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The aim of the present study was to examine how team composition of players with different roles constrains individual and collective tactical behaviours, and ball possession effectiveness, during competitive 3 vs 3 small-sided and conditioned games (SSCGs) in youth soccer players. Fifteen male players (under 15 yrs, mean age 13.2 ± 1.03 years, mean years of practice: 4.2 ± 1.10 years) from the same club participated in this study. For analysis purposes, on advice from the coaching staff, participants were categorised according to their main team performance role, resulting in sub-samples of 5 defenders (centre-backs = 2 and full- backs = 3), 7 midfielders (central midfielders = 3 and wide midfielders = 4) and 3 attackers (forwards). In order to assess participant tactical behaviours, a notational analysis system was created with four categories: i) team behaviours, ii) individual players’ offensive actions, iii) individual players’ defensive actions, and iv), ball possession effectiveness. Analysis of players’ offensive actions revealed that the team composed only of midfielders revealed a higher frequency of diagonal and vertical passes in relation to the attackers’ team. In offensive individual actions, the attackers’ team revealed more dribbles in relation to the teams of defenders and midfielders. Analysis of ball possession effectiveness revealed that the team of defenders achieved higher values of shots on goal compared to the team of midfielders. These findings exemplified how playing role constrains the emergence of different collective behaviours and individual actions in 3 vs 3 SSCGs.

Grounded in the trans-contextual model, the purpose of the present study was to examine the role of self-determined motivation in Physical Education (PE) on self-determined motivation in Physical Activity (PA), PA intention, and accelerometer-measured habitual PA behavior among high-school aged adolescents. A sample of 394 Spanish high-school students (211 males and 183 females; aged 12-16 years) participated in the present study. The outcome measure of PA was established using accelerometry, whereas motivation toward PA and PE as well as PA intention were measured using validated questionnaires. Path analyses supported in part the central propositions of the trans-contextual model. Self-determined motivation in PE predicted the self-determined motivation in PA (β=.45, p

Background Stimulation of lower limbs’ cutaneous receptors and mechanoreceptors through compression garments could potentially increase somatosensory system efficiency and aid postural regulation in elderly individuals. Research question This study examined immediate effects of wearing knee length socks (KLS) of various compression levels on somatosensory function in community-dwelling healthy elderly men and women during a double-limb standing, balancing task. Methods A total of forty-six elderly participants (Male = 23), aged between 65 and 84 years old, randomly selected from the Singapore community-dwelling, healthy population. Three treatment interventions (wearing clinical compression socks; wearing non-clinical compression socks; wearing commercial socks) and one control condition (barefoot), in a counterbalanced order, were administered to participants while they performed a 30-s Romberg test, with four levels of performance difficulty: (1) standing on a stable surface with vision (SO); (2) a stable surface without vision (SC); (3) a foam surface with vision (FO); and (4), a foam surface without vision (FC). Results Results showed that immediate effects of applying KLS of various compression levels significantly reduced sway area, trace length, velocity, and anterior-posterior (AP) sway as compared to barefoot condition (control) during the FO task condition. Significance This finding indicates the positive immediate effects of garments on somatosensory system function and postural regulation in the elderly men and women, especially when standing on the unstable surface. Wearing compression KLS could be included as a viable intervention on top of other forms of balance training to reduce risk of falling in elderly people. peerReviewed

This study sought to understand the role of sport-specific play and practice in the development of adolescent team sport athletes in the Finnish sports development system. Participants were male, 15-year-old soccer (n = 141), ice hockey (n = 204), and basketball (n = 96) players, divided into three groups based on the amount of sport-specific play and practice experienced during childhood. Data were collected with sport-specific inventories of practice history, tactical skills, psychological skills, and sport-specific skill test. Results showed that athletes with more sport-specific play and practice during childhood had more sport-specific play and practice during adolescence, better technical, tactical, and psychological skills, and were more likely to be selected for national youth teams at the age of 15. Data highlighted the importance of sport-specific play and practice during childhood in the development of team sport performers in the Finnish athlete development system.

The objective of this 1-year, longitudinal study was to examine the development of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics of young Finnish soccer players. We also examined associations between latent growth models of perceived competence and other recorded variables. Participants were 288 competitive male soccer players ranging from 12 to 14 years (12.7 ± 0.6) from 16 soccer clubs. Players completed the self-assessments of perceived competence, tactical skills, and motivation, and participated in technical, and speed and agility tests. Results of this study showed that players' levels of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics remained relatively high and stable across the period of 1 year. Positive relationships were found between these levels and changes in perceived competence and motivation, and levels of perceived competence and speed and agility characteristics. Together these results illustrate the multi-dimensional nature of talent development processes in soccer. Moreover, it seems crucial in coaching to support the development of perceived competence and motivation in young soccer players and that it might be even more important in later maturing players.

