Search Results

You are looking at 1 - 10 of 7,664 items for :

  • Refine by Access: All Content x
Clear All
Restricted access

Carlos M. Cervantes and David L. Porretta

The purpose of this study was to examine the impact of an after school physical activity intervention on adolescents with visual impairments within the context of Social Cognitive Theory. Four adolescents with visual impairments (1 female, 3 males) between 14 and 19 years of age from a residential school for the blind served as participants. We used a range-bound changing criterion single-subject design. Physical activity was measured using ActiGraph accelerometers. Questionnaires were used to obtain information on selected social cognitive theory constructs. Results show that the intervention exerted functional control over the target behaviors (e.g., leisure-time physical activity) during intervention phases. Similarly, changes in scores for selected social cognitive constructs, in particular for outcome expectancy value, suggest a positive relationship between those constructs and physical activity behavior. No maintenance effects were observed.

Restricted access

Raphaël Laurin, Michel Nicolas, and David Lavallee

The aim of this study was to evaluate the effects of a personal goal-based intervention on positive and negative moods among young athletes at a soccer academy. Study participants (N =22) were randomized into either a treatment group, which participated in a personal goal-management program (Bouffard, Labelle, Dubé, & Lapierre, 1999), or a neutral-task control group. Participants’ mood states were measured every 3 weeks. Results indicated significant postintervention group differences in positive and negative moods states, with the treatment group reporting higher levels of positive moods and lower levels of negative moods. A significant within-group difference over time was also found for the treatment group, indicating an increase in positive mood states and decrease in negative mood states as the program progressed. Findings from this study are used to inform recommendations for sport psychology interventions that use specific goal management procedures to facilitate positive emotional states among young athletes.

Restricted access

Sara Kramers, Martin Camiré, and Corliss Bean

viewed as resources to be developed ( Damon, 2004 ). Utilizing a PYD approach requires program leaders to focus on the development of youth’s strengths and skills through the provision of positive growth experiences that prepare youth for successful functioning in society ( Catalano, Hawkins, Berglund

Restricted access

Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley, and Mirka Koro-Ljungberg

) and the Centers for Disease Control and Prevention ( 2013 ) have created a Comprehensive School PA Program (CSPAP) model to promote PA in all K–12 schools. CSPAP includes five components: (a) physical education, (b) PA during school, (c) PA before and after school, (d) staff involvement, and (e

Restricted access

Jeffrey D. James

first thought about and reviewed what we have done and are trying to do at Florida State to prepare doctoral students. I provide information about the program at Florida State not to suggest others should replicate our efforts, but to have a starting point for discussion and program comparison. It also

Restricted access

Lori A. Gano-Overway and Kristen Dieffenbach

teacher licensure. Unfortunately, Schoenstedt, Vickers, and Carr ( 2016 ) found that 43.8% of undergraduate physical education students in physical education teacher education (PETE) programs reported not having an opportunity to take coaching specific training during their academic studies. Additionally

Restricted access

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

Restricted access

Murray F. Mitchell, Hal A. Lawson, Hans van der Mars, and Phillip Ward

Doctoral Programs for Physical Education Teacher Education (D-PETE) and D-PETE faculty are key components in the physical education system. They can be viewed as drivers of this system because their potential impacts are pervasive. For example, D-PETE programs and faculty are instrumental in the

Full access

Branden Buehler

on marketing budgets. The most visible effects of the pandemic, however, have manifested in networks’ programming schedules. With almost all live sporting events canceled, networks have searched for alternative programming that might replace the many hours that would previously have been devoted to

Restricted access

Matthieu Dagenais, Olivia Parker, Sarah Galway, and Kimberley Gammage

generally failed to meet these physical activity guidelines, this decrease is particularly problematic ( Colley & Watt, 2022 ). Online Exercise Programming Among Older Adults During the frequent and lengthy closures of exercise facilities in many regions during the pandemic, alternatives to in