Development and validation of the Perceived Game-Specific Soccer Competence Scale.

The objective of this study was to create a valid, self-reported, game-specific soccer competence scale. A structural model of perceived competence, performance measures and motivation was tested as the basis for the scale. A total of 1321 soccer players (261 females, 1060 males) ranging from 12 to 15 years (13.4 ± 1.0 years) participated in the study. They completed the Perceived Game-Specific Soccer Competence Scale (PGSSCS), self-assessments of tactical skills and motivation, as well as technical and speed and agility tests. Results of factor analyses, tests of internal consistency and correlations between PGSSCS subscales, performance measures and motivation supported the reliability and validity of the PGSSCS. The scale can be considered a suitable instrument to assess perceived game-specific competence among young soccer players.

Development of perceived competence, tactical skills, motivation, technical skills, and speed and agility in young soccer players.

The objective of this 1-year, longitudinal study was to examine the development of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics of young Finnish soccer players. We also examined associations between latent growth models of perceived competence and other recorded variables. Participants were 288 competitive male soccer players ranging from 12 to 14 years (12.7 ± 0.6) from 16 soccer clubs. Players completed the self-assessments of perceived competence, tactical skills, and motivation, and participated in technical, and speed and agility tests. Results of this study showed that players' levels of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics remained relatively high and stable across the period of 1 year. Positive relationships were found between these levels and changes in perceived competence and motivation, and levels of perceived competence and speed and agility characteristics. Together these results illustrate the multi-dimensional nature of talent development processes in soccer. Moreover, it seems crucial in coaching to support the development of perceived competence and motivation in young soccer players and that it might be even more important in later maturing players.

The associations among fundamental movement skills, self-reported physical activity and academic performance during junior high school in Finland.

The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys' group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.

Students' Perceptions of Motivational Climate and Enjoyment in Finnish Physical Education: A Latent Profile Analysis.

The purpose of this study was to identify student clusters with homogenous profiles in perceptions of task- and ego-involving, autonomy, and social relatedness supporting motivational climate in school physical education. Additionally, we investigated whether different motivational climate groups differed in their enjoyment in PE. Participants of the study were 2 594 girls and 1 803 boys, aged 14-15 years. Students responded to questionnaires assessing their perception of motivational climate and enjoyment in physical education. Latent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego climate' group', 2) 'low autonomy, relatedness, and high task and ego climate, 3) 'moderate autonomy, relatedness, task and ego climate' group 4) 'high autonomy, relatedness, task, and moderate ego climate' group, and 5) 'high relatedness and task but moderate autonomy and ego climate' group. Analyses of variance showed that students in clusters 4 and 5 perceived the highest level of enjoyment whereas students in cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of various motivational climates created differential levels of enjoyment in PE classes. Key pointsLatent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego climate' group', 2) 'low autonomy, relatedness, and high task and ego climate, 3) 'moderate autonomy, relatedness, task and ego climate' group 4) 'high autonomy, relatedness, task, and moderate ego climate' group, and 5) 'high relatedness and task but moderate autonomy and ego climate' group.Analyses of variance showed that clusters 4 and 5 perceived the highest level of enjoyment whereas cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of motivational climate create differential levels of enjoyment in PE classes.

A multilevel latent growth modelling of the longitudinal changes in motivation regulations in physical education.

The purpose of this study was to examine individual- and classroom-level differences in the longitudinal change in motivational regulations during physical education students' transition from elementary (Grade 6) across middle school (Grades 7 to 9). A sample of 757 Finnish adolescents (M = 12.71, SD = 0.23) participated in this study. Participants of the study responded to questionnaires collected six times. A multilevel latent growth modelling approach was used to analyze the data. Results showed that motivational regulations in physical education developed at different rates during middle school. More specifically, students': (a) identified regulation increased across Grades 6 to 9; (b) amotivation increased during middle school transition from Grade 6 to 7; and (c) introjected regulation declined from Grade 8 to 9. Other motivational regulations remained stable across time. The changes in amotivation and introjected regulation were largely due to individual factors, whereas the changes in identified regulation were due to environmental factors. Key pointsStudents' identified regulation increased across Grades 6 to 9.Students' amotivation increased across middle school transition from Grade 6 to 7.Students' introjected regulation declined from Grade 8 to 9.Other motivational regulations remained stable across time.