The objective of this study was to create a valid, self-reported, game-specific soccer competence scale. A structural model of perceived competence, performance measures and motivation was tested as the basis for the scale. A total of 1321 soccer players (261 females, 1060 males) ranging from 12 to 15 years (13.4 ± 1.0 years) participated in the study. They completed the Perceived Game-Specific Soccer Competence Scale (PGSSCS), self-assessments of tactical skills and motivation, as well as technical and speed and agility tests. Results of factor analyses, tests of internal consistency and correlations between PGSSCS subscales, performance measures and motivation supported the reliability and validity of the PGSSCS. The scale can be considered a suitable instrument to assess perceived game-specific competence among young soccer players.

The purpose of this study was to identify student clusters with homogenous profiles in perceptions of task- and ego-involving, autonomy, and social relatedness supporting motivational climate in school physical education. Additionally, we investigated whether different motivational climate groups differed in their enjoyment in PE. Participants of the study were 2 594 girls and 1 803 boys, aged 14-15 years. Students responded to questionnaires assessing their perception of motivational climate and enjoyment in physical education. Latent profile analyses produced a five-cluster solution labeled 1) ‘low autonomy, relatedness, task, and moderate ego climate’ group’, 2) ‘low autonomy, relatedness, and high task and ego climate, 3) ‘moderate autonomy, relatedness, task and ego climate’ group 4) ‘high autonomy, relatedness, task, and moderate ego climate’ group, and 5) ‘high relatedness and task but moderate autonomy and ego climate’ group. Analyses of variance showed that students in clusters 4 and 5 perceived the highest level of enjoyment whereas students in cluster 1 experienced the lowest level of enjoyment. The results showed that the students’ perceptions of various motivational climates created differential levels of enjoyment in PE classes.

The purpose of this study was to examine individual- and classroom-level differences in the longitudinal change in motivational regulations during physical education students’ transition from elementary (Grade 6) across middle school (Grades 7 to 9). A sample of 757 Finnish adolescents (M = 12.71, SD = 0.23) participated in this study. Participants of the study responded to questionnaires collected six times. A multilevel latent growth modelling approach was used to analyze the data. Results showed that motivational regulations in physical education developed at different rates during middle school. More specifically, students’: (a) identified regulation increased across Grades 6 to 9; (b) amotivation increased during middle school transition from Grade 6 to 7; and (c) introjected regulation declined from Grade 8 to 9. Other motivational regulations remained stable across time. The changes in amotivation and introjected regulation were largely due to individual factors, whereas the changes in identified regulation were due to environmental factors.

This chapter focuses on the reflections and feedback from the implementation of the Early Change project in Finland. More specifically, it discusses the particular way in which the project was implemented in Finland, presents some experiences of the early childhood teachers who used the observational rating scales and the way that it influenced their practices. Further, it discusses the impact the use of observational rating scales had on two levels—on the professional development of the early childhood teachers and on the educational policies implemented in the educational districts that were partners in the Early Change project. peerReviewed

The purpose of this study was to examine the extent to which fundamental movement skills and physical fitness scores assessed in early adolescence predict self-reported physical activity assessed 6 years later. The sample comprised 333 (200 girls, 133 boys; M age = 12.41) students. The effects of previous physical activity, sex, and body mass index (BMI) were controlled in the main analyses. Adolescents’ fundamental movement skills, physical fitness, self-report physical activity, and BMI were collected at baseline, and their self-report energy expenditure (metabolic equivalents: METs) and intensity of physical activity were collected using the International Physical Activity Questionnaire 6 years later. Results showed that fundamental movement skills predicted METs, light, moderate, and vigorous intensity physical activity levels, whereas fitness predicted METs, moderate, and vigorous physical activity levels. Hierarchical regression analyses also showed that after controlling for previous levels of physical activity, sex, and BMI, the size of the effect of fundamental movement skills and physical fitness on energy expenditure and physical activity intensity was moderate (R2 change between 0.06 and 0.15), with the effect being stronger for high intensity physical activity.

BACKGROUND The promotion of physical activity and health has become a universal challenge. The Sotkamo Physical Activity as Civil Skill Program was implemented to increase students' physical activity by promoting supportive psychological and physical school environment. The aim of this study was to evaluate the effectiveness of the school-initiated physical activity program on secondary school students' self-reported physical activity. METHODS The sample included 847 students (experimental condition school = 208, control school = 639) at the age of 12 to 14 years from northeast and central Finland. The program was conducted across 1 academic year and 2 measurement phases were carried out using self-report questionnaires in April 2011 and 2012. RESULTS The findings highlighted that the program appeared to be effective as an approach to change the sharp decline in the pattern of Grade 7 students' self-reported physical activity across 1 school year. Specifically, change in the experimental condition students' self-reported physical activity was 13.4% higher compared the students in the control condition. CONCLUSION On the basis of current findings, increased opportunities for school day physical activities have the potential to affect large number of students and are an efficient strategy for promoting regular physical activity.

