Using Movband Technology to Support Online Learning: An Effective Approach to Maximizing Resources in Kinesiology

Brock, Sheri J.; Wadsworth, Danielle D.; Hollett, Nikki; Rudisill, Mary E.

doi:10.1123/kr.2016-0028

Cited by 8 publications

(8 citation statements)

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“…To our knowledge, this is the first study to use formative assessments to examine participant preferences for the Movband and dashboard in our planning and development of an SB intervention for girls and young women. Others studies have explored user preferences for Movband system in children [ 38 ] and college students [ 39 ] but not with the intent to develop an SB intervention. The study in children examined their perceptions of three commercially available activity-monitoring systems with the devices worn simultaneously and reported that the Movband system was the least “liked” among the participants [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

“…To reduce the likelihood of this occurring in this study, participants were only eligible if they had not worn an activity monitor in the past 3 months to ensure that they were inexperienced in monitoring their activity with emerging technologies or to wash out any previous experiences with electronic self-monitoring tools. The study in adults incorporated Movband technology into a Web-based kinesiology course and received positive feedback related to its ability to encourage favorable physical activity habits among students; however, a newer model of the device (ie, model 3 as opposed to model 2) was used and the study aims were not focused on health behavior modification but rather enhancing the learning experience [ 39 ]. Taking a consumer-focused approach and segmenting our focus groups in this study allowed us to identify age-specific design and functional preferences that might influence the appeal, perceived value, and ability of this activity-monitoring system to influence SB.…”

Section: Discussionmentioning

confidence: 99%

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Formative Assessment: Design of a Web-Connected Sedentary Behavior Intervention for Females

Kinsey¹,

Whipple²,

Reid³

et al. 2017

JMIR Hum Factors

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BackgroundSedentary behavior (SB) is a significant risk factor for heart disease, diabetes, obesity, and early mortality, particularly among women, and the health consequences associated with SB are independent of physical activity status. Interventions utilizing wearable technologies can improve SB, but their effectiveness is influenced by individual preferences, device engagement strategies, and technological features, which may affect user compliance. Gathering a priori insight from target populations on their preferences for program tools and strategies may assist researchers in identifying effective methods to improve the efficacy of SB interventions.ObjectiveThe objective of this study was to (1) explore the likeability (likes and dislikes) and usability (engagement intentions and navigation) of a wearable device (Movband) and its accompanying website (dashboard), (2) examine social incentive preferences (teammates), and (3) assess the feasibility (participants’ experiences during an activity-monitoring period) of these tools for use in an intervention to reduce SB in girls and women.MethodsA total of 9 girls (mean age: 8.9 years, standard deviation [SD] 1.1 years) and 11 college-aged women (mean age: 22.6 years, SD 3.2 years) participated in this study. Separate focus groups were held for girls and women, and all participants attended one before and the other following a 7-day activity-monitoring period. During the focus groups, participants were prompted with questions to address the study aims, and the nominal group technique was used to compile lists of group-specific preferences for the activity-monitoring system. The top three ranking likes and dislikes were reverse coded to determine likeability.ResultsThe top-ranking responses for the girls and women were the following: visual display of movements and ease of navigation (dashboard like), boring to look at and no calorie-tracking function (dashboard dislike), backlight and long battery life (Movband like), and color and not waterproof (tied for girls) and vertical time display (Movband dislike). Additionally, participants identified several aesthetic preferences and functional limitations. At the second focus group visit, the majority of the participants self-reported less SB during the previous week. Objective data from the activity-monitoring period revealed that the average steps per day for girls and women were 12,373.4 (SD 2617.6) and 8515.8 (SD 3076.7), respectively.ConclusionsThese results suggest that the girls and women liked many features of the Movband and dashboard. However, several dislikes were mentioned, which may negatively influence compliance and the effectiveness of the activity-monitoring system and require improvements before using in an SB intervention.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Formative Assessment: Design of a Web-Connected Sedentary Behavior Intervention for Females

