Male secondary school rugby players (N ϭ 271) participated in a study examining role ambiguity, role efficacy, and role performance. A multidimensional measure was used to assess 4 manifestations of role ambiguity in offensive and defensive contexts. Multiple role ambiguity dimensions explained variance in efficacy and performance. Consistent with theorizing by A. Bandura (1997) and R

In this meta-analysis, we sought to examine the 'active ingredients' (or behavior change techniques; BCTs) used within theory-based physical activity interventions compared to interventions with no stated theory. We retrieved 171 peer-reviewed studies (225 total interventions) that used a controlled experimental design from 68 previous reviews of physical activity interventions. Data from each intervention were coded with regard to their use of theory and inclusion of 16 BCT clusters within the physical activity intervention. There were no significant differences in the overall effect sizes between theory-based (k = 148, d = 0.48) and no-stated-theory (k = 77, d = 0.37) interventions. Theory-based interventions incorporated a greater number of BCT clusters on average (6.1) compared to no-stated-theory interventions (4.5). Significant effects were shown for interventions that incorporated at least three BCT clusters (d = 0.48) but not for those that used one or two (d = 0.20). Several BCT clusters were more likely to be present in theory-based interventions than no-stated-theory interventions. Significant effects on physical activity were also shown for theory-based interventions that incorporated any of the 16 BCT clusters coded, but only for 9 out of 11 no-stated-theory interventions in this regard (for which effect sizes could be calculated). Taken together, these findings suggest that although the overall effects on physical activity do not differ significantly between theory-based and no-stated-theory interventions, these interventions often differ in their composition of BCTs. Moreover, for interventions utilizing certain BCT clusters (namely, 'selfbelief' and 'association'), theory may be necessary to derive significant effects.

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The objectives of this study were to (a) develop a conceptualization of role acceptance, later situated within the broader concept of role commitment, pertinent to the sport environment; (b) develop a measure integrating direct perceptions of role commitment and the bases of this variable; and (c) determine if role commitment could predict athletes’ intentions to return. To accomplish these objectives, multiple methods were used across 4 projects that leveraged the extant literature on acceptance and commitment perceptions from sport and organizational psychology, engaged athletes in focus groups in a think-aloud protocol, and obtained responses on iterative versions of a new role-commitment questionnaire from over 700 athletes from a variety of competitive and developmental levels. Overall, this approach captured the bases of role commitment (affective, normative, and continuance perspectives), as well as direct perceptions of role commitment, and demonstrated an important link to intentions to return to sport.

Drawing from tenets of transformational leadership theory, this research examined the relations between transformational teaching and child psychological needs satisfaction, motivation and behavioral engagement in school-based physical education. A total of 577 elementary school students (Mage = 11.18 years; 284 males) completed measures midway through the school year; 2 months later 533 students completed measures of the same variables once more. Data were analyzed using multilevel structural equation modeling in order to account for the nested nature of the data. The results revealed that children's perceptions of their teacher's transformational teaching behaviors predicted student self-determined motivation and student engagement. Psychological needs satisfaction partially mediated the relationship between children's perceptions of transformational teaching and motivation. Furthermore, children's psychological needs satisfaction partially mediated the relationship between students' perceptions of transformational teaching and child engagement behaviors. Taken together, these findings suggest that displays of transformational teaching within school physical education represent an important predictor of health-enhancing cognitions and behaviors among elementary school children. Implications for theory development and applied practice are discussed.

Late adolescence, between the ages of 15 and 19 years, represents a critical stage in life in which young people develop a sense of identity and independence as they transition to adulthood. This stage in life also involves pressures of maturation, academic performance expectations, and changing social roles. Compound these pressures with economic and psychosocial adversity in childhood and early adolescence, including abuse and neglect at home or racial/ethnic, gender, and sexual discrimination, and there emerges an increasing crisis in adolescents' mental health. Worldwide, the prevalence of mental health disorders (eg, depression, anxiety) increases markedly during late adolescence, reaching a peak during early adulthood (ages 20-24 years).Juxtaposed against these trajectories of declining mental health, late adolescence is also marked by decreases in health-enhancing physical activity behavior. The results of a prominent systematic review and pooled analysis revealed that between the ages of 10 and 19 years, this decrease equates to a 7% yearly reduction in physical activity. 1 An increasing body of longitudinal and experimental evidence points to the capacity of regular physical activity to contribute to positive mental health outcomes and buffer against ill health. 2 Previous work suggests that, for many individuals, acute bouts of physical activity can alleviate some of the deleterious emotional effects of experiencing stressful events. 3 In recognition of the benefits of regular physical activity, schools are universally considered to be key settings for providing regular physical activity through curricular (physical education), cocurricular (recess and lunch), and extracurricular (after-school programs and school sports) activities. Within general education systems worldwide, a United Nations report 4 identified that in 97% of countries surveyed, there were legal requirements for or it was a matter of general practice that adolescents receive regular physical education. Nevertheless, even when policy and state laws exist, the reality often involves diminished scheduling and uptake of physical education, especially in the upper secondary levels (ie, late adolescence), with time redirected to other academic subjects (ie, competing pressures of academic performance). 4 Of interest, recent evidence from the United States indicates that although 33.3% of states have minimum requirements for time spent in physical activity in elementary schools, this percentage decreases to 24.5% of states for middle or junior high schools and 9.8% of states for high schools. 5 In short, a nontrivial gap exists in the typical provision of and opportunities for physical activity in late adolescence. Because of the compelling evidence that now exists linking physical activity to improved cognitive function, 2 as well as the capacity for physical activity to reduce VIEWPOINT

Although extensive research suggests that behavior change interventions can improve physical activity (PA) over the course of an intervention, the maintenance of these improvements beyond intervention termination is less clear. The purpose of this study was to determine, through meta-analysis, whether behavior change interventions produce sustained improvements in PA after interventions conclude. Studies were retrieved from a recent (2019) meta-analysis of 224 interventions. Studies that measured PA at baseline, post-intervention, and a follow-up timepoint were included in this updated review. We examined the effects of these interventions in terms of changes in PA from baseline to post-intervention, baseline to follow-up, and post-intervention to follow-up (relative to control groups). We also examined whether the inclusion of theory and behavior change techniques (BCTs) within interventions as well as the length of time between PA assessments moderated these effects. Thirty-nine interventions (17% of interventions from the previous review) from 31 studies were included in the meta-analysis. Significant improvements in PA were found from baseline to follow-up (d = 0.32, p < .001). In general, these effects resulted from significant increases in PA from baseline to post-intervention (d = 0.46, p < .001), followed by significant decreases from postintervention to follow-up (d = -0.18, p = .010). Effect sizes did not vary between theory-based and no-stated-theory interventions. The positive effects from baseline to post-intervention and negative effects from post-intervention to follow-up were more pronounced as the length of time between assessments increased. In conclusion, behavior change interventions improve PA over the course of the intervention; however, these improvements are generally not sustained after the intervention concludes.