Eleanor Quested

Promoting Adolescent health through an intervention aimed at improving the quality of their participation in Physical Activity (PAPA): Background to the project and main trial protocol

Funded by the European Commission, the Promoting Adolescent health through an intervention is aimed at improving the quality of their participation in Physical Activity (PAPA) project revolved around the potential of youth sport to promote childrens mental and emotional health and physical activity engagement. A theoretically grounded coach education training programme (i.e. Empowering Coaching™), which was designed to create a sporting environment which was more positive and adaptive for young children, was customised for grassroots soccer, delivered and evaluated via a multi-method cluster RCT across five European countries; namely, England, France, Greece, Norway and Spain. In this article, a key part of the protocol of this large and multi-faceted project is presented. The ethical standards and procedures, characteristics of the population targeted and overall study design, and core self-report questionnaire measures completed by the players are described. Information is provided as well on the translation principles and procedures and data-collection procedures adopted in the PAPA project.

Measurement invariance of the Behavioural Regulation in Sport Questionnaire when completed by young athletes across five European countries.

The purpose of this study was (1) to examine the factorial validity of the Behavioural Regulation Sport in Questionnaire (BRSQ) when completed by young soccer players in the Promoting Adolescent Physical Activity (PAPA) project (9-15 years old) in 5 European countries (France: n = 1248, Greece: n = 1507, Norway: n = 1397, Spain: n = 2245, and England: n = 1372) and (2) test the measurement invariance of its latent factors across these 5 countries. First, we tested the exploratory structural equation model (ESEM) factor analyses, allowing cross-loadings between factors, against the traditional independent clusters confirmatory factor analysis model (ICM-CFA), with all cross-loadings constrained to zero. The ESEM showed very Good Fit Indices, whereas the ICM-CFA was not tenable across countries. Second, the ESEM was used as the baseline model for the tests of factor loading (metric) invariance and factor loading plus thresholds (scalar) invariance. The five factors obtained from the analysis were scalar invariant and interpretable across the five countries (languages) as intrinsic motivation, identified, introjected and external regulations, and amotivation, in line with the tenets of self-determination theory). This study contributes to methodological advances in sport psychology, as it is the first time an adaptation of the BRSQ for young participants has been factor analysed comparing the more flexible ESEM to the usual ICM-CFA. Our data clearly favour using the more flexible weak dimensionality model (ESEM) and suggest a fresh interpretation of previous results may be required.

Physical activity and sedentary behaviours among grassroots football players: A comparison across three European countries

The purpose of the present study was to determine and compare the levels of objectively assessed physical activity (PA) and sedentary time (ST) among male players aged 10–14 who participate in grassroots football in three European countries (i.e. England, France, and Greece). In addition, the study also examined the relationship of objective levels of PA to a self-report measure of PA frequency used in the Health Behaviour in School-aged Children survey for young football players. A total of 331 participants provided at least three days of valid accelerometer data and completed a self-report measure of PA. The results revealed that players accumulated 122.33 minutes of moderate- to vigorous PA (MVPA) and 488.19 minutes of ST per day. Multiple analyses of covariance controlling for years of experience in football revealed slightly significant differences between the three countries for light PA, MVPA, and the number of active days defined as meeting the [World Health Organization. (2010). Global recommendations on physical activity for health. Geneva: Author. Retrieved from http://whqlibdoc.who.int/publications/2010/9789241599979_eng.pdf] guidelines of 60 minutes of MVPA per day. English participants spent less time in light PA but more time in MVPA than the Greek or French players. Greek participants had more active days than their English and French counterparts. The self-report measure of PA was not significantly associated with objective PA in this sample of male football participants. Findings suggest that young Europeans who play football meet WHO guidelines for MVPA, but their adoption of an active lifestyle might not protect them from ST behaviours.

The effects of training group exercise class instructors to adopt a motivationally adaptive communication style.

