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In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive outcomes and negatively correlated with maladaptive outcomes. Introjected regulation was modestly correlated with both adaptive and maladaptive outcomes. External regulation and amotivation both showed negative relationships with adaptive outcomes, and positive relationship with maladaptive outcomes. Also supporting SDT, autonomy, competence, and relatedness satisfactions were strongly correlated with autonomous student motivation, and less strongly, but still positively, correlated with introjected regulation. Weak negative correlations were found between autonomy, competence, and relatedness and external regulation. Amotivation had moderate negative correlations with needs satisfaction. Findings further revealed that teachers more greatly impact classroom experiences of autonomy and competence, whereas relatedness in physical education is associated with both peer and teacher influences.

Predisposing factors of perceived Physical Education (PE) Ability and perceived PE Worth within the Youth Physical Activity Promotion Model are positively associated with young people's daily physical activity. Given the importance of the HPE curriculum (Victorian Curriculum and Assessment Authority. (2017). In promoting physical activity and its associated knowledge, skills and understandings, we sought to qualitatively examine origins of student's perceived PE Ability (perceived competence and self-esteem) and perceived PE Worth (attitude and enjoyment). Three focus-group interviews with 12 students in Years 7 and 10 as part of the first author's Honours project, were recorded, transcribed, and analysed inductively and deductively and represented as pen profiles. Analysis revealed higher order themes relating to PE Ability as perceptions of (in)competence and comparison against peers. Themes for PE Worth were traditional team sports, skills, physical activity (PA), competition and fun/love/enjoyment. A strength of this research study is that it further confirms the conceptual and theoretical work conducted by Welk (1999) and Hilland et al. (2009). The qualitative findings further demonstrate the complexity of factors related to the motivational predispositions of perceived PE Ability and perceived PE Worth of students during physical education in this case study school.

There is limited research on how the context in which moderate-to-vigorous physical activity (MVPA) occurs influences the relationship between physical activity and affect. This study aimed to investigate how the social context and physical environment enhance the relationship between MVPA and affect in daily life. Overall, 119 adolescents (mean age = 14.7 years) provided information about their core affect, physical environment and social context on multiple occasions over a 4-day period using ecological momentary assessment. Additionally, participants' level of MVPA was objectively measured using accelerometers. Level of MVPA was positively associated with energetic arousal, being outdoors was positively associated with valence and energetic arousal, and being with someone else was also positively associated with energetic arousal. Additionally, being outdoors moderated the association between MVPA and tense arousal so that MVPA was only inversely related to tense arousal when outdoors. These findings showed that young people experience more positive valence, greater levels of energetic arousal and less tense arousal when physically active outdoors compared to when indoors and highlight the importance of encouraging young people to participate in physical activity outdoors. Further research is warranted to understand how social contexts may influence the association between MVPA and affect in young people., Author(s): Matthew Bourke [sup.1] , Toni A. Hilland [sup.2] , Melinda Craike [sup.1] [sup.3] Author Affiliations: (1) grid.1019.9, 0000 0001 0396 9544, Institute for Health and Sport (IHES), Victoria University, [...]

Predisposing factors of perceived physical education (PE) ability and perceived PE worth within the Youth Physical Activity Promotion Model are positively associated with young people's daily physical activity. The aim of this study was to qualitatively investigate the origins of students' perceived PE ability (perceived competence and self-esteem) and perceived PE worth (attitude and enjoyment). Fifty-three PE students, aged 12-14 years (mean = 13.18), participated in semi-structured focus group interviews, which were recorded, transcribed and analysed inductively and deductively and represented as pen profiles. Analysis revealed three higher order themes relating to perceived PE ability (external feedback, perceptions of (in)competence and comparison against peers), and three higher order themes underpinning perceived PE worth (PE teachers, expectancy-value relationship and the physical experience of PE). PE should be perceived as interesting, relevant and meaningful by students and provide appropriate opportunities for success so as to influence lifetime physical activity habits.

Background: External contexts, including the social and physical contexts, are independent predictors of momentary physical activity and sedentary behaviors. However, no studies to date have examined how external contexts are related to overall momentary movement behavior compositions using compositional data analysis. Therefore, this study aimed to determine differences in momentary movement behavior compositions between different social and physical contexts in adolescents. Methods: Overall, 119 adolescents (mean age 14.7 y, SD = 1.44) provided details about their momentary physical and social contexts over 4 days using ecological momentary assessment. Sedentary behaviors, light-intensity physical activity, and moderate to vigorous physical activity were assessed using ActiGraph GT3X+ accelerometers. Compositional multivariate multilevel models were estimated to determine if movement behavior compositions differed between contexts. Results: Participants engaged in significantly less sedentary behaviors when outdoors compared with indoors and replaced it with moderate to vigorous physical activity. Participants also engaged in significantly less sedentary behaviors when with friends or friends and family and replaced it with light-intensity physical activity. Conclusion: These results highlight the potential of targeting external contexts to increase physical activity and to reduce sedentary behavior in adolescents' daily lives. These factors could be targeted in mobile health and just-in-time adaptive interventions to improve young people's movement behavior compositions. [ABSTRACT FROM AUTHOR]