It has long been observed that complex traits, including migraine, often aggregate in families, but the underlying genetic architecture behind this is not well understood. Two competing hypotheses exist, emphasizing either rare or common genetic variation. More specifically, familial aggregation could be predominantly explained by rare, penetrant variants that segregate according to Mendelian inheritance or rather by the sufficient polygenic accumulation of many common variants, each with an individually small effect. Some combination of both common and rare variation could also contribute towards a spectrum of disease risk.We investigated this in a collection of 8,319 individuals across 1,589 migraine families from Finland. Family members were individually diagnosed by a migraine-specific questionnaire with either migraine without aura (MO, ICHD-3 code 1.1, n=2,357), migraine with typical aura (ICHD- 3 code 1.2.1, n=2,420), hemiplegic migraine (HM, ICHD-3 code 1.2.3, n=540), or no migraine (n=3,002). For comparison, we used population-based migraine cases (n=1,101) and controls (n=13,369) from the FINRISK study. The disease status of FINRISK individuals was assigned based on health registry data from outpatient clinics and/or prescription medication. All individuals were genotyped on the Illumina® CoreExome or PsychArray chip platforms and imputed to a Finnish reference panel of 6,962 haplotypes. Polygenic risk scores (PRS), representing the common variant burden in each individual, were calculated using weights from the most recent large-scale genome-wide association study of migraine. To account for family structure in our analyses, we used a mixed-model approach, adjusting for the genetic relationship matrix as a random effect.We found a significantly higher common variant burden in familial cases of migraine (for all subtypes, measured by the odds ratio [OR] per standard deviation [SD] increase in PRS; OR = 1.76, 95% CI = 1.71-1.81, P = 1.7×10−109) compared to cases from a population cohort (OR = 1.32, 95% CI = 1.25-1.38, P = 7.2×10−17) when using the population controls as a reference group. The highest enrichment was observed for HM (OR = 1.96, 95% CI = 1.86-2.07, P = 8.7×10−36) and migraine with typical aura (OR = 1.85, 95% CI = 1.79-1.91, P = 1.4×10−86) but enrichment was also present for MO (OR = 1.57, 95% CI = 1.51-1.63, P = 1.1×10−48). Comparing within cases, there was no significant difference in common variant burden between the migraine with aura subtypes, HM and migraine with typical aura (OR = 1.09, 95% CI = 0.99-1.19, P = 0.09), but both showed significantly higher enrichment compared to MO (OR = 1.28, 95% CI = 1.17-1.38, P = 7.3×10−7, and OR = 1.17, 95% CI = 1.11-1.23, P = 4.62×10−5, respectively). Additionally, we found that higher common variant burden corresponded to earlier age of headache onset (OR per SD increase in PRS for 3,631 cases with onset before 20 years old compared to 1,686 cases with onset later than 20 years old; OR = 1.11, 95% CI = 1.05-1.18, P = 8.3×10−4). FINRISK population cases identified from national health registry data were found to have lower common variant burden in comparison to the familial migraine cases (OR = 1.32, 95% CI = 1.25-1.38, P = 6.8×10−17), unless the individuals had attended both a specialist clinic and also received prophylactic migraine treatment (OR = 1.70, 95% CI = 1.53-1.88, P = 3.9×10−9). Finally, although rare variants have been suggested as the primary cause for familial hemiplegic migraine (FHM), we found only four out of 45 sequenced FHM families (8.9%) with a pathogenic mutation in one of the known risk genes.In summary, our results demonstrate a substantial contribution of common polygenic variation to familial aggregation in migraine, comparable to both controls and that observed in migraine cases from a population cohort. The findings also suggest that individuals with migraine aura symptoms (either typical aura, which is mostly visual, or rare motor aura) tend to have higher common variant burden on average supporting the polygenic model also in these migraine subtypes.

The purpose of the present study was to identify health and well-being typologies among a sample of older European adults. Further, we examined various demographic, social, and health behaviour characteristics that were used to discriminate between such groups. The participants were 1,381 community-dwelling adults aged 65 years and above (M age = 73.65; SD = 7.77) from six European Union (EU) countries who completed self-reported questionnaires. Hierarchical cluster analysis was initially conducted followed by a k means analysis to confirm cluster membership. Four clusters were identified and validated: ‘good health and moderate functioning’ (38.40%), ‘moderate health and functioning’ (30.84%), ‘obese and depressed’ (20.24%) and ‘low health and functioning’ (10.51%). The groups could be discriminated based on age, gender, nationality, years of education, social isolation and health behaviours (alcohol consumption and walking behaviour). The results of the study demonstrate heterogeneity with regard to the relationships between the variables examined. The information can be used in targeting older Europeans for health promotion interventions.

This study examined effects of player roles on interpersonal patterns of coordination that sustain decision-making in 1-vs-1 sub-phases of football in different field locations near the goal (left-, middle- and right zone). Participants were fifteen U-16 yrs players from a local competitive amateur team. To measure interpersonal patterns of coordination in the 1-vs-1 dyads we recorded: (i) the relative distance value between each attacker and defender to the centre of the goal, and (ii), the relative angle between the centre of the goal, each defender and attacker. Results revealed how variations in field locations near the goal (left-, middle- and right-zones) constrained the relative distance and relative angle values that emerged between them and the goal. It reveals that relative position of the goal is a key informational variable that sustained participants’ behaviours for dribbling and shooting. Higher values of relative distance and angle were observed in the middle zone, compared to other zones. Players’ roles also constitute a constraint on the interpersonal coordination for dribbling and shooting. Additionally, it seems that players’ foot preference constrains the dynamics of interpersonal patterns of coordination between participants, especially in left and right zones. The findings suggest that to increase participants’ opportunities for action, coaches should account with field positions, players’ roles and preference foot.

