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Objective: Psychological need satisfaction, from a self-determination theory (SDT) perspective, has been applied extensively to understand predictors of exercise behaviour. Dweck (2017) proposed a psychological needs framework that includes basic needs (optimal predictability, competence, acceptance), compound needs derived from combinations of basic needs (self-esteem/status, trust, control), and a superordinate compound need for self-coherence that includes identity and meaning. The purpose was to examine whether psychological needs operationalized within Dweck’s model account for variance in exercise behaviour in ways that the SDT model does not. Methods and Measures: A community sample of 403 adults completed measures of 10 demographics, psychological needs, and exercise motivation at Time 1, and self-reported 11 moderate-to-vigorous minutes of exercise at both Times 1 and 2 four weeks later. Results: Two structural equation models operationalizing Dweck’s needs framework and SDT (basic needs and motivation) were examined in relation to exercise behaviour. In both models, exercise identity and integrated regulation (conceptually similar) were the most salient correlates of prospectively measured exercise behaviour, and both accounted for the relationship between competence and exercise behaviour. Conclusion: The results support the importance of identity in the context of exercise behaviour. Future research should investigate factors associated with adopting and maintaining an exercise identity.

The early years are critical for physical literacy and physical activity (PA). With increasing numbers of children attending early childhood education and care (ECEC), educators play a significant role in childhood development and may play an influential role in young children’s physical literacy journey. Educators receive minimal training in physical literacy and PA, but receive increasing direction to integrate these concepts into ECEC learning. The purpose of this study was to assess educator (n=94) physical literacy, and determine which components of their physical literacy were associated with self-reported intentions and behaviours to promote physical literacy and PA. Educator physical literacy was moderate. Self-reported intentions and behaviours to provide physical literacy and PA opportunities were high. Except for understanding, there were no associations between physical literacy components and intentions and behaviours. The physical literacy of educators may not inform intentions and behaviours to provide physical literacy and PA opportunities were high. Except for understanding, there were no associations between physical literacy components and intentions and behaviours. The physical literacy of educators may not inform intentions and behaviours to provide physical literacy and PA within ECEC frameworks.

Additional file 1: Supplementary 1. Differences in movement behaviors during school days and weekends by gender and the achievement of Canadian 24-H movement guidelines.

Additional file 1: File S1. Scoping Reviews (PRISMA-ScR) Checklist. File S2. Search strategy. File S3. Detailed summary of topics and key findings.

Additional file 2: Supplementary 2. Comparisons in movement behaviors between school days and weekends stratified by gender and the achievement of Canadian 24-H movement guidelines.

Behavioural therapy and pharmaceutical treatments are typically recommended first treatment approaches for depression. However, more than half of patients do not achieve remission after first-line antidepressant treatment, and about 30% do not reach remission after multiple treatment trials (Rush et al., 2006). Repetitive transcranial magnetic stimulation (rTMS) is a well-tolerated and promising neuromodulatory approach for patients with treatment resistant depression (Milev et al., 2016). It has shown success in treating traditional treatment-resistant individuals with MDD (Sehatzadeh et al., 2019). Furthermore, through depression treatment, habitual physical activity may increase and serve as a behavioral marker of successful treatment (Yun et al., 2020). This possibility has received little research attention. As Cuijper and colleagues (2014) noted, it is remarkable that there is so little evidence on whether treatments for depression among adults have an impact on physical activity and whether changes in physical activity mediate the outcomes of these treatments. Future work should systematically examine the role of PA before, during and after depression treatments as important synergistic mechanisms may be at play in the treatment of MDD (Fagan et al., 2019). One mechanism through which physical activity may confer mental health benefits is by improving affect. Positive activated affect is described as a subjective mental state of positive energy and engagement. In two well-cited meta-analyses, both acute (Reed & Ones, 2006) and regular aerobic physical activity (Reed & Buck, 2009) are associated with a moderate increase in self-reported positive activated affect. Simply, exercise can help people “feel good” in the right circumstances. Demonstrating a bidirectional relationship, evidence suggests that individuals who experience higher levels of positive incidental affect are more likely to be physically active (Liao et al., 2015). We are not aware of any research examining the physical activity-affect relationship among individuals receiving treatment for depression. Accordingly, this study will first examine changes in physical activity during a six-week r-TMS treatment period and identify when and how (minutes of light, moderate-to-vigorous physical activity) changes in physical activity occurs among responders (individuals who have a 50% reduction in depressive symptoms at the end of treatment) compared to non-responders. Second, we will examine the bidirectional relationship between affect and physical activity during the treatment period.