Semester
Summer
Date of Graduation
2023
Document Type
Dissertation
Degree Type
PhD
College
College of Applied Human Sciences
Department
Sport and Exercise Psychology
Committee Chair
Sam Zizzi
Committee Co-Chair
Nancy O'Hara Tompkins
Committee Member
Peter Giacobbi
Committee Member
Eloise Elliott
Abstract
Developing physical activity interventions that reach underserved populations and increase equitable access requires knowledge of health equity (Bantham et al., 2021). Thus, as funding organizations push for use of community engaged approaches, it becomes important to gauge what community leaders know about health equity. The present study employed surveys and semi-structured interviews to explore community partners’ understanding and perceptions of health equity, as well as benefits and barriers to promoting health equity in their communities. Participants (n = 20) were capacity-building grant applicants recruited through the Center for ActiveWV. Reflexive thematic analysis was used to develop two higher order themes: knowledge and framing. Knowledge helped us understand how participants learned about health equity, the personal and professional impact of learning about health equity, the depth of their understanding, and how they are working to increase access to PA. Framing focuses on the barriers that may impede health equity promotion, but also provides ways to generate buy-in and promotional approaches. These results have practical implications for organizations at the national and state level who partner with communities to increase equitable PA access.
Recommended Citation
Casanave-Phillips, Karly Marie, "Working with Community Partners in WV: Learning How to Frame Health Equity in Physical Activity Interventions" (2023). Graduate Theses, Dissertations, and Problem Reports. 12035.
https://researchrepository.wvu.edu/etd/12035