Timothy A. Brusseau

Objective: This study evaluated the preliminary effects of a brief online motivational interviewing–based health coaching intervention combined with a wearable activity tracker, in promoting health-related behaviours and perceived health among US undergraduate students. Design: Grounded in self-determination theory, the 1-hour Zoom-based motivational interviewing intervention was delivered by peer health coaches included behavioural image screening, ambivalence resolution, and goal setting. Participants received a Fitbit Inspire 2 to wear throughout the study period, from baseline to 6-week follow-up. Assessments were conducted at baseline, 2 weeks, and 6 weeks post-intervention. Method: Quantitative data were analysed using linear mixed-effects models and compositional data analysis. Results: Statistically significant improvements were observed in general health and mental health across time points ( p < 0.001), with modest effect sizes from baseline to 6 weeks (general health: d = 0.37; mental health: d = 0.40). Fruit and vegetable intake showed modest, non-significant increases of 0.4 and 0.5 servings per day, respectively, at the first follow-up, but these gains were not sustained at the second follow-up. No significant changes were found in physical activity, sedentary behaviour, or sleep ( p > 0.05). Substance use declined modestly, with 3 to 23 fewer individuals reporting substance use in the past 30 days, depending on the substance. Conclusion: The intervention improved perceived health and reduced substance use but had limited effects on movement and dietary behaviours. It offers a feasible approach to supporting health in undergraduate students’ populations.

Objective: To evaluate the use of indoor climbing as an intervention to promote mental and social well-being among college students. Design: A mixed-methods pretest-posttest design was used, incorporating quantitative surveys and qualitative focus groups. Methods: Data were collected across two academic semesters between August 2023 and May 2024 in an indoor climbing gym using pre- and post-tests and focus groups. Participants, college students aged 18 to 25, were provided with climbing instruction and equipment, and climbed together during the intervention sessions. Data on mental and social well-being were analyzed by paired t-tests for pre- and post-tests and thematic analysis for focus groups. Results: The results of the pre- and post-tests show significant (p < 0.05) improvement in self-esteem, life satisfaction, social connection, and sense of belonging, and reduced reported anxiety and stress levels. However, self-rated general health did not have a significant improvement (p = 0.10). The findings from the focus groups supported the results of the pre- and post-tests. Conclusions: The findings of this study suggest that top rope indoor climbing has significant value in intervention-style programs for boosting the mental and social well-being of college students. The employment of such programs may provide a new way to approach contemporary mental well-being crises on college campuses. Future research should include follow-up studies to examine if the benefits to participant well-being are sustained.

Background : The purpose of this study was to examine the preliminary effectiveness of a health education curriculum to improve anthropometric and behavioral outcomes in adolescents. Methods : A matched controlled quasiexperimental research design was utilized. Participants were students (N = 888; 52% female) recruited from 6 high schools. Three schools were assigned to an intervention group (n = 535) and 3 assigned to a matched control group (n = 353). The intervention’s health education curriculum, Team Thrive, was delivered over 3 weeks and focused on increasing fruit and vegetable consumption and physical activity. Outcomes were collected at baseline (T1), at posttest 1 day after curriculum delivery (T2), and at a 1-month follow-up (T3). Linear mixed effects models carried out a difference-in-difference analysis while controlling for covariates. Results : Improvements in the intervention group compared with the control group were observed at T2 for skin carotenoids ( b = 1132; 95% CI, 545–1719; P < .001), carrot consumption ( b = 0.92; 95% CI, 0.41–1.42; P < .001), cups of fruit ( b = 0.49; 95% CI, 0.25–0.74; P < .001), cups of vegetables ( b = 0.30; 95% CI, 0.06–0.55, P = .015), step counts ( b = 1123; 95% CI, 560–1688; P < .001), and strength training frequency ( b = 0.50; 95% CI, 0.19–0.81; P < .01). Improvements maintained at T3 were observed for body mass index percentile ( b = −1.13; 95% CI, −2.01 to −0.26; P = .01), skin carotenoids ( b = 1868; 95% CI, 1286–2450; P < .001), carrot consumption ( b = 0.69; 95% CI, 0.12–1.26; P = .01), and step counts ( b = 1296; 95% CI, 676–1917; P < .001). Conclusions : This study supported the preliminary effectiveness of the Team Thrive health education program to improve health behaviors in adolescents. Randomized trials are needed to further establish effectiveness and provide evidence for scaling up the program for population implementation.

