東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Integrating goal-setting in health a...

Liang, Laura Elizabeth.

FindBook

Google Book

Amazon

博客來

Integrating goal-setting in health and physical education classes to increase physical activity levels among middle school students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Integrating goal-setting in health and physical education classes to increase physical activity levels among middle school students./
作者:	Liang, Laura Elizabeth.
面頁冊數:	107 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: B.
Contained By:	Dissertation Abstracts International76-09B(E).
標題:	Public health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3692145
ISBN:	9781321697391

Integrating goal-setting in health and physical education classes to increase physical activity levels among middle school students.
Liang, Laura Elizabeth.

Integrating goal-setting in health and physical education classes to increase physical activity levels among middle school students. - 107 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: B.

Thesis (Dr.P.H.)--Rutgers The State University of New Jersey - New Brunswick, 2015.

This item is not available from ProQuest Dissertations & Theses.

Background: Regular physical activity is essential to maintaining a healthy lifestyle. Being active can reduce the risk for many chronic diseases and disabilities, including heart disease, stroke, non-insulin dependent diabetes, and some cancers. Objective: To determine whether a theory-based physical activity curriculum addition to a school district's existing physical activity curriculum (in health and PE classes) targeting goal-setting, or the Social Cognitive Theory construct of self-regulation, increases middle school students' physical activity levels. Methods: Woodbridge Township School District, a large and diverse district located in central New Jersey, participated in this study. Four middle schools were randomly assigned to one of three treatment levels and one middle school was randomly assigned as a control group. Treatment schools implemented the study's theory-based goal-setting curriculum supplement which included five lessons. The study used a mixed-methods repeated measures randomized design. Quantitative and qualitative methods were used to collect data to evaluate the effectiveness of the physical activity intervention. The primary outcome variable was moderate-to-vigorous physical activity (MVPA) which was determined by the number of blocks reported by students on the 3-Day Physical Activity Recall (3DPAR). Data were analyzed using descriptive statistics, analysis of variance (ANOVA), and linear modeling. Results: Students in the three treatment groups (n=621) were similar in gender to the control group (n=334), but not for age and race/ethnicity. Aggregate baseline data revealed a mean of 4.48 30-minute blocks of MVPA. More than two-thirds of the students in the study reported being physically active for at least 60 minutes per day on five (5) or more days during the seven (7) days prior to the survey; higher than the state and national averages. There were no statistical differences between the treatment and control groups when analyzing the outcome variable. Conclusions: Schools can play a significant role in positively influencing physical activity levels of children and adolescents. The use of the theory-based goal-setting curriculum supplement and self-report measures proved to be an affordable and easy to implement method to promote physical activity despite the lack of significant differences. Additional research focusing on increasing the sample size and reducing attrition rates is warranted.

ISBN: 9781321697391Subjects--Topical Terms:

534748
Public health.

Integrating goal-setting in health and physical education classes to increase physical activity levels among middle school students.
LDR:03537nmm a2200301 4500 001 2115498
005 20170313072731.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781321697391
035 $a (MiAaPQ)AAI3692145
035 $a AAI3692145
040 $a MiAaPQ $c MiAaPQ
100 1 $a Liang, Laura Elizabeth. $3 3277151
245 1 0 $a Integrating goal-setting in health and physical education classes to increase physical activity levels among middle school students.
300 $a 107 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: B.
500 $a Adviser: Neal Richard Boyd.
502 $a Thesis (Dr.P.H.)--Rutgers The State University of New Jersey - New Brunswick, 2015.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a Background: Regular physical activity is essential to maintaining a healthy lifestyle. Being active can reduce the risk for many chronic diseases and disabilities, including heart disease, stroke, non-insulin dependent diabetes, and some cancers. Objective: To determine whether a theory-based physical activity curriculum addition to a school district's existing physical activity curriculum (in health and PE classes) targeting goal-setting, or the Social Cognitive Theory construct of self-regulation, increases middle school students' physical activity levels. Methods: Woodbridge Township School District, a large and diverse district located in central New Jersey, participated in this study. Four middle schools were randomly assigned to one of three treatment levels and one middle school was randomly assigned as a control group. Treatment schools implemented the study's theory-based goal-setting curriculum supplement which included five lessons. The study used a mixed-methods repeated measures randomized design. Quantitative and qualitative methods were used to collect data to evaluate the effectiveness of the physical activity intervention. The primary outcome variable was moderate-to-vigorous physical activity (MVPA) which was determined by the number of blocks reported by students on the 3-Day Physical Activity Recall (3DPAR). Data were analyzed using descriptive statistics, analysis of variance (ANOVA), and linear modeling. Results: Students in the three treatment groups (n=621) were similar in gender to the control group (n=334), but not for age and race/ethnicity. Aggregate baseline data revealed a mean of 4.48 30-minute blocks of MVPA. More than two-thirds of the students in the study reported being physically active for at least 60 minutes per day on five (5) or more days during the seven (7) days prior to the survey; higher than the state and national averages. There were no statistical differences between the treatment and control groups when analyzing the outcome variable. Conclusions: Schools can play a significant role in positively influencing physical activity levels of children and adolescents. The use of the theory-based goal-setting curriculum supplement and self-report measures proved to be an affordable and easy to implement method to promote physical activity despite the lack of significant differences. Additional research focusing on increasing the sample size and reducing attrition rates is warranted.
590 $a School code: 0190.
650 4 $a Public health. $3 534748
650 4 $a Physical education. $3 635343
650 4 $a Health education. $3 559086
690 $a 0573
690 $a 0523
690 $a 0680
710 2 $a Rutgers The State University of New Jersey - New Brunswick. $3 1017590
773 0 $t Dissertation Abstracts International $g 76-09B(E).
790 $a 0190
791 $a Dr.P.H.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3692145