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Objectives Goal-direct actions require integrating processing of stimuli and responses, which is why close stimulus-response bindings have to be created. However, the strength of these bindings can be modified. The metacontrol state model (MSM) hypothesizes that this can be achieved through mindfulness meditation. Yet, the cognitive processes underlying possible effects of meditation on S-R bindings remain unexplored. Methods We examined the effects of a brief bout of focused attention (FA) meditation on S-R bindings using a standard event file task measuring S-R bindings. This was done in a within-subject (crossover) design, where each participant (novice to meditation) was examined at two separate appointments (with and without meditation before the task). Results We found that 15 min of a single bout of FA meditation was enough to restrict the retrieval of S-R bindings to relevant information as indexed by decreased partial overlap costs. Conclusion These findings support the MSM framework suggesting that FA meditation induces a top-down biasing of processes toward cognitive persistence. Importantly, however, the effects of FA meditation were only evident when there was prior experience with the task. This shows close similarities to effects in pharmacological and brain stimulation studies and suggests that FA meditation modulates gain control principles in information processing. Moreover, effects of FA meditation were restricted in its duration since FA meditation modulated the retrieval of S-R bindings only in the early phases of the event file task. In novices, effects of short-term FA meditation are thus relatively fragile and only induce some finer adjustments in processing strategy.

Self-compassion, a style of responding to oneself in times of suffering, is typically measured as a general tendency for how one normally responds using the Self-Compassion Scale (SCS; Neff, 2003). A contextualized adaptation to the SCS could provide a new understanding of how one responds to suffering by providing a standard frame of reference, is more likely to be more predictive of context outcomes, and reduces intraindividual variance (BairdLucas, 2011). How a contextualized assessment of self-compassion compares to the original assessment using parallel measures is unknown. The purpose of this study was to explore the use of a modified SCS adapted for the context of responding to the experience of negative body image (BI-SCS). There were 468 participants who completed the SCS and then wrote about a specific negative body image experience (to prime a negative body image experience) before they completed a modified SCS and related constructs. Confirmatory Factor Analysis supported a bi-factor structure consistent with SCS. Correlations with body image outcomes were stronger for the majority of BI-SCS scores compared to the SCS. Unique explained variance of the BI-SCS supported incremental validity. Results show promising initial evidence supporting the use of the BI-SCS for body-related outcomes.

Self-compassion is a multi-dimensional construct; however, little is known about the multi-dimensionality because a composite self-compassion score is typically used. The purpose of this study was to explore profiles of the self-compassion dimensions using latent profile analysis. Three healthy, independent samples completed assessments of self-compassion and psychological inflexibility (sample 1 N = 419), perceived stress (sample 2 N = 384), or perceived stress, anxiety, and depression (sample 3 N = 509). Similar profile patterns emerged across three independent samples. Profile differences in composite self-compassion revealed different underlying dimensional patterns that resulted in similar composite self-compassion scores. In addition, some profiles with different composite scores had similar levels of psychological inflexibility or perceived stress. Although there is general support for the use of a composite score representing the relative balance of self-compassion, limitations to representing self-compassion with a single score are highlighted. Key limitations are clarity of what a composite score captures, specific mechanisms underlying the construct, and targeted intervention implications.

Consistent with early assertions of self-determination theory (SDT), researchers have provided initial evidence of the role of being more mindful in the autonomous regulation of physical activity behavior. The purpose of this study was to test whether change in need satisfaction mediates the relationship between trajectories of change in state mindfulness during yoga classes and change in autonomous physical activity motivation. In this study, 315 students (Mage = 20.46, SDage = 2.15; 87% female) in university yoga classes completed measures of state and trait mindfulness, perceived competence and autonomy (i.e., need satisfaction), and autonomous physical activity motivation multiple times over 16 weeks. A latent growth curve was modeled for state mindfulness with four time points and used to predict change in need satisfaction and autonomous motivation. Bayes estimation results showed that change in need satisfaction partially mediated the relationship between the slope of state mindfulness and change in autonomous motivation for physical activity over 16 weeks of yoga participation (DIC = 2526.382, PPP = .344). The model explained 47% of the variance in need satisfaction and 65% of the variance in autonomous physical activity motivation. These results illustrate the potential for growth in mindfulness within the context of yoga to support autonomous motivation for physical activity more generally.

