Background Physical activity after bariatric surgery is associated with sustained weight loss and improved quality of life. Some bariatric patients engage insufficiently in physical activity. The aim of this study was to examine whether and to what extent both physical activity and exercise cognitions have changed at one and two years post-surgery, and whether exercise cognitions predict physical activity. Methods Forty-two bariatric patients (38 women, 4 men; mean age 38 ± 8 years, mean body mass index prior to surgery 47 ± 6 kg/m²), filled out self-report instruments to examine physical activity and exercise cognitions pre- and post surgery. Results Moderate to large healthy changes in physical activity and exercise cognitions were observed after surgery. Perceiving less exercise benefits and having less confidence in exercising before surgery predicted less physical activity two years after surgery. High fear of injury one year after surgery predicted less physical activity two years after surgery. Conclusion After bariatric surgery, favorable changes in physical activity and exercise cognitions are observed. Our results suggest that targeting exercise cognitions before and after surgery might be relevant to improve physical activity.
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In this document, we provide the methodological background for the Safety atWork project. This document combines several project deliverables as defined inthe overall project plan: validation techniques and methods (D5.1.1), performanceindicators for safety at work (D5.1.2), personal protection equipment methods(D2.1.2), situational awareness methods (D3.1.2), and persuasive technology methods(D4.1.2).
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This study investigates the way in which first year students use Facebook. An overview of recent studies on Facebook usage and a survey is presented. The latter is an online questionnaire on the Facebook activities of 618 students (78.6 % of all first year students) of the Media department of Hogeschool van Amsterdam. Previous studies identified four major Facebook activities: 1) information sharing receiving/providing information and generating ideas), 2) sharing for educational purposes (for learning, problem solving and sharing work), 3) social purposes (retrieving personal information about others or themselves, chatting, making appointments and generally keeping in touch) and 4) leisure (gaming and relaxing). The questionnaire’s answers were grouped accordingly and then compared, to provide a better understanding of how students use Facebook. In addition, a range of variables were measured in the survey,in order to map student characteristics such as gender, age, place of birth, living arrangements and the socio-economic status of their parents. Those variables were compared with the Facebook activities using PAWS Statistics 18.0 (formally SPSS)to determine any correlation
