This study explores the relationship between self-cognitions and running behavior in a group of female recreational runners. Consistent with theories of self-esteem and exerciser self-schemata, it aims to identify how running can impact on the self, and how self-cognitions can influence motivation and adherence to running. In-depth interviews were conducted with 16 women of varying age, ability, and running experience who had entered a major women’s 10K race. Inductive data analysis revealed that there was a bi-directional relationship between running involvement and self-cognitions. Running provided experiences which led to enhanced self-esteem, notably through perceived improvements to the physical self, but also through increases in mastery/achievement and physical competence. These changes contributed to the value of running for the women, strengthened their exercise self-schema, and increased the likelihood of adherence to running. However, family responsibilities constrained the women in their ability to run, impacting on the exercise-self relationship outlined.

1Maintaining involvement in sport and exercise activities is a challenge for 2 mothers with young children. This study therefore qualitatively explores the experiences 3 of 7 mothers who have managed to remain physically active in team sports exploring how 4 the team environment might meet their psychological needs. We analyse the results 5 through Self-Determination Theory (SDT). Semi-structured interviews were thematically 6 analysed to reveal the following themes: perceived benefits of sport, perceived benefits of 7 being part of a team, needing time out from being a mother, social support and 8 empowerment and self-determination. Feelings of competence, autonomy and relatedness 9 were interwoven to these themes thus demonstrating the applicability of SDT to this 10 domain.

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This study examined the complex relationship between homophobia, heteronormativity, and an openly gay lecturer in a British university setting. First, heterosexual undergraduate sports students' levels of homophobia were recorded. Then, after taught sessions, participants were asked to estimate the frequency of homosexual-heterosexual examples and content used, as well as to complete tests to measure academic progress. This was followed by an end-ofcourse examination. Results indicated (a) no relationship between levels of homophobia and levels of heteronormativity; (b) that levels of heteronormativity and homophobia were unrelated to a student's ability to learn from an openly gay lecturer or their examination performance; (c) the presence of an openly gay lecturer significantly reduced homophobia among undergraduate students. These findings offer support to gay educators by highlighting the minimal impact on student learning and performance from being open about their sexuality. Instead, these results suggest that being open about homosexuality could reduce homophobia among undergraduate students.