College Students’ Perceptions of a Safe Spring Break Event: An Event Specific Prevention Program

The most recent National College Health Assessment (2007) revealed that college students are engaging in risky health behaviors that are putting them at risk for death, disease, and injury. Studies suggest that certain college student risk behaviors, such as consuming alcohol, increases around certain times of the year and at certain events. Event specific prevention (ESP) programs have been introduced to many college campuses in order to address these risky behaviors. ESP is a strategy designed to reduce risk behaviors around certain events or during times of the year when risk behaviors increase. The purpose of this study was to determine college students’ perceptions of the effectiveness of a Safe Spring Break ESP program. A cross sectional survey, conducted with 223 students from a large Southeastern university, revealed that 89.9% learned something new at the event and 84.5% reported the information would be helpful while on spring break. Also, many students felt the event was effective or extremely effective at increasing their knowledge regarding specific health behaviors surrounding spring break. This study encourages universities to invest in implementing ESP programs. Recommendations for student wellness, student counseling, and student services regarding ESP programs are included

Healthy Families = Healthy Communities: Let’s All Be Aware!

Families truly have the ability to impact the health of children, grandchildren, spouses, extended family, and even the community in which they live. The research sends a loud and clear message that when the family is actively participating in each other’s lives in a healthy way, the health of the individuals in the family improves. When parents talk to their children about drugs and alcohol, the children are less likely to participate in those behaviors.https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/2585/thumbnail.jp

The Effects of Sport Participation on Student-Athletes’ and Non-Athlete Students’ Social Life and Identity

This study examined perceived athletic identity, sport commitment, and the effect of sport participation to identify the impact of athletic participation on college students. This study surveyed 163 student-athletes (59%) and 112 non-athlete students (41%) from a National Collegiate Athletic Association Division-I affiliated institution (males = 172, 62.5%; females = 103, 37.5%). The survey questionnaire was developed and modified from four well-established instruments, the Athletic Identity Measurement Scale, the Sport Commitment Model, the Life Roles Inventory-Values Scales, and Athletic Involvement on the Social Life. The data collection process was initiated and completed in the 2008 spring semester. Seven sub-factors: Personal Role, Importance of Sport, Personal Attributes, Expectation of Others, Core Benefits, Social Relationship and Special Behaviors, were identified through a series of factor analyses. The participants placed their athletic role highly and moderately agreed with the researchers’ proposed core benefits of athletic participation. Overall, the findings supported past research in regards to gender and year in college difference, influence in perceived athletic identity due to sport specificity, and benefits of sport involvement. Variation in participants’ responses based on different demographic characteristics, suggestions for improving current supportive programs, and direction for future studies are further discussed

An assessment of Indiana health teachers\u27 needs and capacity related to health education

The purpose of this study was to determine Indiana health teachers\u27 needs and capacity related to teaching comprehensive school health education and to explore how these needs and capacities varied according to the characteristics of the teachers and the schools in which they taught. The research involved qualitative and quantitative methodologies. A 90-item questionnaire was sent to all health education teachers in Indiana (N = 1,242), yielding a response rate of 25.2% (N = 313). Data analysis included descriptive statistics, independent sample t-tests, one-way analysis of variance with Bonferroni post-hoc analysis, Kendall\u27s tau-c analyses, and chi-square analyses. Teachers in Indiana have capacity for teaching health education in some areas but limited capacity in other areas. There was limited support for the hypotheses that the teachers needs and capacity for teaching health education would vary according to their demographic characteristics (gender, professional preparation in health education, years of experience teaching health education) and the characteristics of the schools in which they taught (size of school, location of school corporation). Female teachers were more likely than male teachers to use specific active learning strategies and performance-based assessments. Teachers who taught in metro and suburban schools indicated they had health education curriculum coordinators whereas teachers in town and rural schools indicated they had support for curricula and support for health education by parents and community members. Teachers who taught in mid-size schools reported using culturally appropriate activities. Teachers who taught in small schools reported having small class sizes and time off to attend professional development activities but not having access to specific instructional resources. Teachers in large schools reported large class sizes and access to Power Point. Teachers from mid-sized schools reported not receiving time off for professional development. The teachers\u27 greatest needs in teaching health education were adequate instructional time for health education and updated information. The teachers\u27 greatest resources for teaching health education were the Internet and textbooks and related curricular support. It appears that increasing professional development opportunities in health education and increasing support for health education will aid Indiana teachers\u27 in their delivery of health instruction

The Effects of Sport Participation on Student-Athletes’ and Non-Athlete Students’ Social Life and Identity

This study examined perceived athletic identity, sport commitment, and the effect of sport participation to identify the impact of athletic participation on college students. This study surveyed 163 student-athletes (59%) and 112 non-athlete students (41%) from a National Collegiate Athletic Association Division-I affiliated institution (males = 172, 62.5%; females = 103, 37.5%). The survey questionnaire was developed and modified from four well-established instruments, the Athletic Identity Measurement Scale, the Sport Commitment Model, the Life Roles Inventory-Values Scales, and Athletic Involvement on the Social Life. The data collection process was initiated and completed in the 2008 spring semester. Seven sub-factors: Personal Role, Importance of Sport, Personal Attributes, Expectation of Others, Core Benefits, Social Relationship and Special Behaviors, were identified through a series of factor analyses. The participants placed their athletic role highly and moderately agreed with the researchers’ proposed core benefits of athletic participation. Overall, the findings supported past research in regards to gender and year in college difference, influence in perceived athletic identity due to sport specificity, and benefits of sport involvement. Variation in participants’ responses based on different demographic characteristics, suggestions for improving current supportive programs, and direction for future studies are further discussed

An Assessment of Faculty Usage of YouTube as a Teaching Resource

Creative classroom techniques incorporating technology promote a more productive and enriched learning environment. Preparing future health educators in today’s technology-driven society requires faculty to adopt new teaching strategies which motivate and engage the new tech-savvy Web 2.0 generation. YouTube® is a popular online video-sharing web site for both scholarly and non-scholarly communication. Currently, there are no published studies on the quantitative assessment of faculty utilization of YouTube in the health education classroom. The purpose of this pilot study was to 1) determine faculty’s current and potential utilization of YouTube in their classes; 2) identify faculty perceptions of the benefits of YouTube as a health education resource for in-class and online courses; and 3) identify potential limitations and challenges of this online resource. Using an online survey instrument developed by the researchers and provided via a secured website, data were collected from a non-randomized convenience sample of 24 faculty members, obtained from a population of 59 full-time tenure-track and fixed-term health and human performance faculty teaching at a mid-size university in the southeastern U.S. The results indicated that, overall, the faculty who use YouTube in their courses consider it to be an effective teaching resource for enhancing their health education course material. In addition, the non-user faculty expressed interest in learning more about the potential application of YouTube as an instructional tool for their classes. While further research is necessary, this pilot study suggests that YouTube may be a viable, innovative teaching resource for use by university faculty in health education and other disciplines