Sammy Lawson: This Girl Can

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Sammy Lawson: This Girl Can by Mind Map: Sammy Lawson: This Girl Can

1. What is this girl can?

2. Barriers to participation

2.1. Women's Physical Activity Patterns - Nursing Implications

2.1.1. various heath issues facing women as they age

2.1.2. To develop a method of categorizing patterns of physical activity by describing the frequency, intensity, and duration of women's activities.

2.1.3. Method

2.1.3.1. A 24-cell quota sample stratified by four occupations, two races, and three age groups

2.1.3.2. One hundred seventy-six women, ages 35-65 years, who worked 20 or more hours per week at their job were not currently using hormone replacement therapy , not pregnant, and did not have a hysterectomy before the age of 53

2.1.3.3. Taylor Leisure Time Questionnaire (Taylor et al., 1978), which were originally validated for use with men. To adequately reflect women's activities, a household dimension was added by two of the investigators in an earlier pilot study of 53 registered nurses, clerical workers, and teachers (Wilbur, Miller, Dan, & Holm, 1989

2.1.4. Findings

2.1.4.1. Five patterns of household and leisure physical activity were identified: vigorous, continuous, cumulative, occasional, and inactive. Participation in the vigorous pattern was low, but 34% followed a continuous pattern of leisure activity and 75% followed a continuous pattern of household activity. The number of weekly work hours did not affect the household or leisure pattern

2.2. Seasonal Variation in Household, Occupational, and Leisure Time Physical Activity

2.2.1. Methods

2.2.1.1. 580 healthy adults from Worcester, Massachusetts

2.2.1.2. Three 24-hour physical activity recalls administered five times during 12 months of follow-up were used to estimate household, occupational, leisure time, and total physical activity levels

2.2.1.3. Use the Baecke questionnaire for determine levels of activity.

2.2.2. Findings

2.2.2.1. Complex patterns of seasonal change that varied in amplitude and phase by type and intensity of activity and by subject characteristics (i.e., age, obesity, and exercise)

2.3. The Effects of Daily Hassles on Exercise Participation in Perimenopausal Women

2.3.1. The purpose of this descriptive study was to examine the effects of daily hassles, age, and race on regular physical activity in perimenopausal women

2.3.2. Method

2.3.2.1. This study utilized a convenience sample of 35 women aged 35-55 from a large southern university

2.3.2.2. The Exercise subscale of the Health Promoting Lifestyle Profile (HPLP), a 5-item Likert scale, was used to measure exercise participation.

2.3.2.3. Daily hassles were measured using the 53-item hassles portion of the Hassles and Uplifts Scale

2.3.3. Findings

2.3.3.1. There was no statistically significant interaction between overall hassles scale scores and Exercise scale scores

2.3.3.2. There was, however, a statistically significant effect of the Household subscale on exercise

2.3.3.3. The Environmental and Social Issues subscale with race had an effect on exercise participation, although neither of these variables alone had any effect

2.4. Physical Activity in Women - Effects of a Self-Regulation Intervention

2.4.1. This study tested whether an intervention that combined information with cognitive– behavioral strategies had a better effect on women’s physical activity than an information-only intervention

2.4.1.1. The study compared a health information intervention with an information  selfregulation intervention. All participants received the same information intervention; participants in the information  self-regulation group additionally learned a technique that integrates mental contrasting with implementation intentions

2.4.2. maintaing physial activity and why its important for both men and women

2.4.2.1. how do strong intentions of physically active emerge?

2.4.2.1.1. how do people translate intentions to do something into actions?

2.4.3. Method

2.4.3.1. 4-month longitudinal RCT comparing two brief interventions

2.4.3.2. 256 women aged 30–50 years in a large metropolitan area in Germany

2.4.4. Findings

2.4.4.1. Women who learned a self-regulation technique during an information session were substantially more active than women who participated in only the information session

2.5. physical activity patterns of young women post college graduation

2.5.1. How many young women do the right amount of exercise post graduation

2.5.2. The purpose of this research was to examine the physical activity patterns of young women, post-college graduation

2.5.3. Method

2.5.3.1. Young, female subjects who had recently graduated from a private, southern university (between 1992 and 2002) were selected to complete an eating and exercise habits survey

2.5.3.2. A questionnaire designed to assess weight status, dieting patterns, physical activity, and the psychological affinity for food was completed by the young, college educated women. The questionnaire used in this study was developed from previously validated and published instruments shown to collect reliable, valid, accurate information.(

2.5.4. Findings

2.5.4.1. the article said the average women in this study do 22 minutes of exercise per day

2.5.4.2. Weight and body size were prominent concerns of young professional women

2.6. Equitable Access to Exercise Facilities

2.6.1. The distribution of exercise facilities between the richer population and the poorer and the decline in of facilities with the levels of deprivation.

2.6.2. Ecologic studies of the provision of exercise facilities indicate that in areas of deprivation, there is a trend toward reduced availability of exercise facilities compared with more affluent areas.

2.6.3. Method

2.6.3.1. A database of all indoor exercise facilities in England was obtained, and facilities were linked to administrative areas and assigned a deprivation score

2.6.4. The article is about physical activity during the transition from High ool to college among 69 females to examinechanges in physical activity during the transition from high school to college

2.6.5. Findings

2.6.5.1. When only swimming pools were examined, a negative association was observed for public pools (p0.0001) but not those that were private (p0.50), which were more evenly distributed among quintiles of area deprivation

2.6.5.2. When all 5552 facilities were considered, there was a statistically significant negative relationship (p0.001) between area deprivation score and the density of physical activity facilities

2.6.5.3. A similar relationship was observed when public and private facilities were examined separately

2.7. Changes in Women’s Physical Activity During the Transition to College

2.7.1. To examine changes in physical activity and physical activity patterns among females during the transition fro high school to college. Completed a questionnaire at begining of their freshman year.

2.7.1.1. Questions like do you do any sport during school and outside and how long to do the exercise for each session. Also how often do you exercise a week ?

2.7.2. Method

2.7.2.1. Sixty-nine females (age 18.2±0.4 years; body mass index 21.8±2.6 kg/m2; 84% Caucasian) at a large university in the south central United States participated in this prospective longitudinal study

2.7.2.2. They completed a questionnaire at the beginning of their freshman and sophomore years of college, recalling their participation in physical activity during the previous 12 months

2.7.3. Findings

2.7.3.1. Weekly time spent in moderate, vigorous, and moderateto- vigorous physical activity declined between high school and college (p<0.01).

2.7.3.2. Physical activity participation also differed by semester (p<0.01), with a significant decline during the summer between high school and college (p<0.01), and an additional decrease during the first semester of college (p<0.01)

2.7.3.3. The transition from high school to college is a critical time to promote physical activity among women

3. Strategies to improve participation

4. What do they do to improve the barriers?/