The study purpose was to investigate predictive associations between adolescent girls' motivational predispositions to physical education (PE) and habitual physical activity. Two hundred girls (age 13.1 [plus or minus] 0.6 years) completed the Physical Education Predisposition Scale and the Physical Activity Questionnaire for Older Children. ANCOVAs revealed that girls with the highest Perceived PE Worth and Perceived PE Ability scores were the most habitually active groups (p less than 0.0001). Significant predictors of physical activity identified by hierarchical regression were Perceived PE Ability and body mass index, which accounted for 17% and 3% of variance, respectively. As Perceived PE Ability was strongly associated with physical activity, the correlates of this construct should be further established to inform future school and PE-based interventions. (Contains 3 tables and 2 figures.)

The study purpose was to assess preliminary validity and reliability of the Physical Education and School Sport Environment Inventory (PESSEI), which was designed to audit physical education (PE) and school sport spaces and resources. PE teachers from eight English secondary schools completed the PESSEI. Criterion validity was assessed by researcher observations of schools' spaces and facilities. To measure test-retest reliability, teachers completed the PESSEI twice within 14 days. Pearson's correlations for teacher and researcher observations ranged from r = 0.8 through 0.99. Test-retest reliability was also very high (intraclass correlation coefficients = 0.93 through 1.0). Limits of agreement were acceptable for all variables with the exception of indoor spatial area. Results support the potential of the PESSEI as an objective measure of the school physical environment. To confirm these initial findings, further validity and reliability analyses are required in differing school contexts. (Contains 1 figure and 4 tables.)

Little is known about the domain specific associations between moderate-to-vigorous physical activity (MVPA) and affect. This study aimed to determine whether the association between MVPA and affect differed by domain in adolescents. Overall, 119 adolescents (mean age = 14.7 years) provided information about their affective states multiple times a day over a four-day period using ecological momentary assessment (EMA). Additionally, minutes of MVPA were measured using accelerometers and participants self-reported whether they were participating in recreational physical activity, active travel, or household physical activity at the time of an EMA prompt. The main outcomes that were measured were affective valence, energetic arousal and tense arousal. Participants who engaged in more recreational MVPA on average reported more positive valence, more energetic arousal, and less tense arousal. Additionally, participants reported more energetic arousal when they participated in greater levels of recreational MVPA than usual, but also more tense arousal. Active travel and household physical activity were not associated with valence, energetic arousal or tense arousal. These findings highlight the importance of encouraging participation in recreational physical activities to promote positive affective outcomes. [ABSTRACT FROM AUTHOR]

It is hypothesised that various factors may explain variation in the valenced (pleasure-displeasure) response to moderate-to-vigorous physical activity (MVPA), however the empirical evidence for these factors has not been reviewed. This narrative review summarises empirical evidence relating to cognitive and contextual mechanisms that may explain inter- and intra-individual variation in the valenced response to MVPA. The mechanisms included in this review include (i) cognitive factors: motivation, autonomy, competence, task self-efficacy, attentional focus and relatedness, (ii) the social context, and (iii) the physical environment. The electronic databases Medline, PsychINFO and SPORTDiscus were searched to identify relevant articles. Different factors may explain inter- and intra-individual variations in the valenced response to MVPA. Factors that consistently explain inter-individual variations in the valenced response to MVPA include self-determined motivation, physical activity competence and task self-efficacy. Considering intra-individual variations, people may have a more pleasurable experience during MVPA when they have more dissociative thoughts, and when they participate in the MVPA outdoors. Implications of these findings are discussed and future research directions are suggested. [ABSTRACT FROM AUTHOR]

The health benefits of classroom-based physical activity programs may only be sustained if programs are continually implemented over time. Despite the importance of instituting physical activity programs to ensure their continued implementation, little is known about factors associated with institutionalization of programs at a school level. The purpose of this study is to examine how school context, principal characteristics, and program attributes are associated with the institutionalization of Bluearth Foundation's Active Schools program in Australian elementary schools. Current principals from schools who participated in the Active Schools program between 2015 and 2017 reported the level of institutionalization of the program, school context, principal characteristics, and perceived attributes of the program. Univariate associations were calculated using Pearson's correlation coefficient, independent sample t -tests and one-way ANOVA. Linear regression using backward deletion was used to calculate significant or marginally significant (p <.1) multivariate associations. Thirty of the 211 eligible principals participated in the study. School capacity (r =.617, p <.001); perceived student behavioral (r =.577, p <.001), health (r =.499, p <.001), and enjoyment benefits (r =.529, p <.001), relative advantage (r =.417, p =.022), observability (r =.385, p =.036), and having the program delivered by a Bluearth coach at the time of the study (η 2 =.426, p <.001) all had a significant positive univariate association with institutionalization. School capacity (β = 1.802, p =.001), observability (β = 0.902, p =.061), and having the program delivered by a Bluearth coach at the time of the study (β = 2.580, p =.003) remained significant in the final multivariate model. Results suggest that schools that have someone who can provide support implementing a program are more likely to institute the program into policies and practices. It is also important that school administrators have the tools to evaluate the benefits of physical activity programs and to perceive them as being beneficial for their students. However, schools may struggle to institutionalize physical activity programs after formal program delivery has concluded. [ABSTRACT FROM AUTHOR]

