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Background: Weight stigma and bias are present in education, employment, and health care institutions, and have increased in recent years. College students in pre-health majors have been documented to hold weight biases, and interventions to mitigate these beliefs have had varying results. Objectives: This study's purpose was to assess the impact of a pedagogical intervention regarding weight stigma outcomes among first-year students. Method: Three instructors of lower-division health and social science courses implemented a 3-module lecture series on weight stigma, the environmental sources of weight variability, and body appreciation. Participants (N = 81; 48 from intervention (INT) classrooms, 33 from comparison [COM] classrooms) completed an end-of-semester survey regarding their anti-fat biases, fat phobia, and body appreciation, and a subset (n = 13) participated in a semi-structured interview about their experiences. Results: Results revealed no outcome differences between the treatment versus comparison groups, although self-reported body mass index (BMI) was a significant covariate (p = 0.008). A significant correlation emerged between BMI and fear of fat scores for COM (r = 0.52, p < 0.01) but not for INT students (r = 0.28, p > 0.05), suggesting the intervention may have impacted how students form their anti-fat biases in relation to their BMI. Qualitative findings yielded five themes -- connected course material with personal experiences; learned about weight stigma; shifted perspective on weight stigma; recognised application of weight stigma; material to future career; and valued learning about weight stigma -- that provided insight into how the intervention positively affected students. Conclusion: Informed by the findings from this study, future interventions should take a more immersive pedagogical approach.

Coaches' experiences of stress are influenced by their perceptions of personal resources to meet situational demands. This study examined the impact of challenge and threat feedback on coaches' instructional behaviors using an experimental manipulation and behavior analysis. We used a single-case experimental design consistent with the principles of applied behavior analysis and conducted follow-up interviews. The Arizona State University Observation Instrument (ASUOI; Lacy & Darst, 1989) was employed to systematically observe coaches' instructional behaviors pre- and post- manipulation, which was delivered by random assignment of challenge or threat feedback to 10 novice coaches. A total of 1,084 instructional behaviors were recorded across both conditions. In the challenge condition, two coaches exhibited relatively large increases in instructional behavior, while three coaches showed small decreases. Coaches in the threat condition demonstrated greater within condition variance as two coaches showed relatively large increases in instructional behavior, two coaches showed large decreases, and one coach showed minimal change. Interview data highlighted the mediating roles of coaches' emotional responses, resource perceptions, and goal orientation in the challenge and threat appraisal process. Implications for practice include the use of reflection to promote coaches' resource perceptions and facilitate adaptive responses to stress. Keywords: stress; cognitive appraisal; reflection; behavior analysis, Sports coaches encounter a range of stressors including interpersonal, organizational, and performance demands (Norris et al., 2017). Experiences of stress, resulting from the pressurized context in which coaches operate, can [...]

Undergraduate research methods courses help shape students' perceptions about research. Given the lack of diverse researchers in STEM fields, these perceptions are particularly important for underrepresented minorities. This study tested a social justice pedagogy intervention to determine the effects on various psychosocial constructs. Three differences emerged: Students in intervention classrooms (n = 81) had a stronger desire to give back to their community and greater intentions to become involved in research as an undergraduate, while students in comparison classes (n = 54) had greater increases in researcher self-efficacy.

Objective: To explore parents' knowledge, attitudes and behaviours regarding sugar-sweetened beverages (SSBs, e.g. soft drinks, juice drinks, sports drinks) and other beverages provided by parents at youth sports events. Design: Qualitative analysis of focus group discussions. Setting: Ada County, Idaho, USA. Method: A total of 3 focus groups were conducted with 24 parents of 6- to 11-year-old children participating in one community recreational soccer league. Parents were asked how they selected beverages for their children at soccer practices and games, and shared ideas for improving healthy beverage consumption in this setting. Two coders performed an inductive content analysis of the focus group transcripts, and an external reviewer established the trustworthiness of the data. Results: Parents expressed uncertainty about which beverages other than water were best for children's health and performance. Beverage choices were affected by factors such as cost, convenience, the weather, the level of competition and children's ages. Parents also noted the influence of coaches, other parents, their children's preferences, their beverage habits at home and the media. Parents desired evidence-based guidance on optimal beverages for youth athletes and recommended specific interventions to reduce consumption of SSBs in the context of youth sport events. Conclusion: Results indicate the need for developmentally appropriate expert recommendations for healthy beverage consumption in recreational youth sport, and reinforce findings from existing research which suggest that parents desire support to ensure healthy beverages are offered at youth sports events.