Health-related physical activity levels in Spanish youth and young adults.

The aim of this study was to analyze the current physical activity (PA) levels in youth and young adults from Granada, Spain, and to assess if they accomplish the recommendations for healthy PA. A sample of 1,832 boys and 1,840 girls was administered the International Physical Activity Questionnaire. Results showed that most of the children (72.2%) and adolescents (56.4%) reached the recommended PA levels, whereas only 40% of young adults achieved recommended levels of PA. The most active were students from Primary schools, whereas university students were the least active. Youth of college and university ages were found to be at higher risk for engagement in PA.

Factorial validity and internal consistency of the motivational climate in physical education scale.

The aim of the study was to examine the construct validity and internal consistency of the Motivational Climate in Physical Education Scale (MCPES). A key element of the development process of the scale was establishing a theoretical framework that integrated the dimensions of task- and ego involving climates in conjunction with autonomy, and social relatedness supporting climates. These constructs were adopted from the self-determination and achievement goal theories. A sample of Finnish Grade 9 students, comprising 2,594 girls and 1,803 boys, completed the 18-item MCPES during one physical education class. The results of the study demonstrated that participants had highest mean in task-involving climate and the lowest in autonomy climate and ego-involving climate. Additionally, autonomy, social relatedness, and task- involving climates were significantly and strongly correlated with each other, whereas the ego- involving climate had low or negligible correlations with the other climate dimensions.The construct validity of the MCPES was analyzed using confirmatory factor analysis. The statistical fit of the four-factor model consisting of motivational climate factors supporting perceived autonomy, social relatedness, task-involvement, and ego-involvement was satisfactory. The results of the reliability analysis showed acceptable internal consistencies for all four dimensions. The Motivational Climate in Physical Education Scale can be considered as psychometrically valid tool to measure motivational climate in Finnish Grade 9 students. Key PointsThis study developed Motivational Climate in School Physical Education Scale (MCPES). During the development process of the scale, the theoretical framework using dimensions of task- and ego involving as well as autonomy, and social relatedness supporting climates was constructed. These constructs were adopted from the self-determination and achievement goal theories.The statistical fit of the four-factor model of the MCPES consisting of motivational climate factors supporting perceived autonomy, social relatedness, task-involvement, and ego-involvement was satisfactory. Additionally, the results of the reliability analysis showed acceptable internal consistencies for all four dimensions.The results of the study demonstrated that participants had highest mean in task-involving climate and the lowest in autonomy climate.Autonomy, social relatedness, and task climate were significantly and strongly correlated with each other, whereas the ego climate factor had low or negligible correlations with the other three factors.

Method effects: the problem with negatively versus positively keyed items.

Using confirmatory factor analyses, we examined method effects on Rosenberg's Self-Esteem Scale (RSES; Rosenberg, 1965) in a sample of older European adults. Nine hundred forty nine community-dwelling adults 60 years of age or older from 5 European countries completed the RSES as well as measures of depression and life satisfaction. The 2 models that had an acceptable fit with the data included method effects. The method effects were associated with both positively and negatively worded items. Method effects models were invariant across gender and age, but not across countries. Both depression and life satisfaction predicted method effects. Individuals with higher depression scores and lower life satisfaction scores were more likely to endorse negatively phrased items.

Prediction of enjoyment in school physical education.

The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE enjoyment via perceived physical competence and intrinsic motivation at Grade 9 for both girls and boys.Ego-involving climate did not fit either the data for the girls or boys, as PE lessons based on ego-involving motivational climate did not significantly influence on the level of PE enjoyment.The results of the current study and previous practical findings support task-involving teaching methods to promote adolescent's PE enjoyment through secondary school years. School PE could be most effective if based on task-involving motivational climate, in which the main objective is increasing students' perceived physical competence, intrinsic motivation, and enjoyment.

The role of peer groups in male and female adolescents' task values and physical activity.

The purpose of this longitudinal study was to examine the role of peer groups and sex in adolescents' task values and physical activity. The participants were 330 Finnish Grade 6 students (173 girls, 157 boys), who responded to questionnaires that assessed physical education task values during the spring semester (Time 1). Students' physical activity was assessed one year later (Time 2). The results indicated that adolescent peer groups were moderately homogeneous in terms of task values toward physical education and physical activity. Girls' peer groups were more homogeneous than those of boys in regards to utility and attainment values. Furthermore, the results for both girls and boys showed that particularly intrinsic task value typical for the peer group predicted group members' physical activity. The findings highlight the important role of peer group membership as a determinant of future physical activity.

