The role of perceived need support from exercise professionals in improving mental health was examined in a sample of older adults, thereby validating the short Health Care Climate Questionnaire. A total of 491 older people (M = 72.68 years; SD = 5.47) attending a health exercise program participated in this study. Cronbach’s alpha was found to be high (α = .90). Satisfaction with the exercise professional correlated moderately with the short Health Care Climate Questionnaire mean value (r = .38; p < .01). The mediator analyses yielded support for the self-determination theory process model in older adults by showing both basic need satisfaction and frustration as mediating variables between perceived autonomy support and depressive symptoms. The short Health Care Climate Questionnaire is an economical instrument for assessing basic need satisfaction provided by the exercise therapist from the participant’s perspective. Furthermore, this cross-sectional study supported the link from coaching style to the satisfaction/frustration of basic psychological needs, which in turn, predicted mental health. Analyses of criterion validity suggest a revision of the construct by integrating need frustration.
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Andreas Heissel, Anou Pietrek, Michael A. Rapp, Stephan Heinzel and Geoffrey Williams
Jared A. Russell, Sheri Brock and Mary E. Rudisill
Bias, an automatic—usually unconscious and unintentional—inclination, preference, or favoring of an individual or group over another, is an inherent aspect of an individual’s academic leadership and decision-making processes. Bias alone is not a detriment to building an inclusive and supportive environment for faculty. However, oftentimes an academic unit leader’s biases result in the justification, rationalization, and facilitation of exclusionary processes and practices toward faculty, particularly those from diverse and underrepresented backgrounds. This article discusses the impact of bias, specifically implicit bias, on academic leadership. Moreover, the impact of a leader’s biases toward diversity attributes (e.g., gender, sexual orientation/affinity, age, ethnicity, race) of faculty are highlighted. Specifically, key areas of academic leadership are explored: faculty recruitment (hiring), retention (evaluation), and advancement (promotion and tenure). Recommendations, promising practices, and strategies for minimizing the impact of implicit bias are provided.
Terry L. Rizzo, Penny McCullagh and Donna Pastore
This paper offers direction and guidance to help departments develop fair and equitable search, evaluation, and retention strategies for their faculty. Included is how to attract a diverse candidate pool and successfully recruit diverse candidates. In addition, the paper provides guidelines about evaluating faculty members, emphasizing the need for formative evaluation that offers faculty ample opportunities, resources, and support systems for improving their performance before any summative evaluations administered by a department or college. Finally, the paper presents retention stratagems as guidelines to help departments support and retain their high-quality faculty members. Achieving the goals of recruitment, retention, and advancement requires the involvement and leadership of university officers, school deans, department chairs/heads, and faculty.
Karen S. Meaney and Sonya L. Armstrong
Bullying in any context adversely affects individuals and organizations. Although bullying is typically conceived of as an issue specific to children in schoolyards, adult bullying is widespread, and the literature on workplace bullying continues to emerge as a scholarly focus. More specifically, academic bullying in higher-education institutions has been identified as an area of particular interest. Considerable literature exists that addresses definitions, characteristics, and effects of faculty bullying; however, the literature is scant regarding effective practice and policy that explicitly aim to prevent academic bullying. Furthermore, although this is a topic often discussed informally on university campuses, it does not appear to be addressed explicitly in formalized institutional policies. In this manuscript, the authors provide the findings of the initial stages of a content analysis aimed at exploring extant policy at public doctoral-granting universities. Implications and recommendations for policy development based on the results of this policy review are provided.
Frank E. DiLiberto and Deborah A. Nawoczenski
Although the midfoot is recognized to have an important role in the successful performance of a single-limb heel rise, healthy heel rise performance remains primarily characterized by ankle function. The purpose of this study was to examine the contribution of midfoot region power to single-limb heel rise in healthy adults. Participants (N = 12) performed 20 single-limb heel rises. An electromagnetic motion capture system and a force plate were used to record 3-segment foot motion and ground reaction forces. Inverse dynamic calculations were performed to obtain ankle and midfoot region powers. These data were evaluated with descriptive statistics. A correlation was performed to evaluate the contribution of midfoot region power to heel height, as heel height is a clinical measure of heel-rise performance. The midfoot contributed power during single-limb heel rise (peak positive power: 0.5 [0.2] W·kg−1). Furthermore, midfoot peak power accounted for 36% of the variance in heel height (P = .04). As energy generating internal mechanisms, such as muscle activity, are attributed to power generation, midfoot tissue loading and muscle performance should be considered during clinical and modeling applications of the heel-rise task.
Marlowe Pecora, Luc Tremblay and Matthew Heath
Reaches with overlapping stimulus-response spatial relations (propointing) adhere to speed–accuracy relations as defined by Paul Fitts’ index of difficulty equation (IDFitts: in bits of information). This movement principle is attributed to response mediation via the “fast” visuomotor networks of the dorsal visual pathway. It is, however, unclear whether the executive demands of dissociating stimulus-response spatial relations by reaching mirror-symmetrical to a target (antipointing) elicits similar adherence to Fitts’ equation. Here, pro- and antipointing responses were directed to a constant target amplitude with varying target widths to provide IDFitts values of 3.0, 3.5, 4.3, and 6.3 bits. Propointing movement times linearly increased with IDFitts—a result attributed to visually based trajectory corrections. In contrast, antipointing movement times, deceleration times, and endpoint precision did not adhere to Fitts’ equation. These results indicate that antipointing renders a “slow” and offline mode of control mediated by the visuoperceptual networks of the ventral visual pathway.
