The Co-Lab Lab is a health promotion research space rooted in connection, shared learning, and meaningful partnership. Guided by the belief that wellness grows where connection flows, the lab brings together students, researchers, and community partners to explore how supportive environments and collaborative approaches can promote multiple dimensions of wellness. The name also reflects my training as a Certified Professional Co-Active Coach, where growth and change are understood as relational, collaborative, and attentive to the whole person. 

Through community-engaged research, applied learning, and evidence-informed practice, the Co-Lab Lab aims to create knowledge that is both rigorous and relevant, while supporting students to grow as thoughtful, skilled, and compassionate health promotion leaders.

Research in the Co-Lab Lab focuses on health behaviour modification (e.g., physical activity), aspects of lifestyle psychology, and motivation-oriented strategies to enhance dimensions of wellness across diverse populations. Some recent projects are described below.

The Healthy Kids HOME (Health On the Move for Equity) Program

Healthy Kids HOME (2020-2025) was a multi-faceted health promotion initiative that involved the provision of health-oriented services to children and families in four priority Thunder Bay neighbourhoods.  The program brought together residents and community partners to deliver evidence-informed programming around physical activity, nutrition, smoking prevention and cessation, mental health, and other topics identified by participants. The HOME Program was supported by partners on the Healthy Kids Steering Committee. *Funded by the Ontario Trillium Foundation and the Public Health Agency of Canada

Motivation to Move: Examining the Impact of a Self-directed versus Coaching-based Exercise Prescription Program on Health Indices and Adherence Among Adults

Prescription to Get Active (RxTGA) is a National not-for-profit corporation that provides an evidence-based and practically engineered approach to assist health care providers (HCP) with helping patients to become more physically active. With the goal of preventing and treating many chronic conditions, RxTGA links the HCP’s endorsement of physical activity to resources in their community and on-line. A ‘RxTGA’ motivates people to move into action and maintain a healthy habit. The purpose of this research was to examine the effectiveness of RxTGA versus RxTGA plus activity coaching grounded in a motivational interviewing/Co-Active framework on physical activity adherence and health indices among prescription recipients via a 12-week intervention.

Health Equity in Action: Assessing the Impact of the Healthy Kids Family Program Using the RE-AIM Framework. 

• Pearson, Hannah (2026). M.Sc. Kinesiology 

The SHINE (Supporting Her In Navigating Exercise) Program: An Experimental Study Examining Peer Support as an Exercise Promotion Tool Among Undergraduate Women Initiates.

• Fabiano, Madeline (2025). M.Sc. Kinesiology  

"As you're able": Exploring Perceptions of Culturally-Inclusive Physical Activity Classes Among Older Adults. 

• Wadhwa, Aaila (2025). M.Sc. Kinesiology  

Understanding the Barriers and Facilitators to Engaging in a Physical Activity Prescription Program from the Perspectives of Health Care Providers and Recipients Using the Capability, Opportunity, and Motivation (COM-B) Framework.

• Tremblett, Justin (2024). M.Sc. Kinesiology 

Understanding How an App-based Group Chat Impacts Physical Activity Behaviour and Mental Health Indices in an Individualized 6-week Aerobic Physical Activity Program for University Students.

• Degiacomo, Brenden (2023). M.Sc. Kinesiology

Building an EMPOWERed Classroom: Examining the Impact of a Two-Session Virtual Workshop on Mental Health Literacy and Self-Efficacy to Recommend Mental Health Resources Among Postsecondary Course Instructors.

•  Johnson, Delaney (2023). M.Sc. Kinesiology

We deserve that care and attention we are trying to nurture within other people: Exploring the Experiences of Co-Active Life Coaches on Self-Care and Professional Practice During the COVID-19 Pandemic.

• Waddington, Kayla (2021). M.Sc. Kinesiology

Caring for Carers: Investigating the Impact of an 8-week MI-via-CALC Intervention on the Health and Experiences of Caregivers of Children with a Disability.

