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This study argues, based on macro theory, which integrates self-determination and broaden-and-build theories, that a coach’s servant leadership enhances athletes’ intrinsic motivation and positive affect, thus enhancing their serving behaviors toward their teammates. In Study 1, data were collected from 600 athletes belonging to university athletic clubs in Japan through an online survey. In Study 2, data were collected from a university with one of the largest sport faculties in Japan at two time points—with 311 university athletes at Time 1 and 269 athletes, 3 months later, at Time 2. The results revealed that intrinsic motivation and positive affect sequentially mediated the positive relationship between coach servant leadership and athlete serving behaviors. The findings contribute to the development of the servant-leadership literature by demonstrating a new pathway from servant leadership of coaches (leaders) to serving behaviors of athletes (followers) based on macro theory.

We present two confessional tales of our transnational experience as U.K.-based trainee sport psychology practitioners working in a professional sport organization in Trinidad and Tobago. We first provide contextual elements of our placement before sharing the confessional tales regarding the nuances of providing sport psychology services in a cultural context different from the one in which we are currently training. In the confessional tales, we share some challenges and hurdles we experienced relating to our culturally led assumptions. The tales are titled “Boundary Issues” and “Punctuality Is a Privilege.” We then share some reflections in which we explore our lessons learned about cultural humility and describe our underestimation of our cultural arrogance and the challenges experienced during our cultural reflection process. We conclude this professional practice paper by offering several practical implications for trainees and qualified sport psychology practitioners to consider when developing a culturally grounded approach to practice.

Background: The association of working from home (WFH) with physical activity (PA) and sedentary behavior (SB) has been explored; however, this association during periods without stringent measures to combat coronavirus disease 2019 is undercharacterized. Particularly, few studies have evaluated the potential effect modification on its associations. Therefore, this study aimed to investigate the associations of WFH frequency with accelerometer-measured PA and SB, along with its effect modifiers, among Japanese white-collar workers during the later pandemic period. Methods: A cross-sectional study involving 1133 white-collar workers residing in the Tokyo metropolitan area was conducted between April 2022 and March 2023. WFH frequency was evaluated through a self-report questionnaire, while SB and PA during weekdays were measured using a triaxial accelerometer. Linear regression models adjusting for potential confounders were used to examine the association of WFH frequency with PA and SB. Results: Regardless of activity intensity, individuals who worked at home, even for 1 to 2 days per week, demonstrated lower levels of PA and higher levels of SB as compared with those who did not (P < .05). For example, difference between never and ≥5 days per week WFH was approximately 70 minutes/day for total PA and about 4000 steps/day for step counts. Associations between WFH and decreased PA were more pronounced in workers who were older, female, less educated, in sales and service work, nonregular staff, and precontemplating changes in exercise and eating habits. Conclusions: We report that WFH was associated with decreased PA and increased SB in Japanese white-collar workers with pronounced associated in several subgroups.

Curricula grounded in social justice are vital in higher education, including kinesiology programs. The United States has seen continued increases in diversity, with education consistently displaying poor representation of historically marginalized groups. The purpose of this paper is to offer three elements that kinesiology programs should consider when aiming to successfully engage in developing social-justice curricula: context, climate, and “red tape.” We define and describe each element and how it influences our approach to curriculum development and provide specific examples from our work in the University of New Mexico Physical Education Teacher Education program to illustrate practical implementation. We argue that social-justice curriculum development is required to prepare young professionals to enter the field with the knowledge, skills, and dispositions to meet the needs of diverse communities.

This article brings together research from the fields of pain science and Alexander Technique (AT) to investigate the mechanisms by which AT helps reduce pain. AT is a cognitive embodiment practice and a method for intentionally altering habitual postural behavior. Studies show that AT helps with various kinds of pain, although the mechanisms of pain reduction are currently not well understood. Advances in pain science may give insight into how this occurs. Modern interventions with efficacy for improving pain and function are consistent with active approaches within kinesiology. They also share similarities with AT and may have common mechanisms such as learning, mind–body engagement, normalization of sensorimotor function, improvement of psychological factors, and self-efficacy, as well as nonspecific treatment effects. AT likely has additional unique mechanisms, including normalization of muscle tone, neuronal excitability, and tissue loading, as well as alterations to body schema, attention redirection, and reduction in overall reactivity.