Fundamental movement skills and motivational factors influencing engagement in physical activity.

To assess whether subgroups based on children's fundamental movement skills, perceived competence, and self-determined motivation toward physical education vary with current self-reported physical activity, a sample of 316 Finnish Grade 7 students completed fundamental movement skills measures and self-report questionnaires assessing perceived competence, self-determined motivation toward physical education, and current physical activity. Cluster analysis indicated a three-cluster structure: "Low motivation/low skills profile," "High skills/low motivation profile," and "High skills/high motivation profile." Analysis of variance indicated that students in the third cluster engaged in significantly more physical activity than students of clusters one and two. These results provide support for previous claims regarding the importance of the relationship of fundamental movement skills with continuing engagement in physical activity. High fundamental movement skills, however, may represent only one element in maintaining adolescents' engagement in physical activity.

Relations among physical activity patterns, lifestyle activities, and fundamental movement skills for Finnish students in grade 7.

To investigate the relations among leisure time physical activity and in sport clubs, lifestyle activities, and the locomotor, balance manipulative skills of Grade 7 students participating in Finnish physical education at a secondary school in central Finland completed self-report questionnaires on their physical activity patterns at leisure time and during sport club participation, and time spent watching television and using the computer and other electronic media. Locomotor skills were analyzed by the leaping test, balance skills by the flamingo standing test, and manipulative skills by the accuracy throwing test. Analysis indicated physical activity in sport clubs positively explained scores on balance and locomotor tests but not on accuracy of throwing. Leisure time physical activity and lifestyle activities were not statistically significant predictors of performance on any movement skill tests. Girls scored higher on the static balance skill and boys higher on the throwing task. Overall, physical activity in sport clubs was more strongly associated with performance on the fundamental movement tasks than was physical activity during leisure.

Differences in ball sports athletes speed discrimination skills before and after exercise induced fatigue.

Substantial research exists in relation to the effect of fatigue on the cognitive skills of athletes. Very few studies in the sport domain, however, have investigated decision-making time and accuracy in relation to the discrimination of the speed of a moving object following exercise at maximal intensity. The purpose of this study was to examine differences in the pre- and post-fatigue speed discrimination skills of elite ballgames athletes to determine if they prioritize accuracy or speed of decision-making when physically exhausted. The participants in the study were 163 males (M = 21.17, SD = 4.18) Estonian national level soccer (n = 79), basketball (n = 63) and volleyball (n = 21) players. Peak oxygen uptake (VO2max) was assessed during completion of an incremental exercise test on a treadmill. Speed discrimination stimuli were images of red square-shapes on a grey background presented moving along the sagittal axis at four different virtual velocities on a computer (PC) screen. Repeated measures MANOVA revealed a significant main effect for the decision-making time factor. A second MANOVA revealed a significant main effect for the decision-making accuracy factor. The soccer group made a significantly lower number of errors than the basketball group (p = 0.015) in pre- and post-fatigue decision-making accuracy. The results showed that athletes' decision-making time decreased and decision-making errors increased after a maximal aerobic capacity exercise task. A comparison of the pre- and post-fatigue speed discrimination skills of experienced basketball, volleyball and soccer players indicated that the only significant difference was for decision-making accuracy between the soccer and basketball groups. The current findings clearly demonstrated that the athletes made decisions faster at the expense of accuracy when fatigued. Key pointsThe purpose of this study was to examine differences in the pre- and post-fatigue speed discrimination skills of elite ballgames athletes to determine if they prioritize accuracy or speed of decision-making when physically exhausted.Speed discrimination stimuli were images of red square-shapes on a grey background presented moving along the sagittal axis at four different virtual velocities on a computer (PC) screen that represented the frontal plane.The participants exercised on a treadmill to level of 100% of peak oxygen uptake (VO2max).Repeated measures MANOVA revealed significant main effects for both the decision-making time and accuracy factors. The current findings clearly demonstrated that the athletes made decisions faster but with greater errors when fatigued.Post hoc analyses of the differences between the ball game sport groups indicated that soccer group participants reported a significantly lower number of errors than the basketball group (p = .015) in pre- and post-fatigue decision-making accuracy.Further investigations are required to clarify the equivocal set of previous findings regarding the relationship between the cognitive function of athletes at varying physical workload intensities.

