Kirsten T. Verkooijen

How norms work: Self-identification, attitude and self-efficacy mediate the relation between descriptive social norms and vegetable intake.

BACKGROUND The current studies aim to show that descriptive social norms influence vegetable intake and to investigate three potentially underlying processes (self-identification, attitude, and self-efficacy). METHODS In two studies, descriptive social norms regarding vegetable intake were manipulated (majority vs. minority norm). Study 1 investigated both the relation between baseline vegetable intake and self-identification, attitude, and self-efficacy, as well as the effect of the norm manipulation on vegetable intake over a one-week period. Study 2 investigated potential mediation of the effect of the manipulation on vegetable intake intentions through self-identification, attitude, and self-efficacy. RESULTS Study 1 showed that the proposed mediators were related to a baseline measure of vegetable intake. Moreover, in participants identifying strongly with the norm referent group, majority norms led to higher vegetable consumption than minority norms. Study 2 showed that the direct effect of the social norm manipulation on vegetable intake intentions was partly mediated by self-identification, attitude, and self-efficacy. CONCLUSIONS These studies shed first light on processes underlying the effect of descriptive social norms on health behavior. A norm describing the behavior of a salient social group leads people to identify more with, have more positive attitudes toward, and feel more self-efficacious regarding that behavior.

A Systematic Review of Life Skill Development Through Sports Programs Serving Socially Vulnerable Youth

ABSTRACT Purpose: Despite the strong belief in sports programs as a setting in which socially vulnerable youth can develop life skills, no overview exists of life skill development in sports programs serving this youth group. Therefore, the present systematic review provides an overview of the evidence on life skill development in sports programs serving socially vulnerable youth and, insofar as it was investigated in the included studies, of the conditions conducive to life skill development in these sports programs. Method: Potentially relevant studies published during 1990 to 2014 were identified by a search in 7 electronic databases. The search combined terms relating to (a) sport, (b) youth AND socially vulnerable, and (c) life skills. Eighteen of the 2,076 unique studies met the inclusion criteria. Results: Each included study reported that at least 1 life skill improved in youth who participated in the studied sports program. Improvements in cognitive and social life skills were more frequently reported than were improvements in emotional life skills. Only a few of the included studies investigated the conditions in the studied sports programs that made these programs conducive to life skill development. Conclusions: Sports programs have the potential to make a difference in the life skill development of socially vulnerable youth. This conclusion needs to be treated with some caution, because the studies experienced many challenges in reducing the risk for bias. Several alternative research strategies are suggested for future studies in this field.

The relationship between exercise schema and identity

This research examined the relationship between exercise-related schemas and identity and their unique contributions in predicting exercise-related cognitions and behaviour. Analyses were conducted on data from two studies that used the same measures of exercise schema and identity but differed on other measures; study 1 (time 1 N = 173; time 2 N = 110) included measures of strength of exercise intentions and strenuous, moderate, and mild exercise behaviour; study 2 (N = 289) included instrumental and affective exercise attitudes and a different measure of intentions. Exerciser schematics scored significantly higher on role identity than the unschematic groups. Nonexerciser schematics scored significantly lower than the other groups on role identity. Schema and role identity each accounted for unique variance in the prediction of strength of intentions, instrumental attitudes, and affective attitudes. Follow-up analyses showed that, where schematics were generally high in role identity, exercise beliefs, and intentions, unschematics showed a positive linear relationship between role identity and strength of intentions. Role identity was a strong predictor of affective attitudes for schematics. This research provides valuable findings regarding the theoretical distinction between schema and identity in the exercise domain and can help inform future research and interventions.

Passie voor gezondheid

Het bevorderen van gezondheid is vaak gericht op het voorkómen en bestrijden van ziekte, waarbij het zoeken naar determinanten van ziekte en gezondheidsrisico’s voorop staat, zowel op individueel als maatschappelijke niveau. Met deze benadering is op zichzelf niets mis. Er zijn zo onmiskenbaar grote successen geboekt. Toch knaagt er iets omdat deze benadering van gezondheid vooral focust op ziekte, beperkingen en ongezonde keuzes, terwijl gezondheid op zich een positief concept is.

How young adults reflect on the role of sport in their socially vulnerable childhood

Abstract Participation in sport has often been related to positive developmental outcomes for socially vulnerable youth. However, we know very little about the role of sports participation in a socially vulnerable childhood. Taking a life-course perspective, we conducted interviews with 10 young adults to reflect on their socially vulnerable childhood and the role of sport in their lives. Using interpretative phenomenological analysis, we discovered that four different roles of sports participation in a socially vulnerable childhood could be discerned. First of all, sports participation offered youths a safe place that allowed them to escape the struggles they faced in everyday life and that provided them with support, appreciation and feedback that they did not find in other life domains. Secondly, sports participation offered learning experiences that contributed to valuable insights about themselves or the world around them. Thirdly, sport could be an instrument to reach goals and as such sport became a resource in itself. Fourthly, sports participation could fulfil a purpose in life for socially vulnerable youth and become an important part of their identity. The participants’ accounts showed how sports participation filled a specific gap in their lives and they mostly shared positive experiences. However, the participants’ accounts also indicated the potentiality of sport to instigate a negative spiral of vulnerability, and therefore we have to remain critical towards the value of sports as a tool for positive youth development.