Matching Items (3)
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- All Subjects: Knowledge
- Creators: Berger, Christopher G
- Resource Type: Text
Description
The increase in obesity since the 1980's has been associated with fast-food consumption. In hopes that calorie labeling will be an effective tool to combat obesity, congress included a provision in the Patient Protection and Affordable Care Act of 2010 (ACA) that will require all restaurants with twenty or more locations to post calorie information for each menu item. Current research has provided mixed results regarding the effectiveness of calorie labeling, but overall seems to suggest that calorie labeling may only be effective among certain populations. In September, 2012 McDonald's began to post calorie labels on their menu boards before it was federally mandated under the ACA. This policy provided the opportunity to study the impact of calorie labeling on the purchasing behavior of McDonald's patrons. This cross-sectional study was designed to determine if self-perception of diet, self-perception of health, smoking, physical activity, fruit and vegetable intake, or knowledge of daily calorie requirements is associated with the likelihood of noticing or using calorie labels, or total calories purchased. In addition, relationships between noticing or using calorie labels with total calories purchased were also examined. Receipts and survey responses were collected from 330 participants who purchased food and beverage items from 27 different McDonald's locations within a 20 mile radius of downtown Phoenix, Arizona. Results indicated that only 16.1% of the sample reported using calorie labels, and those who reported using calorie labels purchased an average of 136 fewer calories. Multivariate analysis indicated there were no statistically significant relationships between self-perception of diet, self-perception of health, smoking, physical activity, fruit and vegetable intake, or knowledge of daily calorie requirements with the likelihood of noticing or using calorie labels, or total calories purchased. However, it is possible that the small sample size of participants using calorie labeling precluded any statistically significant relationships among these variables from emerging. Further research with larger sample sizes should be conducted, to investigate individual level factors that may be associated with use of calorie labeling.
ContributorsBrown, Alan (Author) / Ohri-Vachaspati, Punam (Thesis advisor) / Bruening, Meredith (Committee member) / Wharton, Christopher (Christopher Mack), 1977- (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT
The purpose of this study was two-fold. In Specific Aim One, we examined the associations between education level, personal trainer credentials and characteristics, and knowledge of exercise science and personal training principles. In Specific Aim Two we examined associations between education, personal trainer credentials and knowledge of personal trainers with client retention. This study utilized a cross-sectional research design. An anonymous electronic survey was used to collect the data. Eligible participants (N=226) were individuals who were providing one-on-one personal training services for at least one client. All data were assessed for normality prior to data analysis. Descriptive statistics were used to evaluate sample characteristics. Mean and standard deviations, median and interquartile range [IQR] or frequency and percentages were reported for the sample characteristics. Bivariate associations were examined with dependent t-tests and one-way ANOVAs for normally distributed data. Mann- Whitney U and Kruskal-Wallis tests were used for non-normally distributed variables. The median knowledge score for the sample was 6.0 [3.00] points, out of a possible 24, with 92.5% of the sample scoring 10 or lower. Sex (Male/Female), education level, having a degree in the field, certification status (yes
o) and number of certifications were not associated with knowledge scores (p > 0.05). Years of experience in personal training was positively associated with mean knowledge scores (H(3) = 9.280, p = 0.026). Sex of the personal trainer, having a degree in the field (yes
o), the number of personal trainer certifications, the cost of training, the type of facility, the type of employment of the personal trainer and knowledge scores were not associated with client retention (p > 0.05). Education level (F3,87 = 8.176, p < 0.001), personal training certification (yes
o) (t38 = 2.277, p = 0.029), years of experience (F3, 87 = 3.169, p = 0.028), facility size (F4,84 = 8.049, p < 0.001), and exercise science degree type (F3,48 = 6.008, p = 0.001) were all associated with client retention. This study provides insight on knowledge retention of active personal trainers on subject matter deemed foundational by four certifying organizations. The findings should influence both the preparatory learning and well as continuing education approaches of both certifying organizations and institutions of higher learning.
The purpose of this study was two-fold. In Specific Aim One, we examined the associations between education level, personal trainer credentials and characteristics, and knowledge of exercise science and personal training principles. In Specific Aim Two we examined associations between education, personal trainer credentials and knowledge of personal trainers with client retention. This study utilized a cross-sectional research design. An anonymous electronic survey was used to collect the data. Eligible participants (N=226) were individuals who were providing one-on-one personal training services for at least one client. All data were assessed for normality prior to data analysis. Descriptive statistics were used to evaluate sample characteristics. Mean and standard deviations, median and interquartile range [IQR] or frequency and percentages were reported for the sample characteristics. Bivariate associations were examined with dependent t-tests and one-way ANOVAs for normally distributed data. Mann- Whitney U and Kruskal-Wallis tests were used for non-normally distributed variables. The median knowledge score for the sample was 6.0 [3.00] points, out of a possible 24, with 92.5% of the sample scoring 10 or lower. Sex (Male/Female), education level, having a degree in the field, certification status (yes
o) and number of certifications were not associated with knowledge scores (p > 0.05). Years of experience in personal training was positively associated with mean knowledge scores (H(3) = 9.280, p = 0.026). Sex of the personal trainer, having a degree in the field (yes
o), the number of personal trainer certifications, the cost of training, the type of facility, the type of employment of the personal trainer and knowledge scores were not associated with client retention (p > 0.05). Education level (F3,87 = 8.176, p < 0.001), personal training certification (yes
o) (t38 = 2.277, p = 0.029), years of experience (F3, 87 = 3.169, p = 0.028), facility size (F4,84 = 8.049, p < 0.001), and exercise science degree type (F3,48 = 6.008, p = 0.001) were all associated with client retention. This study provides insight on knowledge retention of active personal trainers on subject matter deemed foundational by four certifying organizations. The findings should influence both the preparatory learning and well as continuing education approaches of both certifying organizations and institutions of higher learning.
ContributorsPreston, John H. (Author) / Der Ananian, Cheryl (Thesis advisor) / Berger, Christopher G (Committee member) / Vezina, Jesse (Committee member) / Arizona State University (Publisher)
Created2018
Description
Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most important factor found was the quality of the interactions. Studies have suggested that high achieving students are capable of improving the quality of interactions. This bears the question if prior knowledge plays an influence in the learning outcome of students in collaborative learning. Results show that high prior knowledge students do not face a detriment in having low prior knowledge students as a partner comparing to having another high prior knowledge student and that low prior knowledge students show significantly higher learning outcome when partnered with a high prior knowledge partner than with another low prior knowledge student. It is therefore likely that having a high prior knowledge student within a dyad improves the quality of interaction, resulting in greater learning outcome through collaborative learning.
ContributorsKeyvani, Kewmars (Author) / Chi, Michelene (Thesis director) / Wylie, Ruth (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2014-05