Awareness and use of motivational interviewing reported by Canadian university sport coaches

Motivational Interviewing (MI) is a communication strategy to facilitate behaviour change yet MI research in sport is scant. This study investigated awareness and use of MI by coaches in Canadian university sport using a non-experimental design. Less than one-third of the male (30.2%) and one-quarter of the female (20.0%) coaches reported awareness of MI with a similar pattern noted for male (32.0%) and female (25.8%) coaches’ reported use of MI. No sex-based differences in MI awareness and use were evident (p's > .05). Overall, low awareness and use of MI reported by coaches have implications for designing coach education programs

Physical Activity Counseling in Kinesiology Curricula: What is Offered in Ontario?

Background: Physical activity counseling (PAC) is a viable approach for individualizing behavior change yet it is unclear if training opportunities in this area constitute a portion of the curriculum offered to university students by kinesiology departments. Objectives: The purpose of this study was to describe the availability of courses in PAC within the curricular offered by kinesiology departments at the post-secondary level. Methods: Data were extracted from the 2018-2019 undergraduate calendars published by kinesiology departments from universities in Ontario, Canada. Results: Seventeen of the 22 universities (77.3%) reported a department of kinesiology (or equivalent). Every kinesiology department offered courses in human biomechanics and human psychomotor learning or neuroscience. Less than half (n = 7; 41.2%) of these kinesiology departments offered PAC courses. Conclusions: Overall, this study makes it apparent that university students completing a kinesiology degree may have limited access to formal training opportunities devoted exclusively to PAC in comparison to other knowledge domains (e.g., human biomechanics). Based on these results, it seems reasonable to contend that kinesiology programs may warrant reconfiguring to meet the occupational demands of exercise professionals who use PAC to combat physical inactivity

Psychological needs and well-being

This two-part study examined Dweck’s psychological needs model in relation to exercise-related well-2 being, and particularly focused on the basic need for optimal predictability, and compound needs for 3 identity and meaning. In Part 1 (N = 559), using exploratory factor analysis, scores derived from items 4 assessing optimal predictability (prediction of affect and instrumental utility in exercise) were 5 empirically distinct from scores derived from items assessing competence, relatedness, and autonomy. 6 In Part 2, participants from Part 1 (N = 403) completed measures of exercise-related well-being four 7 weeks after baseline assessment. Prediction of affect was the most consistent predictor of subsequent 8 exercise-related well-being. An implication of these findings is that optimal predictability (primarily 9 prediction of affect) represents a unique experience that may be necessary for thriving in the context of 10 exercise. Prediction of affect should be targeted in experimental designs to further understand its 11 relationship with exercise-related well-being.Education, Faculty ofNon UBCEducational and Counselling Psychology, and Special Education (ECPS), Department ofKinesiology, School ofReviewedFacultyGraduat

Changes in running and smoking identity

Objectives: Multiple health behaviour change is a viable strategy to promote health outcomes. An example is the use of running behaviour to support smoking cessation in the group-mediated Run to Quit program. On the basis that changes in running and smoking identity were related to changes in running and smoking behaviour among individuals in the Run to Quit program, the purpose of this study was to extend these findings by examining key predictors of change in both running and smoking identity. Methods: We analyzed data collected from 450 adult individuals (70.67% female, and 92.44% white) during the program evaluation of Run to Quit from 2016 to 2018. Participants completed assessments at week 1 (baseline), week 3 (mid-program), and week 10 (follow-up) of the program. Relevant predictor variables for change in identity were identified by drawing from theory (identity theory, identity control theory, physical activity self-definition model, social identity theory) and past research regarding exercise and smoking identity. Potential predictors of changes in running and smoking identity included changes in behaviour, self-efficacy, perceptions of the social environment (task and social cohesion, descriptive norms), as well as smoking identity and running identity, respectively. Two regression models, using residualized change scores (for each variable) and relative Pratt indices, were constructed 15 for both running and smoking identity. Results: Changes in running self-efficacy, running frequency, and individual attractions to the group exercise tasks were significant and meaningful predictors of change in running identity, whereas changes in objectively measured smoking behaviour and running identity were significant and meaningful predictors of change in smoking identity. Conclusion: Consistent with identity theories and past research, ensuring individuals develop a sense of efficacy and enjoy group exercise tasks both represent viable strategies to enhance exercise identity. Including an exercise component within smoking cessation programs may help individuals replace their existing smoking identity with a healthier exercise identity.Education, Faculty ofNon UBCEducational and Counselling Psychology, and Special Education (ECPS), Department ofKinesiology, School ofReviewedFacultyGraduat

