Is passion contagious in coach-athlete dyads? A dyadic exploration of the association between passion, affective and need-based experiences in individual sports.

The Dualistic Model of Passion distinguishes between harmonious and obsessive passion, which are associated with athletes' and coaches' adjustments. Whereas prior research sampled either athletes or coaches, the present study used a dyadic approach to explore the bidirectional influence of passion on affective experiences in coaches and athletes. Using a cross-sectional dyadic design, 198 coach-athlete dyads involved in an individual sport at different competition levels, reported on their passion, need-based, and affective experiences. Both actor effects (i.e., intrapersonal dynamics within athletes or coaches) and partner effects (i.e., interpersonal dynamics from coach to athlete and vice versa) were examined. Furthermore, dyadic mediation models were used to investigate the potential mediating role of need-based experiences in the association between passion and affective experiences. Results unveiled compelling evidence for actor effects, indicating that one's own harmonious passion was positively related to one's own more adaptive outcomes and negatively to one's own more maladaptive outcomes, whereas obsessive passion was positively related to maladaptive outcomes. Further, very limited evidence for partner effects, in which coaches' passion affected athletes' outcomes or vice versa, was found. The dyadic mediation models underscored the role of need-based experiences in mediating the association between passion and affective experiences, but only at the intrapersonal level. As such, one's own passion experiences were related to one's own need-based experiences, which in turn were related to one's own affective experiences. The study provided no evidence for interpersonal mediation effects.

Coaching dynamics in elite volleyball: The role of a need-supportive and need-thwarting coaching style during competitive games.

Grounded in Self-Determination Theory, this game-to-game study among Flemish volleyball coaches and athletes had two primary objectives. First, we examined how variations in need-supportive and need-thwarting coaching styles related to variations in athletes' basic psychological needs, motivation, and coach-rated performance. Second, we examined whether athletes who perceived their coach as need-thwarting during a specific game would experience different outcomes based on the overall need-supportive or need-thwarting coaching style they encountered across games. Linear mixed modeling on data from 190 elite volleyball athletes (Mage = 23.95, 32.6 % male) and their 26 coaches (Mage = 48.12, 95.7 % male) indicated positive associations between game-specific need-supportive coaching and athletes' reports of game-specific basic psychological need experiences and motivation, as well as coach-rated performance, whereas game-specific need-thwarting coaching showed opposite trends. Athlete perceptions of a coaching style were more predictive of the outcomes than coach perceptions. Second, the lack of systematic cross-level interactions between game-specific coaching and team-level coaching indicated that the observed correlates of game-specific need-thwarting and need-supportive coaching hold regardless of the perceived overall need-thwarting or need-supportive style of the coach across games.

The identification of requirements for competency development during work-integrated learning in healthcare education.

BACKGROUND: Work-integrated learning (WIL) is widely accepted and necessary to attain the essential competencies healthcare students need at their future workplaces. Yet, competency-based education (CBE) remains complex. There often is a focus on daily practice during WIL. Hereby, continuous competency development is at stake. Moreover, the fact that competencies need to continuously develop is often neglected. OBJECTIVES: To ultimately contribute to the optimization of CBE in healthcare education, this study aimed at examining how competency development during WIL in healthcare education could be optimized, before and after graduation. METHODS: Fourteen semi-structured interviews with 16 experts in competency development and WIL were carried out. Eight healthcare disciplines were included namely associate degree nursing, audiology, family medicine, nursing (bachelor), occupational therapy, podiatry, pediatrics, and speech therapy. Moreover, two independent experts outside the healthcare domain were included to broaden the perspectives on competency development. A qualitative research approach was used based on an inductive thematic analysis using Nvivo12© where 'in vivo' codes were clustered as sub-themes and themes. RESULTS: The analysis revealed eight types of requirements for effective and continuous competency development, namely requirements in the context of (1) competency frameworks, (2) reflection and feedback, (3) assessment, (4) the continuity of competency development, (5) mentor involvement, (6) ePortfolios, (7) competency development visualizations, and (8) competency development after graduation. It was noteworthy that certain requirements were fulfilled in one educational program whereas they were absent in another. This emphasizes the large differences in how competence-based education is taking shape in different educational programs and internship contexts. Nevertheless, all educational programs seemed to recognize the importance of ongoing competency development. CONCLUSION: The results of this study indicate that identifying and meeting the requirements for effective and continuous competency development is essential to optimize competency development during practice in healthcare education.

