An empirical study exploring female students' perceptions of personal disengagement in physical activity

Persistent Link:
http://hdl.handle.net/10150/291539
Title:
An empirical study exploring female students' perceptions of personal disengagement in physical activity
Author:
Kientzler, Alesha Lynne, 1970-
Issue Date:
1998
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In this study, I explored reasons for fifth and seventh grade girls' personal disengagement from physical activity. Regular participants in physical activity were used as a comparison to a target group of irregular participants. One central finding was that girls who do not participate in physical activity on a regular basis demonstrated a much lower knowledge base of the benefits of physical activity than the regular participants. This suggests that the value girls place on physical activity (i.e. willingness to participate) is related to their activity level (i.e. more active girls have a greater knowledge base). The less informed one is, the less one values physical activity. New contributions to the field of girls and physical activity are made from the findings on how irregular participating girls feel about professional suggestions for increasing their participation rate in physical activity.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Physical.; Education, Educational Psychology.
Degree Name:
M.S.
Degree Level:
masters
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Good, Thomas L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleAn empirical study exploring female students' perceptions of personal disengagement in physical activityen_US
dc.creatorKientzler, Alesha Lynne, 1970-en_US
dc.contributor.authorKientzler, Alesha Lynne, 1970-en_US
dc.date.issued1998en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn this study, I explored reasons for fifth and seventh grade girls' personal disengagement from physical activity. Regular participants in physical activity were used as a comparison to a target group of irregular participants. One central finding was that girls who do not participate in physical activity on a regular basis demonstrated a much lower knowledge base of the benefits of physical activity than the regular participants. This suggests that the value girls place on physical activity (i.e. willingness to participate) is related to their activity level (i.e. more active girls have a greater knowledge base). The less informed one is, the less one values physical activity. New contributions to the field of girls and physical activity are made from the findings on how irregular participating girls feel about professional suggestions for increasing their participation rate in physical activity.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Physical.en_US
dc.subjectEducation, Educational Psychology.en_US
thesis.degree.nameM.S.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGood, Thomas L.en_US
dc.identifier.proquest1389586en_US
dc.identifier.bibrecord.b38633565en_US
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