This study examined the facilitatory effect of goal setting in physical performance. Three potential mechanisms that may mediate this effect are described: increases in time spent practicing, promotion of effective training strategies, and increases in commitment resulting from public goal setting. Students (N=51) performed a novel task under one of three conditions: public goal setting, private goal setting, and no goal setting. Goals selected, time spent practicing, strategies used during practice, and actual performance were assessed. Subjects in the two goal-setting groups showed better performance than those in the control-group; those in the public goal-setting group spent the most time in practice, but this was not reflected in better performance. Test performance was predicted by baseline performance and by the goal set; practice time, training strategy, and public goal setting did not account for further variance in performance. Although this study failed to find a mediating effect for these three mechanisms, the results must be interpreted with caution.
Matthew Smith and Christina Lee
Hong-Min Lee and Matthew D. Curtner-Smith
The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students in terms of physical education (PE) teaching and physical education teacher education (PETE). Participants were 12 students. Data were collected through formal and informal interviews, observations, and self-reflective posters. They were analyzed using analytic induction and constant comparison. Key findings were that doctoral students espoused both conservative and liberal forms of PE and PETE. These views were shaped by the various phases of their socialization. Doctoral students recalled being oriented to teaching and coaching. The longer coaching orientations remained intact, the more likely they were to espouse conservative versions of PE and PETE. The students’ graduate education was shown to be particularly potent and powerful. This appeared to be due to influential faculty, a practitioner focus in master’s degree programs, and engagement in undergraduate PETE.
Marcia G. Ory, Matthew Lee Smith, Luohua Jiang, Doris Howell, Shuai Chen, Jairus C. Pulczinski and Alan B. Stevens
This study examines the effectiveness of Texercise Select, a 12-week lifestyle program to improve physical functioning (as measured by gait speed) and quality of life. Baseline and 12-week follow-up assessments were collected from 220 enrollees who were older (mean = 75 years), predominantly female (85%), White (82%), and experiencing multiple comorbidities (mean = 2.4). Linear mixed-models were fitted for continuous outcome variables and GEE models with logit link function for binary outcome variables. At baseline, over 52% of participants had Timed Up-and-Go (TUG) test times of 12 s or more, which indicates below-normal performance. On average, participants showed significant reductions in TUG test scores at the postintervention (11% reduction, p < .001). Participants also showed significant improvements in general health status (p = .002), unhealthy physical days (p = .032), combined unhealthy physical and mental days (p = .006), and days limited from usual activity (p = .045). Findings suggest that performance indicators can be objectively collected and integrated into evaluation designs of community-based, activity-rich lifestyle programs.
Alan B. Stevens, Shannon B. Thiel, Jennifer L. Thorud, Matthew Lee Smith, Doris Howell, Jessica Cargill, Suzanne M. Swierc and Marcia G. Ory
Many initiatives have been developed to facilitate older adults’ engagement in physical activity (PA) and document its benefits. One example is Texercise, a 12-week program with a focus on increasing participants’ self-efficacy. The goal of this paper is to augment the knowledgebase of PA program implementation and dissemination by elucidating the experience of Texercise implementation as perceived by multiple stakeholders. We conducted 28 semistructured stakeholder interviews and categorized the responses into four preset themes: (1) program delivery and advocacy; (2) value/merit of the program; (3) successes/challenges of offering and sustaining the program; and (4) recommendations for enhancing implementation and delivery. We identified emergent subthemes through further analysis. Many perceptions that are broadly applicable to community organizations emerged. Our findings highlight the importance of stakeholder support when embedding PA programs in communities. Furthermore, the findings are crucial to understanding underlying processes that support widespread program dissemination and sustainability.