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Although research has shown that the prevalence of ill-being among collegiate student-athletes is greater compared to regular college students and general population, very little is known about the role of coaches in this process. Grounded in the achievement goal and self-determination theories, the aim of this study was to examine the role of coach-created motivational climate on student-athletes' anxiety and depression. A sample for this prospective cohort study was 117 (77 females and 34 males; Mage = 20.24±1.35) student-athletes recruited from one university in the Southeastern US. The research team collected self-reported data via email. The results showed high levels of anxiety (71.4%) and depression (17.3%) among the respondents. Females had almost seven times more likely to have anxiety than males (OR = 6.903, CI95% [1.650, 28.830]), but there were no gender differences in the prevalence of depression (OR = 1.166, CI95% [.442, 3.076]). In addition, parameter estimates suggest that coach-created task-involving climate (X[superscript 2][1] = -1.21 [0.61], p = 0.047, CI95% [-2.41, -0.01]) and autonomy-support (X[superscript 2][1] = -1.21 [0.61], p = 0.047, CI95% [-2.39, -0.04]) were significant negative predictors of anxiety, whereas controlling motivational climate increased student-athletes' anxiety symptoms. Our findings highlight the need for the task- and autonomy-supportive coaching strategies as preventive measures to support student-athletes' mental health.

The role of regular physical activity and healthy eating in preventing obesity is well documented. Research has suggested that lifestyle interventions, i.e., programs comprising exercise, nutrition education, and behavior modification, are the preferred, non-invasive strategies to prevent childhood obesity. However, minority groups, e.g., underserved Latinx adolescents, experience high attrition rates and other barriers that limit their participation in obesity prevention programs. The purpose of this study was to examine indicators of the feasibility of the remotely delivered BRAVO! lifestyle intervention in preventing obesity among Latinx youth. This pilot study was a quasi-experimental trial with a sample of 11 pediatrician-referred participants (M[subscript age]=13.73±1.10) assigned to two parallel arms: 1) BRAVO! and 2) as-usual control arms. Researchers designed the BRAVO! lifestyle intervention program comprising 16 hours of remotely instructed (via zoom) exercise training and six hours of family nutrition education. Behavior modification strategies were based on the self-determination theory. The results showed high demand with program adherence being 93.3% and 86.7%, for exercise and nutrition, respectively. There was a statistically significant intervention effect on PA (F[1,8]=7.88, p=0.006, [eta]p2=0.42), integrated (F[1,8]=20.00, p=0.002, [eta]p[superscript 2]=0.71), introjected regulation (F[1,8]=7.94, p=0.008, [eta]p[superscript 2]=0.60), and amotivation (F[1,8]=18.24, p=0.002, [eta]p[superscript 2]=0.69), and psychological well-being (F[1,8]=12.31, p=0.008, [eta]p[superscript 2]=0.61). Finally, interview analyses showed that participants were highly satisfied with the BRAVO! program and they perceived BRAVO! suitable for them. In conclusion, our pilot study findings supported feasibility of the remotely delivered BRAVO! lifestyle intervention.

Objective: The first aim of this study was to examine changes in freshman college students' health-enhancing physical activity (PA) and body composition across the first semester. Secondly, this study aimed to explore the role of socio-ecological variables on these processes. Methods: A sample of 166 participants (108 females, 58 males, M[subscript age] = 18.14[0.96]) completed self-report pre-and posttest data on vigorous PA (VPA), moderate-to-vigorous PA (MVPA), and body mass index (BMI). Results: The results showed a statistically significant increase in BMI, but no statistically significant changes in VPA or MVPA. The findings revealed that our socio-ecological model predicted 0.71, 0.39, and 0.92 percent of the end of the year VPA, MVPA, and BMI, respectively. The findings highlighted the positive role of peer support, positive motivation, and university's Recreational Services on measured healthy behaviors. Conclusions: These findings suggest a need to increase college students' VPA.