Background:The study examined the effects of school-based program on students’ self-reported moderate to vigorous physical activity and physical competence, and associated links to gender, grade, body mass index, and physical education assessments.Methods:Participants were 240 middle school students (143 intervention, 97 control) from 3 small cities in North-East Finland. The intervention group received task-involving climate support in physical education classes and additional physical activities during school days across 1 year.Results:The intervention group’s physical competence increased, whereas the control group’s competence remained stable across the period. However, physical activity levels were stable in both groups. The findings also showed that body mass index was negatively associated with physical competence and activity in the intervention group at the follow-up measure. Physical education assessments were positively related with only the baseline scores of physical competence in the intervention group. In contrast, the assessments had positive relationships with physical competence and activity of control group students.Conclusions:The present program was an effective protocol to increase student’s perceptions of physical competence. Since the quantity of school physical education including recess activities cannot be dramatically increased, positive learning experiences should be provided, and thus, support perceptions of physical competence.

The aim of the study was to examine the construct validity and internal consistency of the Motivational Climate in Physical Education Scale (MCPES). A key element of the development process of the scale was establishing a theoretical framework that integrated the dimensions of task- and ego involving climates in conjunction with autonomy, and social relatedness supporting climates. These constructs were adopted from the self-determination and achievement goal theories. A sample of Finnish Grade 9 students, comprising 2,594 girls and 1,803 boys, completed the 18-item MCPES during one physical education class. The results of the study demonstrated that participants had highest mean in task-involving climate and the lowest in autonomy climate and ego-involving climate. Additionally, autonomy, social relatedness, and task- involving climates were significantly and strongly correlated with each other, whereas the ego- involving climate had low or negligible correlations with the other climate dimensions.The construct validity of the MCPES was analyzed using confirmatory factor analysis. The statistical fit of the four-factor model consisting of motivational climate factors supporting perceived autonomy, social relatedness, task-involvement, and ego-involvement was satisfactory. The results of the reliability analysis showed acceptable internal consistencies for all four dimensions. The Motivational Climate in Physical Education Scale can be considered as psychometrically valid tool to measure motivational climate in Finnish Grade 9 students. Key PointsThis study developed Motivational Climate in School Physical Education Scale (MCPES). During the development process of the scale, the theoretical framework using dimensions of task- and ego involving as well as autonomy, and social relatedness supporting climates was constructed. These constructs were adopted from the self-determination and achievement goal theories.The statistical fit of the four-factor model of the MCPES consisting of motivational climate factors supporting perceived autonomy, social relatedness, task-involvement, and ego-involvement was satisfactory. Additionally, the results of the reliability analysis showed acceptable internal consistencies for all four dimensions.The results of the study demonstrated that participants had highest mean in task-involving climate and the lowest in autonomy climate.Autonomy, social relatedness, and task climate were significantly and strongly correlated with each other, whereas the ego climate factor had low or negligible correlations with the other three factors.

The aim of this study was to analyze the current physical activity (PA) levels in youth and young adults from Granada, Spain, and to assess if they accomplish the recommendations for healthy PA. A sample of 1,832 boys and 1,840 girls was administered the International Physical Activity Questionnaire. Results showed that most of the children (72.2%) and adolescents (56.4%) reached the recommended PA levels, whereas only 40% of young adults achieved recommended levels of PA. The most active were students from Primary schools, whereas university students were the least active. Youth of college and university ages were found to be at higher risk for engagement in PA.

The aim of this investigation was to analyze the role of textured compression socks on somatosensory function in a sample of physically active elderly individuals when performing a static balancing task. Both textured insoles and athletic tape are deemed to be beneficial for enhancing proprioception because of the capacity for exploiting availability of “sensorimotor system noise”, which enhances movement control and individuals’ joint position perception. It was hypothesized that the compression feature in knee length socks would provide greater stimulation to lower leg mechanoreceptors, and help participants achieve better balance control. Participants (N=8) performed a 30-s Romberg static balance test protocol under three conditions (barefoot; wearing commercial socks; wearing textured compression socks), in a counterbalanced order, with four levels of performance difficulty: (1) standing on a stable surface with open eyes (SO); (2) a stable surface with closed eyes (SC); (3) a foam surface with open eyes (FO); and (4) a foam surface with closed eyes (FC). Two commonly investigated recurrence quantification analysis (RQA) measures (% Det and entropy) were extracted from the recurrence plot for multivariate analysis of variance (MANOVA). There were no significant interactions between the levels of performance difficulty and the sock treatments, p> 0.05 for both % Det and entropy in both Anterior-posterior (AP) and medial-lateral (ML) directions. There was no significant main effect of sock treatments, P> 0.05). However, a main effect for performance difficulty on % Det and entropy was observed in both AP and ML directions. The RQA measures demonstrated that the sensory systems in elderly individuals are able to aid the adaptive re-organization of postural behaviour in response to changing task constraints (performance difficulty levels). peerReviewed

