Sport specialization in Swedish football players: Investigating a model of antecedents and outcomes

Drawing on data from the present and former football players (N = 1026) selected to a national football talent programme at the age of 15, this study explores a model of sport specialisation. We examined three specific aspects of sport specialisation including early football specialisation, participation in youth elite football training environments (i.e. academies) and enrolment in upper secondary football specialisation schools. Antecedents of these sport specialisation factors included gender (i.e. sociocultural), grit (i.e. personality) and perceptions of family finances (i.e. social). Outcomes focused on adult football participation at the age of 21 including elite skill acquisition (i.e. playing elite football) and personal development (i.e. participation in non-elite football). Findings revealed that females were less likely to gain access to elite football training or school specialisation environments. There was also a positive association between grit and participation in elite training environments. In terms of outcomes, players, who got trained in elite training environments during adolescence, were twice as likely to play elite football at the age of 21, while those who attended football specialisation schools were more likely to participate in non-elite football at the age of 21. Early specialisation was not associated with either adult participation outcome. This is one of the few studies to date addressing diverse antecedents and outcomes of sport specialisation factors. Understanding how sport specialisation practices relate to future skill acquisition and personal development can provide guidance for maximising the benefits of youth sport programming.HighlightsGirls had less opportunity to participate in elite training environments and school football classes.Early specialisation was unrelated to elite football participation at the age of 21.Participation in youth elite training increased the likelihood of elite status as an adult.Need for closer examination of sport specialisation disparities for female players.

Expanding the Discrete Emotions in Physical Education Scale (DEPES): Evaluating Emotions With Behavior and Learning

Purpose: Students' affective experiences represent essential physical education (PE) learning outcomes. However, measuring these essential internal processes and understanding how they relate to behaviors has been difficult and limited thus far. The purpose of this study was to expand the Discrete Emotions in Physical Education Scale (DEPES) from the original three in-activity emotions (enjoyment, boredom, and anger) to include three additional outcome-related emotions (pride, shame, and relief). Method: Exploratory structural equation modeling (ESEM) analyses investigated the factor structure for the DEPES expansion with middle school (i.e., 6^th, 7^th, & 8^th grade) students from the United States (N = 495; Mage = 11.96 (SD = .98), 57% Female). Additionally, we examined predictive validity with relevant outcomes including perceived social competence, disruptive behavior, and multiple meta-cognitive knowledge beliefs (declarative, conditional, and procedural). Results: ESEM for the six emotions showed good model fit. Standardized factor loadings yielded strong primary loadings with minimal cross loading, suggesting discriminant validity for both in-activity and outcome-related emotions. Also, predictive validity of students' disruptive behavior (21%), social competence (40%), and metacognitive knowledge (40-57%), accounted for a significant portion of knowledge variance. Conclusion: The six emotions measured by the DEPES can provide clear and precise information on students' affective experiences in PE. Furthermore, measuring a variety of discrete emotions can help researchers/teachers capture unique motivational tendencies in students' behavior and knowledge. The evidence speaks to how limiting general positive/negative affect may be when trying to understand students' motivation/behaviors in PE. Overall, the DEPES can make valuable contributions to PE research and practice.

Prolonged Sitting in University Students: An Intra-Individual Study Exploring Physical Activity Value as a Deterrent

University students are a subpopulation of young adults highly susceptible to prolonged bouts of sitting. The purpose of this study was to investigate university students' intra-individual patterns of prolonged daily sitting, exploring gender and physical activity value beliefs as covariates. A total of 71 students reported the number of days each week they spent in bouts of prolonged sitting (2 + continuous hours) over a five-week timeframe. The findings revealed that at the beginning of the study, the students spent about four days per week in prolonged bouts of sitting although there was substantial variability in the sample. Intra-individual changes over the five weeks occurred in a non-linear fashion with a variability in these trajectories. Men reported approximately one less day of prolonged sitting per week although gender did not predict changes over time. Physical activity value beliefs were negatively related to prolonged bouts of sitting when averaged across time. The results illustrate the variable nature of prolonged sitting in university student populations, highlighting the need for implementing individualized intervention strategies targeting sedentary behavior.