• Racine, Jonathon (2021). M.Sc. Kinesiology

“Sometimes we get stuck in our ruts”: Exploring the Utility of a Mentorship Program for Daily Physical Activity Delivery Among Elementary School Teachers.

• Kennedy, Rebecca (2020). M.Sc. Kinesiology

 “Assuming there will be ups and downs”: Exploring Trauma Awareness through the Lived Experiences of Registered Kinesiologists in Ontario.

• Wall, Elizabeth (2020). M.Sc. Kinesiology

 Exploring the Perspectives of Experienced Healthy Older Adults Participating in a Community-Based Tai Chi Program.

• Koert van der Linden, Nerida (2019). M.Sc. Kinesiology

Examining the Impact of a Short-Term Mindfulness Intervention on Resilience and Symptoms of Psychological Distress in a First-Year University Classroom.

• Glena, Victoria (2019). M.Sc. Kinesiology

“Be kind to yourself – because you’re doing fine”: Using Self-Determination Theory to Explore the Health-Related Experiences of Primiparous Women Participating in a Motivational Interviewing-via-Co-Active Life Coaching Intervention.

• Harvey, Jacqueline (2018). M.Sc. Kinesiology

Exploring Health Care Providers’ Perspectives of Care Practices, Facilitators, and Barriers Experienced when Managing Childhood Obesity in Rural Northwestern Ontario Communities.

• Fairservice, Alyssa (2015). M.Sc. Kinesiology 

Assinck, L. Say no to scroll, have a stroll: Exploring the impact of a brief mindfulness intervention on physical activity, sedentary behaivour, psychological distress, and smartphone use in university students. 

DeAgazio, B. Examining the relationships between important others and motivation to participate in competitive dance among female adolescents using a Self-Determination Theory lens. 

Edwards, K. Examining the impact of a Zumba^TM dance intervention on self-presentation among high and low frequency female exercisers.

Fabiano, M. Exploring barriers to physical activity participation post-COVID-19 restriction removal among female undergraduate students.

Harvey, J. Examining the viewpoints of grade 5/6 students on self-efficacy and perceived exertion in relation to daily physical activity participation: A mixed methods study. 

Johnston, E. "Nature's classroom - where play becomes learning": Exploring kindergarten educators' perspectives on the benefits and constraints of outdoor play: A comparative study between urban and rural Northwestern Ontario schools.

Jollimore, S. How is the Big Five Inventory of Personality related to dietary consumption patterns in undergraduate university students?

Kennedy, R. Exploring the feasibility of delivering the GoodLife4Kids^TM program in a Northern Ontario elementary school: A case study approach. 

Luckai, K. Nordic ski programs: A qualitative study exploring the involvement experiences of parents. 

Marcotte, P. Evaluating the effectiveness of a physically active learning workshop on primary teachers' behavioural intentions and physical literacy self-efficacy. 

Moncrief, L. B. Healthesteps^TM: Identifying effective program components in a coaching-based lifestyle initiative for hospital employees. 

Templeman, J. Examining the relationship between autonomy support and health behaviour change in the HealtheSteps^TM Program.

Waddington, K. Exploring parental perspectives on risky-play in preschool children. 

Graduate Students: Each year, Dr. Pearson accepts 2-3 students to pursue a Master’s of Science degree in Kinesiology under her supervision.  Students are encouraged to contact Dr. Pearson directly to discuss the program, their research interests, and career aspirations.  Correspondence should include an unofficial transcript; a brief write-up of any research-related or other relevant experiences acquired to date; and how the student’s interests align with the work being conducted in the lab.  

Honours Thesis Students: Dr. Pearson will accept 1-2 honours thesis students each year. Interested individuals should contact Dr. Pearson prior to spring of their third year; an unofficial transcript and a brief write-up detailing general research interests and career goals should be included.  

Volunteers: Dr. Pearson and her graduate students welcome industrious, goal-oriented undergraduate students to contribute to projects being conducted in the lab. Interested individuals are encouraged to contact Dr. Pearson directly to discuss potential opportunities; an unofficial transcript should be included.