The Finnish 2014 Report Card on Physical Activity (PA) for Children and Youth is the first assessment of Finland’s efforts in promoting and facilitating PA opportunities for children and youth using the Active Healthy Kids Canada grading system. The Report Card relies primarily on research findings from 6 Research Institutes, coordinated by the University of Jyväskylä. The Research Work Group convened to evaluate the aggregated evidence and assign grades for each of the 9 PA indicators, following the Canadian Report Card protocol. Grades from A (highest) to F (lowest) varied in Finland as follows: 1) Overall physical activity—fulfillment of recommendations (D), 2) Organized sport participation (C), 3) Active play (D), 4) Active transportation (B), 5) Sedentary behaviors (D), 6) Family and peers (C), 7) School (B), 8) Community and the built environment (B), and 9) Government (B). This comprehensive summary and assessment of indicators related to PA in Finnish children and youth indicates that Finland still has many challenges to promote a physically active life style for youth.

The purpose of the study was to analyze students’ motivation in relation to their participation in fitness testing classes. Participants were 134 Finnish Grade 5 and 8 students. Students completed the contextual motivation and perceived physical competence scales before the fitness testing class and the situational motivation questionnaire immediately after the class. During the fitness test class, abdominal muscle endurance was measured by curl-up test, lower body explosive strength and locomotor skills by the five leaps test, and speed and agility by the Figure 8 running test. For the fitness testing class, students reported higher scores for intrinsic motivation, identified motivation, and amotivation than in their general physical education program. The result of the path analysis showed physical fitness was positively related to perceived physical competence. In addition, perceived competence was found to be a positive predictor of situational intrinsic motivation, but not of other forms of situational motivation. Significant path coefficients in the model ranged from −.15 to .26.

This study examined the change in adolescents' expectancy-related beliefs and task values towards physical education (PE). In addition, the physical activity (PA) growth trajectories of the identified adolescent subpopulations were examined. This study comprised 812 students (age M = 12.31, range: 11–13), who answered questionnaires four times during Grades 6–9. This study found that expectancy-related beliefs declined, while task values increased across the middle school transition. Adolescents who valued PE highly and experienced an increase in their expectancy-related beliefs became physically more active across time, while adolescents with the lowest levels and the most negative change in their expectancy-related beliefs and task values experienced the steepest decline in their PA. These findings suggest that a positive change in adolescents' expectancy-related beliefs in school PE is related to a positive change in their PA.

The influence of teacher-initiated motivational climate on cognitive, affective, and behavioural student outcomes has been highlighted as an area of future research. This study, grounded in self-determination and achievement goal theories, examined how teacher-initiated motivational climate can increase student motivation and positive affective responses in physical education (PE) along with their physical activity (PA) participation, and whether motivational climate has a longitudinal effect across middle school. In addition, we aimed to examine the role of positive affect in explaining the relationship between motivation in PE and out-of-school PA participation. Our sample comprised 540 adolescents (277 boys, 263 girls, median age 13) and they responded to self-report questionnaires measuring their perception of motivational climate in PE classes (Motivation Climate in Physical Education Questionnaire), motivational regulations (Physical Education Motivation Scale), enjoyment (Sport Enjoyment Scale), and PA participation (Health Behaviour in School-aged Children Research Protocol) twice at both Grades 7 and 9. Structural equation model analyses produced three main findings. First, the study showed that intrinsic motivation was the vital component of motivation that transferred the effect of learning-oriented climate to long-lasting enjoyment in PE context. Second, performance-oriented climate had a long-lasting effect on introjected and extrinsic regulations and amotivation. Finally, the study showed enjoyable experiences in PE to transfer intrinsic motivation into PA participation. The findings of the study extend our understanding on how teacher-initiated motivational climate in PE can lead to an increase in PA participation during middle school. peerReviewed

The study examined, first, the longitudinal development and, second, the longitudinal relationships between students’ physical education (PE) goal orientations, enjoyment, and physical activity (PA) participation across Grades 7 to 9. The study comprised 812 Finnish adolescents (age range: 12–13) who responded to questionnaires three times during their middle school years. Latent growth models showed that adolescents’ task and ego orientations were stable, whereas their PE enjoyment and PA declined. A parallel process latent growth analysis showed a positive relationship between the growth trajectories of task orientation and enjoyment and of PE enjoyment and PA. Mediation processes using parallel process latent growth modeling showed that PE enjoyment is an important factor in understanding the relationship between task orientation in PE and PA. The findings of this study suggest that task orientation and enjoyment in PE are salient factors inhibiting the observed decline in PA.

This study sought to examine which technical, physiological, tactical and psychological characteristics at age 15 years contribute to successful soccer performance at age 19 years. Participants were male soccer players ( n = 114; mean age 15.4 ± 0.3 years), divided into elite and sub-elite groups based on their performance level at age 19 years. Technical, physiological, tactical and psychological characteristics were recorded when players were 15-year olds. Binary logistic regression analysis showed that performance level at age 19 was clearly associated with technical skills of passing and centering as well as agility and motivation levels recorded at age 15 years. These results extend our understanding of career progression in youth soccer and highlight the multidimensional nature of talent development processes in soccer. Moreover, it seems crucial that coaching support should be devoted to the development of passing and centering skills, agility and motivation in the development of youth players.