Elroy J. Aguiar, Zachary R. Gould, Scott W. Ducharme, Chris C. Moore, Aston K. McCullough and Catrine Tudor-Locke
Background: A walking cadence of ≥100 steps/min corresponds to minimally moderate intensity, absolutely defined as ≥3 metabolic equivalents (METs). This threshold has primarily been calibrated during treadmill walking. There is a need to determine the classification accuracy of this cadence threshold to predict intensity during overground walking. Methods: In this laboratory-based cross-sectional investigation, participants (N = 75, 49.3% women, age 21–40 y) performed a single 5-minute overground (hallway) walking trial at a self-selected preferred pace. Steps accumulated during each trial were hand tallied and converted to cadence (steps/min). Oxygen uptake was measured using indirect calorimetry and converted to METs. The classification accuracy (sensitivity, specificity, overall accuracy, and positive predictive value) of ≥100 steps/min to predict ≥3 METs was calculated. Results: A cadence threshold of ≥100 steps/min yielded an overall accuracy (combined sensitivity and specificity) of 73.3% for predicting minimally moderate intensity. Moreover, for individuals walking at a cadence ≥100 steps/min, the probability (positive predictive value) of achieving minimally moderate intensity was 80.3%. Conclusions: Although primarily developed using treadmill-based protocols, a cadence threshold of ≥100 steps/min for young adults appears to be a valid heuristic value (evidence-based, rounded, practical) associated with minimally moderate intensity during overground walking performed at a self-selected preferred pace.
Kara C. Hamilton, Mark T. Richardson, Shanda McGraw, Teirdre Owens and John C. Higginbotham
Background: Effective physical activity interventions are needed for children because health behaviors track into adulthood, and risk factors for diseases begin early in life. No study has determined whether an intervention designed using a Community-Based Participatory Research approach can improve moderate to vigorous physical activity (MVPA) and the related psychosocial constructs in underserved children. This study determined whether improvements in MVPA and related psychosocial constructs (self-efficacy, knowledge, beliefs, attitudes, and skills) occurred following a Community-Based Participatory Research intervention in underserved, rural children. It was then determined if these constructs were mediators of MVPA. Methods: Two fifth-grade classes at a school (n = 19 and n = 20) were randomly assigned to an intervention or comparison group. The intervention group participated in a 4-week intervention designed to improve MVPA (wGT3X-BT accelerometer; ActiGraph, Pensacola, FL) and the related psychosocial constructs (written survey). Groups were assessed prior to and immediately following the intervention. Results: There were no differences at baseline between groups. MVPA (30.0 [4.4] min), knowledge, and skill scores were significantly higher in the intervention group compared with the comparison group at follow-up (P < .05). Knowledge and skills were mediating variables of MVPA. Conclusions: Priority should be placed on research that determines the sustained impact of similar Community-Based Participatory Research interventions.
Jeanette Gustat, Christopher E. Anderson and Sandy J. Slater
Background: Spaces that promote play are important for the physical, social, and psychological growth of children. Public spaces, including playgrounds, provide an important venue for children to engage in play. A simple tool is needed to evaluate playground features and conditions. Methods: A simple play space audit instrument to assess the presence and condition of playground features was tested on a sample of 70 playgrounds during the summer of 2017, in Chicago, IL. Duplicate observations were collected on 17 playgrounds. Frequencies of features were tabulated, and reliability of variables was assessed using percent agreement and kappa statistic. Scores were created to summarize playground “playability,” overall and within domains of general overview, surface, path, and play equipment/structure features. Results: The tool demonstrated acceptable reliability with high kappa values between .79 and .90 for all items in domains. The overall score, general overview score, and play equipment/structure scores were correlated with mean playground usage. Conclusions: This brief instrument allows reliable assessment of playground features and their conditions. The scoring method generates a summary of playground conditions and features, which facilitates comparison of playgrounds. This tool has the potential to assist communities in evaluating their play spaces and identifying where to focus resources for improvements.
Stephanie G. Kerrigan, Evan M. Forman, Mitesh Patel, Dave Williams, Fengqing Zhang, Ross D. Crosby and Meghan L. Butryn
Background: Despite interest in financial incentive programs, evidence regarding the feasibility, acceptability, and effectiveness of deposit contracts (ie, use of participants’ own money as a financial reward) for increasing physical activity (PA) is limited. Furthermore, evidence regarding the use of feedback within incentive programs is limited. Purpose: To evaluate: (1) the feasibility and acceptability of deposit contracts for increasing objectively measured PA and (2) the effects of deposit contracts with or without ongoing feedback on PA. Methods: Participants (n = 24) were exposed to 3 conditions (1) self-monitoring, (2) incentive, and (3) incentive with feedback in an ABACABAC design, with the order of incentive conditions counterbalanced across participants. Results: Effect sizes suggest that individuals had a modest increase in PA during the incentive conditions compared with self-monitoring. Presentation order moderated results, such that individuals exposed to incentives with feedback first performed more poorly across both incentive conditions. In addition, individuals often cited the deposit contract as a reason for not enrolling, and those who did participate reported inadequate acceptability of the incentives and feedback. Conclusions: Results suggest that while deposit contracts may engender modest increases in PA, this type of incentive may not be feasible or acceptable for promoting PA.