Purpose: External attentional focused instructions and feedback have shown to enhance motor performance among adults, adolescents, and older children. This study examined type and frequency of instructions and feedback among younger children performing an overhand throw. Method: First graders (N = 65) were provided external or internal focused instructions at high- or low-frequency rates resulting in four experimental groups (External-High, External-Low, Internal-High, and Internal-Low). Results: Internal focused groups performed significantly better than external focused groups during retention-transfer, and children who received feedback that is more frequent performed better. External-Low performed better than External-High at the end of acquisition and retention--transfer, whereas Internal-High performed better than Internal-Low throughout acquisition. Conclusion: Data support previous research indicating children need more feedback when learning a motor skill but did not support prior studies regarding attentional focus. More work is needed to understand how and why young children respond differently to attentional focused instructions and feedback.

Background: Promoting good sportsmanship is a common goal of school physical education and many youth sport organizations. Teachers and coaches play a key role in accomplishing this goal. Thus, it is important to gather teachers' and coaches' reports of how they teach sportsmanship as well as youths' perceptions of those behaviors to understand if and how this goal is being fulfilled. Purpose: To clarify the degree of alignment between leader and youth perceptions of sportsmanship by comparing: (a) physical education teachers' self-reported sportsmanship teaching behaviors with their students' perceptions of their teacher's behavior and (b) youth sport coaches' self-reported sportsmanship coaching behaviors with their athletes' perceptions of their coach's behaviors. Method: The physical education sample included 27 teachers and 837 boys and girls aged 11-15 years. The sport sample included 32 coaches and 246 boys and girls aged 10-15 years. Youth completed a survey about their leader's behaviors related to sportsmanship. Leaders completed a parallel survey about their own behaviors. Results: Teachers rated themselves as significantly more often reinforcing and modeling good sportsmanship and punishing poor sportsmanship than students reported. Coaches rated themselves as significantly more often reinforcing and teaching good sportsmanship than perceived by their athletes. Conclusions: Misalignment between leaders' and youths' perceptions of several sportsmanship behaviors speaks to the importance of leaders engaging in strategies to accurately assess their own behaviors.

Discourse surrounding social justice pedagogy (SJP) as a means of addressing the historic inequities in education is increasing in education research. Qualitative research, however, examining experiences of educators doing SJP is still lacking, particularly in higher education. We trained three faculty instructors of undergraduate research courses in principles of SJP and several classroom activities grounded in these principles. Analysis of critically-reflexive reflections and interviews revealed four themes related to doing SJP: Intentionality; Vulnerability; Holding Tension; and Meaningful Teaching Experience. Findings provide an intrapersonal framework for doing SJP and implications for supportive learning circles and institutional support. [ABSTRACT FROM AUTHOR]

The current study investigated collegiate coaches' reflective inquiry processes, and the subsequent development of emotional and personal resources, to facilitate their performance in demanding environments. Semi-structured interviews were conducted with National Collegiate Athletic Association Division II head coaches (n = 13) to explore their reflective processes. A reflexive thematic analysis generated two main themes and five subthemes consisting of strengths-based inquiry (studying optimal functioning, building a reflective environment, and establishing personal resources) and deficits-based inquiry (learning from challenging issues and ruminating on problems). Findings revealed how coaches used reflective questions to better understand their personal strengths and successful experiences of their respective programmes. Furthermore, by fostering coaches' sense of gratitude and engagement in social support, strengths-based reflection can build personal resources to enable thriving in demanding situations. However, coaches were inclined towards deficits-based reflections that focused on eradicating performance problems. Although reflecting on errors was important to guide future action and improve performance, fixating on shortcomings could be detrimental to coach well-being. Findings can enhance coaches' understanding of reflection to manage performance demands by developing personal resources through reflective questions, prompts, and conversations. [ABSTRACT FROM AUTHOR]

