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The retirement transition has been associated with a decrease in total physical activity (PA). However, little is known about effective interventions to counteract this decrease. Prior to designing interventions, more information is needed about the changes in PA and in determinants of PA around this life change. Therefore, the first aim of this study was to investigate perceived changes in PA. The second aim was to explore the changes in PA barriers and facilitators experienced by recent retirees. Semistructured interviews were conducted with 30 retirees six to ten months after their retirement transition. The interview guide consisted of open questions as well as specific questions based on the "behavior change wheel" (BCW). The analysis of the interviews involved an initial inductive reflexive thematic analysis, followed by deductive mapping of the themes onto the COM‐B categories, which are an integral part of the BCW. Most retirees experienced an increase in PA. The first inductive theme regarding changes in barriers and facilitators for PA was labelled as "changes in time availability and time structure." For instance, one of the facilitators was that increased time availability led to more PA. However, as a barrier, it was noted that this sometimes resulted in increased procrastination as well. The second theme was labelled "emotional/mental changes" and included facilitators such as a decreased feeling of being useful with consequent uptake of new purposeful (physical) activities. Conversely, a perceived barrier was the idea that reduced PA is allowed after retirement. The third theme, "social changes," highlights for instance the facilitator that many participants expressed an increased desire to expand their social network for shared (physical) activities. The identified themes were mapped onto the COM‐B categories and potential intervention functions were discussed. [ABSTRACT FROM AUTHOR]

Background: The retirement transition constitutes both a risk and an opportunity for changes in physical activity (PA) and sedentary behavior (SB). The present systematic review aims to summarize the current evidence regarding the differences between socioeconomic status (SES) groups in changes in PA and SB across the retirement transition. Methods: The authors searched 5 databases. Inclusion criteria were: investigating statutory retirement, measuring PA and/or SB at least once before and once after retirement, and reporting information on SES differences. Results are reported by means of a narrative synthesis, combined with harvest plots based on direction of effect. Results: We included 24 papers from 19 studies. Sixteen papers focused on PA, 3 on SB, and 5 investigated both. For total PA, occupational PA, and total sedentary time, nearly all publications reported more favorable changes for high SES groups. For recreational PA, active transport, and screen time, there seemed to be a tendency toward more favorable changes for high SES groups. Changes in household/caregiving PA did not appear to differ between SES groups. Conclusions: Changes in movement behavior during the retirement transition are potentially more favorable for high SES adults. Nonetheless, the differences between SES groups seem to depend on the domain of movement behavior. [ABSTRACT FROM AUTHOR]

Based on Self-Determination Theory (Deci & Ryan, 2000), this study tested whether changes in autonomous motivation toward physical education (AMPE) during the transition from elementary to secondary school can be predicted by changes in perceived need support from the physical education (PE) teacher and perceived physical school environment. Self-reported data were gathered from 472 Flemish (northern part of Belgium) students in 6th grade (2009) and again in 8th grade (2011). Mediation analyses showed that an increase in perceived need support from the PE teacher was related to an increase in AMPE (boys: ß = 0.42; girls: ß = 0.50). In boys, this relation was mediated by changes in perceived competence (ß = 0.08). In girls, this relation was mediated by changes in perceived autonomy (ß = 0.12), perceived competence (ß = 0.14), and perceived relatedness (ß = 0.05). This study shows that PE teachers should be need-supportive to maintain a good quality of motivation in students.

Most leadership studies primarily focus on formal leaders, often overlooking the influence of leaders within the team. While prior research has shown that peer leaders can have a beneficial impact on various team outcomes, it is yet unclear which peer leadership behaviors precisely foster a supportive and sustainable work environment. Building upon the recent identification of 10 peer leadership roles and 37 underlying functions, the current study aims to investigate the relationships between these peer leadership roles and functions and key outcomes (i.e., job satisfaction, team cohesion, team effectiveness, and OCB). A total of 31 organizational teams, comprising 182 employees from diverse sectors, participated in a quantitative survey. Employing multilevel modeling analysis, the findings demonstrated that each leadership role and nearly every function predicted at least one outcome, highlighting their significance within organizational teams. Additionally, Necessary Condition Analysis revealed that specific roles and functions were necessary for generating one or more outcomes. Finally, we found that most of the significant relationships remained consistent across teams, regardless of their size, tenure, or level of team identification. These findings refine our understanding of shared leadership and how peer leaders can create a sustainable workplace by fostering employee well-being and productivity in organizational teams. [ABSTRACT FROM AUTHOR]

Based on the self-determination theory, this study investigated the mediating role of the satisfaction of the three psychological needs (need for competence, relatedness and autonomy) in the relation between need support from the physical education (PE) teacher and autonomous motivation to engage in PE and between the physical school environment and autonomous motivation to engage in PE. Data were collected from 2418 6th grade children. Analyses were performed using bootstrapping. The results showed that perceptions of competence and autonomy mediated the relation between need support from the PE teacher and autonomous motivation. Moreover, the perception of autonomy also mediated the relation between the physical school environment and autonomous motivation. These findings suggest that not only the PE teacher but also the physical school environment is able to promote autonomous motivation by satisfying the need for autonomy. (Contains 1 figure and 3 tables.)

This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and student-centered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the decision-making process at three testing phases (i.e., pretest, posttest and retention test). The results revealed that the tactical awareness of all students ameliorated after five lessons (posttest) and this effect persisted over time after six weeks (retention test). However, the tactical knowledge of the student-centered instructional group with tactical questioning improved significantly more than the two other instructional groups. These findings highlight the importance of a student-centered approach with an active involvement of students in evaluative skills to enhance the tactical decision-making process. (Contains 1 table and 3 figures.)