We examined the effects of a pilot yoga-based physical education (PE) curriculum by testing for change in trait body surveillance, physical self-worth, and body appreciation. Further, we examined the relationships among change in body image variables and the role of state mindfulness in predicting state body surveillance during classes. Adolescents participated in 12 weeks of yoga-based (n=20; Mage=16.45, 90% female) or traditional (n=23;Mage=14.52, 57% female) PE. Results showed significant (p=.004), moderate decreases in trait body surveillance and minimal nonsignificant (p=.11) increases in physical self-worth. Change in trait body surveillance was inversely related to change in physical self-worth and body appreciation in yoga participants. Multi-level modeling analyses revealed that more mindful students also surveyed their body less during class. Intentionally structured yoga participation may support positive body image among adolescents.

Empowerment is a complex, multidimensional construct that has been criticized for its overuse and definitional dilution; however, the value and importance of empowering marginalized groups such as women and victims of sexual assault remains salient. The present study explores how participation in a women’s only fitness class can empower women who are victims of sexual violence. Using cross-sectional data from a larger evaluation project of Pink Gloves Boxing (PGB), several constructs (e.g., self-efficacy for exercise, empowerment in exercise, and perceptions of autonomy support) were measured to capture empowerment as operationalized in Cattaneo and Chapman’s (2010) and Cattaneo and Goodman’s (2015) Empowerment Process Model. Multiple Indicator, Multiple Cause structural equation modeling was used to examine differences in empowerment outcomes among women in a convenience sample (N = 149) of women in PGB and traditional fitness classes. Comparisons were made based on their sexual victimization experience and their participation in either PGB or traditional group fitness classes. Results revealed that women in PGB who had been victimized were more empowered than victims (γ = -0.38, p < .01) and nonvictims (γ = -0.24, p < .05) in traditional fitness classes. There were no significant differences among women in PGB, regardless of victimization. Implications for the empowering benefits of women’s only physical activity participation for victims of sexual assault are discussed.

Girls on the Run (GOTR) is an after school programme for girls in third through fifth grades which utilises a physical activity-based positive youth development (PA PYD) curriculum and culminates with training completing a 5 K run. Unfortunately, little research has explored how individual characteristics of girls are associated with changes that align with the curriculum. We conducted two studies to explore change in GOTR outcomes and how individual participant characteristics associate with these changes. Study 1 (N = 140) tested an instrument to measure physical self-worth, perceptions of physical competence, and emotional self-efficacy at pre- and post-programme and autonomy support at post-programme in a sample of 7–11-year-old participants. This study provided support for the measurement instrument in the sample of young girls and found that increases in perceived physical competence and physical self-worth were predicted by autonomy support perceptions. Study 2 (N = 249) used the same instrument an...

Engaging in physical activity for the immediate internal experiences it brings (e.g., pleasure, satisfaction) is critical for long-term exercise adherence. Investigations of how factors such as body image contribute to intrinsic motivation for physical activity are needed. The present study examined body surveillance and body appreciation as mediators of the relationship between self-compassion and intrinsic motivation for physical activity cross-sectionally and prospectively. One sample of college women completed measures of study variables at one time point (Sample 1; N = 269, Mage = 19.96) and a second sample did so during Weeks 1, 8, and 16 while participating in a 16-week yoga course (Sample 2; N = 323, Mage = 20.31). In Sample 1, latent variable structural equation modeling supported body appreciation as a mediator between self-compassion and intrinsic motivation for physical activity. In Sample 2, latent growth curve analyses revealed that change in self-compassion predicted changes in body surveillance and body appreciation in expected directions. Further, change in body appreciation positively predicted change in intrinsic motivation. Targeting self-compassion and body appreciation may help support women’s intrinsic motivation for physical activity.

