Athletes’ basic psychological needs and emotions: the role of cognitive reappraisal

In sport, where high achievements are at stake, athletes often feel pressure and emotions that hinder their performance. Emotion regulation becomes essential for athletes to handle stress, achieve optimal performance, and enhance their overall well-being. To advance both research and practical applications, it is crucial to examine the antecedents of emotion regulation and the impact on emotions and other feelings associated with performance. Specifically, the purpose of this cross-sectional study was to examine the role of athletes’ emotion regulation strategies (i.e., cognitive reappraisal and expressive suppression) in the relationship between basic psychological needs satisfaction, emotions, and psychobiosocial experiences. The sample consisted of 424 competitive athletes (246 men and 178 women) involved in individual sports (n = 164; e.g., fencing, gymnastics, martial arts, swimming, and tennis) or team sports (n = 260; e.g., basketball, rugby, soccer, and volleyball), aged 16–36  years (M = 23.08, SD = 7.65). Their competitive experience ranged from 1 to 21  years (M = 9.71, SD = 6.34) at regional (71%), national (18%), or international (11%) level, and they practiced their sport on average 3.74 times a week (SD = 1.73). Participants completed measures of basic needs satisfaction (i.e., competence, autonomy, and relatedness), emotion regulation style, emotions, and psychobiosocial experiences. Structural equation modeling results showed that competence need satisfaction was positively associated with pleasant emotions and psychobiosocial experiences that are perceived as functional for performance, and negatively associated with a maladaptive emotion regulation style (i.e., expressive suppression) and unpleasant emotions. Relatedness need satisfaction was positively related to an adaptive emotion regulation style (i.e., cognitive reappraisal), pleasant emotions, and psychobiosocial experiences, and negatively related to expressive suppression and unpleasant emotions. Finally, mediation analysis showed positive indirect effects from autonomy and relatedness satisfaction to pleasant emotions and psychobiosocial experiences via cognitive reappraisal. Findings suggest that the satisfaction of athletes’ basic psychological needs of autonomy and relatedness is related to the experience of pleasant emotions and functional psychobiosocial states when they adopt an adaptive emotion regulation style

The impact of an extracurricular outdoor physical activity program on long-term memory in adolescent during COVID-19 pandemic

The present study examined the effects of an 8-week extracurricular outdoor physical activity program aimed to improve long-term memory performance in adolescent concerning the Covid-19 period. Participants were 40 schoolchildren (aged 16-17) who trained twice a week in aerobic exercise two hours per session, randomly assigned to participate in either an extracurricular outdoor physical activity program (EG; n = 20) or a waitlist control group (CG; n = 20). At baseline and after training we administered the Verbal Paired Associates (VPA-I) a subtest of the Wechsler Memory Scale – IV (WMS-IV, 2009), which represents one of the most widely used instruments for assessing explicit episodic memory performance. The results suggested that after 8-week aerobic exercise program students were able to increase their long-term memory, and that this capacity was more evident following physical activity that required greater cognitive involvement

Effects of an extra-curricular physical education program on children and young adults' motor performance

This work is aimed at evaluating the motor performances for strength, speed, motor coordination and the development of motor skills at different ages and at comparing the results of the participants of the extra-curricular (supplementary) PE programme with the results of pupils attending the traditional PE programme. The sample (Table 1) is composed of 491 children and young adults (M: 235, F: 256), attending primary and secondary school, divided into three age groups: 8-9, 10-11, and 12-13 years. It was assumed that pupils participating in a 6-month extra-curricular programme of physical activities would show a higher level of motor skills than the pupils involved in a traditional PE programme. Each participant carried out motor tests at the end of the attended programme (June 2010). Participants’ BMI values were then compared. This work confirms the results of previous studies that an extra-curricular PE programme, during or outside of school hours, can maximize the participants’ levels of physical activity and motor performance. The differences that emerged in the different age groups, for males and for females, in the 20-m dribbling test (motor coordination) could be explained by the variety of activities, while the differences on other tests could be ascribed to higher levels of physical activity and time of motor activities.The results showed that PE classes with a greater number of weekly hours can favour the increase of children’s motor performance. The processes of motor maturation, development and learning can hide the effects of motor activities programmes on the performance during the developmental age