Relationships between physical education students' motivational profiles, enjoyment, state anxiety, and self-reported physical activity.

The purpose of this study was to analyze motivational profiles based on the self-determination theory (Deci and Ryan, 2000) and how these profiles are related to physical education students' enjoyment, state anxiety, and physical activity. The participants, 429 sixth grade students (girls = 216; boys = 213) completed SMS, Sport Enjoyment Scale, PESAS, and Physical Activity Scale. Cluster analyses identified two motivational profiles: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation. The students in the first cluster enjoyed physical education more and were physically more active. The results revealed that students may be motivated towards physical education lessons both intrinsically and extrinsically, and still experience enjoyment in physical education. Key pointsTWO MOTIVATIONAL PROFILES WERE REVEALED: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation.The students in the first profile enjoyed physical education more and were physically more active than the students in the second profile.Moreover, the representatives of the "High motivation profile "experienced greater anxiety toward physical education than the representatives of the "Low motivation profile"These findings raised an interesting question whether students engaging in physical education benefit more from the presence of both self-determined and non-self-determined forms of motivation, or are the benefits higher if students are primarily self-determined?

Interpersonal Dynamics in 2-vs-1 Contexts of Football: The Effects of Field Location and Player Roles.

This study analyzed the spatial-temporal interactions that sustained 2-vs-1 contexts in football at different field locations near the goal. Fifteen male players (under 15 years, age 13.2 ± 1.03 years, years of practice 4.2 ± 1.10 years), 5 defenders, 7 midfielders, and 3 attackers, participated in the study. Each participant performed a game to simulate a 2-vs-1 sub-phase as a ball carrier, second attacker, and defender at three different field locations, resulting in a total number of 142 trials. The movements of participants in each trial were recorded and digitized with TACTO software. Values of interpersonal distance between the ball carrier and defender and interpersonal angles between players and between the goal target, defender, and ball carrier were calculated. The results revealed a general main effect of field location. Generally, the middle zone revealed the lowest values of interpersonal distance and angle between players and the right zone and the highest values of interpersonal distance between players and interpersonal angle between players and the goal. Related with participants' roles, defenders revealed subtle differences as attackers on interpersonal distances and relative angles compared with midfielders and attackers. Findings supported that field location is a key constraint of players' performance and that players' role constraint performance effectiveness in football.

Skill-related differences between athletes and nonathletes in speed discrimination.

This study examined differences in decision-making time and accurscy as attributes of speed discrimination between participants skilled and less skilled in ball games. A total of 130 men, ages 18 to 28 years (M=21.2, SD=2.6), participated. The athlete sample (skilled group) comprised Estonian National League volleyball (n=26) and basketball players (n=27). The nonathlete sample (less skilled group) included 77 soldiers of the Estonian Defence Force with no reported top level experience in ball games. Speed-discrimination stimuli were images of red square shapes presented moving along the sagittal axis at four different virtual velocities on a computer (PC) screen which represented the frontal plane. Analysis indicated that only decision-making time was significantly different between the elite athlete and nonathlete groups. This finding suggests a possible effect of ball-game skills for decision-making time in speed discrimination.

An Ecological Conceptualization of Extreme Sports.

Currently, there are various definitions for extreme sports and researchers in the field have been unable to advance a consensus on what exactly constitutes an 'extreme' sport. Traditional theory-led explanations, such as edgeworks, sensation seeking and psychoanalysis, have led to inadequate conceptions. These frameworks have failed to capture the depth and nuances of experiences of individuals who refute the notions of risk-taking, adrenaline- and thrill-seeking or death-defiance. Instead, participants are reported to describe experiences as positive, deeply meaningful and life-enhancing. The constant evolution of emerging participation styles and philosophies, expressed within and across distinguishable extreme sport niches, or forms of life, and confusingly dissimilar definitions and explanations, indicate that, to better understand cognitions, perceptions and actions of extreme sport participants, a different level of analysis to traditional approaches needs to be emphasized. This paper develops the claim that a more effective definition, reflecting the phenomenology, and framework of an ecological dynamics rationale, can significantly advance the development of a more comprehensive and nuanced future direction for research and practice. Practical implications of such a rationale include study designs, representative experimental analyses and developments in coaching practices and pedagogical approaches in extreme sports. Our position statement suggests that extreme sports are more effectively defined as emergent forms of action and adventure sports, consisting of an inimitable person-environment relationship with exquisite affordances for ultimate perception and movement experiences, leading to existential reflection and self-actualization as framed by the human form of life.