Being attentive to and aware of one’s experiences in the present moment with qualities of acceptance and openness reflects the state of mindfulness. Positive associations exist between state mindfulness and state autonomous motivation for everyday activities. Though this suggests that state mindfulness links with adaptive motivational experiences, no suitable measure of state mindfulness exists that would facilitate the examination of these relationships in a physical activity context. Thus, we revised the State Mindfulness Scale (Tanay & Bernstein, 2013) and provided score validity evidence for the measure in a physical activity context. A bi-factor model reflecting mindfulness of the mind and body as specific factors and a general mindfulness factor was supported. Validity evidence, such as positive relationships with intrinsic motivation, and a negative relationship with body surveillance support score use. The revised scale can facilitate investigations of the role of mindfulness in physical a...

Objective: Research on bicycle safety education (BSE) programmes has examined limited factors beyond bicycle safety knowledge. Additionally, evaluations of BSE have not been theoretically grounded. The purpose of this study was to apply expectancy-value theory to examine changes in perceptions of biking competence, bicycling enjoyment, and value of bicycling as broader outcomes of BSE beyond bicycle safety knowledge. Design: Pre–post programme survey. Setting: Fifth-grade students participating in a one-week BSE programme. Method: Participants (N = 130) completed assessments of programme outcomes (bicycle safety knowledge, perceived bicycling competence, enjoyment, and value) and predictors of outcomes (perceived support). Results: Knowledge of bicycle safety, perceived bicycling competence, bicycling enjoyment, and value of bicycling increased significantly (p

According to self-determination theory, motivation is multidimensional, with motivation regulations lying along a continuum of self-determination (Ryan & Deci, 2007). Motivation regulations associate with important affective and behavioral outcomes both within and outside of physical activity settings such as physical education. However, there is little longitudinal data examining changes in motivation regulations, especially during the entry into and through middle school. This study used multilevel modeling (MLM) to identify changes in motivation regulations and predictors of change for students into and across the transition to middle school. Students (N 353) in physical education classes completed questionnaires of psychological need variables, mastery climate, teacher support, and motivation regulations during the spring semester for three consecutive years starting in either fifth or sixth grade. Results demonstrate normative decreases in perceptions of competence ( 0.06, p .01), relatedness ( 0.08, p .05), mastery climate ( 0.28, p .01), teacher support, ( 0.18, p .01), intrinsic motivation ( 0.09, p .01) and identified regulation ( 0.09, p .01) and increases in external regulation ( 0.10, p .01). Demographic and theoretical predictors were tested to explain between-student variability in intercepts and linear change. Psychological need satisfaction, mastery climate, and teacher support predicted (p .05) motivation regulation change consistent with theory and/or research. Adaptive social contextual perceptions and perceptions of competence and relatedness are linked with adaptive motivational trajectories in a U.S. middle school sample.

Relationships with peers and adults are expected to foster social responsibility in physical activity-based positive youth development programs. Low-income youth (N = 479) were surveyed pre- and post-program.Psychometric properties of a new social responsibility scale were supported. Belonging predicted changes in social responsibility, and leader emotional support moderated the autonomy support- and belonging-social responsibility associations. Those with higher leader emotional support had a stronger positive association between autonomy support and social responsibility. Those with lower leader emotional support had a stronger positive association between belonging and social responsibility. Positive social relationships with peers and staff may facilitate social responsibility.

This study examined correlates of long-term participation in a positive youth development (PYD) program. Low-income youth (N = 215) age 8-13 of diverse ethnicity participating in a summer physical activity-based PYD program completed questionnaires at the beginning and end of the program (year 1) and at the beginning of year 2. Those with lower BMI and higher attendance and leader support perceptions were more likely to return to the program the following year. Self-worth and leader support perceptions at time 2 were higher for returners compared to non-returners. Among returners, hope increased from year 1 to year 2 and increases in global self-worth across the first year were maintained over one year. Social support is linked to continued PYD participation. Returners had increased and/or sustained positive perceptions of self-worth and hope. Programs are encouraged to foster staff-participant relationships and self-worth, and minimize barriers associated with weight status.

