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A recent meta-analysis has demonstrated that positive affective variables (PAVs) partially mediate physical activity (PA) interventions. However, the effectiveness of each intervention technique on PAVs and PA is still unknown. Thus, this meta-analytic review included two primary objectives: (1) to summarize intervention effects on PA and PAVs; (2) to examine each behavior change technique's effectiveness in modifying PAVs and PA. Following PRISMA protocols, we had searched five electronic databases by April 1, 2020. The random-effect model in the Comprehensive Meta-Analysis Version 3 was adopted to perform these meta-analytic analyses. The search identified 1,742 articles, and 37 studies (49 datasets) met our inclusion criteria. Finally, inferential statistics yielded that: the utilization of “teach to use prompts/cues,” “facilitate social comparison,” and “provide information on consequences of behavior in general” had positive effects on PA or PAVs outcomes; the utilization of “barrier identification/problem solving” and “plan social support/social change” negatively affected on PA or PAVs outcomes. However, there was considerable heterogeneity in the findings. Nonetheless, this paper has considerable implications for guiding future comparative intervention studies to achieve more reliable outcomes., Peer Reviewed

A recent meta-analysis has demonstrated that positive affective variables (PAVs) partially mediate physical activity (PA) interventions. However, the effectiveness of each intervention technique on PAVs and PA is still unknown. Thus, this meta-analytic review included two primary objectives: (1) to summarize intervention effects on PA and PAVs; (2) to examine each behavior change technique's effectiveness in modifying PAVs and PA. Following PRISMA protocols, we had searched five electronic databases by April 1, 2020. The random-effect model in the Comprehensive Meta-Analysis Version 3 was adopted to perform these meta-analytic analyses. The search identified 1,742 articles, and 37 studies (49 datasets) met our inclusion criteria. Finally, inferential statistics yielded that: the utilization of “teach to use prompts/cues,” “facilitate social comparison,” and “provide information on consequences of behavior in general” had positive effects on PA or PAVs outcomes; the utilization of “barrier identification/problem solving” and “plan social support/social change” negatively affected on PA or PAVs outcomes. However, there was considerable heterogeneity in the findings. Nonetheless, this paper has considerable implications for guiding future comparative intervention studies to achieve more reliable outcomes., Peer Reviewed

Emotional intelligence (EI) is considered a determinant of sports performance. Two opposing perspectives have been discussed in the theoretical discourse on EI: EI as an ability versus EI as a trait, both widely differing in content and method of assessment. Previous applied sport psychology research is characterized by a heterogeneous use of different conceptualizations and measurements of EI. However, evidence for the superiority of an EI concept does not exist. This study directly compares the ability and trait EI concepts in the relationship with athletic performance. An online survey was conducted (response rate = 19%). Participants completed the Mayer-Salovey-Caruso Emotional Intelligence Test, the Trait Emotional Intelligence Questionnaire Short Form, a list of questions about biographical information as well as information related to sports performance and sport participation. We used regression analyses and controlled type of sports to investigate how sports performance is influenced by EI. Trait EI positively predicted self-assessment of athletes’ performance (B = 1.02; p < 0.01) whereby ability EI did not predict any outcome of sports performance. The effect of trait EI was independent of the ability EI. Overall, the result indicates some evidence for the superiority of the trait EI in applied sports psychology., Peer Reviewed

Well-developed theories are necessary to guide the public in increasing physical activity (PA) and promoting physical health. The role of positive affective variables (PAVs) in exercise is gaining more attention, but none of the literature has provided a systematic review and quantitative analysis of its mediating role. Therefore, the purposes of this study are (1) to systematically review studies of PA interventions, that use PAVs as the mediating variables, in order to evaluate and provide narrative summaries of these studies; (2) to statistically synthesize evidence for the mechanism of the effects of PAVs on PA outcomes. To conduct an extensive search, a PRISMA-compliant protocol was completed, and five electronic databases had been searched by 1 April 2020. We used a two-stage structural equation modeling (TSSEM) analysis approach to test how interventions trigger the critical PA change process to influence outcomes. The search strategy generated 1,732 papers potentially relevant to this study; forty of these studies met the data extraction criteria for meta-analytic mediation analysis. The path coefficient from intervention to PAV a = 0.26 (95% CI = 0.08 to 0.44), the path coefficient from PAV to PA b = 0.21 (95% CI = 0.13 to 0.28), and the direct effect from intervention to PA is also significant (c = 0.19, 95% CI = 0.12 to 0.26). In addition, the indirect effect of intervention on PA via PAV was statistically significant (c' = 0.05, 95% CI = 0.02 to 0.10). This reveals that PAVs partially mediate the relationship between interventions and PA. Our study is the first to systematically summarize the effects of experimental studies to increase PA through PAVs. It is highly recommended to make future interventions more innovative and to target the PAVs as mediators with higher fidelity., Peer Reviewed