Immediate effects of wearing knee length socks differing in compression level on postural regulation in community-dwelling, healthy, elderly men and women.

BACKGROUND: Stimulation of lower limbs' cutaneous receptors and mechanoreceptors through compression garments could potentially increase somatosensory system efficiency and aid postural regulation in elderly individuals. RESEARCH QUESTION: This study examined immediate effects of wearing knee length socks (KLS) of various compression levels on somatosensory function in community-dwelling healthy elderly men and women during a double-limb standing, balancing task. METHODS: A total of forty-six elderly participants (Male = 23), aged between 65 and 84 years old, randomly selected from the Singapore community-dwelling, healthy population. Three treatment interventions (wearing clinical compression socks; wearing non-clinical compression socks; wearing commercial socks) and one control condition (barefoot), in a counterbalanced order, were administered to participants while they performed a 30-s Romberg test, with four levels of performance difficulty: (1) standing on a stable surface with vision (SO); (2) a stable surface without vision (SC); (3) a foam surface with vision (FO); and (4), a foam surface without vision (FC). RESULTS: Results showed that immediate effects of applying KLS of various compression levels significantly reduced sway area, trace length, velocity, and anterior-posterior (AP) sway as compared to barefoot condition (control) during the FO task condition. SIGNIFICANCE: This finding indicates the positive immediate effects of garments on somatosensory system function and postural regulation in the elderly men and women, especially when standing on the unstable surface. Wearing compression KLS could be included as a viable intervention on top of other forms of balance training to reduce risk of falling in elderly people.

Common Variant Burden Contributes to the Familial Aggregation of Migraine in 1,589 Families.

Complex traits, including migraine, often aggregate in families, but the underlying genetic architecture behind this is not well understood. The aggregation could be explained by rare, penetrant variants that segregate according to Mendelian inheritance or by the sufficient polygenic accumulation of common variants, each with an individually small effect, or a combination of the two hypotheses. In 8,319 individuals across 1,589 migraine families, we calculated migraine polygenic risk scores (PRS) and found a significantly higher common variant burden in familial cases (n = 5,317, OR = 1.76, 95% CI = 1.71-1.81, p = 1.7 × 10-109) compared to population cases from the FINRISK cohort (n = 1,101, OR = 1.32, 95% CI = 1.25-1.38, p = 7.2 × 10-17). The PRS explained 1.6% of the phenotypic variance in the population cases and 3.5% in the familial cases (including 2.9% for migraine without aura, 5.5% for migraine with typical aura, and 8.2% for hemiplegic migraine). The results demonstrate a significant contribution of common polygenic variation to the familial aggregation of migraine.

Effects of School-Based Physical Activity Program on Students' Moderate-to-Vigorous Physical Activity and Perceptions of Physical Competence.

BACKGROUND: The study examined the effects of school-based program on students' self-reported moderate to vigorous physical activity and physical competence, and associated links to gender, grade, body mass index, and physical education assessments. METHODS: Participants were 240 middle school students (143 intervention, 97 control) from 3 small cities in North-East Finland. The intervention group received task-involving climate support in physical education classes and additional physical activities during school days across 1 year. RESULTS: The intervention group's physical competence increased, whereas the control group's competence remained stable across the period. However, physical activity levels were stable in both groups. The findings also showed that body mass index was negatively associated with physical competence and activity in the intervention group at the follow-up measure. Physical education assessments were positively related with only the baseline scores of physical competence in the intervention group. In contrast, the assessments had positive relationships with physical competence and activity of control group students. CONCLUSIONS: The present program was an effective protocol to increase student's perceptions of physical competence. Since the quantity of school physical education including recess activities cannot be dramatically increased, positive learning experiences should be provided, and thus, support perceptions of physical competence.