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Evaluation of a social cognitive the...

Hortz, Brian V.

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Evaluation of a social cognitive theory based physical activity intervention targeting leisure time physical exercise.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluation of a social cognitive theory based physical activity intervention targeting leisure time physical exercise./
Author:	Hortz, Brian V.
Description:	357 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2120.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Health. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3179682
ISBN:	0542197227

Evaluation of a social cognitive theory based physical activity intervention targeting leisure time physical exercise.
Hortz, Brian V.

Evaluation of a social cognitive theory based physical activity intervention targeting leisure time physical exercise. - 357 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2120.

Thesis (Ph.D.)--The Ohio State University, 2005.

The purpose of the study was to evaluate the effects of a Social Cognitive Theory based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among high school students attending physical education class. This study was designed to be a pilot test of an educational curriculum therefore a Quasi-experimental non-equivalent control group research design was to be used. Students in each group were exposed to similar physical education curricula, however the experimental group students received an additional social cognitive theory based curricular component focused on behavioral skill building exercises. A Social Cognitive Theory based educational treatment was delivered. The primary research questions were evaluated through the use of a behavioral evaluation. This evaluation allowed for exploration of the effectiveness of the intervention with regard to moderate and vigorous physical exercise behavior. Secondary research questions were evaluated through the use of construct validity evaluation and implementation evaluation. Construct validity evaluation involved the use of impact evaluation methods to link intervention components with changes in the targeted theoretical constructs. Implementation evaluation was used to provide some assurance that the designed treatment was delivered to the subjects adequately. The results from this study indicate that the implemented Social Cognitive Theory based educational treatment had an impact on the student's levels of self-regulation and social situation as well as moderate physical exercise. The implemented Social Cognitive Theory based educational treatment did not however, have an impact upon student's levels of strength of self-efficacy, outcome expectancy values or vigorous physical exercise. This study provides information that adds to the body of literature pertaining to exercise promotion among adolescent high school students. This study was one of just a few projects attempting to target adolescent leisure time physical exercise using in-class methods. This study demonstrated an impact on two social cognitive theory constructs as well as moderate physical exercise behavior that is larger than previous studies published in the literature and demonstrated the value of continuing investigation of this curricula.

ISBN: 0542197227Subjects--Topical Terms:

1017668
Education, Health.

Evaluation of a social cognitive theory based physical activity intervention targeting leisure time physical exercise.
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520 $a The purpose of the study was to evaluate the effects of a Social Cognitive Theory based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among high school students attending physical education class. This study was designed to be a pilot test of an educational curriculum therefore a Quasi-experimental non-equivalent control group research design was to be used. Students in each group were exposed to similar physical education curricula, however the experimental group students received an additional social cognitive theory based curricular component focused on behavioral skill building exercises. A Social Cognitive Theory based educational treatment was delivered. The primary research questions were evaluated through the use of a behavioral evaluation. This evaluation allowed for exploration of the effectiveness of the intervention with regard to moderate and vigorous physical exercise behavior. Secondary research questions were evaluated through the use of construct validity evaluation and implementation evaluation. Construct validity evaluation involved the use of impact evaluation methods to link intervention components with changes in the targeted theoretical constructs. Implementation evaluation was used to provide some assurance that the designed treatment was delivered to the subjects adequately. The results from this study indicate that the implemented Social Cognitive Theory based educational treatment had an impact on the student's levels of self-regulation and social situation as well as moderate physical exercise. The implemented Social Cognitive Theory based educational treatment did not however, have an impact upon student's levels of strength of self-efficacy, outcome expectancy values or vigorous physical exercise. This study provides information that adds to the body of literature pertaining to exercise promotion among adolescent high school students. This study was one of just a few projects attempting to target adolescent leisure time physical exercise using in-class methods. This study demonstrated an impact on two social cognitive theory constructs as well as moderate physical exercise behavior that is larger than previous studies published in the literature and demonstrated the value of continuing investigation of this curricula.
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