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Previous research documented that the construct of intentions related to physical activity participation by a linear function. As a consequence, researchers using linear analysis tacitly conclude that effects of unfavourable and favourable intentions on physical activity participation are exactly the same. In this study, we examined whether favourable and unfavourable intentions exerted differential effects on participation in physical activities across 13 published or unpublished studies. Data consisted of 13 samples sourced from published and unpublished studies. In partial support of our hypothesis, non-linear analysis revealed that in 7 out of 13 studies intentions predicted physical activity participation when intentions were favourable, but when intentions were unfavourable effects of intentions on physical activity participation were smaller. The theoretical significance of the present study is that it identifies a new boundary condition for the construct of intentions that delineates the more specific conditions under which intentions are more likely to predict participation in physical activities. • Intentions relate to physical activity participation by a convex function. • Favourable intentions are more likely to predict physical activity participation than unfavourable intentions. • Theories may be sufficient in capturing antecedents of intentional behaviour. [ABSTRACT FROM AUTHOR]

Research has shown that interest in knowledge facilitates students' academic achievement in learning. Because individual interest is often based on how much one knows, in other words existing or prior knowledge, studying adolescents' interest in health-enhancing physical activity and its benefits should address the relation between the interest and their existing or prior physical activity knowledge. Understanding this relationship may help us facilitate students to not only develop interest in knowing more about but also actual adopt a healthy, active lifestyle. This study used a large-sample structural equation design to identify the relationship between middle school students' interest in physical activity knowledge and their prior physical activity knowledge, and to assess the change of this relationship over time. Guided by the declarative-procedural knowledge framework, latent growth models were developed and tested on data collected from a random sample of 3882 students from ten middle schools. The latent growth curve model indicated that, 1) on average, students experienced a significant interest decline in both procedural and declarative knowledge; 2) prior knowledge helped slow the decline and facilitated interest growth in knowledgeable students. The results suggest that existing knowledge determined the interest change. [ABSTRACT FROM AUTHOR]

Objectives This study examined whether individuals who assigned equal priority to physical activity and an alternative activity exhibited lower levels of participation in physical activities than individuals who assigned higher priority to physical activity than an alternative activity. In addition, we examined whether a measure of prioritisation derived from an algebraic difference index provided a rigorous test of prioritisation effects. Design We employed a two-wave prospective design that aimed to predict physical activity participation. Method Prioritisation, intentions and perceptions of control were measured at the first wave of data collection. After five weeks, we administered follow-up measures of behavioural conflict and physical activity participation. Results A hierarchical regression analysis showed that although the algebraic difference index was positively associated with measures of physical activity participation, equal prioritisation did not yield lower levels of physical activity participation than high prioritisation. Conclusions Findings suggest that equal prioritisation is not a less optimal self-regulatory strategy than high prioritisation in the domain of physical activity. Regression coefficients associated with algebraic difference indexes should be interpreted with caution and consider analyses that examine effects of component measures of prioritisation on physical activity participation. [ABSTRACT FROM AUTHOR]

The Expanded Food and Nutrition Education Program (EFNEP) delivers nutrition and health education to youth in low-income communities. In 2018, the University of Georgia (UGA EFNEP) began programming with high school-aged youth using an 8-week adult evidence-based nutrition education curriculum adapted for teens: Food Talk Teen (FTT). Teen Cuisine (TC), a 6-week adolescent evidence-based nutrition education curriculum developed by Virginia Cooperative Extension, was adapted and launched for use with UGA EFNEP youth in March 2022. While previous research (2019, unpublished) indicates effectiveness of FTT in promoting adolescent nutrition behavior change, there are no data comparing these outcomes from TC with FTT. The objective of this study was to compare health and nutrition behavior changes, including overall improvements in diet quality, of UGA EFNEP youth (9th-12th grades) participating in FTT and TC. Peer nutrition educators delivered FTT and TC in Georgia high schools, in urban and rural communities. Youth completed the EFNEP Youth 9th-12th Nutrition Education Survey at the first and last sessions of the programs (pre-post). This data was collected October 2021-September 2022. The EFNEP Youth 9th-12th Nutrition Education Survey includes six questions on diet quality-related behaviors. Paired t-tests and independent t-tests were used to explore differences in behavior changes over time and between FTT and TC participants, respectively. Pre-post data were collected for youth participating in UGA EFNEP (n= 1421 60% female, youth in 9th (36%), 10th (27%), 11th (17%), and 12th (20%) grades), of which 890 (63%) participated in FTT and 531 (37%) in TC. There were significant improvements in overall diet quality behaviors such as increased consumption of fruits, vegetables and decreased consumption of sugar sweetened beverages within both groups (p <0.001 FTT, p <0.001 TC). Mean changes in eating whole grains significantly differed between FTT (-0.01±1.18) and TC (0.15±1.124) (p = 0.013). FTT and TC are both effective nutrition education curricula for promoting improvements in overall diet quality for teenage youth. None [ABSTRACT FROM AUTHOR]