In this study we examined adolescents’ physical activity (PA) stability as well as individual differences in PA across grades 7–9. In addition, we tested the predictive role of adolescents’ self-determination and goal orientations in physical education at grade 6 in relation to their PA development. Adolescents’ (N = 812) self-reported PA was measured five times and physical education motivation once. Results revealed a decreasing trajectory of PA, with individual differences diminishing over time. Although boys’ showed a consistently higher PA level, gender did not moderate the change in PA. Finally, self-determination and task orientation (boys only) predicted PA levels but did not predict change in PA.

Background: There is evidence showing that fundamental movement skills and physical activity are related with each other. The ability to perform a variety of fundamental movement skills increases the likelihood of children participating in different physical activities throughout their lives. However, no fundamental movement skill interventions implemented with junior high school students have yet been reported. Purpose: To investigate the changes in students' locomotor, manipulative, and balance skills and their level of self-reported physical activity during the specific intervention program aiming to increase students' fundamental movement skills in Finnish junior high school physical education. Participants and setting: 446 Finnish Grade 7 students (∼13 years old) from Central Finland. Research design: A quasi-experimental intervention study with pre-, middle-, post-, and retention tests was used. The experimental group consisted of 199 students taught by 4 teachers and the control group included 247 ...

Long-term persistent physical activity is important in the prevention of chronic diseases, but a large number of people do not participate in physical activity to obtain health benefits. The purpose of this study was to examine the motives and perceived barriers to long-term engagement in leisure time physical activity. Same-sex twin pairs (N=16, mean age 60) discordant for physical activity over 30 years were identified from the Finnish Twin Cohort. We evaluated participants' physical activity motivation with the 73-item Recreational Exercise Motivation Measure and assessed barriers to physical activity with a 25-item questionnaire. The characteristics of physical activity motivation and perceived barriers between the active and inactive co-twins were analysed using paired tests. Motives related to the sub-dimensions of enjoyment and physical fitness and psychological state were the most important reasons for participation in physical activity among all the twin individuals analysed. The sub-dimensions mastery (p=0.018, Cohen's d=0.76), physical fitness (p=0.029, Cohen's d=0.69), and psychological state (p=0.039, Cohen's d=0.65) differed significantly between active and inactive co-twins. More than half of the participants reported no reasons for not being physically active. If reasons existed, participation in physical activity was deterred mostly by pain and various health problems. This study found no differences in perceived barriers between active and inactive co-twins. We conclude from our results that the main factors promoting persistent leisure time physical activity were participants' wish to improve or maintain their physical skills or techniques, a feeling that exercise would improve their mental and physical health and that they found the activity enjoyable. This study helps us understand the importance of the role of motives and the minor role of perceived barriers for engagement in persistent physical activity.

The present two-wave longitudinal study examined the extent to which physical education (PE) teachers' democratic and socially supportive behavior, pupils' goal orientations, and the perceived motivational climate in PE explained differences in pupils' intended helping behavior by gender in PE classes. The results of 105 boys and 109 girls based on structural equation modeling revealed at both time points that the PE teachers' democratic and socially supportive behavior was positively related to pupils' concurrent perceptions of the motivational climate as task-involving as well as their higher concurrent intended helping behavior in PE. Pupils' prior perceptions of the motivational climate of PE as ego-involving were negatively related to their later perceptions of their PE teacher as behaving democratically and socially supportively. The study variables explained 50% (in boys) and 77% (in girls) of the variance of intended helping behavior at Time 2.

Gender Specific Developmental Dynamics between Physical Education Task Values and Physical Activity during Junior High School This study investigated the gender specific developmental dynamics of students' physical education task values and physical activity across junior high school. A total of 812 (430 boys, 382 girls, Mage = 12.31, age range = 11 to 13) students' were examined three times during their transition from Grade 7 to Grade 9. Furthermore, their physical activity at Grade 6 was measured. Multivariate simplex-model analyses found degreasing pattern of student' physical education task motivation and physical activity. The decrease of students' task values leveled off at Grades 8 and 9, whereas students' physical activity for both genders continued to decrease across Grades 7 to 9. In addition, students' physical education task values predicted their subsequent physical activity when previous levels of values and activity as well as physical activity at Grade 6 were controlled. Although boys' valued physical education more and they were more physically active, there were no gender differences in the pattern of development of physical education task values and physical activity. These findings indicate that the development of students' physical activity might be affected by fostering their values toward physical education.

To assess whether subgroups based on children's fundamental movement skills, perceived competence, and self-determined motivation toward physical education vary with current self-reported physical activity, a sample of 316 Finnish Grade 7 students completed fundamental movement skills measures and self-report questionnaires assessing perceived competence, self-determined motivation toward physical education, and current physical activity. Cluster analysis indicated a three-cluster structure: “Low motivation/low skills profile,” “High skills/low motivation profile,” and “High skills/ high motivation profile.” Analysis of variance indicated that students in the third cluster engaged in significantly more physical activity than students of clusters one and two. These results provide support for previous claims regarding the importance of the relationship of fundamental movement skills with continuing engagement in physical activity. High fundamental movement skills, however, may represent only one element in maintaining adolescents' engagement in physical activity.

