Drawing from goal setting theory (Latham & Locke, 1991; Locke & Latham, 2002; Locke et al., 1981), the purpose of this study was to conduct a systematic review and meta-analysis of multi-component goal setting interventions for changing physical activity (PA) behaviour. A literature search returned 41,038 potential articles. Included studies consisted of controlled experimental trials wherein participants in the intervention conditions set PA goals and their PA behaviour was compared to participants in a control group who did not set goals. A meta-analysis was ultimately carried out across 45 articles (comprising 52 interventions, 126 effect sizes, n = 5912) that met eligibility criteria using a random-effects model. Overall, a medium, positive effect (Cohen's d(SE) = .552(.06), 95% CI = .43-.67, Z = 9.03, p < .001) of goal setting interventions in relation to PA behaviour was found. Moderator analyses across 20 variables revealed several noteworthy results with regard to features of the study, sample characteristics, PA goal content, and additional goal-related behaviour change techniques. In conclusion, multi-component goal setting interventions represent an effective method of fostering PA across a diverse range of populations and settings. Implications for effective goal setting interventions are discussed.

The economic burden of inactivity is substantial, with conservative estimates suggesting the global cost to health care systems is more than US$50 billion. School-based programs, including physical education and school sport, have been recommended as important components of a multi-sector, multi-system approach to address physical inactivity. Additionally, community sporting clubs and after-school programs (ASPs) offer further opportunities for young people to be physically active outside of school. Despite demonstrating promise, current evidence suggests school-based physical activity programs, community sporting clubs and ASPs are not achieving their full potential. For example, physical activity levels in physical education (PE) and ASP sessions are typically much lower than recommended. For these sessions to have the strongest effects on young people’s physical activity levels and their on-going physical literacy, they need to improve in quality and should be highly active and engaging. This paper presents the Supportive, Active, Autonomous, Fair, Enjoyable (SAAFE) principles, which represent an evidence-based framework designed to guide the planning, delivery and evaluation of organized physical activity sessions in school, community sport and ASPs. In this paper we provide a narrative and integrative review of the conceptual and empirical bases that underpin this framework and highlight implications for knowledge translation and application.

BackgroundParticipation in group-based physical activity (GBPA) interventions has been found to result in higher levels of exercise adherence and program compliance. However, previous reviews of GBPA programs have provided limited insight regarding ‘for whom’, ‘under what conditions’, and ‘how’ these interventions increase physical activity behavior.MethodsA realist review was conducted by following the seven recommended iterative and overlapping steps (J Health Serv Res Policy 10S1:21-34, 2005). The review was limited to group dynamics-based interventions for adults (>17 years of age). The search was conducted in PubMed, PsychInfo, and Web of Science search engines associated with the Science Citation Index Expanded, Social Sciences Citation Index, Arts & Humanities Citation Index, and MEDLINE.ResultsUsing a realist review approach, data from 52 studies were synthesized. Of those, 92 % (n = 48) reported significant increases in participant physical activity. The synthesis resulted in three main observations and recommendations.DiscussionGBPA interventions have worked for a variety of populations, including those who are hard to reach; however, more research is needed on moderating factors to determine for whom different GBPA programs may be effective. Second, previous interventions have varied in the duration, frequency, and number of group-based strategies used, and comparative effectiveness research may be necessary to isolate the mechanisms of effect. Third, these interventions have been conducted in a diverse range of settings, using a variety of research designs and analytical approaches. Less information is known about the costs or sustainability of these programs in their intended settings.ConclusionThe results of this realist review have important implications for practice, refining trial designs, and replication across diverse populations and settings.Electronic supplementary materialThe online version of this article (doi:10.1186/s12889-015-2270-8) contains supplementary material, which is available to authorized users.

2Objective: Perceived variety represents a psychosocial experience that gives rise to, and supports 3 the maintenance of, an individual's well-being. In this study, we developed an instrument to 4 measure perceived variety in exercise, and examined whether ratings of perceived variety in 5 exercise predict unique variance in indices of exercise-related well-being in addition to that 6 explained by the three basic psychological needs (for competence, relatedness, and autonomy) 7 embedded within self-determination theory (Deci & Ryan, 2002). We also examined the extent to 8 which variance in perceived variety is empirically distinct from (or subsumed by), competence, 9 relatedness, and autonomy in the context of exercise. 10Methods: A convenience sample of community adults (N = 507) completed online surveys twice 11 over a six-week period (n = 367). 12Results: Perceived variety in exercise was found to prospectively predict unique variance in indices 13 of exercise-related well-being, in addition to that explained by psychological needs for competence, 14 relatedness, and autonomy. Using exploratory and confirmatory factor analytic procedures,

Background Physical activity (PA) can promote mental health, but the mechanisms underpinning this association are not well-established. This study examined if perceptions of three basic psychological needs (autonomy, competence, relatedness) and moderate-to-vigorous physical activity (MVPA) mediate the association between number of years participating in PA and mental health in adolescence. Methods Participants included 937 children (55% female) age 10–11 at inception of the longitudinal MATCH study, who provided data every 4 months over 6 years. Mediation analyses were used to assess the natural direct effect of number of years of PA participation (cycles 1–15) during late childhood and adolescence on later mental health (cycle 16), measured with the Mental Health Continuum-Short Form (MHC-SF), and the natural indirect effect through each of self-perceived autonomy, competence and relatedness, and self-report MVPA (cycle 15). Results In single mediator models, indirect effects of autonomy, competence, relatedness and self-report MVPA were statistically significant. In joint mediation models (each of three models including one basic psychological need and MVPA), autonomy, competence and relatedness mediated 71, 27, and 51% of the association respectively; MVPA mediated 27–31% of the association. In the mediation model including all four mediators, relatedness mediated the largest proportion of the association, followed by autonomy and MVPA. Conclusion Results support developing strategies to encourage adolescents to engage and remain involved in PA. This could foster perceptions of autonomy, competence, and relatedness as well as MVPA, which in turn may enhance mental health.