LEVELS OF PHYSICAL ACTIVITY AND FITNESS IN NORMAL-WEIGHT AND OVERWEIGHT CHILDREN

The levels of daily physical activity are reduced during preadolescence and this predisposes young people to overweight and obesity. The aim of the study was to examne the physical activity levels and motor performances in relation to BMI. The physical activity questionnaire for children (PAQ_C) and tests on standing long jump and 20-m sprint, have been completed by sample of 161 boys and 141 girls, aged 11 to 12 years, divided into two groups, normal weight (NW) and overweight/obese (Ow-Ob), according to the cutt-off of Cole (2000). Apart from the descriptive statistics, Student's T Test was carried out, in order to highlight the significant differences within the group. The significativity index was set to p<.05. Anova 2 (group) highlighted considerable differences in the following tests: the males and females of the group Normal weight showed superior motor performances compared to the group Ow-Ob in standing long jump (p<.001) and in speed test (M= p<.001; F= p<.05). In self-report PAQ_C the group Nw males and females showed higher scores than the group Ow-Ob (p<.05). Physical education at school increases the levels of physical activity, motor development and preventes obesity in young. The teaching styles are of significant importance

Physical activity for the prevention of childood obesity: an overview of key research challenges for physical education

The aim of the present work is to examine the contribution of school physical education to public health, with a special focus to the prevention of overweight, and to consider some fundamental questions and assumptions framing research on physical activity during childhood and adolescence. In particular, this paper comprises four major subtopics related to the key research challenges for physical education. First, it summarize the epidemiological aspects of child obesity and the public health guidelines related to young people’s participation in physical activity, highlighting evidence linking sedentary behaviour and overweight in young people. The other three subtopics contain some questions and assumptions which the Authors consider fundamental to solving challenging problems related to the research on physical education. Can physical education have a lifelong effect? Can physical education affect young people’s physical activity beyond the curriculum and outside of school? How teaching and learning environment affects students’ physical activity? The Authors address these issues by over viewing the research literature pertaining to school-based intervention studies, with specific emphasis on the developmental, psycho-social and environmental factors which can promote physical activity in and outside of school. Future research in physical education need to consider the global epidemic of physical inactivity and the factors contributing to this epidemic, by adopting mixed-methods and multidisciplinary designs, as advocated in ecological models

Physical activity for the prevention of childood obesity: an overview of key research challenges for physical education

The aim of the present work is to examine the contribution of school physical education to public health, with a special focus to the prevention of overweight, and to consider some fundamental questions and assumptions framing research on physical activity during childhood and adolescence. In particular, this paper comprises four major subtopics related to the key research challenges for physical education. First, it summarize the epidemiological aspects of child obesity and the public health guidelines related to young people’s participation in physical activity, highlighting evidence linking sedentary behaviour and overweight in young people. The other three subtopics contain some questions and assumptions which the Authors consider fundamental to solving challenging problems related to the research on physical education. Can physical education have a lifelong effect? Can physical education affect young people’s physical activity beyond the curriculum and outside of school? How teaching and learning environment affects students’ physical activity? The Authors address these issues by over viewing the research literature pertaining to school-based intervention studies, with specific emphasis on the developmental, psycho-social and environmental factors which can promote physical activity in and outside of school. Future research in physical education need to consider the global epidemic of physical inactivity and the factors contributing to this epidemic, by adopting mixed-methods and multidisciplinary designs, as advocated in ecological models

Effects of an extra-curricular physical education program on children and young adults' motor performance

This work is aimed at evaluating the motor performances for strength, speed, motor coordination and the development of motor skills at different ages and at comparing the results of the participants of the extra-curricular (supplementary) PE programme with the results of pupils attending the traditional PE programme. The sample (Table 1) is composed of 491 children and young adults (M: 235, F: 256), attending primary and secondary school, divided into three age groups: 8-9, 10-11, and 12-13 years. It was assumed that pupils participating in a 6-month extra-curricular programme of physical activities would show a higher level of motor skills than the pupils involved in a traditional PE programme. Each participant carried out motor tests at the end of the attended programme (June 2010). Participants’ BMI values were then compared. This work confirms the results of previous studies that an extra-curricular PE programme, during or outside of school hours, can maximize the participants’ levels of physical activity and motor performance. The differences that emerged in the different age groups, for males and for females, in the 20-m dribbling test (motor coordination) could be explained by the variety of activities, while the differences on other tests could be ascribed to higher levels of physical activity and time of motor activities.The results showed that PE classes with a greater number of weekly hours can favour the increase of children’s motor performance. The processes of motor maturation, development and learning can hide the effects of motor activities programmes on the performance during the developmental age

