Peer-Supported Physical Activity Intervention for Academic Probation Freshmen in a Physiology-Related Major: A Feasibility Study

Autor/inn/en	Leary, Miriam; DiDio, Lindsay; Bonner, Daniel; Bryner, Randy; Leary, Brian K.
Titel	Peer-Supported Physical Activity Intervention for Academic Probation Freshmen in a Physiology-Related Major: A Feasibility Study
Quelle	In: Advances in Physiology Education, 47 (2023) 3, S.657-664 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leary, Miriam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Physiology; Majors (Students); Health; Physical Fitness; College Freshmen; Physical Activities; Intervention; Personal Autonomy; Well Being; Coaching (Performance); Program Effectiveness; Student Attitudes; Academic Ability; Self Efficacy; Metacognition; Measures (Individuals); Followup Studies; Academic Probation; Academic Persistence; State Universities; West Virginia + Suchen Sie Ihr Suchwort? Physiologie; Gesundheit; Leistungsfähigkeit; Studienanfänger; Individuelle Autonomie; Well-being; Wellness; Wohlbefinden; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Messdaten; Follow-up studies; Kontaktstudium; Staatliche Universität
Abstract	To retain students on academic probation, physiology and physiology-related programs may offer a variety of academic support initiatives. This pilot research study examined the feasibility and perceptions of implementing a success coach-led physical activity (PA) program for freshmen on academic probation in a physiology-related program. Freshman on academic probation [grade point average (GPA) <2.0] worked with a success coach on academic success strategies and PA. Freshmen completed validated surveys (Academic Self-Efficacy, Self-Efficacy of Regulated Learning, Institutional Integration Scale) before and after intervention and semistructured interviews after intervention. Retention rate was determined at longitudinal follow-up in Fall 2022. Six freshmen participated. Average GPA did not improve between Fall 2021 (1.561 ± 0.285) and Spring 2022 (1.606 ± 0.832) (P = 0.89). All felt that the program improved their study skills, but fewer (40%) felt that their grades improved. Most had positive perceptions of the PA program, including self-reported improvements in health/fitness (60%), mood/mental well-being (100%), and stress management (80%). Although most improved attention when studying (80%), this did not translate to improved academic performance (40%). For the Institutional Integration Scales, only the scale for "Faculty Concern for Student Development and Teaching" improved by the end of the semester (pre: 37 ± 7.6, post: 19 ± 3.4, P < 0.001). Retention rate of participants (83%) was higher than the university's overall retention rate for students on academic probation (37%). By fostering social integration, improving mood and mental well-being, and increasing university retention rates this pilot project confirmed the feasibility of using upperclassmen as success coaches for a physical activity intervention for academic probation freshmen. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01