Sibling relationships are some of the most influential throughout one's life. While family influences have often been examined in sports settings, less has been studied regarding the specific roles siblings may play. Research suggests that the way athletes view sport participation can be shaped by their experiences and relationships with siblings. Athletes may choose or avoid certain physical activities based on the interests of their siblings, and athletes may define their athletic abilities based on the abilities of their siblings. Moreover, natural rivalry exists between siblings and is especially present when siblings compete against one another in sport contexts. Coaches should be aware of the ways siblings influence one another and utilize strategies that encourage athletes to experience individual success. The purpose of this article is to increase awareness about sibling influences in sport settings and provide practical recommendations for coaches working with athletes who have siblings. The suggested tactics include avoiding direct comparisons, acknowledging biases, utilizing task sheets, and modifying activities to foster individual success. Coaches who encourage individual differences can maximize the positive experiences of siblings in sport and promote continued participation in physical activities.

Purpose: This manuscript represents the 3rd in a series of articles documenting our longitudinal evaluation of "The First Tee," a physical activity-based youth development program that uses golf as a vehicle for teaching life skills and enhancing developmental outcomes. Previous phases of our project: (a) established initial data-based evidence of effectiveness through cross-sectional and qualitative methods (Weiss, Stuntz, Bhalla, Bolter, & Price, 2013), and (b) provided validity and reliability for a measure of life skills transfer in 3 studies using mixed methods (Weiss, Bolter, & Kipp, 2014). The purpose of the present phase was to: (a) compare youth in "The First Tee" to youth in other activities on life skills transfer and developmental outcomes, and (b) examine change and stability across 3 years in life skills transfer among youth in "The First Tee." Method: In Study 1, youth participating in "The First Tee" (N = 405) and a comparison group (N = 159) completed measures of key constructs. In Study 2, a longitudinal sample of 192 youth participating in "The First Tee" completed the life skills transfer measure for 3 consecutive years. Results: Study 1 revealed that youth in "The First Tee" compared favorably to youth in other activities on 5 of 8 life skills and 6 of 8 developmental outcomes, and Study 2 showed that scores improved or remained stable for life skills transfer over time. Conclusion: Results from both studies show that "The First Tee" is effective in teaching for transfer of life skills and promoting developmental outcomes.

As a result of their participation in K-12 physical education, students should obtain high levels of physical activity and learn motor and/or sport skills. How to accomplish these outcomes in the context of K-12 physical education is a continuous challenge for teachers. The purpose of this article is to introduce the play community model, which addresses how to proceed in the current climate of public health demands and a continuing commitment to educational outcomes like skill/knowledge attainment. First, a theoretical foundation for the play community model is delineated. Second, practical suggestions for implementing the play community model in physical education are offered. An underlying assumption of the play community model is that students will develop skills and knowledge, and increase their activity levels and/or fitness when their aspirations to participate in an activity or sport are sufficiently strong. Under this model, a physical education teacher's primary responsibility is to create specific sport or activity play communities where students' interest in physical education content can flourish. It is proposed that the physical education outcomes teachers so highly prize in today's educational environments--skills, knowledge, and physical activity/fitness and health--will occur "organically" via student involvement and inclusion in specific activity or sport play communities.

