The purpose of the present study was to examine the relative effectiveness of two different ways of operationalizing a mastery experience in an e-mail based fitness walking program. Mastery experiences are considered the best way to increase exercise self-efficacy (Bandura, 1997), which is strongly associated with regular physical activity, but little research has systematically explored how effective mastery experiences can be developed. Fifty-nine sedentary adult women were randomly assigned to a mastery experience group (n=29) that operationalized mastery experiences in a manner consistent with Bandura's social cognitive theory, or to a standard care group (n=30) that operationalized mastery experiences in a manner consistent with standard care. Both intervention conditions received the same physical activity prescription and were designed to promote equivalent levels of contact with the experimenter over the 12-week program. The effects of the program were examined on overall adherence to the program, one-mile walk test times, estimated VO2max, social cognitive outcomes, and program evaluation ratings. Both the mastery experience group and the standard care group had similar levels of adherence to the program. The mastery experience group demonstrated a significantly greater improvement in one-mile walk test time than the standard care group. Although the mastery experience group also showed a larger increase in estimated VO2max than the standard care group, this difference did not reach significance. The mastery experience group had significantly greater increases in goal-setting relative to the standard care group, but the intervention did not show any differences between the two groups on three measures of self-efficacy. In program evaluation ratings, the mastery experience group demonstrated greater satisfaction with the program than the standard care group. / Ph. D.

The effects of setting goals on goal commitment and goal achievement in the context of an alcohol use intervention were examined using an experimental design in which participants were randomly assigned to participatively-set goals, assigned goals, and no goal conditions. The current study provides information regarding the links between degree of participation in goal setting, goal commitment, self-efficacy for one's goal, subsequent alcohol use, and goal achievement. It was hypothesized that: 1) Goal setting and participation in goal setting would significantly predict alcohol use outcomes: a) having a goal for alcohol consumption would cause lower quantity and frequency of alcohol use relative to not having a goal; b) participation in goal setting, rather than being assigned a goal, would influence goal achievement such that participation in goal setting would cause greater success in achieving one's goal. 2) Participation in goal setting would influence goal commitment such that participation in goal setting would cause greater goal commitment. 3) Goal commitment would influence goal achievement such that greater goal commitment would be predictive of greater success in achieving one's goal. 4) The facilitative effect of participation in goal setting on subsequent goal achievement would be mediated by goal commitment. 5) Self-efficacy for one's goal would influence goal achievement such that greater self-efficacy for one's goal would be predictive of greater success in achieving one's goal. One hundred and twenty-six binge-drinking college students received a single cognitive-behavioral assessment/intervention session and completed measures of goal commitment, self-efficacy for goal achievement, and alcohol use. Results were consistent with, and expanded upon, previous research by demonstrating that having a goal for alcohol consumption was predictive of lower quantity and frequency of alcohol use relative to not having a goal; however, participation in goal setting did not result in significantly better alcohol use outcomes or greater goal achievement relative to when goals were assigned. Participation in goal setting yielded greater goal commitment and self-efficacy for goal achievement than assigned goals. Lastly, goal commitment and self-efficacy contributed unique variance to the prediction of goal achievement across follow-up as well as changes in quantity and frequency of alcohol use at follow-up after controlling for baseline use. / Ph. D.

College-age adults gain weight more rapidly than the general population, with a mean weight gain of ~1.8 to 4 kilograms during their first year at college. The purpose of this pilot RCT was to test the efficacy of a semester long internet weight-loss program based upon social cognitive theory for overweight college freshmen. Qualitative focus groups were used to provide feedback on content of the active intervention. Participants (n=27; mage=18.5±.6; mweight=90kg±18; 74% female) were randomly assigned to the active intervention (Fit Freshmen; FF) or a health information control group and completed baseline and 3 month follow-up measurements. When compared to controls FF participants experienced higher improvement in self-regulatory skills for portion control, fruit and vegetable consumption and physical activity (all p's<.05). Consumption of dietary fat and added sugar also decreased significantly for FF subjects when compared to controls (all p's<.05) while total energy intake differences were significant (p<.09). Trends in increased physical activity were present, but not significantly different between groups. Finally, FF lost significantly more weight than controls (mdifference=2.2kg; p<0.05) and more fat mass (mdifference=1kg; p<0.09). Themes for content improvement included providing a more detailed meal plan, reducing email contact, and increasing social activity opportunities. Program characteristics that were positively evaluated included the flexible exercise program, incentives for weight loss, and use of an onsite weigh station. This study provides promising outcomes for a scalable internet-based weight loss program for college freshmen and highlights features that could be improved to be more attractive to this population. / Master of Science