Drawing from self‐determination theory (Deci & Ryan, 2002), we developed and tested an intervention to train fitness instructors to adopt a motivationally adaptive communication style when interacting with exercisers. This was a parallel group, two‐arm quasi‐experimental design. Participants in the intervention arm were 29 indoor cycling instructors (n = 10 for the control arm) and 246 class members (n = 75 for the control arm). The intervention consisted of face‐to‐face workshops, education/information video clips, group discussions and activities, brainstorming, individual planning, and practical tasks in the cycling studio. Instructors and exercisers responded to validated questionnaires about instructors’ use of motivational strategies and other motivation‐related variables before the first workshop and at the end of the third and final workshop (4 months later). Time × arm interactions revealed no significant effects, possibly due to the large attrition of instructors and exercisers in the control arm. Within‐group analyses in the intervention arm showed that exercisers’ perceptions of instructor motivationally adaptive strategies, psychological need satisfaction, and intentions to remain in the class increased over time. Similarly, instructors in the intervention arm reported being less controlling and experiencing more need satisfaction over time. These results offer initial promising evidence for the positive impact of the training.

Comparing self-reported leisure-time physical activity, subjective health, and life satisfaction among youth soccer players and adolescents in a reference sample

The aim of the study was to examine to what extent young people who play organised soccer rate their leisure-time moderate-to-vigorous physical activity, life satisfaction, and health more positively and higher than a same-aged population-based reference group (including some adolescents who also played organised soccer). Data from two samples of five countries (England, France, Greece, Norway, and Spain) were included: a sample of soccer players aged 10-14 years who participated in the Promoting Adolescent Physical Activity project [Duda, J.L., Quested, E., Haug, E., Samdal, O., Wold, B., Balaguer, I., …  Cruz, J. (2013). Promoting Adolescent health through an intervention aimed at improving the quality of their participation in Physical Activity (‘PAPA’): background to the project and main trial protocol. International Journal of Sport and Exercise Psychology] and a nationally representative reference sample of 11- and 13-year olds from the Health Behaviour in School-aged Children study. Results from multivariate logistic regression analysis showed that the participants in the soccer sample, in particular girls, reported a higher level of moderate-to-vigorous leisure-time physical activity than those in the reference sample. They also rated their life satisfaction and subjective health more favourably than the reference sample. The associations did not differ according to age or socio-economic status. The results suggest that playing soccer is a positive activity for youth and seems to be a very potent way of increasing regular moderate-to-vigorous physical activity among girls. Thus, efforts aimed at increasing participation in organised youth soccer may potentially be beneficial to young peoples psychosocial health and hold the potential to increase physical activity, particularly among girls.

Observing the coach-created motivational environment across training and competition in youth sport

ABSTRACT Adopting an integrated achievement goal (Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.) and self-determination theory (Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi:10.1207/S15327965PLI1104_01) perspective as proffered by Duda, J. L. (2013). (The conceptual and empirical foundations of empowering coachingTM: Setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11, 311–318. doi:10.1080/1612197X.2013.839414), the aim of the current study was to observe empowering and disempowering features of the multidimensional motivational coaching environment in training and competition in youth sport. Seventeen grass-roots soccer coaches were observed and rated in training and competitive settings using the multidimensional motivational climate observation system (MMCOS; Smith, N., Tessier, D., Tzioumakis, Y., Quested, E., Appleton, P., Sarrazin, P., … Duda, J. L. (2015). Development and validation of the multidimensional motivational climate observation system (MMCOS). Journal of Sport and Exercise Psychology, 37, 4–22. doi:10.1123/jsep.2014-0059). In line with our hypotheses, coaches created different motivational environments in the two contexts. More specifically, coaches were observed to create a less empowering and more disempowering environment in competition compared to in training. The observed differences were underpinned by distinctive motivational strategies used by coaches in the two contexts. Findings have implications for the assessment of the coach-created motivational environment and the promotion of quality motivation for young athletes taking part in grass-roots-level sport.

