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Prior research has demonstrated beneficial outcomes for learning new skills in older adulthood, including increased cognitive and functional abilities, which help prevent age-related declines and foster healthy aging. However, these studies largely have included participants not typically considered at risk for cognitive and functional decline (i.e., White, highly educated, higher income). Cognitive and functional disparities exist among minoritized racial and ethnic individuals, particularly Black and Latinx populations, because of a lifetime of inequalities associated with low socioeconomic status, low education, and discrimination. This theoretical paper proposes a potential pathway in which such disparities could be mitigated by increasing cognitive and functional abilities via novel skill learning in these at-risk populations in middle and later life to prevent decline. We also discuss indirect barriers (e.g., financial and health issues), direct barriers (e.g., limited learning opportunities), and motivational barriers (e.g., self-beliefs, values) that these adults may encounter. We further highlight that addressing these barriers to novel skill learning by providing appropriate resources is necessary to maximize the feasibility and potential effectiveness of this pathway. Lastly, we encourage future research to test this pathway and help inform policymakers and existing learning programs to implement better ways of promoting lifelong learning in an inclusive and equitable manner to prevent decline.

Growth mindset (belief in the malleability of intelligence) is a unique predictor of young learners' increased motivation and learning, and may have broader implications for cognitive functioning. Its role in learning in older adulthood is unclear. As part of a larger longitudinal study, we examined growth mindset and cognitive functioning in older adults engaged in a 3-month multi-skill learning intervention that included growth mindset discussions. Before, during, and after the intervention, participants reported on their growth mindset beliefs and completed a cognitive battery. Study 1 indicated that intervention participants, but not control participants, increased their growth mindset during the intervention. Study 2 replicated these results and found that older adults with higher preexisting growth mindsets showed larger cognitive gains at posttest compared to those with lower preexisting growth mindsets. Our findings highlight the potential role of growth mindset in supporting positive learning cycles for cognitive gains in older adulthood.

Postsecondary institutions across Canada have implemented various Indigenization strategies. Critical reflection is needed about the development, implementation, and impact of these strategies to ensure they serve more than checked boxes, and that they strive towards institutional decolonization. The purpose of this article is to present the development of an undergraduate course on Indigenous wellness at a Canadian postsecondary institution. Applying a reflective case narrative scholarly approach, we self-situate to present contextual information about ourselves and the course, as well as our motivation for course development and the scope of curriculum design. We consider five indicators of course design success within Dimitrov and Haque's (2016) intercultural curriculum design competencies, and we recommend changes to the course design process for Indigenization sake. Reflecting on and interpreting our approach, we propose a three-party relational model to Indigenous course development consisting of the course instructor, a keeper of traditional knowledges, and a teaching and learning expert. In doing so we attempt to inform and prompt the thinking of others with similar or related course design goals.

Background: Calls to action addressing the interconnections between physical (in)activity and the climate crisis are increasing. The current study aimed to investigate public support for policy actions that potentially have co-benefits for physical activity promotion and climate change mitigation. Methods: In 2023, a survey through the Angus Reid Forum was completed by 2507 adults living in Canada. Binary logistic regressions were conducted. Separate models were created to reflect support or opposition to the 8 included policy items. Several covariates were included in the models including age, gender, political orientation, physical activity levels, income, urbanicity climate anxiety, and attitudes surrounding physical activity and climate change. The data were weighted to reflect the gender, age, and regional composition of the country. Results: Most individuals living in Canada strongly or moderately supported all actions (ranging from 71% to 85%). Meeting the physical activity guidelines, higher self-reported income, and scoring high on personal experience of climate change were associated with higher odds of supporting the policy actions related to climate actions. Conclusions: Most adults living in Canada support policies that align with the recommended policy actions related to physical activity and climate change. National campaigns enhancing awareness and understanding of the bidirectional relationship between physical activity and climate change are warranted, and these should consider the consistent demographic differences (eg, gender, age, and political orientation) seen in public support for physical activity-related policies. [ABSTRACT FROM AUTHOR]