Online-Delivered Group and Personal Exercise Programs to Support Low Active Older Adults\u27 Mental Health During the COVID-19 Pandemic: Randomized Controlled Trial

Background: In response to the COVID-19 pandemic, experts in mental health science emphasized the importance of developing and evaluating approaches to support and maintain the mental health of older adults. Objective: The aim of this study was to assess whether a group-based exercise program relative to a personal exercise program (both delivered online) and waitlist control (WLC) can improve the psychological health of previously low active older adults during the early stages of the COVID-19 pandemic. Methods: The Seniors COVID-19 Pandemic and Exercise (SCOPE) trial was a 3-arm, parallel randomized controlled trial conducted between May and September 2020 in which low active older adults (aged \u3e= 65 years) were recruited via media outlets and social media. After baseline assessments, consented participants were randomized to one of two 12-week exercise programs (delivered online by older adult instructors) or a WLC condition. A total of 241 older adults (n=187 women) provided baseline measures (via online questionnaires), were randomized (n(group)+80, n(personal)=82, n(control)=79), and completed measures every 2 , weeks for the duration of the trial. The trial\u27s primary outcome was psychological flourishing. Secondary outcomes included global measures of mental and physical health, life satisfaction, and depression symptoms. Results: The results of latent growth modeling revealed no intervention effects for flourishing, life satisfaction, or depression symptoms (P\u3e.05 for all). Participants in the group condition displayed improved mental health relative to WLC participants over the first 10 weeks (effect size [ES]=0.288-0.601), and although the week 12 effect (ES=0.375) was in the same direction the difference was not statistically significant (P=.089). Participants in the personal condition displayed improved mental health, when compared with WLC participants, in the same medium ES range (ES=0.293-0.565) over the first 8 weeks, and while the effects were of a similar magnitude at weeks 10 (ES=0.455, P=.069) and 12 (ES=0.258, P=.353), they were not statistically significant. In addition, participants in the group condition displayed improvements in physical health when compared with the WLC (ES=0.079-0.496) across all 12 weeks of the study following baseline. No differences were observed between the personal exercise condition and WLC for physical health (slope P=.271). Conclusions: There were no intervention effects for the trial\u27s primary outcome (ie, psychological flourishing). It is possible that the high levels of psychological flourishing at baseline may have limited the extent to which those indicators could continue to improve further through intervention (ie, potential ceiling effects). However, the intervention effects for mental and physical health point to the potential capacity of low-cost and scalable at-home programs to support the mental and physical health of previously inactive adults in the COVID-19 pandemic

Evaluation of the peer leadership for physical literacy intervention : A cluster randomized controlled trial

Purpose The purpose of this research was to develop, implement, and test the efficacy of a theory-driven, evidence-informed peer leadership program for elementary school students (Grade 6 and 7; age 11–12 years) and the Grade 3/4 students with whom they were partnered. The primary outcome was teacher ratings of their Grade 6/7 students’ transformational leadership behaviors. Secondary outcomes included: Grade 6/7 students’ leadership self-efficacy, as well as Grade 3/4 motivation, perceived competence, general self-concept, fundamental movement skills, school-day physical activity, and program adherence, and program evaluation. Methods We conducted a two-arm cluster randomized controlled trial. In 2019, 6 schools comprising 7 teachers, 132 leaders, and 227 grade 3 and 4 students were randomly allocated to the intervention or waitlist control conditions. Intervention teachers took part in a half-day workshop (January 2019), delivered 7 x 40 minute lessons to Grade 6/7 peer leaders (February and March 2019), and these peer leaders subsequently ran a ten-week physical literacy development program for Grade 3/4 students (2x30 minutes sessions per week). Waitlist-control students followed their usual routines. Assessments were conducted at baseline (January 2019) and immediately post-intervention (June 2019). Results The intervention had no significant effect on teacher ratings of their students’ transformational leadership (b = 0.201, p = .272) after controlling for baseline and gender. There was no significant condition effect for Grade 6/7 student rated transformation leadership (b = 0.077, p = .569) or leadership self-efficacy (b = 3.747, p = .186) while controlling for baseline and gender. There were null findings for all outcomes related to Grade 3 and 4 students. Discussion Adaptions to the delivery mechanism were not effective in increasing leadership skills of older students or components of physical literacy in younger Grade 3/4 students. However, teacher self-reported adherence to the intervention delivery was high.peerReviewe

Psychological needs and exercise behaviour : A comparison of two psychological needs models

