Facilitating Physically Active Identity Development in Older Women
AuthorHall, Kathleen Nevin
AdvisorMichaels, Cathleen L.
Committee ChairMichaels, Cathleen L.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractPhysical activity (PA) is beneficial for older women, yet, many older women are physically inactive. One way to motivate older women to become physically active is through physically active identity development. This study tested an intervention to see if physically active identity development could be facilitated, and if a facilitated physically active identity resulted in increased PA. A quasi-experimental pre-test post-test design was used with a convenience sample of 43 older women. Data analyses compared those who completed the study versus those who did not complete the study and those assigned to the intervention versus the attention-control group. Those who did not complete the study (N=22) had significantly higher walking frequency (p=.023) and significantly lower duration of sitting (p=.000). Among those who participated in the intervention (N=12) or attention-control (N=9) activities, there were no significant differences in physically active identities or PA at the end of the nine-week study period. Therefore, the study's two hypotheses were not supported. Significant associations were noted between physically active identity measures and health status (p=.039), ego-resiliency (p=.040, p=.016), general fear of performing PA (p=.024), and access to PA (p=.017). Limitations of the study include the high risk of error in the statistical conclusions due to low statistical power, the limitations of the sample, limitations of the intervention itself, and the failure to track subjects longitudinally. Implications for nursing education, practice, and research are discussed. Recommendations for future studies were suggested.