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BackgroundA sedentary lifestyle is commonly associated with a higher risk of chronic disease development. Among school-aged children from European countries, screen-time represents a significant portion of sedentary time with 39.8% of children spending more than 2h/day in front of a screen on average. Therefore, effective solutions to reduce sedentary behavior (SB) must be found. Multilevel interventions based on the socio-ecological model (SEM) are particularly relevant to take into account influences of the social environment on individuals' SB. Moreover, the trans-contextual model (TCM) can offer complementary levers for individuals' behavior change. The CIPRES study is a theory-based multilevel intervention designed to decrease the SB in French primary school children aged 8-10 years. The present paper describes the protocol of a randomized controlled study to evaluate the effectiveness of the CIPRES multilevel intervention on SB.MethodsThe CIPRES study is a cluster-randomized controlled trial comparing intervention vs control groups. A total of 700 children are targeted for inclusion, distributed in four municipalities considered as clusters. The study consists of two successive phases: 1) co-building of a SB prevention intervention by using a participatory approach involving representatives of each level of the SEM (e.g., children, parents, staff from municipalities, teachers) and 2) implementation and evaluation of the intervention. The intervention will last for 6 weeks in each involved class. Primary outcome will be the sedentary time of children per week, assessed by accelerometry. In addition, children and their parents will be asked to fill out questionnaires concerning children's physical activity level, screen time, quality-of-life and variables of the TCM.DiscussionThis study will give information on the effectiveness of a theory-based intervention, involving multiple levels of actors in the co-construction and the implementation of the intervention, that may interest schools and public health officers looking for innovative sedentary prevention programs.

ObjectiveThe aim of the present study was to explore the role of stress, recovery, and coping on table-tennis athlete burnout symptoms in considering both the roles of individual and contextual (training center) factors.MethodsOne hundred and fifty-nine youth elite table-tennis players (Mage = 14.07, SD = 2.13) involved in 15 intensive training centers completed self-report questionnaires and socio-demographic data.ResultsWhen time 1 (T1) levels 1 (individual) and 2 (training group, contextual factor) stress, recovery, and coping were simultaneously entered as predictors of each of the three burnout symptoms (physical and emotional exhaustion, sport devaluation, reduced accomplishment) at T2 (controlling for levels 1 and 2 burnout at T1), the results of multilevel analyses revealed that: (a) T1 level 1 recovery significantly negatively predicted T2 reduced accomplishment (β = −0.23, p = 0.03); (b) T1 level 2 disengagement-oriented coping significantly negatively predicted T2 reduced accomplishment (β = −0.71, p = 0.03); and (c) T1 level 2 task-oriented coping marginally significantly positively predicted T2 physical and emotional exhaustion (β = 0.99, p = 0.06).ConclusionResults of the present study provided evidence for the usefulness to disentangle the variances attributable to the individual (level 1) and contextual (level 2; training group) levels of the predictors (recovery, stress and coping) of athlete burnout. Moreover, rather than examining the antecedent role of stress on athlete burnout, it could be particularly fruitful to explore theoretical constructs able to annihilate the maladaptive effects of chronic stress such as coping and recovery.

The purpose of the present study was to compare attitudes toward body weight and physical activity in both regular-weight and overweight/obese children and adolescents, and assessing relations between attitudes and self-esteem, motivation for physical activity, life satisfaction and level of physical activity. A total of 126 children (Mage = 12.2, SD = 3.4), divided into two subsamples (i.e., overweight/obese, N = 44, and regular-weight), voluntarily participated in the study. A series of univariate analyses of variance was conducted to examine the differences in the study variables across the subsamples. Correlational analyses were conducted to examine the relationships among the variables. The results indicated that obese/overweight participants expressed a more positive implicit attitude toward the thin category than regular-weight participants. Furthermore, among overweight/obese participants, implicit attitude toward physical activity was significantly negatively correlated with explicit attitude toward physical activity and general self-esteem. Significant differences between obese/overweight and regular-weight participants indicated that the status in terms of weight played a key role in attitudes toward the explored constructs.

This research aim to investigate the effects of motor imagery (MI), focused on the trajectory of the ball and the target area, and self-talk (motivational function) before the actual strike on the performance of the service in skilled tennis players. Thirty-three participants (6 females and 27 males, Mage = 15.9 years), competing in regional to national competitions, were randomly divided into three groups: Control, MI, and MI + self-talk. They performed a pre-test (25 first service), 20 acquisition sessions (physical trial, physical trial + MI and physical trial + MI + self-talk), and a post-test similar to the pre-test, in match situations. The percentage of the first service, their speed, and the efficiency scores, evaluated by experts, were use as dependent variables and indicators of performance. While there was no difference in service speed ( p > 0.05), this study showed an improvement in the first service percentage and efficiency (all ps

This article focuses on teacher perceived expertise (TPE) influenced by both contextual and individual characteristics. By using a validated questionnaire based on two dimensions of TPE, i.e. subject matter and pedagogical expertise, the present study compares TPE in physical education (PE) to that of other subjects and examines the role of selected key personal variables and teaching context characteristics in TPE. Following a 2 × 2 * 2 MANCOVA, data on 482 teachers revealed a significant main effect of teacher sex and subject taught and a significant interaction effect between teaching context and subject taught on TPE, with a notably higher level of perceived subject-matter expertise for other-subject teachers than for PE teachers and for French other-subject teachers (than for French and Swiss PE teachers and Swiss other-subject teachers). This study discusses the importance of pedagogical expertise in TPE and of the interaction effects between personal and contextual factors on subject-matter expertise.