Matching Items (6)
Filtering by
- All Subjects: Physical Activity
- Creators: Van Der Mars, Hans
Description
An intervention study was conducted with elementary physical education teachers and their use of a newly developed series of fitness segments called Knowledge in Action (KIA). This study was designed to enable teachers to teach healthy behavior knowledge (HBK) in their classes without sacrificing physical activity levels. This study has two phases. First, the intervention was conducted to determine the effectiveness of the KIA fitness segment intervention. Second, teachers' perceptions of both teaching HBK and the KIA fitness segments were investigated. Ten teacher participants were randomly assigned to the intervention or control group. Intervention teachers participated in professional development, provided with all teaching materials, and YouTube videos that modeled the teaching of the KIA fitness segments. Teacher fidelity was measured through observations. Student physical activity patterns were measured in randomly selected teachers' classes (both intervention and control) to determine potential physical activity pattern differences between groups. Teachers were interviewed from one to three times across the project in order to determine perceptions of teaching HBK and the KIA fitness segments. Researchers used constant comparison method to uncover possible common themes. Student knowledge was assessed pre/post using PE Metrics Standard 3 cognitive test to determine HBK changes. Data analysis included General liner models (GLM) at the student level (gender) and Hierarchical linear models (HLM) at the school level (treatment, school). There was a moderate mean teacher fidelity score (77.9%) found among the intervention teachers. HLM results showed students in the intervention group had a 3.4(20%) greater improvement in HBK scores when compared with their control counterparts (p<0.001). Student activity levels were found to be similar in both groups with 871.33 and 822.22 steps in the intervention and control groups, respectively. Although all of the teachers thought it was important to teach HBK they were not spending time on it during classes at pretest. Three common themes were discovered: (a) Effective Teacher Training of the Segments, (b), Teachers Learned a Novel Strategy, and (c) Teachers Recommended Modifications. In summary, the KIA fitness segments received favorable views and gave teachers a way to teach HBK without reducing physical activity time.
ContributorsHodges, Michael (Author) / Kulinna, Pamela (Thesis advisor) / Van Der Mars, Hans (Committee member) / Lee, Chong (Committee member) / Arizona State University (Publisher)
Created2013
Description
Background: Limited physical activity (PA) is a key factor contributing to obesity and independently protects from diseases in youth and later in life. Students spend most of their time in schools sedentary and have limited opportunities to engage in PA. By making changes to the school environment and developing a school culture that actively supports and reinforces PA behavior, Comprehensive School Physical Activity Programs are designed to make PA engagement throughout each school day the accepted social norm. The purpose of this study was to determine the effects of environmental and behavioral modifications to school-level PA participation for girls and boys.
Methods: This study used a hybrid reversal design by alternating baseline phases with two intervention phases that provided increased access and opportunity to PA, and behavioral prompting and reinforcing plus access and opportunity, for all students to engage in PA during lunch. Physical activity and contextual data were collected using a previously validated instrument (System for Observing Play and Leisure Activity in Youth; SOPLAY). Behavioral data were collected using a novel instrument (System for Observing Behavioral Ecology for Youth in Schools; SOBEYS) developed to measure prompting and reinforcement contingencies of PA participation consistent with the Behavioral Ecological Model.
Data Analysis: The number of students engaged in moderate-to-vigorous PA (MVPA) and the proportion of students in MVPA were analyzed using visual analysis of graphic data and general linear statistical models, with environmental and behavioral variables as predictors.
Results: Increases in the number of girls and boys in MVPA were seen visually and statistically during the environmental and the environmental plus behavioral intervention phases compared to baseline. No differences were seen visually or statistically between intervention phases. Intervention effects were larger for boys than girls. The SOBEYS instrument was able to produce valid and reliable data regarding prompting and reinforcement of PA. However, environmental factors appear to have a greater influence on PA than behavioral factors.
Conclusion: Modifying the school environment to increase access and opportunity for PA during lunch can lead to positive changes in MVPA during the school day, with special consideration needed to engage more girls.
Methods: This study used a hybrid reversal design by alternating baseline phases with two intervention phases that provided increased access and opportunity to PA, and behavioral prompting and reinforcing plus access and opportunity, for all students to engage in PA during lunch. Physical activity and contextual data were collected using a previously validated instrument (System for Observing Play and Leisure Activity in Youth; SOPLAY). Behavioral data were collected using a novel instrument (System for Observing Behavioral Ecology for Youth in Schools; SOBEYS) developed to measure prompting and reinforcement contingencies of PA participation consistent with the Behavioral Ecological Model.
Data Analysis: The number of students engaged in moderate-to-vigorous PA (MVPA) and the proportion of students in MVPA were analyzed using visual analysis of graphic data and general linear statistical models, with environmental and behavioral variables as predictors.