This study examined the effectiveness of a physical activity (PA) intervention among obese Hispanic children delivered by a free mobile phone game application (app) recommended by a pediatrician. A sample of 40 (age M=10.16[2.01] years) children participated in this pilot study. Pre- and posttest data were collected on participants' PA attitudes, intention, and objectively measured PA. The intervention was a game-based exercise prescription to engage in at least 20 minutes daily for seven days in moderate-to-vigorous PA (MVPA) delivered by their primary care pediatrician. The results showed a statistically significant decrease in sedentary time (SED) (t(26)=3.03, p=0.007, d=0.66) and an increase in moderate PA (MPA) (t(26)=3.19, p=0.005, d=-0.69), vigorous PA (VPA) (t(26)=-5.74, p<0.001, d=-1.25), and MVPA (t(26)=-9.09, p<0.001, d=-1.89). In addition, the study showed increase in PA attitudes (t(26)=-3.63, p<0.001, d=-1.10) and PA intention (t(20)=-3.13, p=0.001, d=-0.94) after the intervention. This study provides evidence that a mobile app gaming-based exercise prescription may help to engage obese Hispanic children in health enhancing PA.

The Academic Resilience Scale (ARS) was developed to measure resilience factors in educational contexts. However, there is no clarity on whether the scale could be used as a measure of unidimensional academic resilience scores or just to obtain multidimensional academic resilience factors. How a scale is scored can affect the validity of inferences based on scores obtained by using the scale in research and practice. This study uses confirmatory factor analysis (CFA) and ancillary bifactor measures to examine the dimensionality of the scale. There was no sufficient support for using the scale to obtain unidimensional academic resilience score. Rather, the scale should only be considered as a measure of multiple dimensions of academic resilience factors.

One of the central goals of school physical education (PE) is to improve physical literacy in youth to nurture their ability, confidence, and desire to be physically active for life. The aim of this study was to examine the stability of the selected PE-centered physical literacy indicators on school students' objectively measured moderate-to-vigorous intensity physical activity (MVPA). This study was a follow-up study tracking a sample of 450 Finnish children (M = 11.26[0.32]; n[subscript females] = 194; n[subscript males] = 256) across upper elementary school from fifth (T1) to sixth (T2) grade. A set of independent variables (motor competence, health-related fitness, in-class PE MVPA, and PE motivation and enjoyment) and total MVPA as a dependent variable were collected, and gender and body mass index were controlled in the analyses. The entire model explained almost 29% of MVPA in T1 and 26% in T2. While cardiorespiratory endurance ([beta] = 0.29) and MVPA in PE ([beta] = 0.20) were statistically significant predictors of MVPA in T1, MVPA in PE ([beta] = 0.23), and identified regulation ([beta] = 0.16) were statistically significant predictors at T2. Across the time, boys had higher levels of MVPA compared to girls (T1: [beta] = -0.12; T2: [beta] = -0.14), whereas the relationship was inverted in motor coordination (T1: [beta] = 0.13; T2: [beta] = 0.12). The findings of this study suggest that MVPA in PE is an important contributor to children's MVPA, and its role is eminent during the last two grades of elementary school.

This article will help youth coaches utilize theory-driven motivational strategies to benefit their athletes and themselves. Researchers and coach educators can also use the stories as educational intervention tools to teach coaches about motivational theories.

This study examined basic psychological need satisfactions for competence, autonomy, and social relatedness in physical education (PE) and their contributions to accelerometer-based in-class and total moderate to vigorous physical activity (MVPA) across a one-year follow-up (T1). Participants were 523 students (girls 280, boys 243; mean age = 11.26 ± 0.31) and the data were collected using self-reports and waist-worn accelerometers. The key findings were: (a) competence and social relatedness need satisfaction at baseline (T0) predicted total MVPA at T1 via total MVPA at T0; (b) in-class MVPA at T0 predicted total MVPA at T1 via total MVPA at T0; (c) in-class MVPA was directly associated with total MVPA at T0 and T1; and (d) boys scored higher than girls on competence and relatedness need satisfaction at T0. These findings indicate that the need satisfactions for competence and social relatedness in PE are central components facilitating the greatest increases in total MVPA participation. To improve student outcomes, it is essential that all children receive positive and satisfying PE experiences. Enhancing the readiness and capability of pre- and in-service teachers through teacher training programmes is vital to raising awareness of the basic psychological need satisfactions behind autonomous motivation and greater MVPA engagement.

