Previous Physical Activity Experiences of Young Female University Students
Notice bibliographique
Résumé
Despite numerous physical and mental health benefits of physical activity, the majority of adult females fail to meet the recommended physical activity guidelines (Statistics Canada, 2015). As a result, women are less likely to achieve optimum levels of health. As childhood physical activity levels are predictive of physical activity in adulthood (Dennison, Straus, Mellits, & Charney, 1988; Telama et al., 2005), it is imperative to understand how previous physical activity experiences continue to affect women. The purpose of this qualitative study was to explore young adult females’ previous physical activity experiences, and how these experiences have influenced participants’ current attitudes and behaviours towards fitness. Data were collected from 12 female students between ages 17 and 24 from the Faculty of Education and the School of Kinesiology and Health Studies (SKHS) at Queen’s University, Canada. Participants were asked to complete a short questionnaire assessing basic demographic information and current and previous physical activity involvement. Semi-structured interviews were then conducted. The data were analyzed using a thematic approach. \nFour key themes emerged from the data: (1) Social Agents, (2) Expectations, (3) Values and Costs, and (4) Environmental Influences. All participants engaged in physical activity as children; however, those women who were less physically active at the time of the study experienced a decrease in fitness levels during adolescence. At this time, the three students who were less active (Semi-Active Students) began to notice individual differences in athletic ability. As their physical abilities were perceived as less developed than that of their peers, they started to feel self-conscious when performing in physical education classes. Parental support also decreased for the Semi-Active Students, as parents tended to prioritize academics. The Active Students (n=9) continued to be physically active and were primarily motivated by their intrinsic interest in sports. Positive feedback from teachers and coaches were also influential. Although certain aspects of these themes affected women in different ways, similar trends among the Semi-Active Students and the Active Students emerged from the data, demonstrating implications for future research and practice.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».