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Increasing the self-efficacy of individuals with a disability through a theory-based curriculum applied to playing golf

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dc.contributor.author Robb, Gary M.
dc.contributor.author Compton, David M.
dc.contributor.author Kim, Kiboum
dc.date.accessioned 2012-04-17T17:09:59Z
dc.date.available 2012-04-17T17:09:59Z
dc.date.issued 2011-05
dc.identifier.citation Kim, K., Compton, D., Robb, G. (2011). Increasing the self-efficacy of individuals with disability through a theory-based curriculum applied to playing golf. International Journal on Disability and Human Development, 10(2), 151-157. en
dc.identifier.uri http://www.degruyter.com/view/j/ijdhd.2011.10.issue-2/ijdhd.2011.020/ijdhd.2011.020.xml?format=INT en
dc.identifier.uri http://hdl.handle.net/2022/14361
dc.description.abstract Project GAIN (Golf: Accessible and Inclusive Networks) is a theory-based curriculum developed to promote an active life-style and inclusion of individuals with disabilities by enhancing their self-efficacy through golf. Over a 5-year period (2004–2008), 814 participants with and without dis- abilities from six cities across the USA formally enrolled in Project GAIN. Mentors were used to increase lesson participation, engagement between lessons, and inclusion in golf- related activities. For this study, data from 327 individuals with disabilities and 295 mentors with and without disabilities were used for analysis purposes. Data included measures of perceived self-efficacy in golf, future plans in golf, and a weekly log of golf-related activities. Paired-samples t-tests and repeated measures ANOVA were utilized to examine the effects of Project GAIN on participants’ intention to participate and actual participation in golf-related activities. Results indicated that both study groups (individuals with disabilities and mentors) significantly increased their self-efficacy in golf as well as their intention to play golf in future. Significant increases in golf-related activity were reported in weekly logs over the 5 weeks of data collection. Bonferroni post hoc tests were employed to examine mean differences between weekly observations. Significant mean differences between weeks 1 and 3, and 1 and 5 were found. The Project GAIN curriculum successfully contributed to improving participants’ belief that they could play golf. The study findings support the effectiveness of Project GAIN in increasing golf-related activities that may lead to increased inclusion and physical activity. en
dc.language.iso en_US en
dc.publisher Walter de Gruyter en
dc.rights © 2011 by Walter de Gruyter en
dc.subject theory of planned behavior en
dc.subject self-efficacy en
dc.subject individuals with disabilities en
dc.subject inclusion en
dc.subject golf en
dc.subject active lifestyle en
dc.title Increasing the self-efficacy of individuals with a disability through a theory-based curriculum applied to playing golf en
dc.type Article en


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