Physical activity–based positive youth development (PYD) programs often aim to foster character development. This study examined youth perspectives of character development curricula and the impact these activities have on their lives within and beyond the program. This case study examined youth from low-income families in a physical activity–based summer PYD program that integrated one character concept (respect, caring, responsibility, trust) in each of 4 weeks. Participants (N = 24) included a cross section of age, gender, ethnicity, and past program experience. Semi-structured interviews were analyzed using inductive thematic analysis and constant comparative methods. Thirteen themes were grouped in four categories: building highquality reciprocal relationships; intrapersonal improvement; moral reasoning and understanding; and rejection, resistance, and compliance. The findings provide participant-centered guidance for understanding youth personal and social development through physical activity in ways that are meaningful to participants, which is particularly needed for youth in low-income communities with limited youth programming.

Objectives The purposes of this study were to examine the associations of social relationships with teachers and peers (i.e., peer acceptance, presence of a best friend and close friends, teacher support) to SPA in physical education and to test the mediating role of motivation regulations in the relationship between social physique anxiety (SPA; Hart, Leary, & Rejeski, 1989 ) and behavior (i.e., effort, participation avoidance). Design Cross-sectional survey. Method High school physical education students ( N = 146; M age = 15.9 years) completed an online survey in their school’s computer lab assessing study variables. Results Results of a hierarchical multiple regression analysis revealed that perceived peer acceptance was a negative predictor ( p Conclusions General feelings of acceptance and belonging among one’s peers may help buffer against feelings of SPA in physical education. In addition, SPA demonstrates different relationships with individual motivation regulations and behavior in this setting. However, the lack of support for the mediating roles of individual motivation regulations suggests a more complex relationship among SPA, motivation and behavior and requires further testing.

Objectives The purpose of this study was to identify combinations or profiles of peer (i.e., friendship quality, peer acceptance) and teacher (i.e., perceived support) relationship variables in physical education and then test for motivation-related differences among the emergent profiles. Design Cross-sectional survey. Method An online survey assessing study variables was completed by 7th and 8th grade physical education students ( n = 244). Results Three meaningful profiles emerged: a Mixed profile ( n = 67) with relatively high peer acceptance, a trend toward relatively high friendship quality and relatively low teacher support, a Weak profile ( n = 74) with relatively low peer relationships and teacher support, and a Positive profile ( n = 103) with relatively high teacher support and a trend toward high peer relationships. Two MANOVAs showed significant main effects ( p p 2 = .30 and .17) with follow-ups specifying that the Positive profile had higher ( p Positive and Mixed profiles experienced less ( p Weak profile, and the Mixed and Weak profiles experienced similar perceptions of autonomy, self-determined motivation, effort, and value. Conclusions Profile differences suggest that positive relationships with both teachers and peers are associated with optimal physical education experiences. Positive peer relationships, even when teacher support is relatively low may afford some advantages within this setting.

The Clance Impostor Phenomenon Scale was designed to measure the concept that individuals are successful by external standards but have an illusion of personal incompetence. The scale assesses components of the phenomenon such as ideas about self-doubt and achieving success by chance. Psychometric properties of the scale were examined based on a sample of engineering college students. Internal consistency reliability and construct validity via confirmatory factor analysis were examined. The scale scores had satisfactory internal consistency reliability. Confirmatory factor analysis revealed that the original theoretical model may be problematic and the factor structure requires additional consideration. Implications and future directions are discussed.

Girls on the Run (GOTR) is an after school program for girls in third through fifth grade which utilizes a physical activity based positive youth development curriculum that culminates with completing a 5K run. Unfortunately, there is little empirical data documenting GOTR participant changes that align with the curriculum and describe the evaluation process. Therefore, this study presents an evaluation of GOTR consisting of three main processes: curriculum content analysis and stakeholder focus groups (N=11) to identify key outcomes of the program; community-based participatory research to collaborate with program personnel to further identify important outcomes; and the design and pilot testing of an instrument (N=104) for assessing changes in the theoretically grounded outcomes over time. Findings demonstrated a positive collaborative process that led to important information to be used for an impact evaluation of Girls on the Run and for future evaluation development efforts for physical activity based positive youth development.

