This experiment was designed to examine the effects of resistance exercise on a manipulated preexercise mood. Participants were 40 undergraduate males who were randomly assigned to either resistance exercise or no-exercise, placebo activity. Prior to each session, participants were exposed to 1 of 3 mood inductions: positive, negative, or neutral, each of which was induced through the use of guided imagery. Resistance exercisers in the control condition reported increased anxiety and anger within 5 nun postexercise. This quickly dissipated, with anxiety falling below baseline values within 30 min postexercise. Neither condition was able to maintain the manipulated positive mood. Likewise, both conditions reduced the manipulated negative mood. However, the mood-enhancing effect of the placebo activity plateaued within 15 min. while the anxiolytic effect of exercise continued throughout recovery.
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John B. Bartholomew
John B. Bartholomew
Numerous interventions have been designed to modify children's physical activity and eating behaviors. While early research centered on the individual as the target of intervention, more recent work targets change in the environment. These studies have consistently supported the importance of environmental contributors to both physical activity and eating behavior, but little research has considered those who are responsible for implementing environmental change. For example, if we expect school environments to support activity and healthy eating, we must consider the motivation of school administrators to affect change. This review will present examples of an ecological approach to behavior change along with recent data to support this approach.
Natalie M. Golaszewski and John B. Bartholomew
Research suggests 5 forms of social support: companionship, emotional, informational, instrumental, and validation. Despite this, existing measures of social support for physical activity are limited to emotional, companionship, and instrumental support. The purpose was to develop the Physical Activity and Social Support Scale (PASSS) with subscales that reflected all 5 forms. Participants (N = 506, mean age = 34.3 yr) who were active at least twice per week completed a 235-item questionnaire assessing physical activity behaviors, social support for physical activity, general social support, and other psychosocial questions. Exploratory and confirmatory factor analyses were used to develop and validate the PASSS. Exploratory factor analysis supported a 5-factor, 20-item model, χ2(100) = 146.22, p < .05, root mean square error of approximation = .05. Confirmatory factor analysis indicated good fit, Satorra–Bentler χ2(143) = 199.57, p < .001, root mean square error of approximation = .04, comparative-fit index = .97, standardized root mean square residual = .06. Findings support the PASSS to measure all 5 forms for physical activity.
John B. Bartholomew and Sherri L. Sanders
The academic ideal of shared governance requires significant participation of faculty in the decision-making and service aspects of a university. This is especially true at the department level, where a relatively small number of faculty must work together and contribute to the mission. As a result, one of the more challenging roles for department chairs is dealing with disruptive faculty. This article is designed to provide some insight on this challenge within the frame of managing difficult conversations. The authors begin with a presentation of motives and biases from the perspective of both the chair and the faculty. Efforts to build diversity and inclusion are then used to illustrate the process of managing faculty and building consensus. Finally, aspects of negotiation that might be applied to these relationships are discussed.
John B. Bartholomew, Alexandra Loukas, Esbelle M. Jowers, and Shane Allua
Background:
Design and evaluation of physical activity interventions depends upon valid instruments to assess mediating processes. The Physical Activity Self-Efficacy Scale (PASES) has been used in a variety of forms within samples of African American and Caucasian children.
Method:
This study was designed to extend the statistical validity of the scores from the PASES by comparing 1 and 3-factor models and testing measurement invariance between Hispanic and Caucasian children. 883 fourth and fifth graders were recruited (mean age, 9.71 y; 48% female, 52% male; 67% Hispanic, 33% Caucasian). The factor structure was tested with confirmatory factor analysis, using two-group analyses to model ethnic differences.
Results:
The 17-item, 3-factor version of the PASES evidenced poor fit with the data. In contrast, an 8-item, 1-factor solution provided adequate fit for both samples.
Conclusions:
The 8-item, 1-factor version of the PASES provides statistically valid scores for Hispanic and Caucasian children.
Scott E. Gordon, John B. Bartholomew, Richard B. Kreider, Ronald F. Zernicke, and Mary E. Rudisill
This is an era in which academic units in higher education are expected to do more with less. State- and institutionally-appropriated funding streams are generally decreasing or stagnant. Federal grant funding is at its lowest level in years, and unlikely to rebound anytime soon. Institutions are restricting tuition increases to allow greater accessibility to students of limited means as well as to heed public demand for more accountability in the “educational product”. Enrollment growth adds pressure to academic units but rarely results in immediate resources directed to the affected units. To compound this problem, kinesiology is one of the fastest growing majors nationwide. With such mounting pressures on academic units and their leaders, creative entrepreneurial resourcefulness is not only rewarded, but required. This paper presents a series of successful and practical resource-generating strategies from the unique perspectives of units at several different institutions.
John B. Bartholomew, Darwyn E. Linder, Britton W. Brewer, Judy L. Van Raalte, Allen E. Cornelius, and Shannon M. Bart
This investigation was designed to assess the validity of the Sports Inventory for Pain (SIP; Meyers, Bourgeois, Stewart, & LeUnes, 1992). Study 1 used SIP responses to predict three objective measures of pain coping: pain threshold, pain tolerance, and the perception of a fixed, submaximal level of painful stimulation. Participants were 70 undergraduate volunteers (35 females, 35 males). Although two SIP subscales (Cognitive and Body Awareness) were related to at least one pain measure, another subscale (Coping) was negatively related to pain tolerance (opposite of predictions), and the composite HURT scores were not related to any of the pain measures. In Study 2,41 participants (31 females, 10 males) completed a wall sit (phantom chair) task and the SIP approximately 1 month after initially filling out the SIP. Test-retest reliabilities of the SIP were acceptable (average r = .75), but responses on the SIP did not predict performance on the painful physical endurance task. In Study 3, 54 participants (17 females, 37 males) completed the SIP approximately 1 month after anterior cruciate ligament reconstruction. SIP scores were not significantly correlated with measures of rehabilitation adherence and functional outcome at approximately 6 months postsurgery. Taken together, these three studies provide marginal support for the validity of the SIP and raise questions about the utility of the SIP as a predictor of participants’ ability to function while experiencing pain.