Purpose:Girls on the Run (GOTR), a physical activity-based positive youth development program, uses running as a platform to teach life skills and promote healthy behaviors. In this companion paper of our comprehensive project, the authors evaluated program impact on positive youth development by comparing GOTR participants to youth in other organized activities (Sport and physical education [PE]) on life skills transfer and social processes. Qualitative methods complemented quantitative data through interviews with GOTR stakeholders. Method: The participants included 215 girls in GOTR and 692 girls in the same grades and schools who did not participate in GOTR (Sport = 485; PE = 207). They completed self-report measures of life skills transfer, peer and coach relatedness, and coach autonomy support at the season's end. GOTR subsamples of girls, coaches, caregivers, and school personnel participated in focus groups. Results: Girls in GOTR compared favorably to the Sport and PE girls on all life skills—managing emotions, resolving conflicts, helping others, and making intentional decisions—and to the PE girls for all 3 social processes. The GOTR and Sport girls did not differ on coach relatedness and autonomy support, but the Sport girls rated teammate relatedness higher. The GOTR girls' scores on life skills transfer remained stable at a 3-month follow-up assessment. Stakeholders in the focus groups shared corroborating evidence that, through participating in GOTR, girls learn skills that generalize to school and home contexts. Conclusion: Using comparison groups, a retention assessment, and mixed methods, the findings provide evidence that GOTR is effective in teaching skills and strategies that generalize to broader life domains. The processes that explain group differences on life skills transfer include GOTR's intentional curriculum of skill-building activities delivered by coaches within a caring and autonomy-supportive climate. [ABSTRACT FROM AUTHOR]

Purpose: Girls participating in aesthetic sports may be at risk for disordered eating and low self-esteem. Informed by self-determination theory, the authors examined motivational climate profiles to understand how climate dimensions differentially relate to psychological needs satisfaction, self-esteem, and disordered eating. Methods: Female gymnasts, divers, and figure skaters (N = 183; mean age = 13.5) completed a survey to assess perceptions of the motivational climate, perceived sport competence, autonomy, relatedness, self-esteem, and dieting. Pubertal status was assessed to control for developmental differences. Results: Three profiles emerged: High Important Role/Low Performance, High Effort and Cooperation/High Rivalry, and Low Mastery/High Unequal Recognition and Punishment. A 3 × 2 multivariate analysis of variance revealed profile groups significantly differed on perceived autonomy, coach relatedness, and teammate relatedness. In addition, perceived competence, self-esteem, and dieting significantly differed by pubertal status. For autonomy, the High Important Role/Low Performance group reported the highest scores. For coach and teammate relatedness, the Low Mastery/High Unequal Recognition and Punishment group reported significantly lower scores than the other 2 groups. Postpubertal girls reported lower sport ability and self-esteem and greater dieting. Conclusion: Physical maturity and social context were important in explaining girls' psychological needs satisfaction and well-being. Results add to the authors' understanding of the complex nature and influence of the motivational climate. [ABSTRACT FROM AUTHOR]

Purpose:Girls on the Run is an after-school physical activity-based positive youth development program designed to enhance girls' social, psychological, and physical development. We evaluated the effectiveness of the program by employing a longitudinal design and mixed methods. Methods: Girls (N = 203; aged 8–11 y) completed survey measures of positive youth development constructs (competence, confidence, connection, character, and caring), physical activity, and sedentary behavior prior to, at the end of, and 3 months after the season. Subsamples of girls, coaches, caregivers, and school personnel participated in focus groups. Coaches completed information about their team's community impact project and number of girls who completed the season-ending 5k. Results: The full sample improved in confidence and connection, whereas girls who started below the preseason average showed the greatest gains from preseason to postseason on all measures, and scores were maintained or continued to improve at follow-up. All stakeholders in focus groups corroborated evidence of season-long improvement in social and emotional behaviors and health outcomes. Involvement in the community impact project contributed to girls' growth in character and empathy skills. Conclusion: Findings provide empirical evidence that Girls on the Run is effective in promoting positive youth development, including season-long and lasting change in competence, confidence, connection, character, caring, and physical activity, especially among girls who exhibited lower preseason scores than their peers. [ABSTRACT FROM AUTHOR]