This study examined the predictive strength of selected physical education (PE)-centered physical literacy indicators on elementary school students' accelerometer-measured moderate to vigorous intensity physical activity (PA). The study was a cross-sectional study with a sample of 450 Finnish children (M = 11.26 [0.32]; n[subscript females] = 194; n[subscript males] = 256). Data on a set of predictor variables (motor competence, in-class PE moderate- to vigorous-intensity PA [MVPA], health-related fitness, and PE motivation and enjoyment) and total MVPA as a single outcome variable were collected. The entire model explained almost 30% of MVPA (R[superscript 2][subscript adj] = 0.298). Cardiorespiratory endurance ([beta] = 0.42, 95% confidence interval [0.22, 0.62], p < 0.001) and MVPA in PE ([beta] = 0.27, 95% confidence interval [0.09, 0.44], p = 0.004) were statistically significant predictors of MVPA. It can be concluded that, of all included variables, cardiorespiratory endurance and MVPA in PE were the most important factors contributing to healthy levels of total MVPA in childhood.

Self-determination theory postulates that student motivation can be enhanced by supporting physical education students' basic needs for autonomy, competence, and relatedness. Physical education teachers are in a unique position to motivate and help their students to achieve the best possible outcomes in physical education. First, this article provides a short summary of the history and impact of need-supportive instruction on physical education students' learning experiences and outcomes. Second, 10 evidence-based and most impactful need-supportive instructional strategies are introduced. Finally, need-supportive strategies are discussed as it relates to schools of today.

Purpose: It is argued that the constructivist physical education has the potential to overcome socioeconomic (SES) constraints and promote learning. The purpose of this study was to determine the extent to which school SES-related class environmental factors influenced student learning in a constructivist physical education context. Methods: Students in 8th grade (N = 1,256) from 10 middle schools with varied SES were tested on exercise knowledge before and after a constructivist physical education intervention. School SES was determined using free and reduced meal ratio (FARM) and physical education related factors. Data on lesson frequency, length, facilities, equipment, and class size were collected from teachers. Results: Hierarchical linear model analyses reveal that SES is not predictive of intervention induced learning ([gamma] = 0.73, t =0.91, p =0.37). Lesson frequency ([gamma][subscript 02] =0.52, t =0.31, p =0.06), length ([gamma][subscript 03] = -0.03, t = -1.82, p =0.07), facilities ([gamma][subscript 04] = -0.11, t = -0.49, p =0.63), equipment ([gamma][subscript 05] = -0.36, t = -1.36, p =0.18), and class size ([gamma][subscript 06] = -0.05, t = -1.36, p =0.18) are not predictive of learning. Student prior knowledge ([gamma] = -0.59, t = -18.37, p <0.001) and teacher factor ([gamma] =0.04, t = 3.72, p <0.001) are predictive of learning. Conclusion: The findings suggest that school SES's detrimental impact on learning in physical education could be overcome by the power of a constructivist curriculum.

The study examined the effectiveness of a 4-week classroom-based, technology-assisted physical activity break program on elementary students' reaction time, response inhibition control, and mathematics performance. Participants included 40 (8-9-year-old) elementary school students located in the mid-south United States (US) who were cluster-randomised and allocated to the intervention (n = 19; 14 boys, 5 girls) and school-as-usual (n = 21; 17 boys, 4 girls) groups. The intervention group played FitNexx active video game 10-minutes daily before mathematics classes. Data collection included mathematics performance test and cued Go/No-Go test for inhibitory control and reaction time. The findings showed that the intervention had a positive effect on students' reaction time (F[2,39] = 29.98, p < 0.001, n[superscript 2] = 0.45) and response inhibition control (F[2,39] = 21.02, p < .001, n[superscript 2] = 0.36). No effect was found on mathematics performance (F[2, 35] = 0.51, p = 0.479, n[superscript 2] = 0.02). The study contributes by providing evidence on how technology-assisted classroom activity breaks can produce positive, chronic cognitive response.

