluated. Responses from 1224 employees were collected through an online survey at a major healthcare facility in central Texas. Structural equation modeling was used to construct the Social Context Scale of Interpersonal Influence and to estimate its ability to explain intention to be physically active and predict physical activity behavior. Invariance testing provided estimates of moderation by age, education, and body composition. Home social context was positively associated with self-efficacy and positive anticipated outcomes and negatively associated with negative anticipated outcomes. Friend social context was positively associated with self-efficacy, positive anticipated outcomes, and intention. Teasing was positively associated with negative anticipated outcomes. Self-efficacy and positive anticipated outcomes were positively associated with intention. Negative anticipated outcomes were negatively associated with intention. The relationship between friend social context and both positive anticipated outcomes and intention was stronger for obese than non-obese respondents. Home social context was more strongly associated with self-efficacy for those with four year degrees than for those without. Self-efficacy was more strongly associated with intention for those with four year degrees than for those without. Self-efficacy predicted subsequent total leisure time physical activity and the relationship was stronger for respondents over 45 years of age than for those younger than 45. The association between self-efficacy and subsequent total leisure time physical activity was also stronger for respondents with a four year degree than for those without. Home and friend social contexts provide potential conduits for post intervention influence on physical activity behavior. The discussion of the benefits of physical activity among friends may encourage overweight and obese individuals considering exercise, especially those with limited physical activity experiences of their own. / text

Diabetes mellitus (DM) has been the third leading cause of death in Puerto Rico (PR) since 1989. According to the PR Diabetes Center for Data Management, the prevalence of complications associated with diabetes in PR include: ischemic heart disease, renal failure and cerebro-vascular events, among others. Although physical activity has been identified as an integral part of preventing diabetes disease and complications in people already diagnosed, only 32.6% of the population engages in 30 minutes of moderate physical activity daily.The purpose of this descriptive-correlational study was to explore physical activity self-efficacy beliefs and outcome expectancies (perceived physical activity benefits and barriers) as possible factors that affect physical activity level in Puerto Rican adults diagnosed with type 2 DM. The guiding theoretical foundation was Self-efficacy-Social Cognitive Theory (SCT). An exploratory data analysis was conducted to determine the effects of socio-demographic variables on the principal variables. The contribution of socio-demographic factors, body mass index and the medical diagnosis to the prediction of principal variables were also explored.A sample of 110 Puerto Rican men and women between 40-60 years of age, with a mean of 52.2 years were recruited from four settings. Data was collected through a Demographic Data Questionnaire, Exercise Self-efficacy Scale, Exercise Benefits/Barriers Scale and International Physical Activity Questionnaire. Qualitative data were gathered to identify additional benefits and barriers that were not included in the questionnaire.The median for the moderate to vigorous physical activity reported by the sample was 82.5 minutes per week. The relationship between self-efficacy beliefs and physical activity was significant but moderate (rs=.32, p = .001). No significant association was observed between perceived benefits and physical activity (rs =.09, p = .38). Also, no significant association was observed between perceived barriers and physical activity level (rs = -.17, p = .07). The correlation between self-efficacy beliefs and perceived benefits was significant and moderate (rs = .46, p < .001). The correlation between self-efficacy beliefs and perceived barriers was significant, moderate and negative (r= -.40, p <.001). Self-efficacy was the only significant predictor of physical activity.The low physical activity and the high rate of overweight and obesity are significant risk factors for the development of chronic complications and low quality of life that threaten Puerto Rican adults with type 2 DM. Physical activity is an essential component of a healthy life-style and important to achieve a better self-management of diabetes disease. Self-efficacy had relevance to the enhancement of physical activity in this population. The research findings support the importance of SCT in both nursing research and practice. SCT is important in future research because, as exemplified in this study, it provides an approach to explain physical activity behavior. SCT is important for practice; because addressing principal variables of the theory can promote the development of innovative interventional programs for Puerto Rican adults with type 2 DM.

