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<.0 1); however, the main effect for groups (p=.06), and the group by time interaction were not significant (p=.31). Significant main effects were observed between groups (p<.01), and over time (p<.01) for the vector of means comprised of self-efficacy, decisional balance, and the cognitive and behavioral processes of change. The group by time interaction for the vector of means was not significant (p=.17). Follow-up F-tests revealed the group differences were due to differences in the cognitive (p<.05) and behavioral (p<.05) processes of change, with no differences observed for either self-efficacy (p=.35) or decisional balance (p=96). Time effects were observed for self-efficacy (p<.05), and the cognitive (p<.001) and behavioral (p<.01)processes of change, with no difference observed on decisional balance (p=.39). While not entirely supportive, the results due suggest some promising strategies for enhancing the efficacy of LFH courses, regardless of delivery format. / Graduation date: 2004

Originally presented as the author's Thesis (doctoral)--Universität Potsdam, 2000. / Includes bibliographical references (p. 133-140).

published_or_final_version / Sports Science / Master / Master of Science in Sports Science

published_or_final_version / Education / Master / Master of Education

In order for children to successfully make the transition from school to everyday life, it is important that they are self-determined. People who are self-determined are autonomous, self-realizing, psychologically empowered and self-regulated (Appendix A). Self-determination involves making choices and decisions with minimal influence from others. Choice making is a component element of autonomous functioning and was the focus for this research project. This study looked at the choices students make pertaining to physical activities. Students in regular and special education schools were compared to determine the extent of self-determination involved with their choices. Twenty students participated from a regular school and 18 from a school for students with intellectual disabilities (ages 7 to 19 years). / In the first part of the study, students were asked to identify which activity they preferred, from various pairs of physical activities presented via pictures. This was performed three times. From student responses, activities were ranked from most to least preferred for each child. The second part of the study consisted of a semi-structured interview that focused on the four categories of self-determination. Student responses were compared with Wehmeyer's model on self-determination (1998) to assess their level of self-determination. Findings suggest that the students with intellectual disabilities were not as consistent in their choices of physical activities compared to their peers without disabilities. As well, the degree of self-determination, according to Wehmeyer's model differed for the two groups.

No abstract supplied. / Thesis (M.Ed.) - University of Durban-Westville, 1985.

The study investigates how participation in sport can enhance a learner’s self-esteem. There are other significant factors such as the academic performance, peer acceptance, support from school and parental support, which may contribute to increasing the self-esteem of a learner. However, sport has been chosen as the point of focus in this study. The theories underpinning the study are Self-determination Theory (SDT), Cognitive Evaluation Theory (CET) and Achievement Goal Theory. SDT distinguishes between intrinsic motivation which refers to engaging in something for the pleasure and satisfaction and extrinsic motivation refers to engaging in an activity for some kind of reward external to the activity itself. CET suggests that people must experience both satisfaction for both competence and autonomy in order to maintain intrinsic motivation. Extrinsic rewards like material rewards undermine intrinsic motivation. Achievement Goal Theory proposes two goal orientations, that is, task orientations and ego orientations. Task oriented individuals seek personal improvement and task mastery whereas ego oriented individuals seek to outperform others. Therefore task orientation is self-referenced whereas ego orientation is externally referenced. This was a qualitative single case study research design informed by an interpretive paradigm. It is about people’s subjective experiences and how they understand and interpret the world around them. The idea was that the researcher wanted to discover the unique experiences of participants regarding sport participation and to find out what inspire them. Focus group interviews, semi-structured interviews as well as observations were used as data collection procedures. The school that was selected for this study is a school situated in the urban area in Pinetown. Six learners involved in sports were chosen to participate in a focus group session which aimed to gather information on their experiences about sports. Leaners who participated were selected from Grade 10, 11 and 12. The sports coordinator who is also a physical education teacher was requested to take part in the semi-structured interview. The intention of the session was to collect data on her views about leaners’ experiences and whether the support related to sports given by the school to the learners has benefits that could enhance learners’ self-esteem. Although the school offers a variety of sports and encourages everyone to participate, there are still learners who are not involved in sports for various reasons. This non-participation needs to be addressed as it is important for adolescents to have high self-esteem in order to lead normal lives. Therefore the government and the school need to work together to ensure that all learners take part in sport. Parents also have a role to play in ensuring that their children participate in sport. Data analysis based on the responses of the participants revealed that learners engaged in sport and have a higher self-esteem than those who do not participate. Moreover, learners participating in sports have positive relationships with their teachers, parents and peers. The results of the study indicated that there is, indeed, a positive relationship between sport participation and self-esteem. This study was therefore seen as beneficial in motivating leaners and parents to motivate their children to partake in sports at school level. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

