http://hdl.handle.net/1957/21155 2013-05-20T11:31:06Z http://hdl.handle.net/1957/38591 Exploring physical activity behaviors in adults with spina bifida : a mixed methods approach Vanderbom, Kerri Ayame Background: Spina bifida (SB) is the most common birth defect, affecting approximately 1 to 2 in 10,000 live births. SB is a complex disability with many associated, secondary, and chronic conditions that require lifelong medical care. Individuals with spina bifida (SB) are living longer with advances in medical care, and the majority of the estimated 166,000 individuals in the US living with SB are adults. Consequently, secondary conditions (SC) are more apparent and healthcare costs to treat SC are high. The National Center on Birth Defects and Developmental Disabilities' approach to decrease SC is to increase the number of accessible health promotion programs (HPP) available and increase levels of physical activity (PA). For persons with SB, a sedentary lifestyle is common, thus placing individuals at greater risk of experiencing SC. Furthermore, there is a lack of PA HPP for individuals with SB and there is a significant need to find approaches to increase PA behaviors in this population. However, if HPP are to effectively increase PA behaviors they have to be well designed, include the target population, and use previous research to guide development. Consequently, the first step in creating a PA HPP for individuals with SB is a needs assessment. Therefore, PA needs assessment was developed and implemented for adults with SB. Methods: The needs assessment included information about (1) demographics, environment, current PA behaviors, attitudes and motivation; (2) the individuals PA stage of change (SOC); and (3) perceived PA barriers (personal and environmental). A mixed method approach was used to collect data for the needs assessment that included a national, online survey (quantitative) and 1-1 interviews (qualitative). Results: Adults with SB lead a sedentary lifestyle. From the quantitative study, barriers, self-efficacy, and being female predicted participants PA levels. Main themes identified from the qualitative study included (1) a lack of PA knowledge, (2) facing personal barriers, and (3) a strong intention to become active. Conclusion: Future research needs to focus on developing PA interventions to educate adults with SB about the health benefits and ways to increase activity. The results from the needs assessment will guide the development of a future PA HPP that will aim to facilitate the adoption and maintenance of PA behaviors in adults with SB. Graduation date: 2013 2013-04-12T00:00:00Z http://hdl.handle.net/1957/38574 Increasing physical activity in adults : identifying mechanisms of goal-setting theory Moon, Dal-Hyun Walking is the most popular type of physical activity among the adult population in the United States including individuals with disabilities. Considering the popularity of the activity, walking-related physical activity should be a focus of health promotion campaigns among the adult population. Rhodes and Nigg (2011) suggested that employing theory-based interventions lead to a better understanding of physical activity behavior and to the development of effective interventions. The goal of this project is to provide an effective intervention strategy using goal-setting theory. Two studies were conducted to examine the effectiveness of goal-setting strategies to increase physical activity behavior among middle-aged adults and to identify the specific mechanisms of goal-setting theory. The first study examined the effects of different degrees of specific and difficult step goals on increasing physical activity, using a pedometer. A total of 96 adults were randomly assigned into five different goal groups: (a) easy, (b) difficult, (c) improbable, (d) do-your-best, and (e) no goal group. A 2 x 5 (time by group) repeated measures ANOVA revealed that there were significant time by group interactions. The increases in step counts in the difficult and improbable goal groups were greater than the remaining groups. In addition, there were no significant differences on the rates of goal achievement among specific and difficult goal groups. These findings suggest that when people have higher goals, they are more likely to increase their levels of physical activity. Future studies should examine the long-term effects of goal setting on physical activity. The second study examined the effects of goal commitment on physical activity promotion. A total of 69 adults were randomly assigned into different goal groups and their performances were compared. Participants' level of goal commitment was collected by survey. Results from multiple regression analyses showed that goal and goal commitment had a direct effect on increasing daily step count. However, there was no evidence for the moderating effect of goal commitment on the relationship between goals and performance. Results of this study suggest that goal setting and goal commitment are important predictors of change in physical activity levels. The results of this project suggest that physical activity promotion programs should use specific and difficult goals to increase a person's performance rather than vague and easily achievable goals. Also, it is important that participants make a commitment to achieve the goal. Future studies should examine the strategies for increasing goal commitment. Graduation date: 2013 2013-05-02T00:00:00Z http://hdl.handle.net/1957/38573 Factors influencing physical educators' inclusion behaviors towards students with autism spectrum disorder Morgan, Jennifer Ann The inclusion of students with disabilities in general physical education (GPE) classes has become a concept and practice that is expected if not always understood. A review of inclusion in physical education literature suggested that GPE teachers possess less than favorable feelings towards the inclusion of students with disabilities in their classroom (Block & Obrusnikova, 2007). In order to provide teacher-training programs that support inclusive instruction, a closer look into understanding teacher's inclusion behaviors is warranted. The current