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Emily M. Hartley, Matthew C. Hoch and Robert J. Cramer

’s beliefs about their ability to engage in an ERIPP despite the barriers they may face 18 Intention to participate Individual’s perception of their intention to participate in an ERIP 18 Current Literature Past researchers have investigated the behavioral determinants of ERIPP participation within

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Rachel Cholerton, Jeff Breckon, Joanne Butt and Helen Quirk

Adults aged 55 and older are least likely to play sport. Despite research suggesting this population experiences physical and psychological benefits when doing so, limited research focuses on older adult sport initiation, especially in “adapted sports” such as walking football. The aim of this study was to explore initiation experiences of walking football players between 55 and 75 years old. Semistructured interviews took place with 17 older adults playing walking football for 6 months minimum (M age = 64). Inductive analysis revealed six higher order themes representing preinitiation influences. Eight further higher order themes were found, relating to positive and negative experiences during initiation. Fundamental influences preinitiation included previous sporting experiences and values and perceptions. Emergent positive experiences during initiation included mental development and social connections. Findings highlight important individual and social influences when initiating walking football, which should be considered when encouraging 55- to 75-year-old adults to play adapted sport. Policy and practice recommendations are discussed.

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Paddy C. Dempsey, Chuck E. Matthews, S. Ghazaleh Dashti, Aiden R. Doherty, Audrey Bergouignan, Eline H. van Roekel, David W. Dunstan, Nicholas J. Wareham, Thomas E. Yates, Katrien Wijndaele and Brigid M. Lynch

behaviors and activities on an hourly and daily basis. Thus, it is challenging to clearly separate out the distinct behavioral determinants and biological effects of short or prolonged sitting accumulation patterns versus other behaviors; such as seated fidgeting, active or passive standing, or more dynamic

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Monica Fabian Lounsbery and Tom Sharpe

This study, conducted within an undergraduate Methods of Teaching Physical Education and School-Based Practice Teaching course, used an AB maintenance-across-participants design to (a) sequentially describe preservice teachers’ (N = 4) instructional interactions with students, (b) examine the effects of sequential feedback on the sequential nature of preservice teachers’ instructional interactions with students, and (c) assess the influence of differential sequential preservice teacher instructional interactions on student skill practice. Instructional interaction sequential data indicated that explicit teacher instruction and refinement were sequentially connected to student-appropriate skill practice, while general teacher instruction was sequentially connected to student-inappropriate skill practice. The data indicated that the sequential feedback protocol (a) consistently increased the incidence of refinement and explicit instruction within preservice teacher sequential instructional interactions for all participants, and (b) preservice teacher sequential pattern changes positively influenced the incidence of student-appropriate skill practice. This study also supports a strong relationship between explicit instruction and refinement and student-appropriate skill practice. Implications for further research into the sequential behavior determinants of the teaching and learning process in situational context are discussed last.

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Aysha M. Thomas, Kayleigh M. Beaudry, Kimbereley L. Gammage, Panagiota Klentrou and Andrea R. Josse

majority of students do not engage in a level of PA sufficient to improve or maintain their health and fitness during their first year of university. 2 A recently published, large, European, umbrella systematic review on the behavioral determinants of PA from the “DEterminants of DIet and Physical

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Shirley M. Bluethmann, Wayne Foo, Renate M. Winkels, Scherezade K. Mama and Kathryn H. Schmitz

educated adults with disabilities do not exercise because they do not believe it will improve their condition, and 50% do not exercise because they do not know how to do so safely with their condition(s) ( Rimmer, Wang, & Smith, 2008 ). These behavioral determinants provide valuable stepping stones to

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Justin Kompf

achieve adequate amounts of physical activity, efficacious and theory-based interventions that address behavioral determinants are needed to promote physical activity. Prominent theories such as the Theory of Planned Behavior place intentions as the most proximal cognitive determinant of behavior. 3

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Julie DiMatteo, Cynthia Radnitz, Katharine L. Loeb and Jingwen Ni

rapid decision making. Studies have demonstrated the power of defaults as a behavioral determinant in food and activity choices ( Loeb et al., 2017 ), including cafeteria selections in first-year college students ( Radnitz et al., 2018 ). Optimal defaults can capitalize on the hypothesized mechanisms

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Akio Kubota, Alison Carver and Takemi Sugiyama

). Adults’ sedentary behavior determinants and interventions . American Journal of Preventive Medicine, 41 , 189 – 196 . PubMed ID: 21767727 doi: 10.1016/j.amepre.2011.05.013 Parisi , J.M. , Kuo , J. , Rebok , G.W. , Xue , Q.L. , Fried , L.P. , Gruenewald , T.L. , . . . Carlson , M

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Yumeng Li, Rumit S. Kakar, Marika A. Walker, Yang-Chieh Fu, Timothy S. Oswald, Cathleen N. Brown and Kathy J. Simpson

. Ivry R , Diedrichsen J , Spencer R , Hazeltine E , Semjen A . A cognitive neuroscience perspective on bimanual coordination and interference . In: Swinnen SP , Duysens J , eds. Neuro-Behavioral Determinants of Interlimb Coordination: A Multidisciplinary Approach . Boston, MA