Will I have to pay every time I go to the new clinic? The amount of payment due when visiting the clinic depends on the type of insurance being billed, and the service provided. Students will need to provide insurance information to the clinic when they are seen. Someone on staff at the clinic will be available to assist students with their billing questions. Did the College do this to make or save money? The care and access that will be provided by the new clinic have not been available to the Albion community since the closing of Trillium Hospital in What are the hours?
At this time Oaklawn intends to have the clinic open Monday thru Friday from 8: Oaklawn is open to adding hours on Sundays if the need is present. Will the new facility provide the same care currently provided by Student Health Services? The College is confident that this partnership will result in the same or even better care for our students, given the expanded services and hours of operation. Will this new clinic be Urgent Care? While the extended hours clinic will function much like an Urgent Care, there will not be a physician on site at all hours when the clinic is providing service.
Specifically, x-ray services will be limited to the times a physician is present at the clinic, so the clinic does not fit the definition of an Urgent Care facility. If the clinic is going to be open to the public, will I experience long waits to be seen by a health care provider? Oaklawn Hospital intends to add additional staff, including a physician assistant or nurse practioner, to handle the expected increase in the number of people utilizing the services of the clinic.
In addition, there will be walk in hours every day for those needing care to be seen on short notice. How will I get to the clinic? As the Munger Place building is located just two blocks from the Quad, students will be able to walk to the clinic when they need healthcare services. Taking into consideration that, for the purpose of this research, students from sports faculties were surveyed, the assumption is that the reason for their inconsistency can be explained by cultural differences Yan and McCullagh, Maslow, compared needs for being a member of something, love and other social needs, which include giving and accepting and are more dominant in Western society.
Athletes are content to be part of a team where they can fulfil such needs; they are content to be noticed, to have a certain status. Differences regarding the students from Ljubljana in terms of their lower values for the Sport Action with Friends and Social Status dimensions can potentially be interpreted with the greater individualism of the Slovenian students in relation to the students from Zagreb or Cologne. Entirely speculatively, we can assume there is a specific set of values in Slovenia which intensifies the distinction between the collectivist culture of former socialist countries and the individualism of Western countries.
That is to say, the fact that Slovenia is part of the European Union might affect the stronger need for Slovenians to be different from inhabitants of other socialist countries even in relation to motivation for physical activities. In that context, Slovenians could find physical activity sport important for their health, but not as means for socializing.
However, the biggest differences were found between Zagreb and Cologne, in the direction of higher results for the students from Zagreb, in up to three dimensions: Clearly, physical activity holds greater significance for the students from Zagreb than for the students from Cologne. Activity trait in sports has had a significant effect on both exercise intention and exercise behaviour Rhodes et al.
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- Participation Motivation and Student’s Physical Activity among Sport Students in Three Countries.
Thus, the motivational factors that contributed to participating in sports at all three institutions vary amongst each other although, conversely, there are some which characterize all of them: Another aspect concerning the lack of activity in students despite positive sports motivation might also be the increasing amount of time students have to spend on study, work and duties.
Therefore, individual time management strategies for an active lifestyle need to be offered at all levels of student sport. However, the results unmistakably revealed no statistically significant interactions. At the end, we must be aware that some limits of this paper exist, especially due to the methodology. In our case, the factor analysis of the motivational structure was applied to a relatively small sample.
Principle Components Analysis, performed on all the participants together from all three countries may not be the appropriate analysis for this study. It is typically assumed that the instrument of measurement is operating in exactly the same way and that the underlying construct s has the same theoretical structure and meaning across the groups of interest. Van de Vijver and Leung, define bias as a generic term for all nuisance factors threatening the validity of cross-cultural comparisons.
In our research, we adjusted our instrument only according to language, but neglected three primary sources types of bias: Among all correct data analysis methods that are usually used for avoiding the bias, we used the simplest one comparing cross-cultural samples only with language adjustment. However, in future research we have to use more sophisticated methods, such as structural equations modelling Byrne and Watkins, Additionally, the Participation Motivation Questionnaire Gill et al.
Rather, the Sport Motivation Scale Pelletier et al. The potential implications of the results can be in better understanding the relationship between different motivational orientations - in particular, extrinsic motivation - and sport participation among school-aged individuals may help those in leadership positions i. In the context of Self Determination Theory, students can be encouraged in developing more autonomous orientations for sport activity, rather than controlled and impersonal, especially in certain countries.
The novelty and scope of the research might compel a qualitative research design, which might offer further insight regarding the motivational orientations of sports students from different countries Lonsdale et al. In past years motivation has been a very important object of study among sports and exercise psychologists around the world.