The aim of the study was to examine the impact of a self-determined motivational climate including support of autonomy, relatedness, task involvement, and ego-involving climate on students’ affective responses and effort in physical education. The sample involved 338 sixth-grade students (11–12 years old) who completed a questionnaire battery incorporating measures of motivational climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving climate, autonomy, and relatedness support had more positive influences on pupils’ affective responses in comparison to an ego-involving climate.

The aim of the study was to investigate the relationships between motivational climate, perceived competence, self-determined motivation towards physical education (PE) and the fundamental movement skills of Finnish secondary school students. A sample of 370 seventh-grade PE students (girls n = 189; boys n = 181; mean age = 13.08; SD = 0.25) completed measures pertaining to motivational climates, perceived competence, regulation of motivation, and fundamental movement skills. Path analysis revealed results generally consistent with the theoretical tenets of the self-determination and the achievement goal theories by demonstrating that a task-involving motivational climate influenced perceived competence, which in turn affected more self-determined motivation towards PE. Furthermore, results revealed that this motivational sequence was associated with increased balance skill. A sequence consisting of task-involving climate, intrinsically regulated motivation, and balance skills was also observed. Additionally, the results indicated that task-involving motivational climate influenced perceived competence, in turn influencing manipulative and locomotor skills. Finally, an ego-involving climate was found to be a marginally positive predictor of manipulative skills.

The purpose of this study was to analyze motivational profiles based on the self-determination theory (Deci and Ryan, 2000) and how these profiles are related to physical education students' enjoyment, state anxiety, and physical activity. The participants, 429 sixth grade students (girls = 216; boys = 213) completed SMS, Sport Enjoyment Scale, PESAS, and Physical Activity Scale. Cluster analyses identified two motivational profiles: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation. The students in the first cluster enjoyed physical education more and were physically more active. The results revealed that students may be motivated towards physical education lessons both intrinsically and extrinsically, and still experience enjoyment in physical education. Key pointsTWO MOTIVATIONAL PROFILES WERE REVEALED: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation.The students in the first profile enjoyed physical education more and were physically more active than the students in the second profile.Moreover, the representatives of the "High motivation profile "experienced greater anxiety toward physical education than the representatives of the "Low motivation profile"These findings raised an interesting question whether students engaging in physical education benefit more from the presence of both self-determined and non-self-determined forms of motivation, or are the benefits higher if students are primarily self-determined?

The aim of the study was to investigate the relationships between situational and contextual self-determined motivation and physical activity intensity as measured by heart rates during a ninth-grade students' physical education (PE) class. The participants of the study were 139 Finnish ninth-grade students (15-year-olds). The data were collected during one 60-minute PE class held by the class PE teacher. Results revealed that more self-determined situational motivation negatively predicted the lowest heart rate category (160 beats/min.) was positively predicted by situational motivation. Lastly, highly self-determined situational motivation accounted for a significant amount of variance in mean heart rate value. Taken together, results revealed that situational motivation associated more strongly with physical activity intensity as measured by heart rate than did contextual motivation.

The body of research relating to assessment in education suggests that professional developers and seminar administrators have generally paid little attention to evaluation procedures. Scholars have also been critical of evaluations which use a single data source and have favoured the use of a multiple method design to generate a complete picture of the effectiveness of procedures under evaluation. The purpose of the current study was to evaluate two training seminars using a mixed method design. The evaluation procedure was specifically designed to utilise triangulation of sources and to follow Killion's eight-step process. The seminars were part of the ‘Early Steps’ project, a European Union (EU) Comenius Programme, concerning the development and implementation of an alternative physical education curriculum for preschool pupils. Results of the study support the assertion that a mixed method design increases the validity of the evaluation procedure. It is suggested here that educational evaluat...

The aim of the study was to analyze changes in students’ self‐determined motivation and goal orientation following a one academic‐year intervention that was directed toward increasing task‐involvement during physical education lessons. After adjusting for initial differences, students in the intervention classes were more self‐determined by the end of the year than students in the control group. Additionally, the experimental group decreased in external regulation, whereas, it increased in the control group. Students in experimental groups were also less amotivated than students in the control group. Finally, experimental students reported higher levels of task orientation when compared with the control students. Overall, the results showed that teachers are able to promote students’ self‐determined motivation by emphasizing task‐involvement within physical education

The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys' group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.