With a global and national shortage in the number of registered organ donors, this study employed a qualitative thematic analysis of thirteen episodes from popular medical dramas that aired between 2016-2020. The aim of this study was to allow for a better understanding of how the media utilizes entertainment television to portray storylines related to organ donation. The analyzed shows included in this study were: Grey's Anatomy, The Good Doctor, New Amsterdam, Chicago Med, and The Resident. From the analysis, six major themes emerged: Urgency of Transplant, Ethical Decision-Making, Emotional Impacts of Organ Donation on Patient and Families, Familial Relationships Impacting Donation, Viewer Education via Vicarious Learning, and Excitement Surrounding Surgery. In addition to these themes, both favorable and unfavorable cues related to organ donation were present throughout the analysis. These findings have implications for audience members via social cognitive theory. This study illuminated the ongoing efforts made by the entertainment television industry to portray organ donation in a factual manner and to provide the viewing public with potential opportunities for organ donation education. / Master of Arts / With a global and national shortage in the number of registered organ donors, this study analyzed thirteen episodes from popular medical dramas that aired between 2016-2020 to determine what themes were present amongst the analyzed shows. The analyzed shows included in this study were: Grey's Anatomy, The Good Doctor, New Amsterdam, Chicago Med, and The Resident. The aim of this study was to allow for a better understanding of how the media utilized entertainment television to portray storylines related to organ donation. From the analysis, six major themes emerged: Urgency of Transplant, Ethical Decision-Making, Emotional Impacts of Organ Donation on Patient and Families, Familial Relationships Impacting Donation, Viewer Education via Vicarious Learning, and Excitement Surrounding Surgery. In addition to the emergence of these themes, the analysis revealed both favorable and unfavorable cues related to organ donation were present in these entertainment storylines. This study illuminated the ongoing efforts made by the entertainment television industry to portray organ donation in a factual manner and to provide the viewing public with opportunities for organ donation education.

Diet and physical activity behaviors may be influenced by internal and external factors that may change over time, in response to personal development and changes in environments. The current literature does not explore specifically how the different factors and particularly Social Cognitive Theory (SCT) constructs, affect behaviors of college students. This project, aimed to compare the influence of SCT constructs between college students and parents in healthier foods (HF) and physical activity (PA) categories (first part) and SCT on diet and physical activity of students (second part). In the spring of 2009 the cross-sectional survey was conducted with students and their parents from three different courses. Out of 720 students, 404 (56.1%) completed the survey. Out of 173 contacted parents, 118 (68.2%) completed the survey. Spearman rank correlation and multiple regression models were applied to test relations between SCT and behaviors in student-parent pairs and student groups. Student-parent pairs showed positive correlations for self-efficacy (p=0.0004), self-regulation (p<0.0001), and positive outcome expectations for HF (p= 0.03). For PA, social support from family (p<0.0001), self-efficacy (p=0.0003), self-regulation (p=0.004), and negative outcome expectations (p= 0.02) were significantly correlated. None of the HF or PA behaviors were correlated for student-parent pairs. Students who took at least one health-related course in college had significantly higher Godin (exercise) scores (p=0.014) than students who never took such a course. The students with a course had PA influenced by self-regulation, outcome expectations, and support from friends. Students with no courses had been influenced by friends' support, home exercise equipment, and outcome expectations. The students with a health course consumed more fiber (p=0.035) and less fat (p=0.008) than the other students. The correlation of SCT variables with diet revealed that self-efficacy and self-regulation were significantly correlated with all food variables, whereas negative outcomes were correlated only with fat (p<0.0001) and fiber (p=0.003). Beliefs about HF and PA may have demonstrated continuity between generations but dietary and PA behaviors may have been under stronger influence of changes in skills/knowledge and environments. Future research may focus on recruitment of balanced groups of participants who will represent similar skills/knowledge and interests. / Ph. D.

Yes / Social Cognitive Theory has been used to explain findings derived from focus group discussions (N = 4) held in the United Kingdom with the aim of informing best practice in personalised nutrition. Positive expectancies included weight loss and negative expectancies surrounded on-line security. Monitoring and feedback were crucial to goal setting and progress. Coaching by the service provider, family and friends was deemed important for self-efficacy. Paying for personalised nutrition symbolised commitment to behaviour change. The social context of eating, however, was perceived a problem and should be considered when designing personalised diets. Social Cognitive Theory could provide an effective framework through which to deliver personalised nutrition. / This work was supported by the European Commission under the Food, Agriculture, Fisheries and Biotechnology Theme of the 7th Framework Programme for Research and Technological Development (265494).

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.

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.