Well-developed theories are necessary to guide the public in increasing physical activity (PA) and promoting physical health. The role of positive affective variables (PAVs) in exercise is gaining more attention, but none of the literature has provided a systematic review and quantitative analysis of its mediating role. Therefore, the purposes of this study are (1) to systematically review studies of PA interventions, that use PAVs as the mediating variables, in order to evaluate and provide narrative summaries of these studies; (2) to statistically synthesize evidence for the mechanism of the effects of PAVs on PA outcomes. To conduct an extensive search, a PRISMA-compliant protocol was completed, and five electronic databases had been searched by 1 April 2020. We used a two-stage structural equation modeling (TSSEM) analysis approach to test how interventions trigger the critical PA change process to influence outcomes. The search strategy generated 1,732 papers potentially relevant to this study; forty of these studies met the data extraction criteria for meta-analytic mediation analysis. The path coefficient from intervention to PAV a = 0.26 (95% CI = 0.08 to 0.44), the path coefficient from PAV to PA b = 0.21 (95% CI = 0.13 to 0.28), and the direct effect from intervention to PA is also significant (c = 0.19, 95% CI = 0.12 to 0.26). In addition, the indirect effect of intervention on PA via PAV was statistically significant (c' = 0.05, 95% CI = 0.02 to 0.10). This reveals that PAVs partially mediate the relationship between interventions and PA. Our study is the first to systematically summarize the effects of experimental studies to increase PA through PAVs. It is highly recommended to make future interventions more innovative and to target the PAVs as mediators with higher fidelity., Peer Reviewed

Positive affective reactions are a crucial aspect in physical activity maintenance. Affective reactions to sport and exercise were found to be important factors of physical activity. Coaches could be an important medium to induce positive affective reactions of participants in sport and exercise. Understanding how coaches trigger positive affective reactions (AR) during physical activity is a crucial aspect for increasing maintenance in sport and exercise. The aim of this study is to identify the competences of the coaches which are associated with perceived positive AR of participants during sport and exercise. To identify these factors, semistructured in-depth interviews were conducted with 18 participants, who take part in sport and exercise (nine female and nine male) of heterogeneous age (mean age 42.6; SD = 19.25; under 30 years, 30 to 60 years, 60 years and above) and who have different athletic backgrounds (individual sports, team sports, and gym classes). Four key coach competence factors were identified and used to design an integrated model. Three general competences: context sensitivity, social–emotional competences, professional competences, and the specific competences in the behaviour-related competences., Peer Reviewed

Physical education (PE) can be the starting point for many students to be physically active throughout their lives. Positive emotional experiences in PE are discussed as beneficial for long-term physical activity, however, triggers of students’ emotions are still unclear. The purpose of this study is to explore, from a student’s perspective, emotions and their triggers, which occur in PE classes. N = 12 students (male: six, female: six, ø-age: 15.6 ± 1.2 years) have been interviewed using a focused semi-structured interview to identify their emotions in PE and to explore the situations in which they occurred. An inductive approach with elements of the Grounded Theory Method was implemented to analyze the data. Students reported a wide range of positive and negative emotions. Furthermore, four crucial triggers were identified: (I) Attractiveness of the task, (II) social belonging, (III) competence and (IV) autonomy. Parallels to existing theories, especially the Self-Determination Theory (SDT), will be discussed. These results can be used to improve teachers’ knowledge about students’ emotions in PE in order to build a basis for lifelong physical activity., Peer Reviewed

Emotional Competence (EC) is regarded as a fundamental skill for sports coaches. However, the applications of EC in football coaching are not well understood. This study analyzed the specific emotional processes football coaches experience. We interviewed 18 football coaches and analyzed the interview transcripts by using a systematic analysis process based on Grounded Theory principles. We derived a model from this analysis that comprises a four-phase process: emotional triggers, emotional experiences, emotion regulation strategies, and emotional consequences. In this model, we identified four categories which act as triggers of emotions in football coaches. These emotions can be positive or negative and are manifested at three levels. However, the coaches vary in their capability to perceive emotions. Our model also shows that coaches’ emotion regulation strategies influence the effect of emotional experiences. Experienced emotions promote consequences with psychological and social implications for coaches and may influence their perception of future situations. In short, the process seems to be circular. This finding suggests that the ability to deal with emotions is an important aspect for football coaches.