The study investigated associations between selected physical activity correlates among 299 adolescents (90 boys, age 12-14 years) from 3 English schools. Physical activity was assessed by self-report and accelerometry. Correlates represented biological, predisposing, and demographic factors as described in the Youth Physical Activity Promotion Model. Boys engaged in more self-reported (p < .01) and accelerometer assessed physical activity than girls (p = .02). Positive associations between sex (male), BMI, Perceived PE Ability, Perceived PE Worth, number of enrolled students, and physical activity outcomes were evident (p < .05). School-based physical activity promotion should emphasize sex-specific enhancement of students' perceived PE competence and enjoyment. [ABSTRACT FROM AUTHOR]

The main aim of this study was to psychometrically test the Physical Education Predisposition Scale (PEPS) with a cohort of Australian students, to assess secondary school students’ perceived PE ability and PE worth. Secondary aims were to explore how the two variables were related and to investigate age and gender differences. Altogether, 266 Year 7, 8, 9 and 10 students (aged 12–16 years), from four schools within the South Eastern region of Melbourne, completed the PEPS at both time points. Principal components analysis revealed the presence of a simple two-factor structure explaining 66.9% of the variance. Factor 1 (labelled perceived PE worth) reflected enjoyment and attitude (α = .91), and factor 2 (labelled perceived PE ability) represented perceptions of competence and self-efficacy (α = .92). Significant positive correlations were observed between the two factors (r = .50–.82,P < .001). Boys scored significantly higher than girls on perceived PE ability (P = .01), and year 7 students scored significantly higher compared to Year 9 students(P = .002). Our results support the potential of the PEPS as a concise measurement tool for use in the PE setting, for both teachers and researchers. [ABSTRACT FROM PUBLISHER]

Smoking is one of the leading causes of preventable morbidity and death in England, and is an addiction largely taken up in youth. Given the need for early prevention strategies, this formative study evaluated sports coaches' perceptions of a preliminary SmokeFree Sports (SFS) campaign. The research was conducted in five youth clubs with eight coaches who attended a Level 1 Brief Intervention Training workshop. Semi-structured interviews were conducted, and a questionnaire assessed the impact of the Brief Intervention Training on coaches' self-efficacy to deliver smoke-free messages at pre, post and follow-up. Interviews were transcribed verbatim, and pen profiles were constructed to provide an overview of coaches' perspectives of SFS with regard to: (a) Brief Intervention Training, (b) SFS implementation and (c) suggestions for improvements. One-way repeated measures ANOVA revealed a significant increase in coaches' self-efficacy towards knowledge and delivery of smoke-free messages from pre- to post-Brief Intervention Training that was maintained at follow-up. This formative work suggests that there is potential in educating coaches and using sports to deliver health education around smoking. Recommendations to improve the Brief Intervention Training included making it more interactive and specific with respect to sport and particular age groups. SFS could also be trialled in structured setting and with other sports. These findings will be used to inform and tailor the design and development of a larger, definitive SFS intervention. [ABSTRACT FROM PUBLISHER]

Levels of physical inactivity and sedentary behaviour among English and Spanish youth are high and vary within different regions of each country. Little though is known about these during specific periods of the day. The purpose of this study was to describe physical activity (PA) and sedentary time during segments of the day and week, and compare these critical contexts between youth in the Liverpool and Madrid areas of England and Spain, respectively. PA was objectively assessed in 235 Liverpool- and 241 Madrid youth (aged 10–14 years) who wore accelerometers for seven consecutive days. Minutes of sedentary time, moderate PA, vigorous PA and moderate-to-vigorous physical activity (MVPA) were calculated for weekdays, weekend days, school time, non-school time and after-school. Between-country differences were analysed using analysis of covariance (ANCOVA). Madrid youth spent significantly more time in sedentary activities than their Liverpool counterparts. Madrid youth engaged in more minutes of moderate intensity physical activity (MPA) than Liverpool youth during weekdays, school time and non-school time (P<0.01). Liverpool children recorded more time in vigorous physical activity (VPA) than Madrid peers during week days and weekend days (P<0.01) and during school time and after-school periods (P <0.01). The MVPA was significantly higher among Madrid youth during non-school time (P<0.01). Around 25% of all youth achieved recommended levels of MVPA. Low levels of MVPA and systematic differences in sedentary time, MPA and VPA exist between Liverpool and Madrid youth. Interventions targeted at the least-active children during weekends, after-school and non-school periods within the cultural contexts common to each city are required. [ABSTRACT FROM PUBLISHER]