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Suzan F. Ayers and Amelia Mays Woods

strategies? (c) how do PETE coordinators view barriers to engagement in program recruitment? and (d) how frequently do PETE coordinators employ certain marketing strategies to advance recruitment efforts? Methods Data for this study were drawn from the survey described in Chapter 4 ( Richards, Killian

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Maria-Christina Kosteli, Jennifer Cumming and Sarah E. Williams

theory (SCT; Bandura, 1997 ), which refers to the social and cognitive factors that determine human motivation, including but not limited to self-efficacy (belief in one’s ability to engage in a particular task and achieve an outcome), barriers (factors that prevent individuals from being active

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Lijuan Wang

, Mouratidou, & Koidou, 2008 ; Sato, Hodge, Murata, & Maeda, 2007 ). However, physical inclusion of these students in general PE does not necessarily develop successful social inclusion ( Morrison & Burgman, 2009 ). Students continue to experience certain barriers in PE—for example, inequitable opportunities

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Florence-Emilie Kinnafick, Cecilie Thøgersen-Ntoumani, Sam O. Shepherd, Oliver J. Wilson, Anton J.M. Wagenmakers and Christopher S. Shaw

, Gresty, & Reid, 2014 ). However, a perceived lack of time and convenience, low levels of energy, low perceived self-efficacy, and unsuitable physical environments continue to be cited as common barriers to exercise in working adults ( Edmunds, Hurst, & Harvey, 2014 ). Therefore, to increase their

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David B. Creel, Leslie M. Schuh, Robert L. Newton Jr, Joseph J. Stote and Brenda M. Cacucci

most salient and valuable for patients and which barriers limit patients’ physical activity may guide clinicians in planning appropriate interventions. Likewise, mood may impact perception of exercise intensity, as those with depressed mood may underestimate their functional ability and show diminished

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Katie Teller, Mark Abbey-Lambertz, Nasira Sharma, Alan Waite, Scott Ickes and Jason A. Mendoza

about children traveling to and from school alone have driven the decrease in ACS. 3 Active commuting to and from school programs can provide an opportunity for children to regularly obtain physical activity and overcome frequent barriers to physical activity. Most children in the United States do not

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Amy Rauer and Lyndsey M. Hornbuckle

’s own physical fitness, in motivations for exercise, or in perceived barriers to achieving the recommended levels of exercise may all have different repercussions for couples ( Devereaux Melillo, Williamson, Futrell, & Chamberlain, 1997 ). Although couples tend to have a high degree of concordance in

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Laura A. Dwyer, Minal Patel, Linda C. Nebeling and April Y. Oh

studies, theoretically driven psychosocial variables that have been associated with PA behaviors or intentions include (among others): self-efficacy and goals, 16 autonomous motivation, 17 barriers, 18 , 19 and attitudes. 20 , 21 Psychosocial by Environmental Interactions on PA Although neighborhood

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Julie D. Guldager, Anja Leppin, Jesper von Seelen and Pernille T. Andersen

implementation differ. An essential prerequisite for program effectiveness is successful implementation, but it is not uncommon that teachers encounter barriers in trying to integrate health promotion activities into their curricular routines. In particular, implementation of comprehensive and multidimensional

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Orlagh Farmer, Donna Duffy, Kevin Cahill, Diarmuid Lester, Sarahjane Belton and Wesley O’Brien

, motivations, barriers, and psychological correlates (for example, self-efficacy and attitudes) through in-depth qualitative research allows for greater understanding of the rationale behind their PA-related choices ( Whitehead & Biddle, 2008 ). Underlying motivators and barriers to whether or not an