Bacteria residing in the human gastrointestinal tract has a symbiotic relationship with its host. Animal models have demonstrated a relationship between exercise and gut microbiota composition. This was the first study to explore the relationship between cardiorespiratory fitness (maximal oxygen consumption, VO2max) and relative gut microbiota composition (Firmicutes to Bacteroidetes ratio [F/B]) in healthy young adults in a free-living environment. Twenty males and 17 females (25.7 ± 2.2 years), who did not take antibiotics in the last 6 months, volunteered for this study. VO2max was measured using a symptom-limited graded treadmill test. Relative microbiota composition was determined by analyzing DNA extracted from stool samples using a quantitative polymerase chain reaction that specifically measured the quantity of a target gene (16S rRNA) found in Firmicutes and Bacteroidetes. Relationships between F/B and potentially related dietary, anthropometric, and fitness variables were assessed using correlation analyses with an appropriate Bonferroni adjustment (p <.004). The average F/B ratio in all participants was 0.94 ± 0.03. The F/B ratio was significantly correlated to VO2max (r =.48, p <.003), but no other fitness, nutritional intake, or anthropometric variables (p >.004). VO2max explained ∼22% of the variance of an individual's relative gut bacteria as determined by the F/B ratio. These data support animal findings, demonstrating a relationship between relative human gut microbiota composition and cardiorespiratory fitness in healthy young adults. Gastrointestinal bacteria is integral in regulating a myriad of physiological processes, and greater insight regarding ramifications of exercise and nutrition on gut microbial composition may help guide therapies to promote human health. [ABSTRACT FROM AUTHOR]

According to the positive youth development framework, sportspersonship and character development is an expected outcome from participation in youth sport. Previous studies have shown mixed results in terms of how gender affects young athletes’ sportspersonship, suggesting it is important to explore how boys and girls are taught about sportspersonship by their coaches. In this study, we interviewed six female and six male youth sport coaches who had coached both girls’ and boys’ teams at recreational and competitive levels to examine coaches’ expectations regarding sportspersonship, with a specific focus on those beliefs associated with gender. Our analysis indicated that gender does matter, as represented in the two emergent higher-order themes—(a) Observations of Athletes’ Sportspersonship Behaviors and (b) Teaching Sportspersonship to Girls and Boys—representative of two and four lower-order themes, respectively. Results showed that gender mattered in terms of coaches’ reported strategies for teaching about sportspersonship, suggesting that youth sport participation builds gendered character. [ABSTRACT FROM AUTHOR]

Previous studies have primarily relied on coaches’ perspectives about whether and how to provide formal coaching education in youth sport. This study was designed to highlight multiple perspectives from key stakeholders (i.e., coaches, parents, and administrators) about the need for required formal coaching education programs in a youth sport community. We applied Bronfenbrenner’s process-person-context-time framework to understand views on required coaching education and children’s development through sport from an ecological vantage. The sample included 202 coaches, 309 parents, and 38 administrators who were involved in youth sport. In an online survey, participants were asked whether they agreed or disagreed that coaching education should be required, followed by an open-ended question asking them to elaborate on their answer. Quantitatively, the majority of participants agreed or strongly agreed that coaching education should be required. Inductive–deductive qualitative analyses resulted in 49 lower order themes representing 11 higher order themes that spanned the four categories of the process-person-context-time framework. Themes highlighted both convergence and divergence among the perspectives of coaches, parents, and administrators about why coaching education should or should not be required. [ABSTRACT FROM AUTHOR]

