The Self-Presentation Motives for Physical Activity Questionnaire: Instrument Development and Preliminary Construct Validity Evidence.

This chapter focuses on physical activity, and specifically sport and exercise, as one particular sphere of social life where self-presentational processes have been implicated in communication. It aims to explicitly discuss self-presentation in physical activity settings as a communicative process and to elaborate on some of the implications involved in taking this view. The chapter represents a somewhat novel direction regarding self-presentation within physical activity, many of the ideas that we present represent prospective lines of research that are, as yet, under-developed or unexplored in physical activity settings. It discusses practical implications of contemporary self-presentation research for: self-presenters and interventionists. The chapter provides a starting point for researchers to more fully consider links between self-presentation and communication in physical activity settings. Within physical activity settings, there has been little attention devoted to communicative aspects of self-presentation. Instead, researchers have largely focused on prospective links between self-presentational motives, processes, and physical activity behavior.

In this article, a critical eye is cast over research into self-presentational processes in physical activity settings, and a focus is given to recent developments in the study of impression motivation. In line with calls for theoretical advancement in this area, we draw from the literature on approach/avoidance and agency/communion distinctions in the construction of a 2 × 2 framework for the study of self-presentation motives. We propose that when performing physical activity within interpersonal environments, individuals may adopt acquisitive-agentic, acquisitive-communal, protective-agentic, and/or protective-communal motives. Theory-derived predictors of these motives, implications of motive endorsement, and possible moderators of the effects of motive adoption on physical activity outcomes are discussed.

The sport and exercise psychology literature is replete with comprehensive (and contemporary) reviews of self‐efficacy. This chapter provides an overview of self‐efficacy theory, and briefly traces self‐efficacy research in physical activity (i.e., sport, exercise) settings. The study of individuals’ confidence regarding certain “self‐regulatory” processes—typically under the term self‐regulatory —is particularly prominent within research on exercise and physical activity participation. The chapter highlights (some of) the unresolved issues that require the attention of sport and exercise psychology researchers. These unanswered questions include: revisiting the function and measurement of self‐efficacy beliefs; checking the blind spot: better understanding the negative within‐person effects of self‐efficacy; investigating efficacy resilience and generality processes; and experimental and intervention work on relational efficacy beliefs.

Music is a daily influence in our lives. One aspect of music is being used in a physical activity (PA) setting. One specific area where music is being used is in K-12 physical education (PE) classes. Previous research has been conducted in elementary and junior high school PE. For this study, the effect on high school PE students’ PA was investigated when music was played and when it was not. For this study, 75 high school students (49 males and 26 females) participated. Participants wore pedometers to measure steps taken and time in activity. Student enjoyment in the activities was also measured. The participants participated in two activities: pickleball and badminton. Generally, it was found that high school students took more steps and had more time in the activity when music was playing. This study is the third study dealing specifically with K-12 PE, investigating music’s effect on PE students’ rates of PA.

Family environment plays an important role across adolescents' development and their participation in physical activity. Adolescents' participation in physical activities is influenced by expectations and beliefs held by parents. Parental encouragement as well as engagement in physical activities has a significant impact on their children's participation levels. PURPOSE: The study examined adolescents' participation in physical activity and leisure settings in relation to their families' location, social class, parental income and commitment to engagement in physical activities. METHODS: The sample comprised fifty-two sixteen year old adolescents (26 boys and 26 girls) from different socioeconomic backgrounds. Semi-structured group interviews enabled participants to explore themes related to family involvement in physical activity and leisure. Data analysis was conducted using inductive and deductive analytical procedures, which involved scanning the data for categories, developing working typologies on an examination of initial cases and then modifying and refining them on the basis of subsequent cases. RESULTS: The study identified factors such as location, financial support, encouragement and motivation as determinants of adolescents' participation in physical activities. Encouragement and motivation to engage in physical activities was evident in higher socioeconomic status (SES) families compared to their lower SES counterparts. Families with high socioeconomic status (SES) addressed adolescents' physical activity involvement as part of their everyday routines in the form of transport to sporting events and local sports club or during the weekends with a whole family approach to activity. Adolescents from low SES families suggested that parental income and parental work commitment was a barrier to their participation. CONCLUSION: The study suggests that physical activity was highly valued in families from high SES compared to lower SES families. Location and income were identified as perceived barriers to adolescents' participation in physical activity for those from lower SES groups. Future interventions aiming at increasing physical activity levels in adolescents should target factors such as cost, access, income and location to reduce inequalities in participation.