Results: Increases in the number of girls and boys in MVPA were seen visually and statistically during the environmental and the environmental plus behavioral intervention phases compared to baseline. No differences were seen visually or statistically between intervention phases. Intervention effects were larger for boys than girls. The SOBEYS instrument was able to produce valid and reliable data regarding prompting and reinforcement of PA. However, environmental factors appear to have a greater influence on PA than behavioral factors.
Conclusion: Modifying the school environment to increase access and opportunity for PA during lunch can lead to positive changes in MVPA during the school day, with special consideration needed to engage more girls.
ContributorsLorenz, Kent Arnold (Author) / Van Der Mars, Hans (Thesis advisor) / Hodges Kulinna, Pamela (Committee member) / Ainsworth, Barbara E (Committee member) / Hovell, Melbourne F (Committee member) / Arizona State University (Publisher)
Created2014
Description
Recently, much of the Physical Education literature has focused on confronting the challenges associated with the rising number of overweight children in America's schools. Physical Education programs are often looked to as intervention sites to remedy the current obesity epidemic. Teachers are often also not held accountable for curriculum adherence and student outcomes in Physical Education due to the lack of a common curriculum. Therefore, measuring teacher fidelity to specific Physical Education curricula is imperative to determine student outcomes when teachers follow the model as intended. In response to these issues, it has become increasingly important to measure student physical activity levels in Physical Education programs to determine moderate to vigorous physical activity (MVPA) levels and to learn about teachers' fidelity to curricular models. Thus, the purpose of this study was to investigate teacher fidelity to the Dynamic Physical Education (DPE) curricular model after having completed DPE methods courses at the university level, when teaching in a DPE supported or non-supported districts. A secondary purpose of this study was to measure students' physical activity (PA) outcomes in classes where the curricular model was used with various levels of district support. Data were collected using mixed methods including an observation instrument, field notes, informal interviews, document analysis, and direct observation of physical activity. Descriptive statistics and t-tests were run to investigate differences between teacher support groups and by teacher fidelity groups. Teachers from both teacher support groups were teaching the curricular model with moderate to high fidelity. Findings suggest that fidelity levels were related to preparation on the DPE curricular model, ongoing professional development, and administrative support. Although the students were often standing (i.e., 40% of the lesson) and 30% of class time was spent in MVPA; teachers were frequently promoting physical activity both within (51%) and outside (50%) of Physical Education and the school day.
ContributorsKloeppel, Tiffany (Author) / Hodges-Kulinna, Pamela (Thesis advisor) / Van Der Mars, Hans (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2011
Description
This thesis examines heritage language learning and loss, and revitalization. It stems from my initial interests in Indigenous language revitalization and sustainment, bilingual education, and specifically dual language education in the United States. In this thesis, I describe my inquiry journey through narratives of the significant experiences and people I met and the scholarship I engaged in, particularly through visiting Keres Children’s Learning Center at Cochiti Pueblo, New Mexico, and attending the La Cosecha Dual Language Education conference in Santa Fe, New Mexico. In these narratives, I also reflect on what I have learned, how I was personally impacted by what I was learning and my thoughts and ideas about particular issues. These narratives helped me gain a deeper understanding of and expand my knowledge of heritage learning, bilingual education, dual language education and critical issues of language development and promotion (or non-promotion) in our country’s schools and families. Equally important is the knowledge I gained about dual language pedagogy and its critical importance to language revitalization programs serving Indigenous children, and their families and communities. I begin my thesis with a review of literature followed by a description of my methods and then move on to my narratives of significant learning moments, chronologically, and then summarize my key findings. I end with, ironically yet crucially with the most important lesson I learned through my inquiry journey—an understanding of my linguistic self.
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
ContributorsWelsh, Jacqueline Rose (Author) / Romero-Little, Eunice (Thesis director) / Tidwell, Jacqueline Hettel (Committee member) / School of International Letters and Cultures (Contributor) / W. P. Carey School of Business (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
ABSTRACT
Native American populations have higher obesity and diabetes rates overall in the U.S. Percentages of obesity among Native American children were 11-25% higher than the national average. Among Navajo, cultural lifestyles changes have led to less physical activity and obesity problems with youth more disassociated from traditional Navajo living, culture, beliefs, language and religion. They were at highest risk for Type II diabetes among ethnic groups due to less physically activity, increased weight gain and obesity.
This study had dual purposes: Part one of this study was to examined the perceptions of physical activity, physical education and living healthy lifestyles of Navajo adolescents, physical educators, a Navajo culture teacher, a Diné studies teacher and a community member. Part two of this study examined the physical activity patterns of Navajo adolescent students. To gain their perspectives, eight Navajo students (9-12 grades), two physical educators, two classroom teachers and one community member were recruited and interviewed individually for 60-minutes. Secondly, pedometers were used to assess the students’ physical activity levels during the school day and 24-hour increments.