Emotion and Motivation Consequences of Attributional Training During a Novel Physical Task

Purpose: Students' positive emotional experiences are an essential physical education outcome because they promote achievement-oriented cognition and behavior. The manner in which students attribute success and failure triggers emotional experiences. Students' beliefs that success is under their control are thought to be a precursor to positive emotions. Research on these relationships has mostly been observational; thus, experimental design was used to address this gap. The purpose of this study was to investigate the effects of attributional training (AT) on students' emotions and motivation toward a PE-related task. Method: Participants were female university students (N = 144; Mage = 20.92, SD = 2.13) recruited from Kinesiology courses. Participants were randomly assigned to one of the three experimental treatments (high AT = 46; low AT = 49; control = 49). Each treatment group received targeted control belief prompts, instruction, and feedback while learning a novel task. Data were collected on students' emotions and motivation before and after treatment. Results: Repeated measures analysis showed that participants receiving high AT increased enjoyment and reduced boredom over time compared to other groups. Feelings of anxiety trended down over time in all three groups while feelings of relief trended up. Free-choice activity did not show a significant group by time interaction. Conclusion: Our results show that AT can influence control beliefs in ways that increase students' enjoyment and reduce boredom in physical education tasks. Therefore, training physical education teachers to create a high AT learning environment appears to be a viable strategy for promoting adaptive emotions when students are learning novel tasks.

Young Adults' Short-Term Trajectories of Moderate Physical Activity: Relations With Self-Evaluation Processes

Young adults face numerous barriers that can undermine their engagement in healthy behaviors. For example, young adults on average experience disproportionally large declines in physical activity (PA) participation compared to other demographic groups. Self-evaluation processes may help explain these declines. This study investigated young adults’ weekly trajectories of moderate physical activity, exploring self-evaluation processes, including self-efficacy and shame as time-varying covariates. A total of 71 young adults (Mage = 21.25, SD = 1.18; 55% male) reported moderate physical activity, exercise self-efficacy, and anticipated shame toward exercise once a week for 5 weeks. Latent growth curve models showed that a linear slope fit these data better than alternative models. Parameters of the linear model revealed that these young adults reported engaging in 40 min of moderate PA approximately 3 days per week. However, there were physical activity differences in initial levels and rates of change. Exercise self-efficacy consistently predicted physical activity in a positive direction and with a small-to-medium magnitude. Anticipated shame was an inconsistent predictor of physical activity, showing a negative direction and small magnitude at time one and on average across the 5 weeks. These findings highlight considerable variability in young adults’ short-term trajectories of physical activity and underscore both positive and negative processes of exercise related self-evaluations. Future physical activity interventions targeting young adults should incorporate strategies that enhance self-efficacy (e.g., mastery experiences) and reduce feelings of shame (e.g., attribution training).

Bifactor structure and model reliability of the Test of Gross Motor Development - 3rd edition

OBJECTIVES

This study investigated the structure of the Test of Gross Motor Development - 3rd edition (TGMD-3). Specifically, we examine bifactor structure, which simultaneously models a fundamental motor skills (FMS) general factor and specific factors for locomotor skills and ball skills, compared to other models.

DESIGN

Cross-sectional design using the TGMD-3 normative sample.

METHODS

The sample (N = 862) of children (Mage = 6.51, SD = 2.23) was matched based on United States census data, ensuring appropriate percentages of demographic representation and disability status. Confirmatory factor analyses, exploratory structural equation modeling, model-based reliability estimates including coefficient omega hierarchical, and coefficient omega hierarchical subscale, explained common variance estimates, and relative parameter bias were examined.

RESULTS

Findings revealed bifactor structure produced a better model fit compared to both one-factor and two-factor models. Furthermore, model reliability estimates that parceled true score variance for the general FMS factor, locomotor skills factor, and ball skills factor yielded high internal consistency for FMS (.797) but not locomotor skills (.168) and ball skills (.216). Finally, explained common variance (.852-.879) and relative parameter bias (.018-.072) estimates identified the strength of the run, skip, slide, and dribble skills tests to represent the FMS general factor.

CONCLUSIONS

Our findings demonstrate the advantages of using bifactor structure to examine the TGMD-3 compared to one-factor and two-factor models. Additionally, these results provide further evidence that using the TGMD-3 to examine an overall FMS general factor may explain more variance in performance and provide a better picture for evaluating children's current FMS levels compared to subscales independently.

Validation of the Activity Preference Assessment: a tool for quantifying children's implicit preferences for sedentary and physical activities

BACKGROUND

High levels of sedentary behavior and low physical activity are associated with poor health, and the cognitive determinants of these behaviors in children and adolescents are not well understood. To address this gap, we developed a novel, non-verbal, computer-based assessment to quantify the degree to which youth prefer to be sedentary relative to physically active in their leisure time.