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Achievement Goal Theory Nicholls, and Self-Determination Theory Deci and Ryan, ; ; ; Ryan and Deci, are among PMQ the most prominent current theories of motivation in the sport psychology literature and each has had considerable success in explaining motivational patterns in sport settings Murcia et al. The first and utmost limitation of this survey is the generalizability of the results.
This current study adopted a convenient sampling method due to the difficulty in obtaining college action sports participants in all three countries. Therefore, it should be careful when generalizing the results of this study. The results of this current study might not be generalized beyond the population of other students at the same universities. However, the study still added more information in the understanding of globalization in different countries to the existing literature. Therefore, the results obtained in this survey will above all serve research purposes. A recommendation and further part of this project is that the results should be confirmed in a larger investigation of different faculties and of all students.
Motivation for sport activities has become a very popular area of interest among sport psychologists. We found statistically significant factors of differences in motivation to participate in sport activities among sports students from three different countries. We also found significant sex differences in motivation to participate in sport activities for all sports students from three different countries. This study also reinforced the importance of the pleasure to be gained from participating in sports.
Faculty of Sport, University of Ljubljana, Slovenia. Motivation in physical education; racket sports, substance use and misuse. Institute for Anthropological Research Zagreb, Croatia.
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Faculty of Kinesiology, University of Zagreb, Croatia. Motivation in physical education, sport and exercise; rythmic gymnastics, aerobic. National Center for Biotechnology Information , U. J Sports Sci Med.
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Author information Article notes Copyright and License information Disclaimer. Received May 9; Accepted Nov 2. This article has been cited by other articles in PMC. Abstract The main aim of this study was to examine the differences in motivation to participate in sport activities among sports students from three different countries. The potential implications of the result can be in better understanding the relationship between different motivational orientations - in particular, extrinsic motivation - and sport motivation among school-aged individuals.
Significant factors of differences have been found in motivation to participate in sport activities among sports students from three different countries and also some significant sex differences have been found in motivation to participate in sport activities for all sports students. Sports activities, school, cross-cultural study. Introduction Cross-cultural comparison of the motivation for sport activities of sports students in three countries could provide us the information about the differences in their motivation, as well as about their differences compared with non-sport population.
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The aims of this study were to establish: Methods Participants The participants in our research were students from the Faculty of Sport in Ljubljana age Gender data for the participants. Open in a separate window. Results Important goals of our research program were: I want to improve my skills 4.
I want to be with my friends 3. I like to win 3. I want to get rid of energy 4. I like to travel 3.
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I want to stay in shape 4. I like the excitement 3. I like the teamwork 3. My parents or close friends want me to play 1. I want to learn new skills 4.
I like to meet new friends 3. I like to do something I'm good at 4. I want to release tension 4. I like the rewards 2. I like to get exercise 4. I like to have something to do 4. I like the action 3. I like the team spirit 3. I like to get out of the house 4. I like to compete 3.
I like to feel important 3. I like being on a team 3. I want to go on to a higher level 4. Although everyone deals with stress differently, exercise provides a great outlet. When exercising, your brain releases powerful natural chemicals that boost your mood, relax your body, and leave you feeling happier and more focused.
When exercising, your body releases endorphins, which in addition to improving your mood can naturally suppress your appetite. Suppressing your appetite can be good for controlling portion size, but extreme dieting, especially with an active lifestyle, is never recommended.
A college diet is not ideal, commonly consisting of cheap, quick, on-the-go meals and snacks, late night take-out, limited dining hall choices and unlimited soft-serve creemees, snacks and soft drinks from vending machines and convenience stores, and free food events around campus that always have cookies and brownies. If you want to keep living this lifestyle, you have to give a little. Exercise ensures that all the easy access to unhealthy foods on campus won't contribute to weight gain or emotional strain. It could also have a negative effect on one's social life, work performance or grades.
To remain in healthy exercise practice, active persons should focus on consuming a balanced diet, staying hydrated, and getting an adequate amount of sleep. Together with exercise, these will ensure that you feel your best, both physically and mentally. If you or someone you know is or has struggled with eating disorders, there are services on college campuses and in the community to reach out to. In addition, find local resources at National Eating Disorders website. Exercising for just 30 minutes a few times a week can help relieve the stress of academics, myth-bust the freshman, improve sleep quality and your mood, and boost your brainpower.
Forming a routine can even spark a healthy addiction to working out. You have to love what you do, whether it comes to your own job, your classes, working out -- you have to do what works for you," said Bret Dewhurst, R. But he suggests to always challenge yourself, too. If you're looking to improve who you are, you have to take healthy risks. Go to a fitness class for the first time; learn from others in the gym on how to properly lift weights.