Results of the part one study indicated important aspects of physical activity by Navajo adolescents, physical education teachers, classroom teachers and a community member were cultural identity, family involvement, and structure of family/extended family. Navajo respondents participated in traditional form of running in the morning, a practice performed by parents and/or extended family. Physical activity was described as active involvement of the body, movement, physical fitness, and sport related interests. Stakeholders described physical activity and healthy living as culturally driven beliefs and learning based on Navajo way of life.
Findings of part two study indicated that boys were significantly more physically active on weekday than girls t(32)=2.04, p=<.05. Weekday step counts for boys indicated (M=11,078, SD= 4,399) and for girls (M=7,567, SD=5,613). Girls were significantly more active on weekend t(27)=2.30,p=.03. Weekend step counts indicated boys and girls accumulated (M=6493, SD=5650) and (M=7589, SD=5614) steps. Physical education step counts showed minimal differences between boys (M=2203, SD=918) and girls (M=1939, SD=889) step counts. Overall results indicate that Navajo adolescents did not meet daily physical activity recommendations.
Native American populations have higher obesity and diabetes rates overall in the U.S. Percentages of obesity among Native American children were 11-25% higher than the national average. Among Navajo, cultural lifestyles changes have led to less physical activity and obesity problems with youth more disassociated from traditional Navajo living, culture, beliefs, language and religion. They were at highest risk for Type II diabetes among ethnic groups due to less physically activity, increased weight gain and obesity.
This study had dual purposes: Part one of this study was to examined the perceptions of physical activity, physical education and living healthy lifestyles of Navajo adolescents, physical educators, a Navajo culture teacher, a Diné studies teacher and a community member. Part two of this study examined the physical activity patterns of Navajo adolescent students. To gain their perspectives, eight Navajo students (9-12 grades), two physical educators, two classroom teachers and one community member were recruited and interviewed individually for 60-minutes. Secondly, pedometers were used to assess the students’ physical activity levels during the school day and 24-hour increments.
Results of the part one study indicated important aspects of physical activity by Navajo adolescents, physical education teachers, classroom teachers and a community member were cultural identity, family involvement, and structure of family/extended family. Navajo respondents participated in traditional form of running in the morning, a practice performed by parents and/or extended family. Physical activity was described as active involvement of the body, movement, physical fitness, and sport related interests. Stakeholders described physical activity and healthy living as culturally driven beliefs and learning based on Navajo way of life.
Findings of part two study indicated that boys were significantly more physically active on weekday than girls t(32)=2.04, p=<.05. Weekday step counts for boys indicated (M=11,078, SD= 4,399) and for girls (M=7,567, SD=5,613). Girls were significantly more active on weekend t(27)=2.30,p=.03. Weekend step counts indicated boys and girls accumulated (M=6493, SD=5650) and (M=7589, SD=5614) steps. Physical education step counts showed minimal differences between boys (M=2203, SD=918) and girls (M=1939, SD=889) step counts. Overall results indicate that Navajo adolescents did not meet daily physical activity recommendations.
ContributorsJones, Rachelle Geri (Author) / Kulinna, Pamela H. (Thesis advisor) / Van Der Mars, Hans (Committee member) / Romero-Little, Eunice (Committee member) / Arizona State University (Publisher)
Created2015
Description
With many students of all ages attending after school programs (APSs) where there are a variety of program specific goals, this study examined the physical activity (PA) patterns of youth and teens attending afterschool programs as well as their physical activity during the school week. The first phase of the study used a validated observational instrument System for Observing Play and Leisure in Youth (SOPLAY) to record PA data and contextual aspects. Data was analyzed using cross-tabulations, chi-square test, and a table created to understand moderate to vigorous physical activity (MVPA) levels and contextual variables of the ASP. Findings suggest both girls and boys engaged in MVPA in environments built for play, while the mean percentage of girls engaged in MVPA was less than boys regardless of activity area. The second phase of the study used a survey comprised of two self-administered instruments. The first section used the Middle School Health Behavior Survey (MSHBS), which has been previously validated to record youth and teens PA behaviors during the past school week inside and outside of school. The second portion of the survey asked youth and teens about PA participation, leisure time, perceptions of the after school program, and choices within the after school program using the validated Kaiser Physical Activity Survey (KPAS). Data was analyzed using descriptive statistics to calculate and summarize data within and across both groups. Results showed more than half of youth and teens surveyed were active in some form during the past week regardless of being in school or outside of school, approximately less than a third are in front of a television or computer for less than an hour, and the favorite part of the ASP to youth and teens was the Gym and Friends respectively.
ContributorsNaiman, Tyler (Author) / Van Der Mars, Hans (Thesis advisor) / Kulinna, Pamela (Committee member) / Jiminez-Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2015