Problem One: Exercise on Attitude, Intention, and Behavior
Most of the overweight individuals have low physical activity levels thus they become vulnerable to weight increment (Dunn, 2000). In this study particularly, a targeted approach is used in the determination of whether the Theory of Planned Behavior would serve as a starting point in the improvement of PA levels. study, through the Theory of Planned Behavior, would also intend to prove whether the theory has the potential of promoting healthy living with regards to the identified type of individuals ((Dunn, 2000). Therefore, is the study method that is identified has the elements deemed crucial within the set of individuals selected fit for the study. The Theory of Planned Behavior; in our case, it the targeted mechanism for intervention and thus has the study developed to incorporate the vital elements identified for the group to be studied.
About 66% of the participants would consider regular exercise as a healthy activity with approximately 30% accepting to undertake the whole process with the feeling of relaxation and enjoyment. In fact, about 6% of the participants could undertake the whole program without complaining that it is stressful and difficult. The surprise, however, came to be the 34% that undertook the process to please others or otherwise to revenge on teasers.
The older participants are heavier and thus were represented with reduced PA levels. Most of them accepted to undertake other treatment mechanisms like playing computer games rather than undertaking PA activities. Younger participants, on the contrary, thought of pleasing others more. Thus they would conform to undertake whatever activity as long as they reduced weight. Grouping the participants with regards to their gender, most males accepted undertaking physical activities, they also happened to be more confident regarding such exercises. However, those who believed in the Theory of Planned Behavior were more were more active in the workshops and felt a strong urge in doing the physical activities, they believed that it was ‘healthier’ to do so.
The study that has been undertaken in this case investigates how sex, age, and the structure of exercise influence the attitude and behavior of individuals (Poobalan, Aucott, Clarke, & Smith, 2017). With regards to age differences, many individuals believe that the old need to perform exercises to maintain their health. However, the study shows that regular exercise ensures “positive health” for everyone regardless of the age group or gender (Poobalan, Aucott, Clarke, & Smith, 2017). There are other findings that emerged from the study:
- Physical activity requires social support from close friends or even family members regardless of sex or age.
- The issue of enjoyment did not get as many votes as expected because most individuals did not regard it as a relevant motivator regarding PA; in all the age groups or sex.
The table as shown below gives a summary of the obtained results with regards to factors influencing PA.
Attitudes towards PA
A large percentage of the participants did not prefer using PA for meeting social obligations. Most would prefer walking rather than tighter exercises (Poobalan, Aucott, Clarke & Smith, 2017). The mothers felt like having children also included in the walks since no costs are involved in such processes. However, the participants who regarded physical activities as proper felt that other participants were too much on diet control as opposed to doing exercises with regards to achieving healthy lifestyle (Poobalan, Aucott, Clarke & Smith, 2017).
Problem Two: Matching Learning Styles to Modes of Educational Delivery in Teaching
The study shows that matching learning styles and teaching is a way of motivating the learning process of students. It is as a result of such reasons that teachers ought to identify their styles of teaching as well as the styles of learning. Such is, therefore a way of ensuring that improved teaching results for the students are obtained (Richardson, 1977). With all that in mind, it is important to ensure that a balanced style of teaching is obtained. The activities involved in the identified teaching scenario would ensure that students´ style and academic success is met. Teachers are thus involved in this type of research to achieve assurance with regards to the obtained results (Omrod, 2008). There are two major hypotheses concerning learning styles that are at this moment formulated. The two hypotheses are:
- Each student has his or her styles, strengths and weaknesses of learning.
- Learning mismatches regarding learning and teaching styles cause frustration, failure, and demotivation in learning.
In the study, a two-way ANOVA procedure happened to be conducted using variables that are independent.
The F value is associated with the main effect, which, in our case, is the visual learning style. The two by two ANOVA, with regards to the student knowledge which on our table, is grade score, is isolated as the dependent variable. The dependent variable values yielded for the visual learning style with significant effects; where: [F (3,86) = 2.74, p = 0.048 in which p < 0.05]. Such, therefore means that the effects of the visual learning style are statistically significant in the determination of the knowledge grade of the student. The other learning methods, the verbal learning styles happened to be insignificant as the value of F is greater than 0.05 (p > 0.05). The mean in this case, for the visual learning method is 60.78 (SD = 22.59) and that for the verbal learning aid is 62.28 (SD = 19.18). The standard deviations for the two students are however different.
As put in the results, learning styles for students are statistically important in the determination of knowledge performance. The results, in our case, are consistent with regards to the employed techniques of learning. For the visual-based learning style, it prevails that it is of importance and thus relevant for students (Gilakjani, 2017). The student that used visual learning style performed better than the other that used the verbal learning style. It, therefore, conforms to the fact that the learners with the tendency of learning through hearing and thinking would do less well than those that see, watching and think (Richardson, 1977).
In summary: - The study shows that matching learning styles and teaching is a way of motivating the learning process of students. It is as a result of such reasons that teachers ought to identify their styles of teaching as well as the styles of learning. Such is, therefore a way of ensuring that improved teaching results for the students are obtained. With all that in mind, it is important to ensure that a balanced style of teaching is obtained (Gilakjani, 2017). The activities involved in the identified teaching scenario would ensure that students´ style and academic success is met (Gilakjani, 2017).
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Omrod, J. E. (2008). Educational psychology: Developing learners (6th ed.). Upper Saddle River, NJ: Pearson.
Poobalan, A., Aucott, L., Clarke, A., & Smith, W. (2017). Physical activity attitudes, intentions, and behavior among 18–25-year-olds: A mixed method study. Retrieved 15 June 2017, fromhttps://bmcpublichealth.biomedcentral.com/articles/10.1186/1471-2458-12-640
Richardson, A. (1977). Verbalizer–visualizer: A cognitive style dimension. Journal of Mental Imagery, 1, 109–126.