Summary: The aim of this study was to provide a quantitative synthesis of the effects of randomized controlled pediatric lifestyle interventions in treating obesity among 11–17‐year‐old children. We conducted a systematic review and meta‐analysis on the randomized controlled trials, consisting of actual exercise training and nutrition education, published between January 2000 and August 2022. The initial search yielded 2598 articles, with eight articles meeting the inclusion criteria. The articles were analyzed using a multivariate random effects model. The primary outcome variables were body mass index (BMI), standardized BMI (BMIz), and waist circumference (WC). Our analyses showed that lifestyle interventions were efficacious in improving BMI (−1.77 kg/m2, 95% CI [−2.70, −0.83], p < 0.001), BMIz (−0.30, 95% CI [−0.45, −0.16], p < 0.001), and WC (−3.32 cm, 95% CI [−5.35, −1.29], p < 0.001) in children with overweight and obesity. In addition, moderation analyses suggested that the efficacy of the lifestyle interventions correlated positively with participants' weight status and was enhanced when an intervention was boosted with a longer intervention duration and higher frequency. In conclusion, the current evidence suggests that lifestyle interventions are efficacious in treating children with obesity. The available evidence further indicates that duration, frequency, along weight status, were moderating the effectiveness of these lifestyle interventions. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to examine changes in freshman students' objectively measured body mass index (BMI), physical activity (PA), and dietary behaviors (consumption of trans fats, sugars, and added sugars) during their first college semester. Methods: Twenty-eight participants (18.32 ± 2.2) completed the dietary (ASA24-US) and PA (wrist-worn ActiGraph accelerometer) assessments. Non-parametric Paired-Wilcoxon signed-rank tests were used to identify the changes in BMI, moderate-to-vigorous intensity PA (MVPA), vigorous-intensity PA (VPA), and nutrition. Results: The analyses showed a statistically significant increase in BMI (Mbaseline = 22.85[2.87] kg/m2; Mpost = 23.53[3.21] kg/m2; p =.002, r =.53) and MVPA (Mbaseline = 200.94[81.08]; Mpost = 216.92[78.33]; p =.031, r =.41), but there were no statistically significant changes in VPA or dietary behaviors. Conclusions: Although freshman students' PA and dietary behaviors were relatively healthy, efforts to increase VPA and reduce consumption of added sugars are well warranted. [ABSTRACT FROM AUTHOR]

This study aimed to estimate the trends in the body mass index (BMI) and prevalence of obesity among United States (U.S.) adolescents (10–19 years) and to examine the associations between sociodemographic factors and both BMI and obesity prevalence. The 2007–2020 National Health and Nutrition Examination Survey (NHANES), a nationally representative repeated cross-sectional survey data (n = 9,826) were used. Outcomes included: 1) Mean BMI and 2) obesity (yes/no; defined as BMI ≥95% percentile). Sociodemographic variables included age, sex, race/ethnicity, and poverty income ratio (PIR; low-income <1.3, middle-income ≥1.3 and <3.5, high-income ≥3.5). By accounting for the complex survey design, weighted generalized linear/Poisson models were used to conduct the analyses. Girls constituted 49% of the sample. From 2007–2008 to 2017–2020, there was an increase in BMI and obesity prevalence, particularly among Black and Hispanic adolescents, and those from low- and middle-income families. Additionally, there was an increase in obesity prevalence among both boys and girls. However, there were no significant changes in BMI and obesity prevalence in the other race and ethnic adolescents. Girls had a 12% (Adjusted Prevalence Ratio [APR] = 0.88; 95% CI, 0.81–0.96) lower likelihood of being obese than boys. Compared to White adolescents, Black and Hispanic adolescents had 22% (APR = 1.22; 95% CI, 1.06–1.40) and 19% (APR = 1.19; 95% CI, 1.05–1.36) greater risk of being obese. Compared to high-income families, adolescents from low- and middle-income families had 62% (APR = 1.62; 95% CI, 1.39–1.90) and 47% (APR = 1.47; 95% CI, 1.24–1.76) greater risk of being obese, respectively. The results indicated persistent disparities in obesity prevalence among different race/ethnic and sociodemographic groups. Future obesity intervention should address key disparities by targeting specific race/ethnic adolescents from low-income families and promoting health equality. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of a creative physical education (CPE) intervention on students' perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students (M[subscript age] = 10.87[0.93]) from two elementary schools were assigned to the CPE intervention (n = 196; M[subscript age] = 10.84[0.95]) and control 'PE-as-usual' (n = 186; M[subscript age] = 10.90[0.90]) groups. Students' perceived task- and ego-supportive climate in PE, leisure-time PA motivation, and overall PA were measured before and after the one-year intervention. Analyses of covariance and path analyses were implemented to test the effectiveness of the intervention. The intervention had a positive effect on students' perceptions of task-supportive climate in PE (p < 0.001) and a negative effect on ego-supportive climate (p < 0.001). Students' perceptions of task-supportive climate had a positive effect on their leisure-time PA motivation (p < 0.001), which, in turn, had a positive effect on their overall PA (p < 0.001). The results suggest that CPE-based PE may increase students' perceptions of task-supportive climate in PE, which predicts their later leisure-time PA motivation outside the school context and overall PA.

