Validation of the Telephone and In-Person Interview Versions of the 7-Day PAR

Hayden-Wade, Helen A.; Coleman, Karen J.; Sallis, James F.; Armstrong, Colin

doi:10.1249/01.mss.0000064941.43869.4e

Cited by 148 publications

(111 citation statements)

References 26 publications

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“…For example, studies of sedentary time and physical activity time have repeatedly reported significant and often strong correlations between self-reported values of time and objectively measured values of time (e.g., Clark et al, 2011;Clemes, David, Zhao, Han, & Brown, 2012;Friedenreich et al, 2006;Hayden-Wade, Coleman, Sallis, & Armstrong, 2003;Strath, Bassett, Ham, & Swartz, 2003). Moreover, analyses of time spent using electronic communication have reported strong correlations (r ϭ .59 to r ϭ .87) between selfreported time spent and actual time spent on Facebook, Twitter, and e-mail (Junco, 2013).…”

Section: Psychometric Properties Of Survey and Outcome Measuresmentioning

confidence: 99%

“…Their FL study begins well after this critical period (Pufahl, Rhodes, & Christian, 2000, 2001Rhodes & Pufahl, 2009), and few manage to attain a level of professional working proficiency in an FL during high school. Because various professions from government to business now call for FL skills (Berdan, 2012;Byrne, 2013;Davidson, 2012;Grasgreen, 2013;Helmore, 2013;Skorton & Altschuler, 2012), this often leads to (re-)learning of an FL in adulthood. For this reason, the findings of this study are especially relevant for FL educators in the United States, many of whom are working with adults instead of children.…”

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confidence: 99%

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Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning.

Chang

Wall

Tare

et al. 2014

Journal of Educational Psychology

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In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students' attitudes toward assigned homework, time spent on assigned homework, and achievement outcomes in a variety of foreign language courses. Student ratings of the relevance of homework, the usefulness of feedback provided on homework, and the fairness of homework grading were positively correlated with teacher-assigned grades and standardized proficiency test scores in listening, reading, and speaking. Reported time spent on homework, however, was negatively correlated with these measures. In hierarchical regression analyses, all homework-related variables emerged as significant predictors of outcomes after controlling for potential covariates such as language learning aptitude, demographic variables, and affective factors. Thus, these results provide evidence that language course outcomes are positively associated with attitudes toward homework but negatively associated with time spent on homework. Possible interpretations of these findings are discussed. We suggest that the negative association follows in part from the opportunity cost of time spent on assigned homework, which decreases time spent on individualized study that may be more beneficial for improving language course outcomes.Keywords: assigned homework, attitudes, time spent, grade point average, standardized test scores Homework is nearly ubiquitous in educational settings, yet its effectiveness as a pedagogical tool is questioned to this day. In this article, we report results of the first study to examine the relationship of homework-related variables to achievement in foreign language (FL) courses. In doing so, this investigation responds to a problematic bias in education research toward examining achievement in core academic subjects (e.g., reading, math, science) to the exclusion of FLs. Although there is some evidence that homework is related positively to achievement in core subjects, FL achievement may not be influenced by homework in the same way because of two unique characteristics of language acquisition: a high degree of implicit learning (Eckman, Iverson, Fox, Jacewicz, & Lee, 2011;Williams, 2009) and social and interactional requirements (Burling, 1981;Gass, Mackey, & Pica, 1998;Kuhl, Tsao, & Liu, 2003;Long, 1981;Schumann, 1986;Seliger, 1977;Watanabe & Swain, 2007;Wells, 1981). Unlike that of other subjects, knowledge of language is largely unconscious; is routinely acquired without explicit instruction; and is inherently social, in that rules of conversation and cultural norms are fundamentally based in social interaction. Consequently, although traditional homework exercises done in isolation may aid in the learning of algebra, for example, it remains unclear whether this type of explicit, nonin...

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Section: Psychometric Properties Of Survey and Outcome Measuresmentioning

confidence: 99%

mentioning

confidence: 99%

Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning.

