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BLinG-Health: A Peer-Led Physical Activity Program for Black Adolescent Girls—A Pilot Study

Tara B. Blackshear and Taylor Baucum

–15 years engaged in a 10-week, peer-led PA intervention in which peer leaders provided healthy messaging on PA and health behaviors, positively increasing PA engagement ( Sebire et al., 2016 ). In another peer-led PA study, also in the United Kingdom, after 7 weeks of mentor and peer-led PA messaging, the

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Reflections on a Scholarly Career in Sport and Exercise Psychology: The Influence of Significant Others on the Psychosocial Well-Being of Children, Adolescents, and Young Adults

Thelma S. Horn

children and adolescents within a school context. The Role of Peer Leaders in Sport My work in this area began with the arrival of a master’s student at Miami University in the late 1980s. Susan Glenn had been a collegiate soccer player and had also coached high school girls’ soccer for several years

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The Impact of Athlete Leaders on Team Members’ Team Outcome Confidence: A Test of Mediation by Team Identification and Collective Efficacy

Katrien Fransen, Norbert Vanbeselaere, Bert De Cuyper, Pete Coffee, Matthew J. Slater, and Filip Boen

Research on the effect of athlete leadership on precursors of team performance such as team confidence is sparse. To explore the underlying mechanisms of how athlete leaders impact their team’s confidence, an online survey was completed by 2,867 players and coaches from nine different team sports in Flanders (Belgium). We distinguished between two types of team confidence: collective efficacy, assessed by the CEQS subscales of effort, persistence, preparation, and unity; and team outcome confidence, measured by the ability subscale. The results demonstrated that the perceived quality of athlete leaders was positively related to participants’ team outcome confidence. The present findings are the first in sport settings to highlight the potential value of collective efficacy and team identification as underlying processes. Because high-quality leaders strengthen team members’ identification with the team, the current study also provides initial evidence for the applicability of the identity based leadership approach in sport settings.

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Effectiveness of the First Step Program Delivered by Professionals Versus Peers

Catrine Tudor-Locke, Nicola Lauzon, Anita M. Myers, Rhonda C. Bell, Catherine B. Chan, Linda McCargar, Mark Speechley, and N. Wilson Rodger


To compare the effectiveness of a theory-based lifestyle physical activity (PA) program delivered to individuals with type 2 diabetes in diabetes education centers by professionals and peers.


Changes over 16 weeks in PA (steps/day) and related variables (weight, waist girth, resting heart rate, systolic and diastolic blood pressures) were compared (RMANOVA) for two groups: 157 participants led by 13 different professionals versus 63 participants led by 5 peer leaders.


Overall, the 81 male and 139 female participants (age = 55.7 ± 7.3 years, BMI = 35.2 ± 6.6) showed an incremental change of 4,059 ± 3,563 steps/day, which translates into an extra 37 minutes of daily walking (P < .001). Statistically significant improvements were also seen in weight, waist girth, and blood pressure (all P < .001) and resting heart rate (P < .05). There were no significant differences in outcomes between professional and peer-led groups.


A theory-based behavior modification program featuring simple feedback and monitoring tools, and with a proven element of flexibility in delivery, can be effective under real-world conditions while addressing inevitable concerns about resource allocation. Program delivery by peer leaders, in particular, could address a potential obstacle to dissemination by helping to alleviate existing high caseload demands on diabetes educators.

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Localizing Global Sport for Development

Michael Dao

community members). Incorporating the voices of local Zambian people attempts to establish a holistic framework for participant inclusion that is warranted in SfD research. The many voices included, ranging from parents, young people, and peer leaders is critical to allow for different Zambian perspectives

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Jeff Caron, Alyson Crozier, Alison Ede, Matt Hoffman, Christopher Hill, Sean Locke, Desi McEwan, Kathleen Mellano, Eva Pila, Matthew Stork, and Svenja Wolf

Edited by Kim Gammage

structure and (b) developing the identity leadership skills of peer leaders, and group members more generally, through five phases that targeted the shared identity of groups. The intervention lasted 12 weeks for all participants. They completed pretest and posttest measures assessing identity leadership

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group norms and presents practical considerations for coaches. The practical considerations include: (a) how to build group norms around morality and prevalence norms and (b) how to implement group norms using peer leaders, communication of norms, team rituals, and rewards/sanctions. Each consideration

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Kim Gammage, Jeff Caron, Alyson Crozier, Alison Ede, Matt Hoffman, Christopher Hill, Sean Locke, Desi McEwan, Kathleen Mellano, Eva Pila, Matthew Stork, and Svenja Wolf

purpose of the program was to provide a supportive physical activity environment cultivating relationships with peers on a university campus. There was no physical activity programming; instead, peer leaders were trained to help motivate participants, provide accountability, and refer to other services

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The Role of Team Captains in Integrating Positive Teammate Psychological Development in High-Performance Sport

Fernando Santos, Leisha Strachan, Daniel Gould, Paulo Pereira, and Cláudia Machado

performance. I know we have improved our PLSD behaviors this season. There are ups and downs, but with time we are better” (TC7). Discussion Most research on peer-leader captaincy has focused on coaches’ and athletes’ perceptions about how peer leaders influence performance-related outcomes and/or analyzed

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Undergraduate Research in Kinesiology: Examples to Enhance Student Outcomes

James A. Carson, John K. Petrella, Vanessa Yingling, Mallory R. Marshall, Jenny O, and Jennifer J. Sherwood

participants, students in GFSF meet as a group for approximately 2 hours each week to receive additional training, reflect on their weekly experiences, and to share and troubleshoot emerging challenges. During these weekly meetings, students work in mentoring circles with the faculty, staff, and peer leaders