The effects of goal setting on physical activity of female middle school students

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Title:	The effects of goal setting on physical activity of female middle school students
Authors:	Wang, Shu-Hwa;王淑華;Ratliffe, Thomas
Date:	2005-05
Issue Date:	2017-09-12 14:38:46 (UTC+8)
Publisher:	American Alliance for Health, Physical Education, Recreation and Dance
Abstract:	The U.S. Department of Health and Human Services (1996) has identified regular participation in physical activity as an important determinant of health. Unfortunately, many people are not getting an adequate amount of physical activity-60% of adults and 50% of teens are not physically active on regular basis, and female adolescents' physical activity levels tend to decline after the age of 12 years. Research indicated that childhood and adolescence are critical times to lay the foundation for a healthier adult life; there is a need for additional research to improve young people's health by increasing physical activity, especially among girls. This study was designed to investigate the effects of goal setting on female middle school students' physical activity. Forty-six eighth-grade girls, enrolled in six, intact physical education classes from one K-12 charter school in the southeastern United States, were recruited for this study. A 1-week baseline and 6-week intervention was conducted to collect physical activity levels (step counts) by using the Yamax SW-701 electronic pedometer. Participants were randomly assigned into either a goal setting or "do your best" group. Participants in the goal setting group used goal-setting strategies that included providing physical activity information, self-mentoring, feedback, resetting goals, and analyzing their own exercise behavior. A 2 × 7 (Group × Time) analysis of variance with repeated measures for average step counts was conducted to examine the effects of time (Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, and Week 7) and groups. The results indicated that the main effect for time showed a significant difference in step counts for all participants, F(6, 264) = 15.29, p < .05. In addition, a significant Time × Group interaction was present, F(6, 264) = 8.88, p < .05. The results are discussed as they relate to existing research in sports, physical activity, and physical education settings. Therefore, it was concluded that the use of a pedometer along with goal setting strategies did help motivate students to increase step counts.
Relation:	Research Quarterly for Exercise and Sport, 76(1)
Appears in Collections:	[Department of Athletics] Periodical Articles

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