Summary. Early childhood education programs represent a valuable early learning opportunity for promoting the socioemotional skills. The aims of the study were to validate the socioemotional skills observation scale, to compare 3-4 year-old children’s socioemotional competencies in general kindergarten settings and in a PE session, separately by gender, and to compare 3-4 year-old children’s socioemotional competencies in general kindergarten settings and at home. The participants were 59 children (23 girls, 36 boys) from six communal kindergartens in Finland, their parents, and early educators. The data were analyzed using the confirmatory factor analysis and t-tests. The results showed that the construct of the socioemotional skills model was maintained as a threefactor model comprising self- and social awareness, self-management, and relationship competencies. No differences in teacher-rated socioemotional competencies between general kindergarten settings and the PE session appeared. Girls scored higher in self- and social awareness. There were no gender differences in self-management and relationship skills in kindergarten settings, the PE session and home environment. Parent-rated self- and social awareness was significantly higher than teacher-rated in general kindergarten settings, whereas teacher-rated selfmanagement and relationship skills in general kindergarten settings were higher than parent-rated. These results may benefit the basic and continuing training of both early educators and physical education teachers. peerReviewed

The Active Healthy Kids Canada (AHKC) Report Card on Physical Activity for Children and Youth has been effective in powering the movement to get kids moving by influencing priorities, policies, and practice in Canada. The AHKC Report Card process was replicated in 14 additional countries from 5 continents using 9 common indicators (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behavior, Family and Peers, School, Community and Built Environment, and Government Strategies and Investments), a harmonized process and a standardized grading framework. The 15 Report Cards were presented at the Global Summit on the Physical Activity of Children in Toronto on May 20, 2014. The consolidated findings are summarized here in the form of a global matrix of grades. There is a large spread in grades across countries for most indicators. Countries that lead in certain indicators lag in others. Overall, the grades for indicators of physical activity (PA) around the world are low/poor. Many countries have insufficient information to assign a grade, particularly for the Active Play and Family and Peers indicators. Grades for Sedentary Behaviors are, in general, better in low income countries. The Community and Built Environment indicator received high grades in high income countries and notably lower grades in low income countries. There was a pattern of higher PA and lower sedentary behavior in countries reporting poorer infrastructure, and lower PA and higher sedentary behavior in countries reporting better infrastructure, which presents an interesting paradox. Many surveillance and research gaps and weaknesses were apparent. International cooperation and cross-fertilization is encouraged to tackle existing challenges, understand underlying mechanisms, derive innovative solutions, and overcome the expanding childhood inactivity crisis.

Background Free nutritionally balanced school lunches are offered to all schoolchildren in basic education in Finland in each school day. Having school lunch on a regular basis has been found to reflect overall eating patterns. However, skipping part of or even the entire lunch is common. The present study investigated the determinants of the regular consumption of a nutritionally balanced school lunch among schoolchildren, with special reference to the role of sense of coherence (SOC). Methods In total, 887 children (457 girls and 424 boys), aged 10–17 years from three municipalities in Eastern Finland, filled in a web-based questionnaire in class during a school day and reported eating patterns, body height and weight and perception of body image. SOC was measured by using the 13-item scale. The statistical analysis was carried out with logistic regression modelling and the chi-squared test. Results In addition to female gender, frequent shared family meals, perception of body image as appropriate and younger age, SOC was a significant determinant of regularly eating a nutritionally balanced school lunch in the final multivariate modelling. Strong SOC was also associated with more regular meal frequency and health-promoting snack choices. Conclusions To promote healthy eating patterns among school-aged children, special attention should be paid to children with weak SOC because they may need specific support and encouragement. They might lack sufficient belief in their own capability and/or do not have adequate support from their family to influence their eating and other lifestyle patterns.

Simple deformation of the skin surface with textured materials can improve human perceptual-motor performance. The implications of these findings are inexpensive, adaptable and easily integrated clothing, equipment and tools for improving perceptual-motor functionality. However, some clarification is needed because mixed results have been reported in the literature, highlighting positive, absent and/or negative effects of added texture on measures of perceptual-motor performance. Therefore the aim of this study was to evaluate the efficacy of textured materials for enhancing perceptual-motor functionality. The systematic review uncovered two variables suitable for sub-group analysis within and between studies: participant age (groupings were 18-51 years and 64.7-79.4 years) and experimental task (upright balance and walking). Evaluation of studies that observed texture effects during upright balance tasks, uncovered two additional candidate sub-groups for future work: vision (eyes open and eyes closed) and stability (stable and unstable). Meta-analysis (random effects) revealed that young participants improve performance by a small to moderate amount in upright balance tasks with added texture (SMD = 0.28, 95%CI = 0.46-0.09, Z = 2.99, P = 0.001; Tau2 = 0.02; Chi2 = 9.87, df = 6, P = 0.13; I2 = 39.22). Significant heterogeneity was found in, the overall effect of texture: Tau2 = 0.13; Chi2 = 130.71, df = 26, P2 = 85.98%, pooled samples in upright balance tasks: Tau2 = 0.09; Chi2 = 101.57, df = 13, P2 = 72.67%, and in elderly in upright balance tasks: Tau2 = 0.16; Chi2 = 39.42, df = 5, P2 = 83.05%. No effect was shown for walking tasks: Tau2 = 0.00; Chi2 = 3.45, df = 4, P = 0.27, I2 = 22.99%. Data provides unequivocal support for utilizing textured materials in young healthy populations for improving perceptual-motor performance. Future research is needed in young healthy populations under conditions where visual and proprioceptive information is challenged, as in high-speed movements, or where use of equipment mediates the performer-environment interaction or where dysfunctional information sources 'compete' for attention. In elderly and ailing populations data suggests further research is required to better understand contexts where texture can facilitate improved perceptual-motor performance.