Gross motor skill performance in a sample of overweight and non-overweight preschool children

The aim of the study was to examine the gross motor skill performance of overweight and non-overweight preschool children from South of Italy, and to investigate possible differences by gender. Methods. Participants were 38 boys and 42 girls (4.5 0.5 yr) categorized as overweight (n 38) and non-overweight (n 42), according to the IOTF body mass index (BMI) cut-off points. The Test of Gross Motor Development was used to assess seven locomotor skills (run, gallop, hop, leap, horizontal jump, skip and slide) and fi ve object-control skills (two-hand strike, stationary bounce, catch, kick and overhand throw). The raw, standard and percentile scores and the Gross Motor Development Quotient (GMDQ) were calculated for each participant. ANOVA 2 (gender) x 2 (group) was conducted on the subtest standard scores and the GMDQ. Results. No differences in performance were found between boys and girls on the subscale standard scores and the GMDQ. Signifi cant main effects ( p 0.001) were reported for group on the GMDQ, and the standard scores for locomotor and object-control skills, with overweight children reporting lower movement competence than their counterparts. Pearson ’ s correlations revealed relationships ( p 0.001) between BMI and locomotor ( r 0.54) and object-control ( r 0.48) skills, and between BMI and GMDQ ( r 0.54). Conclusions . Findings indicate that childhood obesity might have adverse effects on gross motor development. Overweight participants showed poorer performance on locomotor and object-control tasks than their non-overweight peers

Body image, perceived and actual physical abilities in normal-weight and overweight boys involved in individual and team sports

none3The aim of the study was to examine the relationships among body image, perception of physical abilities, and motor performance in boys involved in organized individual (i.e. tennis, fencing, judo) and team (i.e. soccer, handball, volleyball) sports. Altogether, 162 children (12.6+1.0 years) were categorized as normal-weight (n¼85) or overweight (n¼77). Body image was measured using Collins’ Child Figure Drawings, while individuals’ perceptions of strength, speed, and agility were assessed using the Perceived Physical Ability Scale. Fitness tests of the standing long jump, 20 m sprint, and 1065m shuttle-run were also administered. Overweight boys showed greater body dissatisfaction and lower actual physical abilities than normal-weight peers. Participants involved in team sports reported lower body dissatisfaction and better performances in the shuttle-run compared with those involved in individual sports. For boys participating in team sports, body dissatisfaction was a significant mediator of the effect of body mass index on perceived physical ability. Results may influence intervention efforts, suggesting that targeting personal, psychological, and physical factors may prove efficient across physical activity locations and weight groups.mixedMORANO, MILENA; COLELLA, DARIO; Capranica, L.Morano, Milena; Colella, Dario; Capranica, L

Body image, perceived physical ability,and motor performance in nonoverweight and overweight Italian children

Summary.—The purpose of this study was to examine the relationships among body image, physical self-efficacy and motor abilities in obese (n = 105, 52 boys and 53 girls) and non-obese (n = 105, 53 boys and 52 girls) children, ranging in age from 8 to 10 years and attending elementary schools in southeastern Italy. Body image was measured through Collins’ Child Figure Drawings, while self-efficacy was assessed by the Physical Self-Efficacy Scale for Children. Age-appropriate field-based tests of standing long jump, 1 Kg medicine ball throw, basketball throw, 10m and 20m sprint from a standing position were also administered to gauge motor abilities. From 2 (group) × 2 (sex) × 3 (age) univariate analysis of variance, significant differences emerged by group with obese children reporting larger body dissatisfaction scores, lower self-efficacy scores, and poorer performances on weight-bearing tasks than their non-obese peers. Significant differences also emerged by sex with boys showing higher physical self-efficacy scores and better performance in all motor tests. A positive correlation was shown between body mass index and body dissatisfaction. Findings provided support to the importance of assessing physical fitness, body dissatisfaction, and physical self-efficacy of obese children to help teachers plan effective physical activity program