People who approve of one's physical activity vs. people who are influential: A randomized cross-over experiment to compare normative referent elicitation procedures.

Objectives: To compare injunctive norm scores assessed based on Ajzen's (2002) original normative referent elicitation method (e.g., norms from those who approve/disapprove of physical activity) and a revised method (e.

Attraction toward physical activity as a moderator of socio-cognitive predictors of physical activity.

Previous research highlighted gaps between socio-cognitive factors (e.g., intentions, social norms) and physical activity (PA) participation.

Association of daily and time-segmented physical activity and sedentary behaviour with mental health of school children and adolescents from rural Northeastern Ontario, Canada.

Physical activity (PA) and sedentary behaviour (SED) have been linked to the mental health of children and adolescents, yet the timing of behaviours may play a role in this relationship and clarifying this could inform interventions. We explored cross-sectional associations of PA and SED in varying time segments throughout the school day with the mental health of school-aged children and adolescents from rural Northeastern Ontario, Canada. A total of 161 students (56% female, M = 10.

Injunctive norms as social pressures: Does autonomy support moderate the relationship between injunctive norms and autonomy satisfaction in physical activity?

 Despite the usefulness of social norms for changing behaviour, injunctive norms (i.e., perceptions of what others approve) from significant others tend to be a weak predictor of physical activity (PA) engagement.

Classroom Activity Breaks Improve On-Task Behavior and Physical Activity Levels Regardless of Time of Day.

Classroom physical activity breaks (CAB) are beneficial for increasing children's physical activity (PA) levels as well as the amount of time spent being on-task within the classroom. To examine the effect of CAB at different times within the school day on on-task behavior and PA levels in primary school (grade 1-3) children. Thirty-five children (6 ± 1 y, 22 = male, 13 = female) participated in four conditions in a randomized order: morning (AM), afternoon (PM), morning and afternoon (BOTH), and no CAB (CTRL).

'If they do it, so can I': a test of a moderated serial mediation model of descriptive norms, self-efficacy, and perceived similarity for predicting physical activity.

Objective: Though engaging in physical activity (PA) is associated with several health benefits, physical inactivity rates remain high. Previous research revealed that descriptive norms (i.e.

Behavior change techniques in mobile applications for sedentary behavior.

Objective: Mobile applications (apps) are increasingly being utilized in health behavior change interventions. To determine the presence of underlying behavior change mechanisms, apps for physical activity have been coded for behavior change techniques (BCTs). However, apps for sedentary behavior have yet to be assessed for BCTs.

A Qualitative Investigation of the Self-Perceived Health Behavior Changes in Seniors After Their Transitions Into a Retirement Home.

Purpose/aims: It is important for seniors to engage in positive health behaviors to reduce the incidence of health-related consequences associated with aging. The purpose of this research study was to examine self-perceived changes in physical activity, nutrition, and alcohol consumption behaviors of seniors living in a retirement home through consideration of previous behaviors and self-perceptions of behavior changes.

Design: A qualitative research design was used for this study.

Can knowledge exchange support the implementation of a health-promoting schools approach? Perceived outcomes of knowledge exchange in the COMPASS study.

Background: Despite the potential population-level impact of a health-promoting schools approach, schools face challenges in implementation, indicating a gap between school health research and practice. Knowledge exchange provides an opportunity to reduce this gap; however, there has been limited evaluation of these initiatives. This research explored researchers' and knowledge users' perceptions of outcomes associated with a knowledge exchange initiative within COMPASS, a longitudinal study of Canadian secondary students and schools.

Modified sprint interval training protocols: physiological and psychological responses to 4 weeks of training.

Sprint interval training (SIT) protocols involving brief (≤15 s) work bouts improve aerobic and anaerobic performance, highlighting peak speed generation as a potentially important adaptive stimulus. To determine the physiological and psychological effects of reducing the SIT work bout duration, while maintaining total exercise and recovery time, 43 healthy males (n = 27) and females (n = 16) trained for 4 weeks (3 times/week) using one of the following running SIT protocols: (i) 30:240 (n = 11; 4-6 × 30-s bouts, 4 min rest); (ii) 15:120 (n = 11; 8-12 × 15-s bouts, 2 min rest); (iii) 5:40 (n = 12; 24-36 × 5-s bouts, 40 s rest); or (iv) served as a nonexercising control (n = 9). Protocols were matched for total work (2-3 min) and rest (16-24 min) durations, as well as the work-to-rest ratio (1:8 s).