project aimed to examine (a) an integration of two psychosocial theories to explain teachers' inclusion behaviors and (b) what variables, such as years of experience, training, and beliefs, influenced these behaviors. The first manuscript employed Self-Efficacy Theory (SET) and Theory of Planned Behavior (TPB) to predict teachers' behaviors towards including students with autism spectrum disorder (ASD). There were 151 participants from a national random sample whom submitted surveys anonymously online. Results from a hierarchical regression analysis with SET entered into the first step, followed by TPB, indicated that self-efficacy explained 3.4% of the variance in behavior and the addition of TPB increased the variance explained to 5.3%. However, upon examining the beta values, SET was the only significant predictor of inclusive behaviors. The second manuscript investigated relationships between GPE teachers' beliefs, training, experience, and behaviors. Participants were 142 current GPE teachers who submitted surveys anonymously online. Results from a regression analysis indicated that teachers' experience, graduate coursework in adapted physical education (APE), and perceptions of strength in undergraduate training in APE significantly predicted their behavior for including students with ASD. Although the proposed integrative framework was not supported for predicting inclusion behavior, results did provide a unique glimpse into what teachers' are faced with in terms of numbers of students, support from other professionals, training, as well as personal confidence. While teacher education appears to be a significant predictor of inclusion behaviors, questions remain as to what kind of training is most successful at preparing teachers' to include students with disabilities. Future research should look not only into teacher education programs, but also into student-level behaviors (i.e. physical activity and engagement) in effort to establish evidence of best practices in teacher education. Graduation date: 2013 2013-04-05T00:00:00Z http://hdl.handle.net/1957/38564 Mindfulness, self-compassion, and leadership in wildland firefighting Lewis, Alexis (Alexis B.) Wildland firefighting is environmentally and socially a risky and complex occupation. Although much attention has been given to understanding the physical components in fighting wildland fire, much less time has been devoted to understanding and developing the capacity of wildland firefighters to handle the dynamic pressures of the physical and social environments. For this reason, human performance in the field of Exercise and Sport Psychology was used to inform this research. The purpose of this dissertation was to explore the two conceptual processes of mindfulness and self-compassion in relation to effective leadership and decision making of fire personnel. In the first manuscript a quantitative approach was adopted to explore facets of mindfulness and self-compassion in relation to their ability to predict supervisor self-rated leadership, and crewmembers' perceptions of their supervisors' leadership capabilities. The sample was comprised of 43 wildland fire crews consisting of their primary supervisors (N= 43) and crewmembers (N=246). A partial least squares path modeling approach was employed to test hypotheses regarding the relationships among mindfulness, self-compassion, and leadership. Findings revealed that aspects of mindfulness were significant predictors of crewmembers' scores and especially crew supervisors' scores of leadership. The specific aspects of mindfulness that predicted supervisor leadership were very similar between crewmembers and supervisors. Furthermore, although not as strong, aspects of self-compassion were also significant predictors of perceived supervisor leadership. However, unlike mindfulness, the aspects of self-compassion that predicted supervisor leadership were more varied between crewmembers and supervisors. Overall, the results indicate that mindfulness and self-compassion were predictors of desired wildland fire leadership, and is suggestive of potential roles they could serve in the development of leadership in wildland firefighting. The second manuscript consists of a qualitative feasibility study that investigated a mindful and self-compassionate awareness program developed for the wildland fire environment. The program was based on using a conceptual tool to refocus awareness and move self-compassionately through key aspects of present moment happenings with the self, others, and the surrounding environment during a 6-month period. A sample of federal fire managers and crew supervisors (N=8) located at three locations in the Western United States was used to assess the program in depth. Through an action research methodology, program and tool receptiveness, implementation, and suggested improvements were explored. Key findings closely aligned with other positive psychology interventions in that participant experience was influenced by a person-activity fit, desire to overcome initial challenges, belief in potential effectiveness of the program, age, and experience. In general participants had varying degrees of receptiveness, implemented the conceptual tool in a variety of ways that were unique to each person and situation, and suggested that future implementations occur during trainings across a firefighter's career. Conclusively, it was found that the conceptual tool outlined in the program is viable for use in the wildland fire environment while taking into consideration important factors surrounding a firefighter's age, experience, and potential fit with the program. Considering the two studies presented in this research, the wildland firefighting community should consider ways of implementing mindfulness and self-compassion into various trainings for the growth and development of personnel as leaders and decision makers. Furthermore, adaptability of any program is an important aspect that needs to be taken into account when deciding how, when, and where to implement mindfulness and self-compassion development tools, such as the one found to be feasible in this study. Graduation date: 2013 2013-05-03T00:00:00Z