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|a RJ505.E83 F43 2009_FeatherstonKellyAllums |2 BU-Local |
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|a RJ505.E83 F43 2009 |
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|a Featherston, Kelly Allums. |
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|a Physical activity preference and psychological well-being among adolescents with intellectual disabilities |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2009. |
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|a x, 195 leaves : |b ill., charts, photographs ; |c 28 cm |
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|a Barry University Theses -- School of Human Performance and Leisure Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2008. |
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|a Includes bibliographical references (leaves 192-195). |
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|a Copyright Kelly Allums Featherston. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a As individuals are becoming more health conscientious the psychological, as well as the physical, benefits are becoming a primary focus among research. Physical activity and mental health have a positive relationship among adolescents with intellectual disabilities; however, this relationship is not as clear compared to other populations. As the understanding of exercise psychology does not have deep roots among persons with disability, there are not many techniques used to increase motivation or psychological benefits from exercise in this population. Activity preference has been used to motivate desired behavior and increase enjoyment and overall psychological well-being among persons with intellectual disability in classroom settings. This study hypothesized that the concept of activity preference could be transferred to the physical education environment to establish a possible relationship between physical activity preference and psychological well-being. A mixed-method single-subject design approach employed qualitative and quantitative efforts to assess participants’ behavior. Conclusions can be made from data that physical activity preference positively affected the psychological well-being of three out of four participants. While analyzing students within a natural Physical Education setting, it was also determined that the use of able-bodied helpers, music, physical activity stations, and partner selection appeared to positively influence the participants’ psychological well-being. However, these concepts should be replicated with varying population samples before explicit conclusions can be drawn. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Exercise therapy for children. |
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|a Students with disabilities |x Education |x United States. |
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|a Exercise |x Psychological aspects. |
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|a Middle school students. |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001664/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/16/64/00001/RJ505_E83 F43 2009_FeatherstonKellyAllumsthm.jpg |
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|a Theses and Dissertations |
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