The purpose of this study was to (a) describe peer relationship profiles of youth sport participants and (b) assess the motivational salience of these profiles by examining profile group differences on sport motivation-related variables. Youth sport camp participants (N = 243) ages 10 to 14 years (M = 11.8, SD = 1.2) completed a multisection questionnaire that contained sport-contextualized measures of perceived friendship quality (positive, conflict), perceived peer acceptance, perceived competence, enjoyment, anxiety, self-presentational concerns, and self-determined motivation. The positive friendship quality, friendship conflict, and peer acceptance responses were cluster-analyzed, yielding five peer relationship profiles that were consistent with expectations based on previous research (i.e., Seidman et al., 1999). Profile differences were obtained for all motivation-related variables and were in theoretically consistent directions. Those young athletes categorized in more adaptive peer relationship profiles had more adaptive motivation-related responses. The findings support theoretical perspectives on social relationships and motivation as well as the efficacy of a person-centered approach to the examination of peer relationships in sport.

Purpose: This study was designed to examine how youths’ perceptions of their relationships with parents and peers independently and in combination predict motivational outcomes in youth sport. Method: Youth soccer players (NZ186) completed survey measures tapping perceptions of parent–child relationship quality, friendship quality, and peer acceptance relative to the soccer context as well as soccer-related motivational outcomes (i.e. enjoyment, stress, perceived competence, and self-determined motivation). Results: Descriptive findings showed that more positive perceptions of social relationships were associated with more positive motivational outcomes. Hierarchical regression analyses showed: (a) higher enjoyment and perceived competence were predicted by higher perceptions of two or three social relationship variables in combination, (b) lower stress was predicted by higher peer acceptance and father–child relationship quality, but not by combinations of social relationship variables, and (c) higher self-determined motivation was predicted by higher peer acceptance, father–child relationship quality, and either friendship quality or mother–child relationship quality. Conclusion: Overall the study suggests that considering the combination of parent, peer group, and friendship relationships is critical to a full understanding of the social relationship-motivation linkage. q 2005 Elsevier Ltd. All rights reserved.

This study was designed to assess the link of attachment relationships with physical activity motivation. Potential mediators of this link were examined in a cross-sectional study targeting college student physical activity motivation and behaviour. Participants completed self-reports of attachment relationships (with mother, father and best friend), self-determined motivation for physical activity, physical activity behaviour and the hypothesised mediator variables of perceived competence, autonomy and relatedness. The results provide support for the mediating role of these variables in the association of father attachment with self-determined motivation. Meaningful variance in self-determined motivation for physical activity and physical activity behaviour was explained. Overall, attachment relationships appear to be relevant, albeit modestly, to physical activity motivation of college students. The findings support continued efforts to integrate attachment and motivational perspectives in the study of college student health behaviour.

According to self-determination theory, motivation is multidimensional, with motivation regulations lying along a continuum of self-determination (Ryan & Deci, 2007). Accounting for the different types of motivation in physical activity research presents a challenge. This study used cluster analysis to identify motivation regulation profiles and examined their utility by testing profile differences in relative levels of self-determination (i.e., self-determination index), and theoretical antecedents (i.e., competence, autonomy, relatedness) and consequences (i.e., enjoyment, worry, effort, value, physical activity) of physical education motivation. Students (N = 386) in 6th- through 8th-grade physical education classes completed questionnaires of the variables listed above. Five profiles emerged, including average (n = 81), motivated (n = 82), self-determined (n = 91), low motivation (n = 73), and external (n = 59). Group difference analyses showed that students with greater levels of self-determined forms of motivation, regardless of non-self-determined motivation levels, reported the most adaptive physical education experiences.