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Several scholars have examined how sport stars and other celebrities establish personal brands on social media, but few studies have used a longitudinal research design to study the self-branding process itself and measure changes in self-branding behaviors over time. Based on a content analysis of 6,240 images posted on Instagram by 112 top-ranked professional disc golfers, this study shows how self-branding is a common practice even among the players of this lesser known sport. Drawing on Goffman’s work on impression management, self-branding is conceptualized as goal-oriented, strategic communication. The players’ uptake in self-branding may be a response to the disc golf industry’s rapid growth and new opportunities to market products on social media. While the study partially supports this perspective, it also reveals an interesting contradiction. Many players engaged in self-branding regardless of their social status or ability to monetize their personas. Bourdieu’s concepts of habitus, field, and capital may help explain why self-branding is so widespread among lifestyle athletes.

The use of social media is reflective of an individual’s culture. The purpose of this study was to examine the influence of the cultural context on Australian and Singaporean sportswomen’s uses of social media. In-depth interviews with 12 elite sportswomen from both countries combined with supplementary information collected through the participating athletes’ Instagram profiles showed that social media uses are influenced by uncertainty avoidance, individualism or collectivism, masculinity or femininity, and long- or short-term orientations. By applying Hofstede and Bond’s cultural dimensions framework, the study presents new knowledge on three cultural dimensions (i.e., uncertainty avoidance, masculinity vs. femininity, and long-term vs. short-term orientation) and broadens the field of sport and social media by comparing the use of social media between athletes from diverse cultures. The study offers significant insight for designing a branding strategy that encompasses cultural contexts to guide athletes on their use of social media.

Sports betting in the United States is exploding in popularity and has the potential to change the way sports fans interact with sports properties and sports content. However, not all sports bettors are the same, and market segmentation research provides a resource for more targeted communication and marketing strategies. Utilizing behavioral and psychographic data, the current study segmented 1,077 sports bettors by involvement. The segments were then contrasted on a number of factors within the framework of Mowen’s 3M model of motivation and personality. A sample of 513 nonbetting sports fans was also included as a segment within the analyses. Statistically significant differences were found at the motivational, elemental, compound, and surface trait levels between the betting segments and between the betting and the nonbetting sports fans. The findings point to a strong emotional draw regardless of involvement yet a clear need for the betting industry to educate on issues related to jurisdictional legality and common language.

While sports fandom and social media advertising have been widely studied, and all major, professional teams use social media campaigns for direct sales, there is surprisingly little research on the relationship between fans’ social media engagement behavior (SMEB) and their purchase intention (PI), and none that differentiates PI across different platforms and sports contexts. This study addresses those gaps by exploring (a) how different kinds of fans engage their teams’ advertising on various social media and (b) how those different behaviors predict PI in different contexts. To do so, we utilized an SMEB framework to interpret survey data (N = 452) of U.S. sports fans’ social media engagement with their favorite teams over six popular platforms for two situations—in-game and out-of-game. Regression analyses determined the extent to which those behaviors predict PI across different sports and platforms during and outside of games. Our results show that fan SMEB varies by sport, platform, and situation. Furthermore, we found that information-acquiring social media behaviors—such as checking scores—best predict PI in-game, while fan-identity cultivation social media behaviors—such as posting—best predict PI out-of-game. In addition, PI predictability varies across platform and game situation, but not across age, gender, or even level of fandom. By contextualizing the relationship between fan SMEB and PI, our study lays a foundation to address these lingering gaps in the sport communication literature while providing actionable insights for teams and brands seeking more effective sales campaigns across an array of social media.

Physical activity policy can play a crucial role in ensuring that individuals, communities, and societies can obtain the wide range of health benefits associated with regular physical activity participation. Policies such as Title IX, the Americans With Disabilities Act, and state physical education laws have all increased opportunities for millions of Americans to participate in physical activity. With that said, how policies are developed and implemented vary considerably. The purpose of this manuscript is to contrast an academic conceptual framework with a pragmatic approach for policy implementation. In an ideal world, polices would be developed from foundational knowledge, scaled up to community-level interventions, and implemented in a sequential fashion. However, policy implementation is a disorderly process that requires a practical methodology. The National Physical Activity Plan encompasses strategies and tactics across 10 key societal sectors—and highlights the disorderly process of policy implementation across the various sectors.

Dissemination and implementation (D&I) science can be described as the scientific study of the strategies and mechanisms by which scientific evidence is disseminated and implemented in community or clinical settings to improve outcomes for a specified population. This paper provides an overview of D&I science as it relates to health and physical activity promotion. It provides definitions and specifications for D&I strategies and an overview of the types of theories, models, and frameworks used to advance this work. Finally, this review demonstrated the need for physical activity researchers to (a) test relationships between changes in D&I explanatory constructs and D&I outcomes; (b) determine the utility of D&I strategies, based on explanatory theories, to improve intervention reach, effectiveness, adoption, implementation, and maintenance; (c) develop strategies to take interventions to scale and reduce disparities; and (d) develop interventions and D&I strategies, in collaboration with those who would ultimately be responsible for implementation.

Physical activity is a health-protective factor that can reduce disease risk in later life. Designing interventions that increase physical activity participation are paramount but need to increase potency and reduce the time to effectiveness. This paper aims to outline one transdisciplinary, team science effort to increase behavioral intervention potency through the integration of the autonomous cognition model whereby data guide each decision in developing a school-based physical activity intervention. Examples of data collected by stage and a summary of potential action steps are provided.

Physical activity programs in school and community settings have the potential to foster positive youth development related to social and emotional learning. However, research findings and best practices that promote these outcomes are often not implemented in practice. The field of implementation science can help researchers understand and navigate the barriers to implementing what we know from research into policy and practice (i.e., to bridge the know-do gap). In this paper, after describing positive youth development, social emotional learning, and their application in physical activity settings, I share reflections from my engaged scholarship with the teaching personal and social responsibility model to illustrate ways my collaborators and I have tried to address the know-do gap. Lessons learned about ways that kinesiology researchers can actively support the implementation of our research in society are discussed.