Term of Award
Doctor of Public Health (Dr.P.H.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Jiann-Ping Hsu College of Public Health
Committee Member 1
Committee Member 2
Previous research shows the numerous benefits of physical activity, however historical trends demonstrate that physical activity decreases with age (American College of Sport Medicine, 2000; Kesanieme, Riddoch, Reeder, Blair, & Sorensen, 2010; National Association for Sport and Physical Education, 2007).Currently, 50.6% of college students are meeting the aerobic exercise guidelines, 38.6% are meeting strength training guidelines, and 50% reported no participation in strength training exercises (American College Health Association, 2012). Within higher learning institutions there is not a current graduation requirement involving the completion of physical activity courses or requirements of whom and how these courses should be taught to maximize learning. The purpose of this study was to compare the effects of a PSI weight training course and a direct instruction (DI) weight training course on college students’ fitness levels, knowledge of weight training, self-efficacy toward weight training, outcome expectancy of weight training, task value efficacy of weight training and expectancy related beliefs of weight training. Methods: Participants (PSI n = 41 and DI n = 30) enrolled in college weight training courses were assessed with a weight training cognitive test, weight training questionnaire and FITNESSGRAM fitness test before and after the completion of the 15 week course. Two (group) × two (time) repeated measures Analysis of Variances (ANOVAs) with Bonferroni corrections along with descriptive statistics were used to determine effectiveness. Results: No statistically significant differences in curl-ups, push-ups, and body composition were observed; however, significant differences were found in the back saver sit and reach test. Weight training knowledge test scores were statistically significantly higher for PSI when compared to DI. No statistically significant differences were observed for task value, outcome expectancy, and expectancy related beliefs scores. Weight training questionnaire scores for behavioral intent and self-efficacy were found to be statistically significant for the main effect of time. Overall this study found teaching weight training using the PSI model to be more effective in increasing cognitive knowledge about weight training.
Penix, Kellie O., "Effects of a Weight Training Personalized System of Instruction Course on Self-Efficacy, Behavioral Intent, Fitness Levels and Knowledge" (2014). Electronic Theses and Dissertations. 1125.