An intervention to train group exercise class instructors to adopt a motivationally adaptive communication style: a quasi-experimental study protocol

Introduction: According to self-determination theory (SDT), individuals in position of authority can have a powerful impact on the motivation of the individuals they instruct via the type of communication style they use. This paper describes (a) the rationale for and development of an SDT-based motivation communication training package for group exercise instructors and (b) the design and protocol for an intervention study to evaluate the implementation of this intervention. Methods and analysis: Fifty indoor cycling class instructors will be assigned to either an intervention group (n = 25) or a control group (n = 25). Over a 10-week period, instructors in the intervention group will complete a multiphase SDT-based communication training programme. The evaluation package will comprise qualitative and quantitative assessments of the motivationally relevant features of the class environment as well as motivation and well-being variables, undertaken by both exercise class members and instructors. Baseline quantitative data collection will take place up to one month prior to the start of the intervention and be re-administered within one month following the end of the intervention period. Quantitative data will be analysed using multilevel growth modelling. Follow-up semi-structured interviews with instructors and exercise class members will be conducted four to six weeks following the end of the intervention to explore perceptions of the training programme. All interviews will be analysed using inductive thematic analysis. Ethics and dissemination: The study has been granted ethical approval from Curtin University Ethics Board. The findings of the study will be disseminated through peer-reviewed journals and conference presentations. Trial Registration: ANZCTR.org.au: ACTRN12615000036516.

Evaluating quality of implementation in physical activity interventions based on theories of motivation: current challenges and future directions

ABSTRACT The evidence base pointing towards the maladaptive health consequences of an inactive lifestyle highlights the need for interventions that are effective in changing and maintaining physical activity behaviours. Theories of motivation are frequently applied to inform the content and delivery of such interventions. Systematic monitoring and evaluation of the quality of intervention implementation is therefore an important step in understanding if and how theories of motivation can be adopted and effectively applied to promote and/or sustain physical activity behaviours. However, intervention implementation quality in studies that aim to apply motivation theory to promote physical activity is often under-reported. The purpose of this article is, first, to review contemporary approaches used to monitor and evaluate intervention implementation; we outline the degree to which these methods have been used effectively in research concerned with applying theories of motivation to impact physical activity behaviours. Second, we identify and discuss specific challenges in effectively measuring quality of implementation faced by researchers who adopt a motivation theory basis to their work. Finally, recommendations for methods to monitor and evaluate intervention implementation in future trials aiming to promote physical activity based on theories of motivation are also proposed.

Setting the stage: Social-environmental and motivational predictors of optimal training engagement

In this paper, we will firstly explore the central tenets of SDT. Research that has examined the social-environmental and motivation-related correlates of optimal training, performance and health-related engagement through the theoretical lens of SDT will be reviewed. Drawing from SDT-driven work undertaken in educational, sport and dance settings, we will draw conclusions and suggest future directions from a research and applied perspective.

Antecedents of Need Supportive and Controlling Interpersonal Styles From a Self-Determination Theory Perspective: A Review and Implications for Sport Psychology Research

Abstract The purpose of this chapter is to identify the antecedents of two interpersonal styles adopted by coaches that are proposed in self-determination theory [SDT; Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press.], namely need supportive and controlling styles. The degree to which individuals in positions of authority or leadership (eg, coaches) adopt a communication style that is need supportive and/or controlling determines the degree of psychological need satisfaction experienced by people they interact with (eg, athletes), and indirectly the quality of their motivation, well-being and behavioral engagement. Much more is known about the consequences as opposed to the antecedents of these two styles. Our review addresses this gap by examining what is known on this topic from the SDT literature in the educational, parental, sport, work, and health domains. Applications of findings from this diverse literature in sport are discussed and gaps in current knowledge are identified. Potential additional antecedents that may contribute to a more comprehensive understanding of why coaches adopt need supportive and/or controlling interpersonal styles are proposed.