Background: In this study, we examined the development of children's moderate to vigorous physical activity (MVPA) and physical education (PE) enjoyment through the Physical Activity as Civil Skill Program 2012-2014. Methods: Participants were 661 (265 intervention, 396 control) elementary school children in central and northeast Finland. The program was implemented across 2 years with 3 measurement phases using self-reported MVPA and PE enjoyment, and accelerometer-determined MVPA of a random subsample (N = 76). Results: The proportion of children meeting the current MVPA guidelines declined from 38% to 22% (intervention) and 14% to 9% (control), whereas PE enjoyment was stable in both groups. Boys were more physically active than girls only within control group children. Teachers' feedback indicated that violence and bullying among intervention students reduced during the program, which can be considered as an additional benefit. Conclusions: It may be that both MVPA and PE enjoyment may require more tailored actions to be increased across a long-term program. It is important to ensure that school-based physical activity programs, especially including transition from elementary to middle school level, provide all children positive experiences, and thus, may improve their motivation, and MVPA participation during school days and leisure time.

Purpose: Grounded in the trans-contextual model of motivation framework, this cluster-randomized trial examined the effectiveness of an autonomy supportive physical education (PE) instruction on student motivation and physical activity (PA). Method: The study comprised six middle schools and 408 students (M[subscript age] = 12.29), with primary outcomes of students' autonomous motivation in PE and exercise, PA intention, and self-report PA. Results: The path analysis showed that the intervention had a weak positive effect (? = 0.11) on students' perception of autonomy (R[superscript 2] = 0.51), which in turn had a moderate positive effect (ß = 0.29) on autonomous motivation in PE (R[superscript 2] = 0.51). Students' perception of autonomy during PE had a positive effect (ß = 0.63) on their autonomous exercise motivation (R[superscript 2] =0.44) and autonomous exercise motivation had a positive effect (ß = 0.37) on PA intentions (R[superscript 2] = 0.34). Autonomous exercise motivation was an indirect link transferring PE autonomy to PA intentions and participation. Conclusion: The study provides evidence on how motivational experiences in PE transfer to out-of-school PA.

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.

Previous research has shown a decline in physical activity (PA) across college years, females being less physically active compared with males. Scholars have suggested studies to understand gender differences in PA and to examine motivational processes to facilitate college students' PA. Grounded in self-determination theory, the purpose of this study was to investigate the relationships between college students' exercise motivation and weekly PA participation. The study included 96 college students (33 males, 63 females, aged 18 to 24) in a metropolitan college. Findings confirmed a significant gender difference, with males responding more positively concerning intrinsic motivation (t = 3.40, p = 0.001). In addition, through an analysis of variance, we found level of PA had a significant interaction with intrinsic motivation, F(1, 94) = 9.45, p < 0.001, and identified regulation, F(1, 94) = 6.45, p = 0.003. Furthermore, least significant difference tests showed that the differences occurred between inactive and moderately active groups and inactive and very active groups (p values between 0.011 and 0.000). Results from this study concerning motivation for PA with this age group support the premise that self-determined motivation is strongly linked to higher PA participation. The findings of this study provide a better understanding of how to assist college-aged students to live a more physically active and healthy lifestyle.