Objective: Psychological need satisfaction, from a self-determination theory (SDT) perspective, has been applied extensively to understand predictors of exercise behaviour. Dweck (2017) proposed a psychological needs framework that includes basic needs (optimal predictability, competence, acceptance), compound needs derived from combinations of basic needs (self-esteem/status, trust, control), and a superordinate compound need for self-coherence that includes identity and meaning. The purpose was to examine whether psychological needs operationalized within Dweck’s model account for variance in exercise behaviour in ways that the SDT model does not. Methods and Measures: A community sample of 403 adults completed measures of 10 demographics, psychological needs, and exercise motivation at Time 1, and self-reported 11 moderate-to-vigorous minutes of exercise at both Times 1 and 2 four weeks later. Results: Two structural equation models operationalizing Dweck’s needs framework and SDT (basic needs and motivation) were examined in relation to exercise behaviour. In both models, exercise identity and integrated regulation (conceptually similar) were the most salient correlates of prospectively measured exercise behaviour, and both accounted for the relationship between competence and exercise behaviour. Conclusion: The results support the importance of identity in the context of exercise behaviour. Future research should investigate factors associated with adopting and maintaining an exercise identity.Education, Faculty ofNon UBCEducational and Counselling Psychology, and Special Education (ECPS), Department ofKinesiology, School ofReviewedFacultyGraduat

Evaluation of the peer leadership for physical literacy intervention: A cluster randomized controlled trial.

PurposeThe purpose of this research was to develop, implement, and test the efficacy of a theory-driven, evidence-informed peer leadership program for elementary school students (Grade 6 and 7; age 11-12 years) and the Grade 3/4 students with whom they were partnered. The primary outcome was teacher ratings of their Grade 6/7 students' transformational leadership behaviors. Secondary outcomes included: Grade 6/7 students' leadership self-efficacy, as well as Grade 3/4 motivation, perceived competence, general self-concept, fundamental movement skills, school-day physical activity, and program adherence, and program evaluation.MethodsWe conducted a two-arm cluster randomized controlled trial. In 2019, 6 schools comprising 7 teachers, 132 leaders, and 227 grade 3 and 4 students were randomly allocated to the intervention or waitlist control conditions. Intervention teachers took part in a half-day workshop (January 2019), delivered 7 x 40 minute lessons to Grade 6/7 peer leaders (February and March 2019), and these peer leaders subsequently ran a ten-week physical literacy development program for Grade 3/4 students (2x30 minutes sessions per week). Waitlist-control students followed their usual routines. Assessments were conducted at baseline (January 2019) and immediately post-intervention (June 2019).ResultsThe intervention had no significant effect on teacher ratings of their students' transformational leadership (b = 0.201, p = .272) after controlling for baseline and gender. There was no significant condition effect for Grade 6/7 student rated transformation leadership (b = 0.077, p = .569) or leadership self-efficacy (b = 3.747, p = .186) while controlling for baseline and gender. There were null findings for all outcomes related to Grade 3 and 4 students.DiscussionAdaptions to the delivery mechanism were not effective in increasing leadership skills of older students or components of physical literacy in younger Grade 3/4 students. However, teacher self-reported adherence to the intervention delivery was high.Trial registrationThis trial was registered on December 19th, 2018 with Clinicaltrials.gov (NCT03783767), https://clinicaltrials.gov/ct2/show/NCT03783767

Effects of older adults’ social identification on psychological flourishing and exercise program adherence

Background: With the onset of the COVID-19 pandemic, many exercise programs moved online. The purpose of this study was to examine the extent to which older adults’ social identification with other exercise program members contributed to their psychological flourishing and exercise program adherence. Methods. The study represented a secondary analysis of data derived from the Seniors COVID-19 Pandemic and Exercise (SCOPE) Trial, in which older adults were randomized to a waitlist control condition or one of two online (personal v group) exercise programs. Only data from participants in the trial intervention conditions (N = 162; Mage = 73.52 years; SD = 5.61) were utilized in this secondary analysis. We assessed psychological flourishing and social identification at baseline and every two 10 weeks, as well as program adherence over each 2-week block, for 12 weeks. Results. Based on stepwise multilevel modeling the results revealed that older adults’ social identification with others in their respective exercise program had a direct effect on psychological flourishing (ΔR2Unique Marginal = 0.063, p < .001) and program adherence (ΔR2Unique Marginal = 0.014, p = .03). Conclusions. The results highlight the value of bolstering older adults’ social identification with others in an online exercise program to support adherence and well-being.Education, Faculty ofNon UBCKinesiology, School ofReviewedFacultyResearcherPostdoctoralGraduat