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Aim: A scoping review was conducted to map the literature related to gender equity in disability sport. Design: Six databases relevant to the sport sciences were searched, yielding an initial 1,543 records; after two phases of screening and data extraction, 61 records were selected for synthesis. Descriptive statistics were generated on information related to the record contexts, approaches, and results. Qualitative descriptive analyses were used to group data inductively into themes in line with addressing the research question. Results: Most records examined the experiences, participation, and representation of adults in elite contexts. Insights across records pointed to gender inequities in participation and experience, often influenced by the intersection of ableist and masculinity notions. Limited research also pointed to strategies that can contribute to advancing gender equity. Conclusions: Implications were discussed to advance understandings of disability sport and enhance participation across levels (e.g., coaching, athletic) and contexts (e.g., elite/Paralympic, recreational). [ABSTRACT FROM AUTHOR]

Physical activity (PA) is important for enhancing and sustaining people's health and well‐being. Although a number of efficacious PA interventions have been developed, few have been translated from research into practice. Consequently, the knowledge‐to‐practice gap continues to grow, leaving many individuals unable to access evidence‐based PA opportunities. This gap may be particularly relevant for those who grapple with poor health due to intrapersonal, interpersonal, cultural and system‐level barriers that limit their access to evidence‐based PA opportunities. Implementation efforts designed to bring research into real‐world settings may bridge the knowledge‐to‐practice gap. Yet, cultivating quality partnerships and ensuring effectiveness, methodological rigour and scalability in real‐world settings can be difficult. Furthermore, researchers seldom publish examples of how they addressed these challenges and translated their evidence‐based PA opportunities into practice. Herein, we describe three cases of successful PA implementation among diverse populations: (a) individuals affected by cancer, (b) adults living with prediabetes, and (c) children from under‐resourced communities. Commonalities across cases include guiding theories and frameworks, the strategies to facilitate and maintain partnerships, and scalability and sustainability plans. Practical tips and recommendations are provided to spur research and translation efforts that consider implementation from the outset, ultimately ensuring that people receive the benefits PA can confer. [ABSTRACT FROM AUTHOR]

To date, little research has explored differences between competitive and recreational youth sport contexts beyond descriptions of inherent features. The purpose of this exploratory study was to examine if differences existed between competitive and recreational youth sport on (a) observed quality delivery and (b) youth's perceptions of basic psychological needs satisfaction and developmental experiences. Forty-six youth sport teams participated in the study from competitive (n = 23) and recreational contexts. This study adopted a multi-method approach of self-report questionnaires and researcher observations. Teams agreed to be involved in observations (n = 3), questionnaires (n = 12) or both methods of data collection (n = 31). Quality was assessed through 216 observations (n = 134 competitive; Mper team = 6.55), while basic psychological needs satisfaction and developmental experiences were examined through two questionnaires (N = 413) completed at season end. Descriptive statistics and MANOVAs were calculated for all measures and associated subscales. Results revealed non-significant differences between competitive and recreational programs, despite high scores across the three measures. Significant effects are discussed related to of coaches' years of coaching experience on program quality and ethnicity ratios on positive developmental experiences. Also discussed are notable effect sizes on opportunities for belonging and choice, where recreational contexts scored higher than competitive on each factor. Results offer understandings of how coach delivery can be enhanced, regardless of context, to optimize developmental benefits for youth. Implications are discussed for how future research can explore the complexities of different sport contexts, including associated coaching practices. [ABSTRACT FROM AUTHOR]

Sport stakeholders can drive program improvement using feasible and effective evaluation practices. In this paper, we describe six recommendations to help sport stakeholders integrate evaluation into their practice, including: (a) appraise a program's evaluation capacity, (b) establish partnerships and assemble an evaluation team, (c) evaluate how a program is delivered and a program's outcomes, (d) use practical methods that fit the sport context to produce program-specific findings, (e) empower youth voice, and (f) reflect and revise on an ongoing basis. We hope that these recommendations help sport organizations improve quality program delivery to attain desired outcomes. [ABSTRACT FROM AUTHOR]