The study examined the role of motivation in students' performance and engagement in elementary and middle school physical education. Cross-lagged relationships between performance and engagement were investigated across Grades 6-9. A total of 763 (365 girls, 398 boys) Finnish school students (11- to 12-year old) were followed across three years. Students' expectancy beliefs, attainment, intrinsic interest, utility value, and effort were measured using self-report questionnaires, whereas grades were retrieved from the school records. The study showed expectancy beliefs and intrinsic interest values to explain performance, whereas attainment values for girls and intrinsic interest value for boys facilitated the engagement. Although girls and boys were differently motivated, these differences were stable across time. This study supports the utility of the Expectancy-Values Model as a framework to understand motivation. We recommend educators to facilitate students' expectancy beliefs, importance, and intrinsic interest to increase students' performance and engagement in school physical education.

The Finnish education system has received worldwide attention due to the top academic performance of Finnish school students. Physical education, as an integral part of the Finnish education curriculum, potentially contributes to the overall success. The purpose of this article is to summarize Finnish physical education reform during the past decades and to review and critique recent literature that has examined the effectiveness of Finnish physical education programs. This review concludes that physical education has a solid foundation in Finnish schools and that it enjoys strong support in Finnish society. Although physical education contact time has diminished across four decades, the current basic education reform has begun to allocate more time and funding for elementary and middle school physical education. The literature review, however, revealed limited evidence on the effectiveness of physical education programs. In the future, robust studies are needed to provide evidence of the effectiveness of physical education. It is likely that with rigorous research evidence, the current efforts to allocate more time for physical education should be more easily justified and supported.

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 -0.15 to 0.26.

The main purpose of this longitudinal study was to investigate the role of motivational climates, perceived competence and motivational regulations as antecedents of self-reported physical activity during junior high school years. The participants included 237 Finnish students (101 girls, 136 boys) that were 13 years old at the first stage of the study. Students completed the motivational climate and perceived competence questionnaires at Grade 7, motivation towards physical education questionnaire at Grade 8, and self-reported physical activity questionnaire at Grade 9. A path analysis revealed a path from task-involving motivational climate via perceived competence and intrinsic motivation to self-reported physical activity. Perceived competence and intrinsic motivation were statistically significant mediators between task-involving motivational climate and self-reported physical activity. This finding supports the four-stage causal sequence model of motivation. (Contains 3 tables and 2 figures.)

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. (Contains 2 tables, 2 figures, and 1 note.)

This study aimed to compare short- and longer-term psychological and behavioral effects of the exergaming (EX-GAME) and traditional group aerobic training (TRAD) on psychological constructs and physical activity adherence. Young adults (n = 55; 18–24 yrs) were randomized to the EX-GAME and TRAD (active control group) training regimens which had identical exercise volume (3/w, 50 min for 6w). The results indicated that EX-GAME was more effective in improving short- and longer-term autonomy satisfaction (F[1, 41] = 6.12, p =.020, ηp2 =.12) and intrinsic motivation (F[1, 41] = 7.31, p =.009, ηp2 =.19), but TRAD resulted in greater exercise exertion (t[41] = 5.03, p <.001, d = 1.51), enjoyment (F[1, 41] = 6.27, p =.018, ηp2 =.13), and relatedness (F[1, 41] = 4.56, p =.032, ηp2 =.10). TRAD had showed a larger long-term effect on identified regulation (F[1, 41] = 5.10, p =.029, ηp2 =.11). The results indicated that autonomy is a key agent for a longer-term change, contributing to the positive development of intrinsic motivation (R2 =.45), identified regulation (R2 =.27), and reducing amotivation (R2 =.10). It is noteworthy that interventions did not have longer-term effects on physical activity. The study identified subtle differences between these two training modalities in changing intervention outcomes. [ABSTRACT FROM AUTHOR]