Emotional intelligence (EI) is considered as a factor influencing sport performance. The research findings are inconsistent with respect to the size and even the direction of the relationship, however. In order to summarise the available evidence, we conducted a meta-analysis examining the relationship between emotional intelligence (EI) and sports performance in competitive sports. A systematic literature search was conducted in June 2018. We identified 21 studies targeting EI and sports performance in competitive sports. We calculated correlation (r) to estimate the effect of the relationship. A random effects model was used to interpret findings. The meta-analysis of 22 effect sizes on the response of 3.431 participants found a small but significant relationship between EI and sports performance (r = 0.16). Additionally, the conceptualisation of EI (ability concept, trait concept, or mixed-model concept), type of publication, citation counts, and publication date turned out not to be significant moderators. Overall, the result is encouraging regarding the value of EI as a possible predictor in sports performance., Peer Reviewed

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The aim of this paper was to contribute to the elaboration of the Environmental Stress Hypothesis framework by testing eight hypotheses addressing the direct impact of gross motor coordination problems in elementary-school on selected physical, behavioral and psychosocial outcomes in adolescence. Results are based on a longitudinal sample of 940 participants who were (i) recruited as part of a population-based representative survey on health, physical fitness and physical activity in childhood and adolescence, (ii) assessed twice within 6 years, between the ages of 6 and 10 years old as well as between the ages of 12 and 16 years old (Response Rate: 55.9%) and (iii) classified as having gross motor coordination problems (N = 115) or having no gross motor coordination problems (N = 825) at baseline. Motor tests from the Körperkoordinationstest, measures of weight and height, a validated physical activity questionnaire as well as the Strength and Difficulties Questionnaire were conducted. Data were analyzed by use of binary logistic regressions. Results indicated that elementary-school children with gross motor coordination problems show a higher risk of persistent gross motor coordination problems (OR = 7.99, p < 0.001), avoiding organized physical activities (OR = 1.53, p < 0.05), an elevated body mass (OR = 1.78, p < 0.05), bonding with sedentary peers (OR = 1.84, p < 0.01) as well as emotional (OR = 1.73, p < 0.05) and conduct (OR = 1.79, p < 0.05) problems in adolescence in comparison to elementary-school children without gross motor coordination problems. However, elementary-school children with gross motor coordination problems did not show a significantly higher risk of peer problems (OR = 1.35, p = 0.164) or diminished prosocial behavior (OR = 1.90, p = 0.168) in adolescence, respectively in comparison to elementary-school children without gross motor coordination problems. This study is the first to provide population-based longitudinal data ranging from chi, Peer Reviewed

Although previous research has shown that emotions are consistently associated with sport and exercise behavior, the working mechanisms are not understood to the extent of creating an intervention. The aim of this study is to identify situations and aspects of recreational sport and exercise, which lead to positive emotional reactions in people taking part in regular and long-term exercise. In this study, 24 adults (12 female, 12 male) distributed over three age groups (young, middle, and late adulthood), took part in recreational sports (individual or team sport) for at least 5 years. Semi-structured in depth interviews with questions about sport and exercise habits, long term participation and emotional response in a sporting environment were conducted in order to ascertain those situations and aspects of the exercise program triggering positive emotions. Interviews were transcribed verbatim and followed Grounded Theory principles. Emerging concepts were grouped and merged into different categories representing the key aspects of sport and exercise. Four factors were identified which are associated with the emergence of positive emotions in recreational sport and exercise. Firstly, perceived competence is one of the major factors influencing emotions during exercise and can represent individual and collective success and progress, competition and challenge. Secondly, perceived social interaction is another factor comprising of all sorts of peer-related aspects such as communication with others, being part of a group and creating close relationships or friendships. Thirdly, novelty experience in contrast to other none-sporting activities such as work, family or other leisure activities was another factor. The last factor found was the perceived physical exertion comprising of the degree of exhaustion, a possibly delayed turnaround in the emotional response and the aspect of sport being a physical compensation for everyday sedentary life. The results of this study p, Peer Reviewed