This study employed an experimental design to test the effects of exposure to televised portrayals of differing types of negative consequences of casual sex on emerging adults' sexual beliefs, attitudes, and behavioral intentions. Male and female undergraduates were randomly assigned to one of three viewing conditions. Participants either viewed a program that portrayed negative emotional/social consequences of casual sex (i.e., guilt, regret, embarrassment, disapproval of family and friends), a negative physical consequence of casual sex (i.e., an unplanned/unwanted pregnancy), or a program without any sexual content. Outcomes were assessed immediately after exposure. Five outcome variables were examined: negative outcome expectancies of risky sex, attitudes toward casual sex, attitudes toward condoms, behavioral intentions to avoid casual sex, and behavioral intentions to use condoms. Driven by social cognitive theory, hypotheses address expected differences among the three conditions on these five outcome variables.Hypotheses about the expected effects of portrayals of negative consequences of casual sex were not confirmed. Results indicate that exposure to negative consequences of casual sex on television does not uniformly influence emerging adults' sexual beliefs, attitudes, and behavioral intentions. Rather, the relationship between exposure and subsequent effects was found to be moderated by their sexual risk experience. Emerging adults with different amounts of sexual risk experience responded differently to the experimental stimuli. Participants who had extensive sexual risk experience were not influenced by the stimuli. However, effects of exposure to the negative consequence conditions were identified among participants who had little to moderate amounts of sexual risk experience. Both the negative physical and emotional/social consequence conditions led these participants to report safer sex outcomes. Findings imply that portrayals of both negative emotional/social and negative physical consequences of casual sex on television have the potential to positively influence the sexual attitudes and behavioral intentions of young people who do not already have substantial sexual risk experience.

The majority of Canadian youth are not obtaining the recommended 60 minutes of daily physical activity. These low activity levels may be partially explained by students’ physical self-efficacy in that cross-sectional research demonstrates a correlation between physical self-efficacy and children’s physical activity; however, school interventions focused on this relationship show limited success. Grounded in Social Cognitive Theory, the purpose of this two-phase mixed method study was to better understand the relationship between Grade 5/6 students’ physical self-efficacy and physical activity levels. In Phase 1 of the study, 243 students from a rural British Columbia school district completed a questionnaire on their physical self-efficacy and free-time physical activity. Results from this survey were analyzed using ANOVA to examine differences in free-time physical activity between groups based on physical self-efficacy, transport to school, access to facilities, and gender. Physical self-efficacy was found to be the only factor to demonstrate significant differences with high self-efficacious students generally participating in more free-time physical activity than low self-efficacious students. For Phase 2 of this study, 10 participants indicating high physical activity levels, .50 SD above the mean, half demonstrating low physical self-efficacy and half demonstrating high physical self-efficacy, were selected for individual interviews to examine rationales for being active. Analysis of these qualitative data revealed similarities and differences between the high and low physical self-efficacy groups in three motivational themes: sources of self-efficacy; sources of pleasure; and personal priorities and ideologies. These findings highlight the complexity of physical activity participation in youth and provide support for interventions that encourage physical self-efficacy enhancement and outcome-expectancy attainment. / Thesis (Master, Education) -- Queen's University, 2013-07-11 12:38:37.688

Critics of anti-social behaviour policy (ASB) introduced by New Labour Government since 1997 argue that it is overly punitive, and criminalises what is often sub-criminal or nuisance behaviour. Further criticism is that policy implementation through formal channels has led to the public increasingly relying on formal agencies in the governance of ASB, and becoming less willing to play an active role. The catalyst for my research was two Community Safety Teams aim to reverse this trend. I have developed an innovative approach in the form of a booklet (Let s Talk) based on the under-researched Imagined Intergroup Contact model associated with the Intergroup Contact Theory which underpins Intergenerational Practice. My thesis centres on the piloting of the booklet in two regions in England, and the proposition that Intergenerational approaches can be a useful way of understanding and addressing tensions associated with perceived anti-social behaviour by young people . Drawing broadly on a social constructionist paradigm (Burr, 1995), and using an inductive case study approach, both quantitative and qualitative data were collected via various research tools. The sample included local residents, representatives of community organisations and the Community Safety Teams (CST). Data were coded and analysed using NVivo and SPSS. Theoretical data analysis was underpinned by the Integrated Threat Theory and the Social Cognitive Theory. Compared with other theories associated with Intergenerational Practice, the Integrated Threat Theory gave a more comprehensive explanation for intergenerational tensions. SCT gave new insights into the concept of agency in relation to the governance of ASB. My research identified anti-social behaviour that the CSTs felt did not warrant formal intervention, and the booklet received enthusiastic support from all parties consulted as an alternative, community-based approach. Reasons for a few individuals not wanting to adopt the booklet approach were identified; these included personal factors and social dynamics. My findings provided important knowledge for the future development and use of the booklet. This thesis makes a significant contribution to knowledge. Firstly, it extends the theoretical explanation of intergenerational tensions, and adds insights into the concept of governance and the theoretical underpinnings of Intergenerational Practice. Secondly, it advances implications for practice in relation to fully exploring social dynamics other than intergenerational issues, taking account of potential multigenerational factors, and being aware that preparatory activities to strengthen selfefficacy may be required.