Focus on Freshman: Basic Instruction Programs Enhancing Physical Activity

Authors

  • Jarred Curry University of Wyoming
  • Jayne M. Jenkins University of Wyoming
  • Jennifer Weatherford University of Wyoming

DOI:

https://doi.org/10.18666/TPE-2015-V72-I4-6472

Keywords:

Physical Activity, Basic Instruction Program

Abstract

 

 Physical activity sharply decreases after different life stages, particularly high school graduation to beginning university education. The purpose of this study was to investigate the effect of a specifically designed university physical activity class, Exercise Planning for Freshman (EPF), on students' physical activity and group cohesion compared to other basic instruction programs (BIPs) offered on campus. Specific study questions included (a) what are students' perceptions of the classes, (b) how do group cohesion levels compare between students enrolled in EPF and those enrolled in other activity classes, (c) how does physical activity engagement compare between the two groups, and (d) is there a difference between men and women in terms of group cohesion and physical activity levels? Participants (n = 108) were university freshman students enrolled in seven integral BIP courses at a mid-sized university. Data were collected across four consecutive semesters and analyzed using constant comparison for qualitative data (i.e., Critical Incident) and ANOVA, ANCOVA, and t tests for quantitative data (i.e., PAGEQ, 3-Day Bouchard, and 7-DPAR). Treatment group participants had higher energy expenditure than control group participants at the beginning and end of the semester, yet there were no significant differences. It is understood that students enrolled in university BIP courses are likely to incorporate physical activity into their everyday routine. For group cohesion to have a significant effect, more steps need to be taken to accentuate its presence in EPF. 

Author Biographies

Jarred Curry, University of Wyoming

Student Recreation Director of Intramurals

Attained the B.S. and M.S. degree in Division of Kinesiology at UW

Jayne M. Jenkins, University of Wyoming

Division of Kinesiology and Health

Professor

Jennifer Weatherford, University of Wyoming

College of Education

 Lecturer Department of Professional Studies

attained B.S. at BYU and M.S. at UW

Downloads

Additional Files

Published

2015-11-16

Issue

Vol. 72 No. 4 (2015)

Section

Articles

License

Sagamore Publishing LLC (hereinafter the “Copyright Owner”)

Journal Publishing Copyright Agreement for Authors

PLEASE REVIEW OUR POLICIES AND THE PUBLISHING AGREEMENT, AND INDICATE YOUR ACCEPTANCE OF THE TERMS BY CHECKING THE ‘AGREE TO THE TERMS OF THIS COPYRIGHT NOTICE’ CHECKBOX BELOW.

I understand that by submitting an article to The Physical Educator, I am granting the copyright to the article submitted for consideration for publication in The Physical Educator to the Copyright Owner. If after consideration of the Editor of the The Physical Educator, the article is not accepted for publication, all copyright covered under this agreement will be automatically returned to the Author(s).

THE PUBLISHING AGREEMENT

Assignment of Copyright


I hereby assign to the Copyright Owner the copyright in the manuscript I am submitting in this online procedure and any tables, illustrations or other material submitted for publication as part of the manuscript in all forms and media (whether now known or later developed), throughout the world, in all languages, for the full term of copyright, effective when the article is accepted for publication.

Reversion of Rights

Articles may sometimes be accepted for publication but later be rejected in the publication process, even in some cases after public posting in “Articles in Press” form, in which case all rights will revert to the Author.

Retention of Rights for Scholarly Purposes

I understand that I retain or am hereby granted the Retained Rights. The Retained Rights include the right to use the Preprint, Accepted Manuscript, and the Published Journal Article for Personal Use and Internal Institutional Use.

All journal material is under a 12 month embargo. Authors who would like to have their articles available as open access should contact Sagamore-Venture for further information.

In the case of the Accepted Manuscript and the Published Journal Article, the Retained Rights exclude Commercial Use, other than use by the author in a subsequent compilation of the author’s works or to extend the Article to book length form or re-use by the author of portions or excerpts in other works.

Published Journal Article: the author may share a link to the formal publication through the relevant DOI.

Author Representations

  • The Article I have submitted to the journal for review is original, has been written by the stated author(s) and has not been published elsewhere. 

  • The Article was not submitted for review to another journal while under review by this journal and will not be submitted to any other journal. 

  • The Article contains no libelous or other unlawful statements and does not contain any materials that violate any personal or proprietary rights of any other person or entity.
  • I have obtained written permission from copyright owners for any excerpts from copyrighted works that are included and have credited the sources in the Article.
  • If the Article was prepared jointly with other authors, I have informed the co-author(s) of the terms of this Journal Publishing Agreement and that I am signing on their behalf as their agent, and I am authorized to do so.