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- W2178657998 abstract "Effect of a Lifetime Health and Fitness Class on College Students by Tiffany Young Klockziem MA, Minnesota State University, Mankato, 2000 BS, Huron University, 1996 AA, Bethany Lutheran College, 1994 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Health Walden University September 2015 Abstract Physical inactivity and obesity, both of which are modifiable cardiovascular disease (CVD) risk factors, increase substantially during the transition from adolescence to young adulthood. CVD is the 5th leading cause of death in people ages 18 to 29. This disease has enormous social and financial repercussions; however, many college age students do not see chronic disease as a personal threat. Few researchers have examined chronic disease risk in young adults or used a consistent, objective measurement of physical activity. A pre-post, quasi-experimental study was conducted to evaluate the association between a health and fitness class, physical education 215 (PHED 215) and chronic disease risk, cardiorespiratory fitness (CRF) level, body fat percentage, self-motivation, exercise self-efficacy, and transtheoretical model (TTM) physical activity stage of change progression among male and female college students (n = 64). The TTM was utilized as the theoretical framework for this study. Secondary data were analyzed via descriptive statistics, paired t test (or Wilcoxon signed-rank test if data were not normal), and Bowker’s test of symmetry. Results showed a statistically significant association between PHED 215 and 2 dependent variables: cardiorespiratory fitness level (p = 0.0001) and progressive movement through the TTM stages of change (p = 0.0061). Because college age students are shaping their adult behaviors, positive health change adopted during this critical time could increase CRF, establish lifelong exercise habits, improve quality of life, and delay and decrease obesity risk and chronic disease and related costs. While further study in different settings is warranted, PHED 215 could be used as a blueprint for other interventions in the education, community, and healthcare settings.Physical inactivity and obesity, both of which are modifiable cardiovascular disease (CVD) risk factors, increase substantially during the transition from adolescence to young adulthood. CVD is the 5th leading cause of death in people ages 18 to 29. This disease has enormous social and financial repercussions; however, many college age students do not see chronic disease as a personal threat. Few researchers have examined chronic disease risk in young adults or used a consistent, objective measurement of physical activity. A pre-post, quasi-experimental study was conducted to evaluate the association between a health and fitness class, physical education 215 (PHED 215) and chronic disease risk, cardiorespiratory fitness (CRF) level, body fat percentage, self-motivation, exercise self-efficacy, and transtheoretical model (TTM) physical activity stage of change progression among male and female college students (n = 64). The TTM was utilized as the theoretical framework for this study. Secondary data were analyzed via descriptive statistics, paired t test (or Wilcoxon signed-rank test if data were not normal), and Bowker’s test of symmetry. Results showed a statistically significant association between PHED 215 and 2 dependent variables: cardiorespiratory fitness level (p = 0.0001) and progressive movement through the TTM stages of change (p = 0.0061). Because college age students are shaping their adult behaviors, positive health change adopted during this critical time could increase CRF, establish lifelong exercise habits, improve quality of life, and delay and decrease obesity risk and chronic disease and related costs. While further study in different settings is warranted, PHED 215 could be used as a blueprint for other interventions in the education, community, and healthcare settings. Effect of a Lifetime Health and Fitness Class on College Students by Tiffany Young Klockziem MA, Minnesota State University, Mankato, 2000 BS, Huron University, 1996 AA, Bethany Lutheran College, 1994 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Health Walden University September 2015 Dedication To my parents...for always telling me that the sky is the limit, for challenging me to do something with the blessings God has given me, for always working so hard, dad for showing me what honor looks like, and mom for teaching me to “Run for the Roses.” To my grandparents...for their sterling exampleGreat Grandma Firle, the feisty one, Grandma Young, the spirited adventurer who faced adversity with courage, Grandma Kiecker, the lifelong learner and teacher who taught me to find silver linings, and Grandpa Kiecker, the kind man with quiet strength and wisdom. To my siblings...you have been my supporters and friends my whole lifeyou’ve showed me how to be brave, and cheered for me in everything I’ve done. You’ve helped me believe in myself, made me laugh, and kept me from taking everything too seriously. To my husband...thank you for believing in me, and going through this expedition with me every step of the way. You’ve had to sacrifice too, but your support and confidence in me never wavered. Because of you, I could go after my dream, and accomplish it, yet never had to sacrifice what is most importantGod and family. To my children...you came along on this journey, and loved me unconditionally. You made it a grand and worthwhile adventure, yet reminded me to take time to smell the lilacs. You are such a blessing. I hope I have and will continue to set a great example for you, like the one my parents and grandparents set for me: follow God’s wisdom and guidance, work hard for your goals with humility, integrity and character, “let your light shine,” “throw off the bowlines,” “sail away from the safe harbor,” “strive valiantly,” “spend yourself in a worthy cause,” “never, ever give up,” and always, “dream big.” Acknowledgements First of all, I would like to thank my Advisor, Dr. Chinaro Kennedy, for pushing me and supporting me throughout this entire dissertation process. You taught me so much due to your expertise and professionalism. I could never thank you enough, but I will still trythank you for everything, Dr. K! Also, I’d like to thank my committee member, Dr. Diane Cortner, for your valuable insights and kind and uplifting words. You helped inspire me and push myself to become a “Champion”thanks for your encouragement Dr. Dee! In addition, I’d like to thank my University Research Reviewer, Dr. Lawrence Fulton. I appreciate the time you took to examine my dissertation and the feedback you gavethank you so much! All three of you helped me make my dissertation the best that it could beyou have my respect and my appreciation. Thanks to my wonderful teachers along the way, from grade school through today. I admire you, emulate you, and learn from you still. Also, I’d like to thank God for the countless blessings He has given me. You are my light, my rock, and my strength. I know you have more great plans for me. And finally, I’d like to thank my family for their unconditional support. You all believed in me and lifted me up, no matter what. You reminded me that things worth doing are seldom easy. You inspired me to push myself; I knew I would pass this way only once, so I should do it right. I could have never done it without you." @default.
- W2178657998 created "2016-06-24" @default.
- W2178657998 creator A5042677566 @default.
- W2178657998 date "2015-01-01" @default.
- W2178657998 modified "2023-09-27" @default.
- W2178657998 title "Effect of a Lifetime Health and Fitness Class on College Students" @default.
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