Purpose: Size inclusive physical activity settings may help mitigate the impact of physical activity-related weight stigma. In this interpretive description study, we aimed to understand how women with larger bodies experienced size inclusive physical activity settings. The study was informed by a settings-based approach to health promotion. Method: We interviewed nine women with larger bodies who participated in size inclusive physical activity and used an inductive approach to analyze the data. Findings: At the individual level, size inclusion was experienced as an enhancement of well-being, self-worth, and belonging. This was closely tied to the interpersonal level, whereby weight-neutral practices used by fitness instructors and lack of judgment from other exercisers contributed to experiences of size inclusion. At the organizational level, the organization’s culture, marketing, programs, and physical spaces could enhance or limit inclusion and participation. However, weight stigma was prevalent in women’s experiences outside the physical activity setting. Conclusion: We provide recommendations to improve size inclusion in physical activity settings.

Relations between self-efficacy beliefs, self-presentation motives, personal task goals, and performance on endurance-based physical activity tasks

The purpose of this study was to investigate the effects of coed (coed) and single-gender game-play settings on the activity levels of Caucasian and African American high school physical education students. Students participated in flag football, ultimate Frisbee, and soccer units. Classes were as follows: there were two coed classes, two coed classes were split into male and female teams for game play, one class was exclusively female, and one class was exclusively male. Digi-walker pedometers were worn by students to monitor activity levels calculated as steps per minute. High school males, on average, had higher step counts than females in all settings, and Caucasian students were more active, on average, than African American students. There were no differences in activity levels for females between coed and single-gender game-play settings. There was some evidence, however, that in ultimate Frisbee and soccer units, male students in males-only classes were less physically active than were males in coed and split coed classes. Teacher interaction rates and team-sport preferences rather than the gender composition might have contributed to differences in activity levels of the classes.

Little is known about physical activity in adults at differing risk of cardiovascular disease (CVD). Here, we describe and compare the physical activity and patterns of association with physical activity by CVD risk status based on data from computer-assisted telephone interviews of 2002 men and women aged 50–70 years in Germany. Physical activity preferences, settings, and health-related attitudes were assessed and groups were compared using chi-square and non-parametric tests. Stratified multi-variable regression models identified factors associated with regular physical activity (at least once a week for 6 months). The proportion of respondents engaging in regular physical activity ranged from 53.8% to 60.6% across the groups (P=0.08). Respondents with and without CVD/CVD risk factors varied modestly regarding the type and settings for physical activity. However, models stratified by CVD risk demonstrated different patterns of association with regular physical activity. Socioeconomic status, for example, was important for respondents with CVD-related risk factors (odds ratio=2.30; 95%CI: 1.38 to 3.85 for high vs. low socioeconomic status), while internal health locus of control and other attitudes towards physical activity were important for respondents with CVD (odds ratio=1.20; 95%CI: 1.06 to 1.35 per unit increase at subscale score). Our data provide opportunities for developing physical activity interventions targeted at individuals with differing cardiovascular risk.

Despite the large body of literature and advocacy for evidence-based behavior management practices when working with children, explicit steps and strategies for implementing such practices are less common. This may be a barrier for practitioners working with children with disabilities and unique behavioral needs within physical education and other physical activity settings. This article introduces response interruption and redirection within physical education and physical activity settings and provides practical steps and strategies for how teachers and other practitioners can redirect a variety of off-task behaviors.

