Student Research

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    Psychosocial and friend influences on objective sedentary behavior and screen time: A mixed methods analysis
    (Human Kinetics Publishers, Inc., 2017-03) Garcia, Jeanette M.; Agaronov, Alen; Sirard, John R.; Whaley, Diane; Rice, David J.; Weltman, Arthur
    Sedentary behavior (SB) increases throughout adolescence, and is associated with adverse health outcomes. Purpose: Examine psychosocial and friend influences on SB and screen time in adolescents using a mixed-methods design. Methods: 108 middle and high school students wore accelerometers to measure objective SB, completed screen time and psychosocial questionnaires, and nominated friends to complete activity questionnaires. Focus groups centered around influences on SB behavior. Regression analyses and NVivo software analyzed quantitative and qualitative data. Results: Screen time was associated with greater screen time enjoyment, lower self-efficacy, and friends' screen time (r² = .21, P < .0001). Friends influenced whether adolescents engaged in screen time behaviors, with active friends encouraging less screen time. Conclusion: Active friends influenced adolescents to engage in less SB. Interventions should place an emphasis on encouraging less screen time, and providing opportunities for adolescents and their friends to engage in activities that promote physical activity rather than SB. ABSTRACT FROM AUTHOR
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    Implementation Fidelity of a Mindfulness-Based Yoga Program for Children with Autism Spectrum Disorder and Their Families: a Pilot Study
    (Springer International Publishing, 2019) Garcia, Jeanette M.; Baker, Kayla; Diaz, Morgan R.; Tucker, Jennifer E.; Kelchner, Viki P.; Rice, David J.
    Families with children diagnosed with autism spectrum disorder (ASD) may benefit from mindfulness-based interventions; however, few studies have examined such programs. Therefore, the purpose of this study was to demonstrate the implementation fidelity of a mindfulness-based yoga program for children with ASD and their families. Eight children and their families participated in separate, concurrent yoga sessions of identical curriculum. Implementation fidelity was assessed through observations and participant/instructor interviews. The study showed a high degree of implementation fidelity with standardized curriculum instruction, positive responsiveness from participants, and unique aspects of program differentiation. Results indicate that a mindfulness-based yoga program, providing separate sessions for both children and their families, may be especially beneficial to the entire family and enhance family relationships.