Understanding the personality characteristics that help and/or hinder competitive success in sport is of great interest to many sport psychology researchers. Grit (i.e. passion and perseverance towards long-term goals) is one such construct that has recently gained popularity in the sport domain. This scoping review explored the associations between grit and the cognitive, affective, and behavioural variables that reside within athletes and sport settings. Ninety publications were identified through various search strategies. The majority of studies explored relationships between grit and athlete sex, athlete skill/competitive level, sport performance, motivation, mindfulness, self-compassion, and deliberate practice. Constructs that have been previously critiqued as sharing significant variance with grit were also collated from the existing research. Six collegiate-level coaches were consulted as knowledgeable stakeholders and provided input to the results of the scoping review. These results allowed for the identification of future research considerations, including ameliorating current issues regarding grit measurement in sport contexts, and the designing and testing of interventions aimed at increasing athlete grit levels. Additional research with stronger methodological design and rigour is needed, and recommendations to enhance the quality of future studies with athletes are discussed. [ABSTRACT FROM AUTHOR]

Compared with younger and middle-aged adults, older adults are less likely to adopt new computer technology, potentially limiting access to healthcare and many other important resources available online. This limitation could impact cognitive abilities, well-being, and mental health outcomes of older adults. The aims of the present study were to increase access to online county and healthcare resources, while also assessing the impact of technology access on cognitive functioning and multiple well-being domains. A pilot community collaboration provided a two-month tablet training intervention, focused on increasing digital independence via tablet navigation, resources access, and fraud and scam prevention, to 20 low-income older adult participants (75% female, Mage = 70.85). Pre- and post-test phone interviews were conducted to measure any changes in digital independence, cognitive abilities, well-being, mental health, and mindset. Linear mixed effects models revealed no significant changes in outcome measures from pre- to post-test. However, we found effects of digital independence on several well-being measures, providing important information for the impact of technology access and training for low-income older adults. This pilot intervention offers limited but promising results, inspiring further investigations that may inform public health and policy services to address barriers to access and potentially improve psychological health. [ABSTRACT FROM AUTHOR]

Prior research has demonstrated beneficial outcomes for learning new skills in older adulthood, including increased cognitive and functional abilities, which help prevent age-related declines and foster healthy aging. However, these studies largely have included participants not typically considered at risk for cognitive and functional decline (i.e., White, highly educated, higher income). Cognitive and functional disparities exist among minoritized racial and ethnic individuals, particularly Black and Latinx populations, because of a lifetime of inequalities associated with low socioeconomic status, low education, and discrimination. This theoretical paper proposes a potential pathway in which such disparities could be mitigated by increasing cognitive and functional abilities via novel skill learning in these at-risk populations in middle and later life to prevent decline. We also discuss indirect barriers (e.g., financial and health issues), direct barriers (e.g., limited learning opportunities), and motivational barriers (e.g., self-beliefs, values) that these adults may encounter. We further highlight that addressing these barriers to novel skill learning by providing appropriate resources is necessary to maximize the feasibility and potential effectiveness of this pathway. Lastly, we encourage future research to test this pathway and help inform policymakers and existing learning programs to implement better ways of promoting lifelong learning in an inclusive and equitable manner to prevent decline. [ABSTRACT FROM AUTHOR]

Physical activity (PA) levels among adolescent girls continue to steadily decline, especially for those classified as 'at-risk'. To mitigate these trends, Girls United and on the Move (GUM) was created as a dual-component PA and psychosocial program. The primary purpose of this study was to explore participant experiences within GUM, with a secondary purpose of qualitatively informing future PA programs for 'at-risk' adolescent girls. Semi-structured interviews (N = 30) were conducted with a purposeful sample of girls from the GUM program. An inductive thematic analysis was utilized to analyze verbatim transcripts. Two themes were generated from the data: 1) Girls uplifting girls, outlining the importance of a girls-only environment and introducing opportunities for alternative PAs, and 2) finding balance between the physical and psychological, detailing the importance of the dual-component program. These findings provide support for the acceptability of an integrated psychosocial and PA program for at-risk adolescent girls. [ABSTRACT FROM AUTHOR]