FROM ‘IT MAKES ME FEEL FREE’ TO ‘THEY WON'T LET ME PLAY’: THE BODY AND PHYSICAL ACTIVITY-RELATED PERCEPTIONS AND EXPERIENCES OF CHILDREN WITH CONGENITAL HEART DISEASE

Physical activity can benefit individuals with severe mental illness (SMI) (Richardson et al., 2005). The benefits of physical activity for individuals with SMI are threefold: psychological, social and physical. Psychologically, patients can experience mood elevating effects, reduced anxiety, improved concentration, increased self-esteem and reduced psychiatric symptoms like voices (Faulkner & Biddle, 1999). Socially, co-patients in the physical activity setting can motivate, support and encourage interaction (Fogarty & Happell, 2005), facilitating the development of a positive social identity. Physically, patients can combat a significant side effect of anti-psychotic medication such as weight loss (Faulkner et al., 2003). Despite individuals with SMI understanding that there are benefits from engaging in physical activity, many have limited confidence in their ability to exercise and often perceptual biases (e.g., concerns generated from self-presentation, negative interpretaion of an interaction) can act as barriers in new and unknown settings (Soundy et al., 2007). A perceived inability to exercise, coupled with a lack of social support can lead to a further reduction in exercise participation and, potentially, permanent withdrawal from exercise (Ussher et al., 2007). Thus, there are (a) barriers that affect the initiation of exercise, as well as (b) barriers that prevent the adoption of a more physically active lifestyle. In support, a recent Cochrane review (Gorcyznski & Faulkner, 2011) has called for research to develop further understanding into how best to help patients with SMI begin and continue to exercise. Whilst some initial understanding has been provided regarding the initial engagement in physical activity, further information is needed to illustrate how experiences of physical activity vary. To this end, research is needed to consider and illustrate the psychosocial barriers and facilitators to activity in the adoption of exercise, but also in the long term maintenance of activity. This has been illustrated, although not comprehensivly evaluated, in previous research: In some research this is explicitly adressed, for example, Carless (2007) considers physical activity as phases requiring support when beginning (awareness raising) and during (engagement and practical facilitation) activity. Other research implictly addresses this; for example, Raine et al., (2002) consider the engagement of exercise in community and illustrate the experience of inititating and maintaining activity. It is clear,

People in larger bodies often experience weight bias within physical activity settings, which significantly effects their relationship with physical activity (1). Weight bias refers to negative weight related judgements that are often made towards people living in larger bodies. People in larger bodies are often encouraged to exercise for weight management but are also consistently mistreated and judged in public physical activity spaces (2). This creates a lose-lose situation fostering fear of judgement, lower self-confidence and a greater tendency to avoid all forms of physical activity (3,4). Despite the known health benefits of physical activity, persistent bias undermines physical activity engagement and contributes to poor health outcomes. For fitness and health professionals, recognizing this dynamic is crucial. To foster truly inclusive physical activity environments, a weight inclusive approach is essential (5). This means prioritize movement for its diverse benefits like strength, stress relief, mobility, and mental well-being, rather than solely focusing on weight management (6). Practitioners must also reflect on their own biases, in order to create physical activity spaces that are accessible, safe, and respectful for all body sizes, emphasizing health and quality of life over, weight or size related outcomes (7).

The use of technology to promote physical activity has been rapidly gaining popularity as technological advances find ever-broadening applications. Though some technology aspects (i.e., on-screen video games) were for long perceived to be incompatible with efforts to diminish physical inactivity, evolving technology has made incorporating newer forms possible in physical activity settings. Professionals interested in physical activity continue to explore and embrace more technology applications with features that advance movement goals. For example, technologies such as the Striiv pedometers, which use virtual challenges and virtual rewards to make movement habitual, demonstrate how habit-forming technology could help to spur sustainable healthy levels of physical activity. This article proposes increased exploration and utilization of habit-forming technology features to encourage more physical activity time in and outside of the physical education classroom. It suggests deliberately seeking technologies with built-in virtual challenges and reward systems to help create and sustain robust physical activity habits necessary for health.

This study explores the social factors that influence young people's participation in school and out of school physical activities. Fifty-two 16-year-old adolescents from different socioeconomic backgrounds in one suburban and one inner-city secondary school in the Midlands, UK, participated in group interviews which explored their perceptions about physical activity and the constraints they had experienced. The study suggests that involvement in physical activity is linked with students' social class, home environment and economic status. The level of participation of students from lower socioeconomic backgrounds was limited compared to their higher socioeconomic counterparts. Furthermore, adolescents' `cultural', physical' and `economic' capital were salient factors in their involvement in physical activity settings. This study stresses the need for better and wider provision of structured physical activity in schools in economically deprived areas to compensate for lower participation levels.