Coaches are primary influencers in helping youth achieve positive developmental outcomes in sport; however, it is not well understood how coaches achieve quality program delivery. The purpose of this study was two-fold: (a) to understand strategies that coaches used to facilitate program quality in youth sport and (b) explore differences in strategies between recreational and competitive programs. Twenty-five coaches participated in semistructured interviews, where they discussed strategies employed for program delivery. Interviews were guided, in-part, by Eccles and Gootman's eight setting features that should be present within a program for youth to achieve positive developmental outcomes. An inductive-deductive thematic analysis was employed, in which strategies associated with facilitating program quality were interpreted inductively, and then categorised deductively under a relevant setting feature. Results indicated that coaches used unique strategies across all eight setting features, with a predominant focus on strategies to support youth's efficacy and mattering (e.g., giving positive reinforcement) and opportunities for skill-building (e.g., valuing holistic development of youth), with lesser focus on strategies that involved integrating family, school, and community. Practical implications are discussed on how coaches can use strategies to address multiple setting features and recommendations are provided for improving program delivery. [ABSTRACT FROM AUTHOR]

Background: Patients' self-reported levels of improvement after having attended a chronic pain management program can provide a subjective rating of how successful they perceive they were at accomplishing their goals in the program. Past studies have demonstrated that successful patients differ from less successful ones on several cognitive–behavioral factors such as coping strategies over physical characteristics such as pain intensity. Aims: This study explored factors that determine patients' perceptions of self-improvement after undergoing chronic pain treatment in a pain management program. Methods: Participants (n = 174) underwent a 4-week, interdisciplinary, multimodal, chronic pain management program at a hospital located in southern Ontario. Questionnaire packages that evaluate pain intensity, pain-related disability, emotional distress (e.g., depression, anxiety, catastrophizing), acceptance of pain (activity engagement and pain willingness), readiness to change, and use of adaptive or maladaptive coping strategies were completed by patients at admission and discharge. Participants were grouped into one of three categories depending on their rating of self-improvement on the Self-Evaluation Scale (SES). The groups were compared on the magnitude of change they reported on the variables mentioned above. Results: Changes in emotional distress, general health, readiness to change, activity engagement, and adaptive coping strategies (e.g., task persistence, pacing, and seeking social support) were significantly associated with differences in ratings of self-improvement. Conclusions: This study provided insight into what patients value most when rating their self-improvement, which can then be used to facilitate increased patient success and satisfaction with treatment. [ABSTRACT FROM AUTHOR]

Background Methods Results Implications for School Health Policy, Practice, and Equity Conclusions Many students would benefit from trauma‐informed physical activity (PA); however, there is a lack of systematic guidance on incorporating trauma‐informed practices across school‐based PA opportunities. The purpose of this study was to generate a feasible framework for trauma‐informed school‐based PA.Framework development was guided by a modified Delphi approach, including an exploration phase and an evaluation phase. First, a multidisciplinary working group reviewed extant literature, mapping trauma‐informed practices onto the domains and components of the Comprehensive School Physical Activity Program (CSPAP). Subsequently, experts (n = 14) provided quantitative feedback on the utility and feasibility of these practices.Thirty‐three practices met pre‐determined thresholds for utility and feasibility. Across CSPAP domains, this included attending to: (a) safety; (b) positive communication and relationships; (c) empowerment, choice, and voice; (d) emotion management and skill building; (e) instructor competencies and support; and (f) cultural, historical, and gender issues.Incorporating trauma‐informed practices into existing frameworks and approaches to school‐based PA may promote uptake of practices that help meet the social and emotional needs of trauma‐exposed youth.The present output provides a foundation for generating tools and supports for incorporating trauma‐informed practices into school‐based PA promotion efforts. [ABSTRACT FROM AUTHOR]