The Facebook page will encourage interaction with peer trainers and other participants, creating a social network for sharing stories and pictures of PA participation, monitoring goal progression, and discussing successes and barriers. Video calls would enable face-to-face interactions with a peer, which may further enhance self-efficacy and relatedness through vicarious experience. The Behavior Analyst, 19, 163–197.Google ScholarBinder, C. & Bloom, C. (1989, February). Fluent product knowledge: Application in the financial services industry. Note: Core graduate fine arts courses may be repeated for credit with approval of the department. A course fee is charged for all fine arts courses listed here except FA 6295 Critical Practices and FA 6998 Thesis Research–FA 6999 Thesis Research. However, the majority of manual wheelchair users do not meet PA recommendations. New York: Praeger.Google ScholarGreer, R. D. (2002). Designing teaching strategies: An applied behavior analysis systems approach.
The authors acknowledge the potential burden of the number of self-reported outcomes and the need for two meetings to collect objective PA data. Reno, NV: Context Press.Google ScholarBiglan, A., & Hayes, S. C. (1996). Should the behavioral sciences become more pragmatic? Science, 213, 501–504.Google ScholarSkinner, B. F. (1987). Upon further reflection. Such an approach may overcome many of the barriers to PA participation within this population, while incorporating important theoretical variables that are associated with behavior change.
New York: Oxford University Press.Google ScholarDenzin, N. K., & Lincoln, Y. S. (Eds.). (1998). Strategies of qualitative inquiry. Following the statement, “Why do you take part in PA?” participants are asked to respond to each item on a five-point Likert-type scale, ranging from 0=not at all true for me to 4=very true for me. Associate Professors A.B. Dumbadze (Chair), D. Kessmann, B.K. Obler, S. Rigg.