Chang

Wall

Tare

et al. 2014

Journal of Educational Psychology

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“…In addition to RPE, a 7-d physical activity recall (7-d PAR) interview took place at the end of the supplementation period. The purpose of the 7-d PAR, a reliable index in assessing activity levels 26 was to explore the activity levels of the two groups toward the end of the experimental period.…”

Section: Ratings Of Perceived Exertion and 7-d Physical Activity Recallmentioning

confidence: 99%

Daily L-Leucine Supplementation in Novice Trainees During a 12-Week Weight Training Program

Ispoglou

King²,

Polman³

et al. 2011

International Journal of Sports Physiology and Performance

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Purpose:To investigate the effects of daily oral L-leucine ingestion on strength, bone mineral-free lean tissue mass (LTM) and fat mass (FM) of free living humans during a 12-wk resistance-training program. Methods: Twenty-six initially untrained men (n = 13 per group) ingested either 4 g/d of L-leucine (leucine group: age 28.5 ± 8.2 y, body mass index 24.9 ± 4.2 kg/m 2 ) or a corresponding amount of lactose (placebo group: age 28.2 ± 7.3 y, body mass index 24.9 ± 4.2 kg/m 2 ). All participants trained under supervision twice per week following a prescribed resistance training program using eight standard exercise machines. Testing took place at baseline and at the end of the supplementation period. Strength on each exercise was assessed by five repetition maximum (5-RM), and body composition was assessed by dual energy X-ray absorptiometry (DXA). Results: The leucine group demonstrated significantly higher gains in total 5-RM strength (sum of 5-RM in eight exercises) and 5-RM strength in five out of the eight exercises (P < .05). The percentage total 5-RM strength gains were 40.8% (± 7.8) and 31.0% (± 4.6) for the leucine and placebo groups respectively. Significant differences did not exist between groups in either total percentage LTM gains or total percentage FM losses (LTM: 2.9% ± 2.5 vs 2.0% ± 2.1, FM: 1.6% ± 15.6 vs 1.1% ± 7.6). Conclusion: These results suggest that 4 g/d of L-leucine supplementation may be used as a nutritional supplement to enhance strength performance during a 12-week resistance training program of initially untrained male participants.

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“…The second categorization was weight status using BMI defined as normal weight (BMI < 25), overweight (BMI 25-29.9), or obese (BMI ≥ 30). Third, based on accelerometer MVPA, participants were categorized as meeting or not meeting the public health recommendations for MVPA (Haskell et al, 2007) if they engaged in an average of 30 minutes or more of MVPA per day (Hayden-Wade et al, 2003). Finally, participants were grouped into non-Hispanic white and "other" categories of ethnicity; the sample sizes within ethnic groups were not large enough to analyze data separately for each category.…”

Section: Analysesmentioning

confidence: 99%

Physical activity, weight status, and neighborhood characteristics of dog walkers

Coleman¹,

Rosenberg

Conway

et al. 2008

Preventive Medicine

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143

127

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Objective-This study examined how demographics, physical activity, weight status, and neighborhood characteristics varied among households with and without dogs.Method-Participants aged 20 to 65 years (N = 2199, 52% male, 75% white, Mean age = 45) were recruited from 32 neighborhoods in the Seattle, WA and Baltimore, MD regions during 2002 -2005. Dog ownership, dog walking, education, height, weight, and family income were self-reported. Minutes of moderate to vigorous physical activity (MVPA) were measured objectively by 7-day accelerometry.Results-Dog walking was associated with a higher proportion of participants who met national recommendations for MVPA (53%) when compared to those who had but did not walk their dog (33%) and to non-dog owners (46%). There were significantly fewer obese dog walkers (17%) when compared to both owners who did not walk their dogs (28%) and non-owners (22%). Dog owners who walked their dogs were more likely to live in high-walkable neighborhoods when compared to dog owners who did not walk their dogs.Conclusion-Dog walking may promote physical activity and contribute to weight control. Dog walking appears to be a mechanism by which residents of high-walkable neighborhoods obtain their physical activity.

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Validation of the Telephone and In-Person Interview Versions of the 7-Day PAR

Cited by 148 publications

References 26 publications

Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning.

Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning.

Daily L-Leucine Supplementation in Novice Trainees During a 12-Week Weight Training Program

Physical activity, weight status, and neighborhood characteristics of dog walkers

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