METHODS

The Activity Preference Assessment (APA) uses a forced-choice paradigm to understand implicit decision-making processes when presented with common sedentary and physical activities. The APA bias score ranges from - 100 to + 100, with positive scores indicating a relative preference for sedentary activities, and negative scores representing a preference for physical activities. In 60 children ages 8-17 years, we assessed the validity of this behavioral task against a free-choice play observation, accelerometry-measured activity, anthropometrics and body composition, and cardiorespiratory fitness. We explored neighborhood, family, and individual-level factors that may influence implicit activity preferences. Test-retest reliability was assessed over one week.

RESULTS

The majority of children (67%) preferred sedentary relative to physical activities. APA bias scores were positively associated with sedentary time during free-choice play. In girls, bias scores were negatively associated with average daily MVPA. APA bias scores were positively associated with body fat and negatively associated with cardiorespiratory fitness. These findings were independent of age, sex, and race/ethnicity. Neighborhood access to physical activity spaces, the number of people in the home, perceived physical self-competence (e.g., coordination, strength), and self-reported depressive symptoms were associated with activity preferences. The intra-class correlation for test-retest reliability was r = 0.59.

CONCLUSIONS

The APA shows promise as a novel tool for quantifying children's relative preference for sedentary versus physical activities. Implicit bias scores from the APA are clinically meaningful, as shown by significant associations with adiposity and cardiorespiratory fitness. Future longitudinal studies should examine the directionality of the association between preferences and health markers, and the degree to which implicit activity preferences are modifiable. Importantly, the task only takes an average of 10 min to complete, highlighting a potential role as an efficient screening tool for the propensity to be sedentary versus physically active.

TRIAL REGISTRATION

ClinicalTrials.gov NCT03624582 .

Moderate-to-vigorous physical activity as a predictor of changes in physical self-concept in adolescents

OBJECTIVE

Physical self-concept and moderate-to-vigorous physical activity (MVPA) are fundamental components of adolescents' health and well-being. Previous research suggests that physical self-concept and MVPA share reciprocal relations whereby physical self-concept is both an antecedent (i.e., self-enhancement) and outcome (i.e., skill development) of MVPA. However, these studies rely on subjective reports of MVPA, which can produce social desirability bias and challenge youth's recall capabilities. In order to address this gap, we test a reciprocal effects model examining the interplay between adolescents' physical self-concept and its facets and 7 days of objectively measured MVPA.

METHOD

Australian adolescents (N = 1,767) completed 4,136 time-specific observations across 3 waves of data. Structural equation modeling was used to test the reciprocal effects model.

RESULTS

After controlling for body mass index and sex, results only supported the role of MVPA as an antecedent of physical self-concept. The percentage of time adolescents spent in MVPA during school was especially important to predicting a higher physical self-concept in the future.

CONCLUSIONS

Findings did not support a reciprocal effects model of physical self-concept and objectively measured MVPA. Rather, physical self-concept and facets were outcomes of school-based MVPA, suggesting emphasis be placed on promoting adolescents' physical activity participation. This study demonstrates the benefits that school MVPA provides to adolescents' development of a positive physical self-concept, which is essential to optimizing long-term health and well-being. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Student Interest and Engagement in Middle School Physical Education: Examining the Role of Needs Supportive Teaching

This study examines the complexities of the social learning environment in middle school physical education. Specifically, we investigate the independent and interactive predictive effects of situational interest and needs supportive teaching on students’ personal interest and class engagement. Middle school students (N = 388) in compulsory physical education courses completed questionnaires on situational interest, needs supportive teaching, personal interest, and behavioral and emotional engagement. Results from structural equation modeling tests revealed independent predictive effects of situational interest and needs supportive teaching on personal interest, and behavioral and emotional engagement. There was also an interactive effect between situational interest and needs supportive teaching on personal interest. This association was conditional on a minimum level of needs support in the social learning environment. To date, the conceptualization of situational interest has focused on student – activity interactions; however, our findings highlight the importance of social learning environment on student – activity interactions.