Self-compassion has been identified as a resource for athletes to manage demanding and evaluative sport experiences. Despite growing research interest, there remains unanswered questions about athletes' self-compassion levels across genders, sport types (e.g., team versus individual), and competition levels (e.g., local versus provincial). Further investigation is also needed to identify factors that facilitate or deter athletes' use of self-compassion. With a sample of athletes (TV = 146; Mage = 22.26 years) living in Canada, the purpose of this study was to (a) examine athletes' self-compassion levels across differing sport contexts, and (b) explore perceptions of self-compassion as enabled and/or restricted in their sport contexts. Aesthetic sport athletes had lower self-compassion (M = 2.95) than non-aesthetic sport athletes (M = 3.16; t(139) = -1.88, p = .03, d = 0.34), and athletes competing locally had higher self-compassion (M = 3.32) than athletes competing provincially (M = 3.04), nationally (M = 2.99), and internationally (M = 2.86; F(4,139) = 2.20, p = . 04, η2 =. 06). Self-compassion did not differ between genders or team and individual sport athletes. Salient environmental factors that nurture athletes' self-compassion included providing a safe and supportive environment and emphasizing doing one's best in sport, whereas excessive negativity from others and perceived pressures in sport inhibit athletes' self-compassion. Our findings suggest target groups for intervention and considerations for self-compassionate sport environments. [ABSTRACT FROM AUTHOR]

Although there have been interventions to increase growth mindset, little is known about their effectiveness over a longer period, especially for older adults. This study with older adults investigated the long-term effects of a learning intervention that included growth mindset lectures and discussions on growth mindset. In Study 1 (n = 27), participants were tracked for one year after a 12-week intervention. We found that an increased growth mindset did not last beyond the intervention. In Study 2 (n = 71), the COVID-19 pandemic interrupted the intervention after only two months. Participants were followed up for two years, and their growth mindset at one year was greater than at the pretest (Week 0) but declined from the 1- to 2-year follow-up. Taken together, interventions incorporating growth mindset messages can increase growth mindset in the short term but may require booster sessions to retain effects, especially during disruptive life events. [ABSTRACT FROM AUTHOR]

Colonization impacts Indigenous Peoples' way of life, culture, language, community structure and social networks. Links between social determinants of health and physical activity (PA) among Indigenous Peoples in Saskatchewan, with 16% Indigenous residents, are unclear. This cross-sectional study, guided by Indigenous Community Advisors, compared moderate-to-vigorous PA (MVPA), traditional Indigenous PA and musculoskeletal PA with social determinants of Indigenous ( n = 124), including First Nations ( n = 80, including 57 Cree/Nehiyawak) and Métis ( n = 41), adults in Saskatchewan. Participants completed Godin-Shephard Leisure-Time PA, Social Support Index and traditional Indigenous PA participation questionnaires. Regression associated positive perception of social support with MVPA ( R = 0.306, p = 0.02), while residential school experiences ( R = 0.338, p = 0.02) and community support ( R = 0.412, p = 0.01) were associated with traditional Indigenous PA participation. Among Métis, discrimination experiences were associated with traditional Indigenous PA participation ( R = 0.459, p = 0.01). Traditional Indigenous PA participation was associated with community support among First Nations ( R = 0.263, p = 0.04), and also foster care placement ( R = 0.480, p = 0.01) for Cree/Nehiyawak First Nations specifically. Among Cree/Nehiyawak, family support ( R = 0.354, p = 0.04), discrimination experiences ( R = 0.531, p = 0.01) and positive perceptions of support ( R = 0.610, p = 0.003) were associated with musculoskeletal PA. Greater community, family and perceived social support, and experiences of discrimination, residential school and foster care are associated with more PA for Indigenous Peoples. Novelty: Positive support perceptions predict physical activity among Indigenous Peoples. Family support, discrimination experiences and positive support perceptions predict physical activity for Cree/Nehiyawak First Nations. Traditional physical activity was predicted by residential school experiences and community support (Indigenous Peoples), discrimination experiences (Métis), community support (First Nations), and foster care experiences (Cree/Nehiyawak).