Physical and psychosocial health risks are associated with both excess body weight and a sedentary lifestyle (National Institutes of Health [NIH], 1998). However, few researchers have focused on behavioral and motivational processes associated with exercise adoption and maintenance among overweight women. This study examined the efficacy of a team-based physical activity intervention on motivation and activity from a self-determination theory perspective. Overweight, inactive women (N=66) were randomly assigned to either a 12-week dragon boat program or a control condition. Participation in the dragon boat exercise was associated with increased intrinsic motivation and physical activity. Based on these data, the researchers suggest that this novel, team-based exercise intervention may improve motivation and activity levels in this at-risk population.
Meghan H. McDonough, Catherine M. Sabiston, Whitney A. Sedgwick and Peter R.E. Crocker
Darla M. Castelli and Ang Chen
’ lives. It focuses on PE students’ role in cognitive decision making, self-motivation, and their search for personal meaning that can add connection and relevance to physical activities. (p. 241) In the following, we first provide a general review and critique of large-scale intervention studies. The
Ang Chen, Bo Shen and Xihe Zhu
, lower fidelity is likely to be associated with lower knowledge gain ( Loflin & Ennis, 2014 ). Knowledge of Most Worth A general purpose of a curriculum intervention study is to determine what knowledge, skill, and behavior are of most worth for students and the level of effectiveness with which the
Sharon E. Taverno Ross
diet, parent physical activity, and both parent and child screen time. Furthermore, there was a significant decrease in child BMI percentile in overweight/obese children (BMI ≥85th percentile) from baseline to follow-up. In summary, of the seven published intervention studies reviewed, only two
Tanya Prewitt-White, Christopher P. Connolly, Yuri Feito, Alexandra Bladek, Sarah Forsythe, Logan Hamel and Mary Ryan McChesney
.03948.52 Heinrich , K.M. , Patel , P.M. , O’Neal , J.L. , & Heinrich , B.S. ( 2014 ). High-intensity compared to moderate-intensity training for exercise initiation, enjoyment, adherence, and intentions: An intervention study . BMC Public Health, 14 , 789 . PubMed doi:10.1186/1471-2458-14-789 10
Jennifer Robertson-Wilson, Nicole Reinders and Pamela J. Bryden
Given the potential for dance to serve as a way to engage in physical activity, this review was undertaken to examine the use and effectiveness of physical activity interventions using dance among children and adolescents.Five databases were examined for dance-related physical activity interventions published between 2009–2016 fitting the inclusion criteria. Studies meeting the inclusion criteria were then evaluated for studyquality against the Effective Public Health Practice Project assessment tool (Thomas, Ciliska, Dobbins, & Micucci. 2004) and key study information was extracted. Thirteen papers detailing 11 interventions wereobtained. Intervention study quality was rated as weak (based on scoring) for all studies. Multiple forms of dance were used, including exergaming approaches. Four interventions yielded increases in physical activity(reported in six articles), four interventions were inconclusive, and three interventions produced nonstatistically significant findings. Further research is required in this area to determine the effects of dance interventionson physical activity among youth.
Teresa Liu-Ambrose and John R. Best
Cognitive decline is a common feature of aging. Physical activity is a modifiable lifestyle factor that has been identified as positively impacting cognitive health of older adults. Here, we review the current evidence from epidemiological (i.e., longitudinal cohort) and intervention studies on the role of physical activity and exercise in promoting cognitive health in older adults both with and without cognitive impairment. We highlight some of the potential underlying mechanisms and discuss some of the potential modifying factors, including exercise type and target population, by reviewing recent converging behavioral, neuroimaging, and biomarker evidence linking physical activity with cognitive health. We conclude with limitations and future directions for this rapidly expanding line of research.
Janet B. Parks and Mary Ann Roberton
This paper discusses three studies on changing people's attitudes toward sexist/nonsexist language. In Study 1, sport management students (N= 164) were asked how to persuade others to use nonsexist language. Many suggested education. Study 2 participants (N = 201) were asked if they had ever discussed sexist language in instructional settings. Analysis of their attitudes revealed an interaction between gender and instruction. Study 3 (N = 248) tested the effects of 3 types of instruction on student attitudes about sexist/nonsexist language. After a 50-minute intervention, Study 3 participants were generally undecided about sexist/nonsexist language, and their attitudes did not differ across instructional strategies (p > .01). In all conditions, males were significantly less receptive to nonsexist language than females (p < .01). This “gender gap” was magnified by a combination of direct and indirect instruction. Until more is known, the authors propose (a) modeling and (b) instruction grounded in empathy as initial strategies for teaching inclusive language.
Haichun Sun and Tan Zhang
experiences, they tend to lose motivation in physical education ( Cothran & Ennis, 1999 ). Guided by social constructivist approaches, Ennis et al. conducted a series of curriculum intervention studies in physical education. In the following sections, we review some of the studies to illustrate the
Debra J. Rose
with and without disabilities. In the final section of the paper, Todd and Martin Ginis share three key lessons they have learned from the many intervention studies they and their colleagues have designed for increasing physical activity in low-active populations that should serve as a road map for