Semester

Spring

Date of Graduation

2009

Document Type

Dissertation

Degree Type

PhD

College

College of Physical Activity and Sport Sciences

Department

Physical Education Teacher Education

Committee Chair

Sean M. Bulger.

Abstract

The purpose of this study was to examine the effects of a 14-week intervention based on Active Living Every Day (ALED) Online. Outcomes of the 14-week online program and the process of delivering the program were analyzed. Outcome considerations included: whether ALED Online increased physical activity among participants (as measured through step counts), whether physiological changes (cholesterol and body mass index) were apparent throughout the intervention, and whether participants progressed or regressed through the Stages of Change (SOC). Process measures included examining the nature of retention of participants in the program and the quality of participants' responses to the "Life Assignments" homework component of ALED Online. This study used a quantitative/qualitative mixed methodology. Statistical analyses, qualitative analyses, and an integrated analysis of the mixed methodology are provided. There were no overall statistically significant intervention effects for the group at large from O1 to O3 [F(10,3)=.626, p=.749, n.s.]. However, there were overall statistically significant intervention effects for those who completed all four testing occasions (research adherents) [F(1,5)=2.26, p=.021]. Research adherents saw improvements in HDL cholesterol, LDL cholesterol, and SOC. Seven themes (Rationalization, Ease of Use, Thoughts, Behaviors, Time, Facilitation, and Accountability) elucidated typical participants' experiences with the program. Drop-outs', mid-achievers', and high-achievers results are highlighted.

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