Knowledge, Attitudes, Self-Efficacy, and Healthy Eating Behavior Among Children: Results From the Building Healthy Communities Trial

Background/Aim. Increased knowledge, attitudes, and beliefs about a topic and behavioral capability and self-efficacy for healthy eating are often a precursor to behavior change. The purpose of this study is to determine the effectiveness of the multicomponent school-based program on children's healthy eating knowledge, attitudes, and self-efficacy for healthy eating, and on their eating habits over time. Method. Quasi-experimental (4 treatment, 2 comparison) in a metropolitan area using a pretest-posttest method. Participants were 628 fifth-grade youth (377 treatment, 251 comparison) with a mean age of 9.9 years. The Building Healthy Communities (BHC) program is an 8-month school-wide healthy school transformation program and includes six main components. Outcome measures include children's healthy eating knowledge, attitudes, self-efficacy, and behavior. Missing data were imputed, confirmatory factor analysis tested scale factor structure, and path analysis determined a parsimonious path explaining behavior change. Results. The Student Attitudes and Self-Efficacy (SASE) scale had good measurement model fit. BHC group's healthy eating knowledge and behaviors increased significantly, while SASE remained moderate. For both groups, the students' knowledge and SASE significantly predicted their healthy eating behaviors; however, the intervention group accounted for a greater amount of variance (35% vs. 26%). Discussion. The BHC program was effective in improving healthy eating knowledge and behavior among youth, and the relationship between variables did not vary by group. Healthy eating knowledge is a significant predictor of both future knowledge and behavior.

A Reciprocal Effects Model of Children's Body Fat Self-Concept: Relations With Physical Self-Concept and Physical Activity

This study investigated a reciprocal effects model (REM) of children's body fat self-concept and physical self-concept, and objectively measured school physical activity at different intensities. Grade four students (N = 376; M age = 9.07, SD = .61; 55% boys) from the midwest region of the United States completed measures of physical self-concept and body fat self-concept, and wore accelerometers for three consecutive school days at the beginning and end of one school year. Findings from structural equation modeling analyses did not support reciprocal effects. However, children's body fat self-concept predicted future physical self-concept and moderate-to-vigorous physical activity (MVPA). Multigroup analyses explored the moderating role of weight status, sex, ethnicity, and sex*ethnicity within the REM. Findings supported invariance, suggesting that the observed relations were generalizable for these children across demographic groups. Links between body fat self-concept and future physical self-concept and MVPA highlight self-enhancing effects that can promote children's health and well-being.

Effect of a sport education program on motivation for physical education and leisure-time physical activity

PURPOSE

The purpose of this study was to examine the effect of a high school sport education curriculum program on students' motivation for physical education and leisure-time physical activity.

METHOD

Participants were 568 high school students enrolled in the required physical education programs at 2 schools, 1 taught using sport education and the 2nd using a multiactivity model of instruction. A motivational profile survey, which included student psychological need satisfaction, autonomous motives, perceived effort and enjoyment in physical education, and physical activity intention and behavior, was completed by all participants prior to and at the end of the 2-year physical education program.

RESULTS

Mixed-model analysis of variance tests revealed that the students in the sport education program reported greater increases in perceived effort and enjoyment of the program compared with the students taught within the multiactivity model. Hierarchical multiple regression analyses showed that these positive affective outcomes were facilitated by the development of more autonomous forms of motivation. RESULTS revealed limited support for the direct transfer of motivation from a sport education program to increases in leisure-time physical activity behavior.

CONCLUSION

Sport education facilitates more internalized forms of student motivation in required physical education programs, but without the provision of an appropriately designed extracurricular outlet, the potential of transfer to leisure-time physical activity may not be achieved.

Effective teaching in physical education: using transportation metaphors to assess our status and drive our future

In our reflection on Rink's (2013), McKenzie and Lounsbery's (2013), and Ward's (2013) characterizations of effective teaching in physical education (PE), 2 themes emerged that permeate these diverse perspectives: policy and accountability. In our commentary, we focus our initial discussion on the implications that policy and accountability have on effective teaching in PE. A thread running through this discussion is the feasibility of promoting effective teaching in the context of current policy and demands for accountability. We provide an argument that school PE is in peril and draw parallels to previous commentaries of research on teaching. We conclude with comments highlighting steps that have the potential to revitalize school PE as a core element in school curricula. We argue that if school PE is to survive, it is critical that we advocate for policies that promote and support quality daily PE. To do that, we must convince decision makers that PE makes a valuable contribution to the school curriculum using data-based evidence. We must also recruit quality students into PE teacher education programs who are dynamic leaders in schools and communities. Finally, researchers in effective teaching in PE must make meaningful contributions to the broader field and work with interdisciplinary research teams to address issues related to promoting physical activity through education.