Kinsey¹,

Whipple²,

Reid³

et al. 2017

JMIR Hum Factors

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“…Popular corporate franchises such as Planet Fitness or Gold's Gym are readily available schedule-wise and financially accessible for some students (Russell, 2011). IPAPs must stay vigilant regarding the potential of inclusion in core requirements, student needs, and innovative course offerings (Brock et al, 2016;Cardinal et al, 2012;Kim & Cardinal, 2019).…”

Section: Challenge #1: Declining Student Enrollment Trendsmentioning

confidence: 99%

“…In fact, the number of colleges and universities requiring IPAP courses decreased from 67% in the mid-1990s to approximately 39% in 2010 (Cardinal et al, 2012). In contrast, some universities have abundant enrollments with IPAPs as revenue generating game-changers (Brock et al, 2016). Regardless of the current state of affairs defined by institutions, one underlying commonality appears to be evident.…”

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confidence: 99%

A Constant Balancing Act: Delivering Sustainable University Instructional Physical Activity Programs

Brock¹,

Beaudoin²,

Urtel³

et al. 2020

Kinesiology Review

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The goal of university instructional physical activity programs (IPAPs) is to provide quality instruction through best practices to encourage college students to lead healthy and physically active lifestyles. As IPAPs have continued to decline due to enrollment and budgetary concerns, the importance of quality and sustainability has become particularly paramount. Furthermore, it is imperative to the existence of IPAPs that we strive to learn and share with each other in order to independently survive, but more essentially to flourish collectively, as we are better together. In our varied experience, while some IPAPs face unique challenges, many obstacles are common, regardless of institution size and composition. This paper will offer the perspectives of four strikingly different colleges and universities in their quest to navigate challenges in delivery, maintain and support quality instruction, and advocate for IPAPs.

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“…Additional training is required for first year instructors, who are required to enroll in a seminar course with an emphases on high education pedagogical skills and instructional strategies (Russell, et al, 2014). Instructors of Active Auburn are primarily responsible for maintaining gradebooks and communicating with the students (Brock, Wadsworth, Hollett, & Rudisill, 2016). The course delivery, presentation of content, assessment and grading are standardized across all sections of Active Auburn courses.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Predicting Student Success in Online Physical Education

Goad¹

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(i.e. study environment). Lastly, a direct binary logistic regression was performed to assess the impact of significant factors from the previous analysis on the likelihood that student would complete or not complete an online HRF course. Results: The model contained 6 independent variables (GPA, class standing, hours worked outside of school, achievement, organization and study environment). The full model containing all predictors was statistically significant (χ 2 (6, N=821) = 94.296, p<.001), indicating that the model was able to distinguish between students who completed and did not complete the online HRF course. Four of the independent variables made a unique statistically significant contribution to the model: (1) GPA, (2) Class Standing, (3) Hours Worked Outside of School and (4) Organization. The strongest predictor of a course completion were student who reported entering the course with a GPA of 2.6-4.0, recording an odds ratio of 3.96. This indicated that students who entered the course with a GPA above a 2.6 were almost 4 times more likely to complete an online HRF course than those who entered with a lower GPA, controlling for all other factors in the model. Conclusion: Upon course entry, students who did not complete the course generally reported a combination of the following factors: GPA below 2.6, worked more than 20 hours outside of school, underclassman class standing, and reported weak organizational beliefs. This analysis provides an initial understanding of the unique student characteristics affecting online HRF course completion. been invaluable. I would also like to thank my committee members, Dr. Eloise Elliott, Dr. Barbara Lublow, and Dr. David Daum for serving on my committee: thank you all of your guidance over the years. Without all of your supervision and constant help this dissertation would not have been possible.

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Using Movband Technology to Support Online Learning: An Effective Approach to Maximizing Resources in Kinesiology

Cited by 8 publications

References 0 publications

Formative Assessment: Design of a Web-Connected Sedentary Behavior Intervention for Females

Formative Assessment: Design of a Web-Connected Sedentary Behavior Intervention for Females

A Constant Balancing Act: Delivering Sustainable University Instructional Physical Activity Programs

Predicting Student Success in Online Physical Education

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