Introduction: Previous research has found that high school athletes’ prosocial and antisocial behaviours were predicted by coaches’ behaviours focused on sportspersonship, as assessed by the Sportsmanship Coaching Behaviours Scale (SCBS). However, these relationships have not been assessed with early adolescents. In line with basic needs theory (BNT), sportspersonship coaching behaviours should be associated with athletes’ prosocial and antisocial behaviours through effects on their sense of relatedness. The two purposes of the present study were: (a) establish further validity and reliability for the SCBS and (b) determine whether relatedness mediates the relationship between coaching behaviours and athletes’ prosocial and antisocial behaviours.Design: Cross-sectional, correlational design.Method: Participants included 246 middle school-aged boys and girls (Mage = 11.8, SD = 1.2) involved in a team sport who completed a survey to assess study variables.Results: Analyses showed a good fit to the data for a five-factor model, suggesting the SCBS is appropriate for early adolescents. In line with BNT, perceptions of coaching behaviours were associated with players’ relatedness and, in turn, their prosocial and antisocial sport behaviours. Specifically, modelling good sportsmanship was associated with greater prosocial and fewer antisocial behaviours through relatedness with coaches and teammates. Punishing poor sportsmanship was associated with fewer antisocial behaviours through relatedness with coaches.Conclusion: Collectively, findings support the validity of the SCBS for assessing coaching behaviours focused on sportspersonship and use of BNT for understanding athletes’ sportspersonship. [ABSTRACT FROM PUBLISHER]

Purpose:A signature characteristic of positive youth development (PYD) programs is the opportunity to develop life skills, such as social, behavioral, and moral competencies, that can be generalized to domains beyond the immediate activity. Although context-specific instruments are available to assess developmental outcomes, a measure oflife skills transferwould enable evaluation of PYD programs in successfully teaching skills that youth report using in other domains. The purpose of our studies was to develop and validate a measure of perceived life skills transfer, based on data collected withThe First Tee,a physical activity-based PYD program.Method:In 3 studies, we conducted a series of steps to provide content and construct validity and internal consistency reliability for theLife Skills Transfer Survey (LSTS),a measure of perceived life skills transfer.Results:Study 1 provided content validity for theLSTSthat included 8 life skills and 50 items. Study 2 revealed construct validity (structural validity) through a confirmatory factor analysis and convergent validity by correlating scores on theLSTSwith scores on an assessment tool that measures a related construct. Study 3 offered additional construct validity by reassessing youth 1 year later and showing that scores during both time periods were invariant in factor pattern, loadings, and variances and covariances. Studies 2 and 3 demonstrated internal consistency reliability of theLSTS.Conclusion:Results from 3 studies provide evidence of content and construct validity and internal consistency reliability for theLSTS,which can be used in evaluation research with youth development programs. [ABSTRACT FROM AUTHOR]

The literature in developmental sport psychology indicates that participation in sport has the potential to promote positive psychosocial outcomes. According to Petitpas et al. (2005), positive youth development is most likely to occur when organized programs emphasize a mastery climate (context), positive adult behaviors (external resources), and personal skills (internal assets). The First Tee is a program that has these components in place by using golf as a context and coaches as external resources (aided by coach training) for teaching life skills (guided by a curriculum) to maximize positive outcomes. The life skills curriculum and coach philosophy are grounded in theory on youth development. Research is needed to document whether youth who participate in a life skills program achieve favorable outcomes compared with youth not involved in such a program. The purpose of this study was to evaluate the effectiveness of the First Tee life skills programs by comparing participants in First Tee with youth in other organized activities on life skills learning and developmental outcomes. The sample included 405 youth in First Tee and 159 youth in comparison activities (e.g., sports, band), ranging in age from 10 to 17 years. Youth completed a survey consisting of valid measures of life skills transfer, general life skills experiences, and developmental outcomes (e.g., perceived competence, moral conduct, motivation). Multivariate analyses of variance revealed several significant group differences with higher scores for First Tee participants: (a) life skills transfer (e.g., meeting and greeting, managing emotions, resolving conflicts), (b) general life skills experiences (initiative, prosocial norms, positive relationships), and psychosocial outcomes (e.g., perceived behavioral conduct, self-efficacy to resist peer pressure, self- regulated learning). Findings provide evidence that First Tee is having a positive impact on youth development by teaching participants valuable life skills within a supportive learning context. [ABSTRACT FROM AUTHOR]