In 2014, the College of Health at the University of Utah hired a new dean, who was charged with increasing research productivity (e.g., extramural funding). This paper highlights several ways that the Department of Health and Kinesiology (more broadly the College of Health) leveraged resources through interdisciplinary partnerships to meet this challenge. More specifically, the paper highlights efforts to develop new research space, explore partnerships with other units and initiatives on campus to recruit and retain faculty, and use existing programming on campus to strengthen the research infrastructure. It also illustrates changes in policies that enabled this research expansion.

"Addressing Social Justice and Equity Imperatives: Exemplars of Inclusive Excellence" published on 08 Oct 2024 by Human Kinetics.

The purpose of this study was to examine the associations of an online coaching intervention that included goal setting with movement behaviors and perceived general health (GH) and emotional wellbeing (EW) in college students. Participants were college students from a university within the western United States (N=257; 57.2% female). Participants met with health coaches in an online setting for one hour and goals were set for physical activity (PA) and/or sleep duration. PA, sleep duration, and perceptions of GH and EW were collected at baseline and at 2- and 4-weeks after the coaching session within a single arm research design. Mediation analyses determined the indirect effect (IE) of each movement behavior both after the health coaching session and after goal setting on the GH and EW outcomes in addition to the bidirectional association between GH and EW. No movement behavior positively mediated the associations with GH or EW after the health coaching session or after goal setting, although after goal setting PA and weeknight sleep at 2-weeks associated with GH at 4-weeks (β=0.16–0.39, p<0.01) and associated with EW at 4-weeks (β=0.22–0.25, p<0.01). EW mediated the associations of the health coaching session on GH (IE=0.19, p<0.001) and GH mediated the association of the health coaching session on emotional wellbeing (IE=0.09, p<0.001). In conclusion, movement behaviors correlated with GH and EW, but no positive mediating associations were observed. After the health coaching session, EW mediated the association with GH and vice-versa, suggesting a bidirectional association between the two health perceptions.

Physical activity (PA) is an essential component of the physical education classroom, whether it is used to practice motor skills, increase motor competence, or provide experience and opportunities to nurture lifelong PA participation. This chapter outlines the history of PA in the school setting, beginning with physical education and expanding through a Comprehensive School Physical Activity Program model including PA during the school day (e.g., recess and classroom-based activity), PA before and after school (including active commuting), staff involvement, and family and community engagement. We begin by discussing the theoretical underpinnings of PA in the school setting and then outline previous research around PA implications. Ideas and suggestions for how the field of physical education and PA in schools can move the field forward together to embrace PA during the school day while being culturally and socially just are presented. Finally, future directions and implications for research are discussed.

This paper builds on previous reviews of physical education/sport pedagogy research over time in the areas of teaching, teacher education, and curriculum. Ideas are shared about the evolution of terminology, specializations, research, methodology, theoretical frameworks, journals and publishing outlets, parent disciplines, and where programs sit in universities. This paper also highlights contributions of the 52 National Academy of Kinesiology fellows in the area of physical education/sport pedagogy. These fellows have been productive with high H-indexes and citation numbers, suggesting high scholarly productivity, as well as impactful work. There have been recent closures of physical education/sport pedagogy doctoral programs, some of which have been offset by new and reemerging programs. Doctoral programs are critical to the future of research in physical education so that the current success can continue.

This cross-sectional study sought to examine the association of virtual exercise with physical activity (PA), general, and mental health during COVID-19 among university employees. Individuals completed an online survey with questions about demographic, sleep, substance use, and virtual exercise participation. The International Physical Activity Questionnaire and 36-Item Short Form Health Survey assessed PA, general, and mental health. Data were analyzed for descriptive, correlation, and multiple regression models. Complete data were collected from 122 participants with a mean age of 45.6±13.1 years. Participation in virtual exercise were highest for twice a week (24.6%) followed by once a month (17.2%) and never (17.2%). Over a quarter of participants reported an increase (29.1%) in alcohol use. No significant differences were found in total MET-min between before (1952 ± 1373) and during-COVID (1973 ± 1692) (p > .05); however, virtual exercise participation significantly associated with an increase in PA (β = 609.08, p=.01). Statistically significant positive relationships were also found between higher PA and better general health (β = .005, p < 0.01), and emotional well-being (β = .004, p < .05). Self-reported COVID disruptiveness was negatively associated with emotional well-being (β = -3.28, p < 0.001). This data suggested that virtual exercise courses were associated with maintaining PA which may indirectly regulate general and mental well-being during the pandemic for university employees.