calculate the accuracy rate. In this study, the S2 form was used because it is recommended for use only with clients whose attentional performance is thought to be impaired ( Schuhfried, 2010 ). The time required for this form was about 20 min, including the instruction and practice phase. Determination
Search Results
Effects of Acute Aerobic Exercise on Executive Function in Children With and Without Learning Disability: A Randomized Controlled Trial
Chung-Ju Huang, Hsin-Yu Tu, Ming-Chun Hsueh, Yi-Hsiang Chiu, Mei-Yao Huang, and Chien-Chih Chou
Semiautomatic Training Load Determination in Endurance Athletes
Christophe Dausin, Sergio Ruiz-Carmona, Ruben De Bosscher, Kristel Janssens, Lieven Herbots, Hein Heidbuchel, Peter Hespel, Véronique Cornelissen, Rik Willems, André La Gerche, Guido Claessen, and on behalf of the Pro@Heart Consortium*
challenges associated with data analysis and quantification. Exploring the relationship between exercise TL and the development of clinical symptoms not only requires precise evaluation of symptoms but also the accurate, valid, and reproducible determination of accumulated TL over a given period ( van Erp et
Erratum. Semiautomatic Training Load Determination in Endurance Athletes
Journal for the Measurement of Physical Behaviour
TO OUR READERS: A change was made to the following article after its initial publication online and in print: Dausin, C., Ruiz-Carmona, S., De Bosscher, R., et al. Semiautomatic training load determination in endurance athletes. Journal for the Measurement of Physical Behaviour . 2023
Erratum. Predicting Accelerometer-Assessed Estimates of Adolescent’s Multidimensional Physical Activity: A Self-Determination Theory Approach
Journal of Sport and Exercise Psychology
TO OUR READERS: An error appeared in the ahead-of-print version of the following article: Emm-Collison, L.G., Standage, M., Gillison, F.B., & Curran, T. Predicting accelerometer-assessed estimates of adolescents’ multidimensional physical activity: A self-determination theory approach. Journal of
Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30
Simon J. Sebire, Mark J. Edwards, Kenneth R. Fox, Ben Davies, Kathryn Banfield, Lesley Wood, and Russell Jago
The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.
Can Movement Games Enhance Executive Function in Overweight Children? A Randomized Controlled Trial
Chien-Chih Chou, Kuan-Chou Chen, Mei-Yao Huang, Hsin-Yu Tu, and Chung-Ju Huang
and may have a higher risk of experiencing adverse health-related outcomes, cognitive processes, and mental development ( Sahoo et al., 2015 ). Movement activities in a school setting have considerable potential for improving attention, memory retrieval, determination, problem solving, peer
Perspectives of Life in Sweden During the COVID-19 Pandemic
Karin Weman Josefsson
of trying to avoid punishments) because then they will sustain and self-regulate the behavior even in the face of barriers. The Swedish approach could therefore be connected to the tenets of self-determination theory (SDT; Ryan & Deci, 2017 ), and the value of three basic psychological needs for
A Case Study to Overcome Barriers and Enhance Motivations Through Experience of a Variety of Exercises: Theory-Based Intervention on an Overweight and Physically Inactive Adult
Heon Jin Kang, Chee Keng John Wang, and Stephen Francis Burns
barriers through theoretically sound constructs. One such convincing construct would be motivation, with self-determination theory (SDT; Deci & Ryan, 1985, 2002 ; Ryan & Deci, 2017 ) potentially able to provide a sound theoretical framework for addressing the links between perceived exercise barriers and
Motivational Pathways to Social and Pedagogical Inclusion in Physical Education
Terese Wilhelmsen, Marit Sørensen, and Ørnulf N. Seippel
& Dillon, 2012 ; Pan, Tsai, Chu, & Hsieh, 2011 ; Valentini & Rudisill, 2004 ). In this study, we employ tenets from achievement goal theory (AGT) and self-determination theory (SDT) to explore what motivational pathways support social inclusion (SI) and pedagogical inclusion (PI) in PE as perceived by
Guidelines for Need-Supportive Coach Development: The Motivation Activation Program in Sports (MAPS)
Hedda Berntsen and Elsa Kristiansen
Coaches play an important role in their athletes’ sport participation experiences, and they are often responsible for shaping athletes’ social environment ( Gilbert & Trudel, 2004 ; Matosic, Ntoumanis, & Quested, 2016 ). Self-Determination Theory (SDT; Ryan & Deci, 2017 ) distinguishes between