Are All Negotiations Equally Favorable? The Role of Adolescents' Negotiation Style, Social Domain, and Mothers' Authoritarian Beliefs and Family History.

Although negotiation is generally considered an adaptive means for adolescents to express disagreement in the parent-child relationship, previous research on the correlates of adolescents' negotiation has reported rather mixed results. This may be because parents do not always positively appraise and respond to adolescents' negotiation. The key aim of the present study was to better understand variability in mothers' appraisals and responses to adolescents' negotiation attempts. This was done by examining whether their appraisals and responses vary as a function of adolescents' negotiation style, social domain, and mothers' personal characteristics (i.e., authoritarian beliefs and their own history of being parented). A total of 476 mothers of 9th and 10th grade adolescents in Belgium (Mage mothers = 44.93 years old, SD = 4.07; Mage adolescents = 14.88, SD = 0.75, 51.7% boys) participated in a vignette-based experimental study. Mothers completed questionnaires assessing authoritarian beliefs and their own history of being parented, and read a vignette-based scenario depicting an adolescent's negotiation attempt. Using a between-person 2 × 2 design, adolescents' negotiation style (autonomy-supportive versus controlling) and social domain (personal versus multifaceted) were experimentally manipulated. Mothers were more likely to positively appraise and respond in more constructive ways if adolescents adopted an autonomy-supportive instead of a controlling negotiation style, and when the situation involved a personal rather than a multifaceted issue. Mothers with high authoritarian beliefs and those with a history of being parented in a psychologically controlling way, had a more negative attitude towards adolescents' negotiation. Overall, the results suggest that the success of adolescents' negotiation depends on how, about what, and with whom they negotiate.

The mediational role of motivation in the model of motor development in childhood: A longitudinal study.

The aim of this study was twofold: first, to examine the stability of the hypothesized conceptual model of motor development (without and with including various types of motivation) when children are followed up one-year later, and second to examine longitudinally whether changes in one model variable predict changes in other variables, according to the hypothesized pathways in the model. A sample of 361 Spanish students (50.7% girls, 8-11 years old) voluntarily participated in this study. In relation to the first aim, structural equation modeling revealed the expected positive relationship between the model variables in both measurement times. That is: actual motor competence (MC) predicted physical activity (PA) (p < .001), perceived MC mediated the relationship between actual MC and PA (p < .001), and autonomous motivation mediated the relationship between perceived MC and PA (p < .05). Moreover, the comparison of the invariance analysis showed non-practical differences between the unconstrained model and the constrained model, supporting the stability of the model over time. In relation to the second aim, the hypothesized model in Time 2 controlling for Time 1 values showed that changes in children's actual MC positively predicted changes in their perceived MC (p < .001), which in turn, predicted changes in their autonomous motivation (p < .001), and PA (p < .001) at Time 2. Based on these findings Physical Education teachers are recommended to foster children's actual and perceived MC as well as their autonomous motivation over time in order to promote PA strategies for lifelong health.

Predictors and outcomes of sports coaches' athlete-invested contingent self-worth.

Some sports coaches not only invest considerable time and energy in their athletes, but also attach their self-worth to the successes and failures of their athletes. Grounded in Self-Determination Theory, the present study aimed to examine the theoretical predictors and outcomes of such Athlete-Invested Contingent Self-worth (AICS). Results from a cross-sectional study (Study 1; N = 740, Mage = 34.37 years) and an experimental vignette-based study among youth sports coaches (Study 2; N = 318, Mage = 38.94 years) indicated that AICS was positively related to a controlling coaching style and negatively related to a structuring style. Study 1 showed that a perceived evaluative club board was positively related to AICS, and Study 2 further demonstrated that poor performance was negatively associated with AICS and that an evaluative climate was related to AICS through experiences of need frustration. The discussion focuses on the pitfalls of coaches' contingent self-worth for the development of their athletes.

When theory beats practice: the implementation of competency-based education at healthcare workplaces : Focus group interviews with students, mentors, and educators of six healthcare disciplines.

