CrossFit is a growing fitness trend in the United States; however, little systematic research has addressed specific motivational principles within this unique exercise environment. The purpose of the study was to explore the influence of gender and membership time on perceptions of motivational climate and goals within the CrossFit environment. Specifically, people may set goals related to self-improvement (i.e., mastery) or focus on their performance in comparison to others (i.e., performance). Motivational climate refers to an individual's perception of being encouraged to focus on either mastery or performance goals from CrossFit trainers. A total of 144 members (88 females; 56 males) completed questionnaires to assess participants' perceptions of CrossFit goal structures and perceptions of the motivational climate encouraged by the trainer within their CrossFit box. Results indicated a significant main effect for gender on preferred goals (p ≤ 0.05), with males reporting higher levels of performance approach goals and females reporting higher levels of master avoidance goals. Participants who reported shorter membership times were found to have significantly higher mastery-related goals than individuals who reported longer membership times (p ≤ 0.05). The results from the study suggest that practitioners should consider how perceptions of the motivational climate and goals in group-based exercise settings such as CrossFit may vary based on demographic variables, and that these differences may impact how to most effectively motivate, encourage, and instruct group members, particularly with regard to helping members set goals that most effectively address their approach to the CrossFit regimen.

There is a significant need to provide intervention services not only to students who exhibit sustained disruptive behaviors in the classroom, failing grades, and/or significant attendance issues but also to address the emotional needs of diverse elementary students who are "at risk" prior to exhibiting such issues so they may be successful in the academic environment. The purpose of this study was to evaluate the academic skills of second-grade students who received child-centered play therapy (CCPT) services using the Primary Project (formerly the Primary Mental Health Project) protocol. Sixty-eight students from 1 elementary school in second grade were assessed in the areas of task orientation, behavior control, assertiveness, and peer social skills. Of those who were tested, 36 students were deemed at risk using the established qualifying criteria and received CCPT services, and 32 students did not qualify for services. Findings revealed a significant increase in 3 academic subject areas: reading, mathematics, and language usage, with qualifying students experiencing marginally greater improvements during the academic year in mathematics and language usage when compared to their peers who did not qualify for services. Results of this study highlight the importance of providing preventive services that support overall mental health and wellness to at-risk children.

This study measured the impact of a 2-day Child Parent Relationship Therapy (CPRT) training for therapists who want to facilitate parent CPRT groups, using an adapted version of the Play Therapy Attitude, Knowledge, and Skills Survey (PTAKSS). The primary author adapted this instrument (CPRT-PTAKSS) to measure the objectives of CPRT, with permission from the author and a factor analysis was conducted. Paired samples t tests were then conducted between the pre-and posttest scores for each of the subscales. The analyses revealed significant differences between mean levels of all 5 subscales, with Knowledge and Skills for Teaching Child-Centered Play Therapy showing the greatest increase. Additionally, the eta squared effect size also indicated high practical significance for all subscales. The results have valuable implications for training mental health providers through intensive workshops.

Children identified as at-risk for school failure need additional intervention for school success. Given the link between emotional development and academic success, it is crucial that schools have effective methods for identifying these students in need and have preventative programs that are developmentally appropriate interventions. The present study examined the long-term impact of child-centered play therapy (CCPT) on a diverse group of at-risk second grade elementary students implemented through Primary Project. The qualifying group received ten 30-min play therapy sessions throughout one academic semester during their second grade year. In a longitudinal analysis for academic growth, the long-term impact on both the third grade and fourth grade years was measured by the Measure of Academic Progress (MAP). The findings reveal implications for identification of and interventions for at-risk elementary students and CCPT as an intervention for academic achievement, specifically reading and mathematics scores. Recommendations for future research are also included.