"Now What?" Perceived Factors Influencing Knowledge Exchange in School Health Research.

Increasing the uptake of school health research into practice is pivotal for improving adolescent health. COMPASS, a longitudinal study of Ontario and Alberta secondary students and schools (2012-2021), used a knowledge exchange process to enhance schools' use of research findings. Schools received annual summaries of their students' health behaviors and suggestions for action and were linked with a knowledge broker to support them in making changes to improve student health.

Modified sprint interval training protocols. Part II. Psychological responses.

Sprint-interval training (SIT) is a viable method to improve health and fitness. However, researchers have questioned the utility of SIT because of its strenuous nature. The current study aimed to determine if manipulating the sprint and recovery duration, while maintaining the 1:8 work to rest ratio, could uncover a more favourable SIT protocol.

Physical activity policies and legislation in schools: a systematic review.

Context: Current physical activity levels of youth are alarmingly low. One way to promote higher levels of physical activity to youth is through school-based government policies. The current review examines evaluation of school-based physical activity policies for youth over the past 10 years.

Interaction of perceived neighborhood walkability and self-efficacy on physical activity.

Objectives: Few social ecological studies have considered the joint effects of intrapersonal and environmental influences on physical activity. This study investigated the interaction of self-efficacy and perceived neighborhood walkability in predicting neighborhood-based physical activity and how this relationship varied by gender and body mass index.

Methods: Data were derived from a cross-sectional investigation of environmental and psychosocial correlates of physical activity among adults (n = 585).

A multilevel examination of school and student characteristics associated with moderate and high levels of physical activity among elementary school students (Ontario, Canada).

Objectives: Schools represent an important environment for physical activity (PA) promotion among youth. Schools can promote PA through policies and programs but our understanding of how these school characteristics associate with student PA levels is largely unknown. Developing this understanding is critical for implementing new prevention interventions.

Ontario's daily physical activity policy for elementary schools: is everything in place for success?

Objectives: The development, implementation, and evaluation of policies may play an important role in promoting health behaviours such as physical activity. The Ontario Ministry of Education (OME) recently mandated Memorandum No. 138 requiring daily physical activity (DPA) for Ontario elementary students in grades one through eight.

Social-ecological correlates of active commuting to school among high school students.

Purpose: It has been suggested that health benefits from physical activity may be accrued through active commuting to school. Considering that active commuting is modifiable via policy and that there is limited research examining active commuting among high school students, this is a domain that warrants further investigation. The purpose of this study is to explore the relationships between demographic, behavioral, social/psychological, and environmental correlates of active commuting to school among a sample of high school students.

Perceived community environment and physical activity involvement in a northern-rural Aboriginal community.

Background: Type 2 diabetes disproportionately affects Aboriginal peoples in Canada. Ample evidence shows that regular physical activity (PA) plays an important role in the prevention and treatment of type 2 diabetes. Evidence is beginning to emerge linking PA to the physical environment but little is known about the relationship between remote rural environments and PA involvement in Aboriginal peoples.

Using an analytic framework to identify potential targets and strategies for ecologically based physical activity interventions in middle schools.

The objective was to demonstrate the value of applying an ecological analytic framework to formative data in conjunction with ecological planning frameworks (e.g., intervention mapping) to ensure a high degree of ecological program integration as illustrated through a physical activity program for students in middle school.

Nurturing sport expertise: factors influencing the development of elite athlete.

The development of expertise in sport is the result of successful interaction of biological, psychological, and sociological constraints. This review examines the training and environmental factors that influence the acquisition of sport expertise. Research examining the quality and quantity of training indicate that these two elements are crucial predictors of attainment.