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Effects of a transtheoretical model ...

Li, Wen-Liang.

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Effects of a transtheoretical model intervention program utilizing peer facilitation, teacher facilitation, and combined peer and teacher facilitation on physical activity level and selected determinants of physical activity for female high school students in Taiwan.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effects of a transtheoretical model intervention program utilizing peer facilitation, teacher facilitation, and combined peer and teacher facilitation on physical activity level and selected determinants of physical activity for female high school students in Taiwan./
作者:	Li, Wen-Liang.
面頁冊數:	153 p.
附註:	Adviser: Allen D. Phillips.
Contained By:	Dissertation Abstracts International63-06A.
標題:	Education, Physical. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3057535
ISBN:	9780493729367

Effects of a transtheoretical model intervention program utilizing peer facilitation, teacher facilitation, and combined peer and teacher facilitation on physical activity level and selected determinants of physical activity for female high school students in Taiwan.
Li, Wen-Liang.

Effects of a transtheoretical model intervention program utilizing peer facilitation, teacher facilitation, and combined peer and teacher facilitation on physical activity level and selected determinants of physical activity for female high school students in Taiwan. - 153 p.

Adviser: Allen D. Phillips.

Thesis (Ed.D.)--University of Northern Colorado, 2002.

The purpose of this study was to determine the effects of a transtheortical stage model intervention program on physical activity level, enjoyment of physical activity, perceived physical competence, and self-efficacy for Taiwanese high school females. The second purpose was to compare the effects of peer facilitation, teacher facilitation, and combined peer and teacher facilitation on the four dependent variables for Taiwanese high school females. The third purpose was to examine the relationships between physical activity and enjoyment of physical activity, perceived physical competence, and self-efficacy. The participants consisted of 160 eleventh grade female students from eight intact physical education classes. The teachers of the eight classes were four experienced male teachers. The three levels of the intervention program, which were peer facilitation, teacher facilitation, and combined peer and teacher facilitation, plus a control group, were randomly assigned to each of the four teachers and the classes they taught.

ISBN: 9780493729367Subjects--Topical Terms:

1018000
Education, Physical.

Effects of a transtheoretical model intervention program utilizing peer facilitation, teacher facilitation, and combined peer and teacher facilitation on physical activity level and selected determinants of physical activity for female high school students in Taiwan.
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100 1 $a Li, Wen-Liang. $3 1264294
245 1 0 $a Effects of a transtheoretical model intervention program utilizing peer facilitation, teacher facilitation, and combined peer and teacher facilitation on physical activity level and selected determinants of physical activity for female high school students in Taiwan.
300 $a 153 p.
500 $a Adviser: Allen D. Phillips.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2175.
502 $a Thesis (Ed.D.)--University of Northern Colorado, 2002.
520 $a The purpose of this study was to determine the effects of a transtheortical stage model intervention program on physical activity level, enjoyment of physical activity, perceived physical competence, and self-efficacy for Taiwanese high school females. The second purpose was to compare the effects of peer facilitation, teacher facilitation, and combined peer and teacher facilitation on the four dependent variables for Taiwanese high school females. The third purpose was to examine the relationships between physical activity and enjoyment of physical activity, perceived physical competence, and self-efficacy. The participants consisted of 160 eleventh grade female students from eight intact physical education classes. The teachers of the eight classes were four experienced male teachers. The three levels of the intervention program, which were peer facilitation, teacher facilitation, and combined peer and teacher facilitation, plus a control group, were randomly assigned to each of the four teachers and the classes they taught.
520 $a The experimental design of the study was a pretest and posttest design. The data were obtained from four instruments: (a) a One-Day Physical Activity Recall Instrument administered for seven consecutive days during the pre-intervention period and after intervention, (b) an Enjoyment of Physical Activity scale, (c) a Perceived Physical Competence scale, and (d) a Self-Efficacy scale.
520 $a Physical activity levels in METs were significantly increased from the pretest to posttest (p < .05) for both levels of physical activity categories. Improvements in enjoyment of physical activity, perceived physical competence, and self-efficacy were not found to be significant ( p >.05) in either category. Similarly, no between-group differences were found for any of the four dependent variables for the Taiwanese high school females.
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