Introduction: While evaluation research shows that physical activity-based youth development (PA-PYD) programs can have a positive impact on social and emotional growth, less is known about which participants return year after year and what factors are associated with their continued participation. The Junior Giants is a sport-based youth development program for 5-18-year-old boys and girls that is non-competitive and free to participate. The 8-week program uses baseball and softball as platforms for teaching life skills and fostering social emotional competencies. This mixed-methods study evaluated quantitative factors associated with intentions to return to the program the following year and qualitative reasons why parents/caregivers intended not to re-enroll their child., Method: Parents/caregivers of Junior Giants participants ( N  = 8,495) completed online surveys about their child's demographics, social emotional climate and learning, character development, and intentions to return the following year., Results: Descriptive data illustrated that parents/caregivers reported quite positive outcomes and experiences for their child. Chi-square and t -test analyses revealed significant differences ( p  < .001) between intended returners ( n  = 7,179, 84.5%) and those who reported no/undecided on returning ( n  = 1,316, 15.5%). Intended returners were significantly more likely to be identified as Latino and be in their second year of participation. Significant predictors of a binomial logistic regression [χ 2 ( df  = 22) = 1,463.25, p  < .001] included age, race/ethnicity, years played, character development, reading, league experiences, physical activity, and perceived support, with small to medium effect sizes. Using responses from a subset of 217 parents/caregivers who reported their child would not return to the program, a thematic analysis resulted in seven themes: Lack of Organization and Communication ; Dissatisfied with Coaching, Didn't Learn Baseball/Softball, Not Competitive Enough, Skill Levels Not Matched, Aged Out, and Non-Program Related Reasons ., Discussion: Quantitative results contribute to the literature on predictors of retention in youth development programs, while qualitative findings echo common motives cited for dropout in youth sport. Both provide opportunities for reflection and potential changes to future programming., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (© 2024 Bolter, Kipp and Greenwood.)

Background: Virtual exercise has become more common as emerging and converging technologies make active virtual reality games (AVRGs) a viable mode of exercise for health and fitness. Our lab has previously shown that AVRGs can elicit moderate to vigorous exercise intensities that meet recommended health benefit guidelines. Dissociative attentional focuses during AVRG gameplay have the potential to widen the gap between participants' perception of exertion and actual exertion., Objective: The aim of this study was to determine actual exertion (AEx) vs. perceived exertion (PEx) levels during AVRGs by measuring heart rate (HR) and ratings of perceived exertion (RPE) in two different settings., Materials and Methods: HR and RPE were collected on participants ( N = 32; age 22.6 ± 2.6) during 10 min of gameplay in LabS and GymS using the HTC VIVE with the following games played: Fruit Ninja VR (FNVR), Beat Saber (BS), and Holopoint (HP)., Results: Participants exhibited significantly higher levels of AEx compared to reported PEx for all three AVRGs (Intensity): FNVR [AEx = 11.6 ± 1.8 (Light), PEx = 9.0 ± 2.0 (Very Light)], BS [AEx = 11.3 ± 1.7 (Light), PEx = 10.3 ± 2.1 (Very Light)], HP [AEx = 13.1 ± 2.3 (Somewhat Hard), PEx = 12.3 ± 2.4 (Light-Somewhat Hard)]. Additionally, participants playing in the GymS experienced significantly higher levels of AEx [12.4 ± 2.3 (Light-Somewhat Hard)] and PEx [10.8 ± 2.5 (Very Light-Light)] compared to the LabS [AEx = 11.6 ± 1.8 (Light), PEx = 10.3 ± 2.6 (Very Light-Light)]., Conclusion: Perceptions of exertion may be lower than actual exertion during AVRG gameplay, and exertion levels can be influenced by the setting in which AVRGs are played. This may inform VR developers and health clinicians who aim to incorporate exercise/fitness regimens into upcoming 'virtual worlds' currently being developed at large scales (i.e., the "metaverse")., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Stewart, Villaneuva, Hahn, Ortiz-Delatorre, Wolf, Nguyen, Bolter, Kern and Bagley.)