Although previous research has shown that emotions are consistently associated with sport and exercise behavior, the working mechanisms are not understood to the extent of creating an intervention. The aim of this study is to identify situations and aspects of recreational sport and exercise, which lead to positive emotional reactions in people taking part in regular and long-term exercise. In this study, 24 adults (12 female, 12 male) distributed over three age groups (young, middle, and late adulthood), took part in recreational sports (individual or team sport) for at least 5 years. Semi-structured in depth interviews with questions about sport and exercise habits, long term participation and emotional response in a sporting environment were conducted in order to ascertain those situations and aspects of the exercise program triggering positive emotions. Interviews were transcribed verbatim and followed Grounded Theory principles. Emerging concepts were grouped and merged into different categories representing the key aspects of sport and exercise. Four factors were identified which are associated with the emergence of positive emotions in recreational sport and exercise. Firstly, perceived competence is one of the major factors influencing emotions during exercise and can represent individual and collective success and progress, competition and challenge. Secondly, perceived social interaction is another factor comprising of all sorts of peer-related aspects such as communication with others, being part of a group and creating close relationships or friendships. Thirdly, novelty experience in contrast to other none-sporting activities such as work, family or other leisure activities was another factor. The last factor found was the perceived physical exertion comprising of the degree of exhaustion, a possibly delayed turnaround in the emotional response and the aspect of sport being a physical compensation for everyday sedentary life. The results of this study p, Peer Reviewed

The aim of this paper was to contribute to the elaboration of the Environmental Stress Hypothesis framework by testing eight hypotheses addressing the direct impact of gross motor coordination problems in elementary-school on selected physical, behavioral and psychosocial outcomes in adolescence. Results are based on a longitudinal sample of 940 participants who were (i) recruited as part of a population-based representative survey on health, physical fitness and physical activity in childhood and adolescence, (ii) assessed twice within 6 years, between the ages of 6 and 10 years old as well as between the ages of 12 and 16 years old (Response Rate: 55.9%) and (iii) classified as having gross motor coordination problems (N = 115) or having no gross motor coordination problems (N = 825) at baseline. Motor tests from the Körperkoordinationstest, measures of weight and height, a validated physical activity questionnaire as well as the Strength and Difficulties Questionnaire were conducted. Data were analyzed by use of binary logistic regressions. Results indicated that elementary-school children with gross motor coordination problems show a higher risk of persistent gross motor coordination problems (OR = 7.99, p < 0.001), avoiding organized physical activities (OR = 1.53, p < 0.05), an elevated body mass (OR = 1.78, p < 0.05), bonding with sedentary peers (OR = 1.84, p < 0.01) as well as emotional (OR = 1.73, p < 0.05) and conduct (OR = 1.79, p < 0.05) problems in adolescence in comparison to elementary-school children without gross motor coordination problems. However, elementary-school children with gross motor coordination problems did not show a significantly higher risk of peer problems (OR = 1.35, p = 0.164) or diminished prosocial behavior (OR = 1.90, p = 0.168) in adolescence, respectively in comparison to elementary-school children without gross motor coordination problems. This study is the first to provide population-based longitudinal data ranging from chi, Peer Reviewed

In the processes of physical activity (PA) maintenance specific predictors are effective, which differ from other stages of PA development. Recently, Physical Activity Maintenance Theory (PAMT) was specifically developed for prediction of PA maintenance. The aim of the present study was to evaluate the predictability of the future behavior by the PAMT and compare it with the Theory of Planned Behavior (TPB) and Social Cognitive Theory (SCT). Participation rate in a fitness center was observed for 101 college students (53 female) aged between 19 and 32 years (M = 23.6; SD = 2.9) over 20 weeks using a magnetic card. In order to predict the pattern of participation TPB, SCT and PAMT were used. A latent class zero-inflated Poisson growth curve analysis identified two participation patterns: regular attenders and intermittent exercisers. SCT showed the highest predictive power followed by PAMT and TPB. Impeding aspects as life stress and barriers were the strongest predictors suggesting that overcoming barriers might be an important aspect for working out on a regular basis. Self-efficacy, perceived behavioral control, and social support could also significantly differentiate between the participation patterns., Peer Reviewed

In the processes of physical activity (PA) maintenance specific predictors are effective, which differ from other stages of PA development. Recently, Physical Activity Maintenance Theory (PAMT) was specifically developed for prediction of PA maintenance. The aim of the present study was to evaluate the predictability of the future behavior by the PAMT and compare it with the Theory of Planned Behavior (TPB) and Social Cognitive Theory (SCT). Participation rate in a fitness center was observed for 101 college students (53 female) aged between 19 and 32 years (M = 23.6; SD = 2.9) over 20 weeks using a magnetic card. In order to predict the pattern of participation TPB, SCT and PAMT were used. A latent class zero-inflated Poisson growth curve analysis identified two participation patterns: regular attenders and intermittent exercisers. SCT showed the highest predictive power followed by PAMT and TPB. Impeding aspects as life stress and barriers were the strongest predictors suggesting that overcoming barriers might be an important aspect for working out on a regular basis. Self-efficacy, perceived behavioral control, and social support could also significantly differentiate between the participation patterns., Peer Reviewed