This cluster-randomized controlled trial investigated the efficacy of a teacher professional development (TPD) program, grounded on self-determination theory, to increase elementary school teachers' need-supportive motivating style and consequently their students' physical activity (PA) during PE lessons. Participants were 15 elementary school teachers and their 293 students. Teachers in the treatment condition received a sports-related notebook and attended four 3-hours workshops over one school year; teachers in the control condition received the notebook only. Students' PA and teachers' motivating style were assessed on four occasions via accelerometers and observations, respectively. Results showed that teachers in the treatment condition increased support of their students' psychological needs for the majority of the school year, but there was a slight decrease in the fourth wave of measurement. Students in the treatment condition increased their time spent in moderate to vigorous PA (MVPA), independently of the sport taught, while their counterparts from the control condition decreased their MVPA. This is the first study to provide elementary school teachers with a PE TPD program grounded in SDT, and demonstrate the potential of such a program to improve teachers' motivating style and student MVPA in PE.

The present review showed that despite the heterogeneity in the studies assessed and inconsistent results, DI may constitute an excellent means to help cancer patients and survivors cope better with the disease and with treatment side effects, as they can improve self-management and wellbeing. In order to acquire a greater understanding of the mechanisms underlying cancer patients'/survivors' psychological and behavioral changes in terms of adopting DI, direct comparison between studies is needed. However, this can only come about if methodological and conceptual standardization of DI is implemented.

The COVID-19 pandemic has drastically reduced physical activity (PA) behaviors of many people. Physical education (PE) is considered one of the privileged instruments to promote youths’ PA. We aimed to investigate the effects of lockdown on PE teachers’ behaviors promoting their students’ out-of-school PA and differences between three European countries. A sample of 1146 PE teachers (59.5% females) from France, Italy, and Turkey answered an online questionnaire about guiding students to engage in out-of-school PA, helping them to set PA goals, encouraging in self-monitoring PA, the pedagogical formats of these behaviors and feedback asked to students. RM-MANCOVAs were performed with a two-time (before and during the lockdown), three country (France, Italy, Turkey), two gender factorial design, using teaching years and perceived health as covariates. A significant multivariate main effect time × country × gender (p < 0.001) was reported for the behaviors promoting students’ PA, with French and Italian teachers increasing some behaviors, while Turkish teachers showing opposite trends. Significant multivariate main effects time × country were found for formats supporting the behaviors (p < 0.001) and for asked feedback formats (p < 0.001). The massive contextual change imposed by lockdown caused different reactions in teachers from the three countries. Findings are informative for PA promotion and PE teachers’ education.

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

Human papillomavirus (HPV) vaccination is safe and efficacious to prevent persistent HPV infection, precancerous anogenital lesions and cervical cancer. However, in countries where vaccination programmes are implemented outside of schools, such as France, reaching high HPV vaccination coverage of the target population is challenging. Many studies have been performed in France to assess cognitions of general practitioners (GPs) regarding HPV vaccination. However, the evidence is not consistent about which cognitions are key. To provide a comprehensive overview, we performed a systematic review of studies conducted in France on GPs' cognitions regarding HPV vaccination and used the reasoned action approach to extract and synthesize data. The systematic search was performed up to July 2020 in Medline via PubMed, PsycINFO, PsycARTICLES, Embase, CINAHL Plus, Web of Science, Pascal and Francis databases. Grey literature was searched for in the French Public Health Database, Cairn. Info, yahoo.fr , and Google Scholar. Twenty-five scientific publications were selected based on eligibility criteria and assessed for quality. Our qualitative synthesis highlights that although 73% of GPs report recommending HPV vaccination, up to 50% would not recommend it because of concerns, including changes in patients' health behaviours and doubts about safety and/or efficacy. GPs' injunctive norms, i.e. trust in institutional information, were shown to be associated positively with GPs' willingness to recommend HPV vaccination. Parents' fears, girls' age, and potential connection with sexuality do not seem to affect GPs' recommendations. These results will inform the development of a professional educational intervention targeting GPs in France.

It is widely acknowledged that teachers’ (de)motivating style (what they say, do and how they act) affects students’ learning. Understanding what leads teachers to adopt a (de)motivating style is necessary to develop effective training programmes. The current study aimed to identify antecedents of teachers’ motivating (i.e. need-supportive) and demotivating (i.e. need-thwarting) styles by (a) examining the relationships between five types of pressures and these styles and (b) investigating the mediating role of motivation. A total of 509 generalist primary school teachers completed a questionnaire about their perceived styles, perceived pressures from above (i.e. time constraints, pressure to display authority), below (i.e. perceptions of students’ disengagement) and within (i.e. beliefs about the effectiveness of rewards, and the adherence to entity theory), and their autonomous and controlled motivations to teach physical education. Structural equation modelling showed that a need-supportive style was negatively predicted by students’ disengagement and teachers’ adherence to entity theory, and this relation was fully mediated by autonomous motivation. A need-thwarting style was positively predicted by pressure to display authority and beliefs about the effectiveness of rewards. Results showed that when pressures from below and from within are reduced, teachers adopt a more need-supportive style, because they are more likely to enjoy and value teaching. Conversely, when pressures from above and from within are prevalent, teachers are more likely to adopt a need-thwarting style. This study identified the pressures to be targeted when developing interventions which aim to modify teachers’ (de)motivating styles which in turn could impact students’ motivation and behaviours.

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demoti-vating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., of-fering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situation In School (i.e. SIS) questionnaire which allows to gain a more integrative and fine-grained insight in teachers’ engagement in autonomy-support, structure, control and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g. regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire, the SIS-PE. Findings in a sample of Belgian (N=136) and French (N=259) PE teachers, examined to-gether and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

The present study aims to examine the motivational determinants underpinning changes in Physical Education teachers’ behaviors promoting physical activity during the COVID-19 lockdown.