In this study, we examined whether perceived variety in exercise prospectively predicts unique variance in exercise behavior when examined alongside satisfaction of the three basic psychological needs (for competence, relatedness, and autonomy) embedded within self-determination theory (Ryan & Deci, 2002), through the mediating role of autonomous and controlled motivation. A convenience sample of community adults (N = 363) completed online questionnaires twice over a 6-week period. The results of structural equation modeling showed perceived variety and satisfaction of the needs for competence and relatedness to be unique indirect positive predictors of exercise behavior (through autonomous motivation) 6 weeks later. In addition, satisfaction of the need for autonomy was found to negatively predict controlled motivation. Perceived variety in exercise complemented satisfaction of the needs for competence, relatedness, and autonomy in predicting motivation and (indirectly) exercise behavior, and may act as a salient mechanism in the prediction of autonomous motivation and behavior in exercise settings.
Benjamin D. Sylvester, Martyn Standage, Tavinder K. Ark, Shane N. Sweet, Peter R.E. Crocker, Bruno D. Zumbo, and Mark R. Beauchamp
Heon Jin Kang, Chee Keng John Wang, and Stephen Francis Burns
Physical inactivity and obesity are major risk factors for chronic diseases such as cardiovascular diseases, cancer, and Type 2 diabetes ( Booth et al., 2012, 2017 ). Research has shown that physically inactive and overweight individuals have a variety of perceived barriers to exercise
Narelle Eather, Emily McLachlan, Benjamin Sylvester, Mark Beauchamp, Colin Sanctuary, and David Lubans
al., 2012 ). One element of increasing research interest and showing promise for influencing an individuals’ motivation toward physical activity is the provision of variety ( Juvancic-Heltzel et al., 2013 ). The concept of “variety” refers to diverse endeavors, opportunities, or tasks within a given context
MinKyoung Song, Dianna D. Carroll, Sarah M. Lee, and Janet E. Fulton
The 2008 Physical Activity Guidelines recommend youth participate in a variety of physical activities; however, few nationally representative studies describe the types and variety of youth activity. This study assessed the most frequently reported types and variety of activities among U.S. high school students, and examined the association between variety and meeting the 2008 Guidelines for aerobic activity (aerobic guideline).
We analyzed data on 8628 U.S. high school students in grades 9–12 from the 2010 National Youth Physical Activity and Nutrition Survey. Types of physical activity were assessed by identifying which activities each student reported in the past 7 days. Variety was assessed by the total number of different activities each student reported. Percentage (95% CI) of students who reported engaging in each activity was assessed. Logistic regression was used to examine the association between variety and meeting the aerobic guideline.
Walking was the most frequently reported activity among U.S. high school students. On average, students reported participating in 6 different activities. Variety was positively associated with meeting the aerobic guideline.
These findings support encouraging youth to participate in many physical activities and may be useful for developing interventions that focus on the most prevalent activities.
Shannon L. Michael, Edward Coffield, Sarah M. Lee, and Janet E. Fulton
Federal guidelines state that youth should participate in a variety of physical activity (PA) they find enjoyable. Little is known, however, about how variety and enjoyment are associated with PA participation among adolescents.
Data came from the 2010 National Youth Physical Activity and Nutrition Survey, a nationally representative survey of adolescents. Path analysis was used to examine the association of a variety of self-reported PA, defined as the number of activities and activity types (ie, team sports/weightlifting, individual activities, and other competitive/recreational sports), on self-reported PA enjoyment and participation. The analysis also examined whether enjoyment mediates the association between a variety of PA and participation. Separate models were estimated for boys and girls.
Number of activities was associated with increased PA enjoyment and participation. For boys and girls, team sports/weightlifting was associated with increased participation, and individual activities were indirectly associated with increased participation through enjoyment. For boys, team sports/weightlifting was indirectly related with participation.
These findings suggest that participation in a variety of PA is associated with increased PA enjoyment and participation. Providing opportunities for adolescents to engage in a variety of activities might help them identify PA they enjoy and facilitate lifelong PA habits.
Craig A. Wrisberg
Laboratory research in motor behavior has consistently demonstrated higher transfer when practice occurs under conditions of high contextual interference/variety (e.g., Lee & Magill, 1983; Shea & Morgan, 1979). In the present study, an attempt was made to determine whether contextual variety could be easily incorporated into a physical education class setting and whether it produced a significant influence on final skills-test performance. Four practice schedules differing in the amount of contextual variety were administered during a regular college physical education class. Beginning badminton students were matched for skill level and practiced the long and short serves according to their respective conditions at the beginning of each of six class periods. Students monitored each other’s practice sessions without significant alterations in normal class procedures. Conventional skills tests administered at the end of the semester revealed that the shortserve performance of the group receiving the highest level of contextual variety during practice was significantly superior to that of two of the other three conditions. The results are discussed in terms of possible theoretical significance for contextual-interference theory and practical relevance for physical education teachers.
Gabriel J. Sanders, Judith Juvancic-Heltzel, Megan L. Williamson, James N. Roemmich, Denise M. Feda, and Jacob E. Barkley
Increasing autonomy by manipulating the choice of available physical activity options in a laboratory setting can increase physical activity in older children and adults. However, the effect of manipulating the number of physically active choices has yet to be examined in young children in a gymnasium environment.
Twenty children (n = 10 girls, 6.1 ± 1.4 years old) individually participated in 2 [low choice (LC), high choice (HC)] free-choice activity conditions for 30 minutes in a 4360 square foot gymnasium. Children had access to 2 or 8 physical activity options in the LC and HC conditions, respectively. Physical activity behavior was measured via accelerometry.
Children’s 30-minute accelerometer counts increased (P < .03) from the LC (2675 ± 294 counts·min-1) to the HC (3224 ± 280 counts·min-1) condition.
Providing greater autonomy through choice of a greater number of physically active options increased young children’s physical activity participation by 20.5%.
The paper explores the relationship between globalization and the concept of cultural imperialism. In addition, the paper addresses the problem of assessing the significance of particular sports and forms of organization of sport in the relationship between the global culture and recipient cultures. The paper distinguishes between the reach or penetration of the global culture and the response of recipient communities. Material is drawn from a number of countries including Ireland, Australia, and those in the Caribbean to identify six distinct patterns of globalization. The paper explores the factors that affect the extent of penetration by the global culture and those factors that produce a passive, participative, or conflictual response by local cultures.
Attention is given to a series of conceptual issues associated with understanding global sport development. Several weaknesses are identified. The figurational approach to the study of sportization and globalization is then outlined. Associations between sport, habitus, identity politics, “willful nostalgia,” and globalization are examined, and a case study of nostalgia and male sporting and political disaster discourse in the British media over the past 2 years is used to highlight some of the issues involved in global sport development.
Andrew Adams, Stephen Morrow, and Ian Thomson
This paper presents a novel theoretical conceptualization of football clubs and empirical evidence as to how supporter groups, owners, and others engaged to resolve threats to their club. We use boundary theory to understand the evolution of two football clubs’ ownership, financing, and governance structures and demonstrate how the blurring of club boundaries was linked to engagements in interface areas between the club and other social groups. We argue that the appropriateness of different combinations of ownership, financing, and governance practices should be evaluated in terms of how they support effective engagement spaces that negotiate relationships with codependent social groups. Conceptualizing football clubs as boundary objects provides some specific insights into changes observed in Scottish football clubs. However, this approach is relevant to other situations in which club success is dependent on cooperative engagements with multiple social groups that have both convergent and divergent interests in the club.