The objective of this study was to assess the feasibility and implementation of goal setting activities added to the Teen Cuisine (TC) nutrition education curriculum with youth participating in the Expanded Food and Nutrition Education Program at the University of Georgia (UGA EFNEP). TC, developed by Virginia Cooperative Extension, utilizes a learner-centered approach and Experiential Learning Model. The Social Cognitive Theory, commonly used in adolescent nutrition education, identifies goal setting as a component of health behavior change. UGA EFNEP adapted the original curriculum to include SMART (Specific, Measurable, Achievable, Realistic, Timely) goal setting in each session. High school-aged youth participating in UGA EFNEP (9th-12th grade). TC is a six-session, evidence-based adolescent nutrition education curriculum. UGA EFNEP adapted TC to include goal setting activity sheets, including instructions and an example for creating a SMART goal. EFNEP nutrition peer educators presented these sheets to participants at the end of each session. Implementation of goal setting activities during TC programming was evaluated by EFNEP state staff observations and informal interviews with peer educators. A question to assess self-report goal setting was developed and included in post survey data collection. The use of goal setting was explored as a factor of diet quality improvements measured by the EFNEP Youth 9th-12th Nutrition Education Survey using independent t-tests. Preliminary analyses suggest that mean overall diet quality improvements did not significantly differ between classes using goal setting activities (n = 290, 0.24±0.54) vs. those that did not (n = 241, 0.28±0.57) (p = 0.478). Both the goal setting activities and non-goal setting activity groups demonstrated improvements in diet quality such as increased consumption of fruits and vegetables. Implementation and promotion of SMART goal setting activities with high school-aged youth is feasible and can be a part of UGA EFNEP youth programming. Further research is needed to assess if this population will self-report setting SMART nutrition/health goals. None [ABSTRACT FROM AUTHOR]

This study aimed to provide a quantitative synthesis of the effect of Self-determination theory (SDT) based instructional interventions on the motivational regulations of participants in organized physical activity. We conducted a systematic review and meta-analysis on experimental studies conducted before December 2021. The search using the online databases PsychINFO, PsychARTICLES, ERIC, SportDISCUS, and ProQuest Dissertations and Theses, and Google Scholar and other supplementary search strategies yielded 7774 articles, with 38 articles (142 effects and 12,457 participants) meeting the inclusion criteria. The articles were analyzed using a meta-analytic multivariate model. The study showed that SDT-based instruction had a positive heterogeneous small effect on intrinsic motivation (g = 0.29; CI 95% [0.17, 0.41]) and identified regulation (g = 0.23; CI 95% [0.10, 0.35]) and a negative heterogeneous, small effect on external regulation (g = −0.16; CI 95% [-0.31, −0.00]) and amotivation (g = −0.14; CI 95% [-0.28, −0.01]). SDT-based instruction did not have an effect on integrated regulation (g = 0.08; CI 95% [-0.11, 0.28]) nor introjected regulation (g = 0.03; CI 95% [-0.7, 0.13]). Univariate categorical moderator analyses highlighted multiple variables that impacted the size of the effects on the outcomes, including type of intervention and control group, length of study, age of participants, and study quality. Findings from the moderator analyses challenge the practical implications of SDT-based instructional interventions in improving motivation in organized physical activity. High-quality experimental trials using careful and precise conceptualizations of need-supportive behaviors and strategies would benefit the discipline. • SDT-based interventions positively impact four out of six motivational regulations in organized physical activity. • The type of intervention and control group, study length, participant age, and study quality moderate the effects. • The results challenge the practical implications of SDT-based instructional interventions in impacting motivation. • The data were analyzed with a meta-analytic multivariate model. [ABSTRACT FROM AUTHOR]