Health Canada has published national physical activity guidelines, which are included in their 27-page Physical Activity Guide to Healthy Active Living. To date, the use of these guides as motivational instruments for physical activity promotion has not been evaluated. The purpose of this study was to determine whether or not reading the guide 1) increased motivational antecedents to engage in regular physical activity, and 2) increased regular physical activity intention and behaviour over a one month period. Participants included 130 randomly sampled Canadian adults (18 years or older) from Victoria. British Columbia, who were randomly mailed packages consisting of either 1) a questionnaire and a copy of Health Canada's guide, or 2) just a questionnaire. Questionnaire items pertained to participants' socio-demographics, physical activity behaviours (Godin Leisure-Time Exercise Questionnaire), and physical activity motivation (Theory of Planned Behaviour). One month following the completion and return of the first questionnaire, participants were sent a one-month follow-up questionnaire pertaining to their physical activity behaviours throughout the previous month. A manipulation check of randomization between conditions suggested no differences in demographics, prior physical activity, or knowledge of the guide (p > .10). Results revealed significant interactions between the guide condition and physical activity status on instrumental behavioural beliefs (F 2.1 L2 = 6.65, p < .01, n2 = 0.05), and subjective norm (F 2,115 = 5.72 p < .05, 92 = 0.05), but no other factors were significantly different (p > .10). It was concluded that among physically inactive people, receiving Health Canada's guide may increase some informational/motivational constructs, but key motivational antecedents (affective attitude, perceived behavioural control) and outcomes (intention, behaviour) seem unaffected.

The purpose of this study was to examine the acute effects of five days of creatine supplementation on volume of work and anaerobic performance in vegetarian males and females. Twenty recreationally-active non-vegetarians (age 29.2 ± 9.6 yrs) and twelve vegetarians (age 28.0 ± 9.9 yrs) were tested on 5 x 10 RM seated chest press (total work) and 6 x 6 s all-out sprint (anaerobic performance) on a Monark cycle ergometer prior to and after five days of treatment. Treatment consisted of five grams of creatine monohydrate plus one gram of glucose or a placebo consisting of six grams of glucose dissolved in 250 ml of a warm liquid ingested four times per day for five days. Participants were divided in a double blind fashion to one of the four groups: non-vegetarians on creatine NVCr (n = 10); non-vegetarians on placebo NVPIa (n =10); vegetarians on creatine VCr (n = 6); and vegetarians on placebo VPIa (n = 6). Significant improvement was observed (p<0.05) in volume of work and anaerobic performance variables of peak power (PP), mean power (MP), anaerobic capacity (AC), and relative peak power (RPP) in NVCr and VCr. However, there was no significant difference between the vegetarians and non-vegetarians on Cr. Volume of work (total repetitions) also improved significantly in NVP1a and VP1a but to a lesser extent than the Cr groups. There was no significant change in anaerobic performance in the placebo groups. Furthermore, there was no significant main effect on anaerobic fatigue for any of the four groups. The results of this study indicate that acute creatine supplementation improved total volume of work and anaerobic performance in vegetarian and non-vegetarian participants to the same extent.

Although being physically active while exposed to nature may have synergistic health benefits and help develop environmental values, many youth today are inactive and disengaged from the natural environment. The purpose of this study was to explore adolescents’ knowledge, attitudes, skills, behaviours, and general perspectives on engaging with the environment through physical activity using a social marketing lens. Social marketing is a behaviour change strategy that involves the ‘use of marketing principles and techniques to influence a target audience to voluntarily accept, reject, modify, or abandon a behaviour for the benefit of individuals, groups, or society as a whole’. To address this purpose, three research questions were answered: what are youths’ perspectives of and experiences with physical activity in the natural environment; what strategies do youth recommend for engaging with nature as a way to be active, and; how do participants’ Photovoice projects on health and nature, including subsequent discussion of these projects, influence their conscientization of health in relation to nature? A purposive sample of eight grade 12 students enrolled in an elective sustainability and eco-education course participated in this study. Participants were asked to express their perspectives on being physically active in nature by completing a Photovoice project (including photos and captions) and engaging in group discussion. The action component of Photovoice was fulfilled through a presentation to the local school board. Thematic analyses of discussion transcripts, Photovoice projects, and presentation notes were guided by a social marketing lens. Themes described these youth in terms of relevant product, purchaser, price, place, and promotion for the subject of physical activity in nature. The youth believed engaging in nature through physical activity provided them with freedom, excitement, creativity, and relaxation, along with health and educational benefits, and had few or no disadvantages. Suggested strategies for engagement were framed in the shape of a tree to describe their applicability to youth at different present levels of engagement, ranging from simply spending time in nature (the roots), to challenging oneself by interaction with nature, thus resulting in better health (the branches). The Photovoice projects led to increased awareness of human-nature relationships for participants. Themes may inform decision makers of youth perspectives and thus guide development of future programs and initiatives in this area.