Researchers have rarely addressed the relationship between socioeconomic status (SES) and physical activity from the perspective of youth. To illuminate the factors that youth from low and high-SES areas consider important to increase physical activity participation among their peers, 160 youth (12-18 years) participated in small focus group interviews. Guiding questions centered on the general theme, "If you were the one in charge of increasing the physical activity levels of kids your age, what would you do?" Findings show that environmental factors (i.e., proximity, cost, facilities, and safety) are very important for youth living in low-SES areas to ensure participation in physical activity. Results also show that intrapersonal (i.e., perceived skill, competence, time) and social factors (i.e., friends, adult support) must be considered to help improve participation rates among both high- and low-SES youth.

Previous research has suggested that current formal coach education programs do not fully meet the learning needs of coaches. The purpose of the present study was to examine actual and preferred sources of coaching knowledge for developmental-level coaches. Structured quantitative interviews were conducted with coaches (N = 44) from a variety of sports. Learning by doing, interaction with coaching peers, and formal coach education were the top actual sources of coaching knowledge. Discrepancies were found between actual and preferred usage of learning by doing, formal coach education, and mentoring. Coaches indicated they would prefer more guided learning and less self-directed learning by doing. Further, differences in preferred sources were identified between coaches wishing to move to an elite level versus coaches wishing to stay at a developmental level. Findings highlight the importance of both experiential and formally guided sources of coaching knowledge and the context-specific nature of coach learning.

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High levels of inactivity in youth have led researchers and practitioners to focus on identifying the factors that influence physical activity behaviors in young people. The present study employed a qualitative ecological framework to examine the intrapersonal, social, and environmental factors influencing youth physical activity. In grade-specific focus group settings, 160 youth in grades 7 through 12 (aged 12 to 18) were asked how they would increase the physical activity levels of youth their age. Participants identified eight factors that they felt should be addressed in programs and interventions designed to increase the physical activity behaviors of youth. These factors included the importance of fun, having the time to be physically active, the benefits of activity, being active with friends, the role of adults, and the importance of being able to access facilities in their neighborhood.