BACKGROUND: Work-integrated learning constitutes a large part of current healthcare education. During the last decades, a competency-based educational (CBE) approach has been introduced to reduce the theory-practice gap and to promote continuous competency development. Different frameworks and models have been developed to support CBE implementation in practice. Although CBE is now well-established, implementation at healthcare workplaces remains complex and controversial. This study aims to explore how students, mentors, and educators from different healthcare disciplines perceive the implementation of CBE at the workplace. The six-step model of Embo et al. (2015) was used as a base: (1) competency selection, (2) formulating learning goals, (3) self-monitoring performance, (4) self-assessing competency development, (5) summative assessment of individual competencies, and (6) summative assessment of global professional competence. METHODS: Three semi-structured focus group interviews were conducted with (1) five students, (2) five mentors, and (3) five educators. We recruited participants from six different educational programs: audiology, midwifery, nursing (associate degree and bachelor), occupational therapy, or speech therapy. We used thematic analysis combining an inductive and deductive approach. RESULTS: An overview of the predefined competencies was hard to find which complicated CBE implementation and resulted in a lack of consistency between the steps; e.g., the link between the selection of relevant competencies (step 1) and the formulation of learning goals based on these selected competencies (step 2) was absent. Furthermore, the analysis of the data helped identifying seven barriers for CBE implementation: (1) a gap between the educational program and the workplace, (2) a lacking overview of predefined competencies, (3) a major focus on technical competencies at the expense of generic competencies, (4) weak formulation of the learning goals, (5) obstacles related to reflection, (6) low feedback quality, and (7) perceived subjectivity of the assessment approach. CONCLUSION: The present barriers to CBE implementation lead to a fragmentation of current work-integrated learning. In this way, theory beats practice when it comes to CBE implementation as the theory of CBE is not effectively implemented. However, the identification of these barriers might help to find solutions to optimize CBE implementation. Future research seems critical to optimize CBE so that theory can meet practice and the opportunities of CBE optimize healthcare education.

An examination of the reciprocal associations between physical activity and anxiety, depressive symptoms, and sleep quality during the first 9 weeks of the COVID-19 pandemic in Belgium.

During the initial outbreak of the global COVID-19 pandemic, many countries imposed a total lockdown (containment at home). Although it was still allowed in Belgium to be physically active or exercise with people from your household in the vicinity of your home, engaging in sports or physical activity in a group or club context was no longer permitted. To examine whether a lack of physical activity was potentially threatening to the mental well-being of citizens and vice versa, the present study examined concurrent and reciprocal relationships between physical activity and anxiety, depressive symptoms, and sleep quality during the COVID-19 lockdown in a 9-week longitudinal design. In a sample of 983 Belgian adults (75.1% female; M age = 43.78, range = 18-82 years), we explored these relationships at both the between- and within-person levels through random intercept cross-lagged panel models. The findings indicate that more physical activity was associated with lower symptoms of anxiety and depression and better sleep quality, a finding observed both at the between-person (across weeks; ßanxiety = -0.25, ßdepression = -0.30, ßsleep quality = 0.24, p < .001) and within-person level (within weeks; ßanxiety = -0.10, ßdepression = -0.14, ßsleep quality = 0.11, p < .05). Moreover, at the within-person level, an increase in feelings of anxiety and depression at one moment predicted lower levels of physical activity one week later (ßanxiety = -0.04, ßdepression = -0.06, p < .05). Since poor mental health poses a threat to the maintenance of physical activity, the current findings suggest that it is critical to invest in the mental health of individuals during distressing times.

A Daily Examination of the Moderating Role of Adolescents' Coping in Associations between Psychologically Controlling Parenting and Adolescents' Maladjustment.

To explain why there is substantial heterogeneity in the degree to which adolescents suffer from psychologically controlling parenting, it is important to take into account adolescents' active contribution to the socialization processes and to their coping with controlling parenting in particular. This study aimed to examine whether adolescents' coping with controlling parenting (i.e., oppositional defiance, compulsive compliance, negotiation, and accommodation) moderated associations between psychologically controlling parenting, adolescents' experiences of psychological need frustration, and their internalizing and externalizing problems. A total of 161 adolescents (M age = 15.56 years; SD age = 1.14; 61.5% female) and either their mother or their father participated in 7-day diary study. As expected, accommodation played an adaptive role, thereby buffering within-person (daily) associations between psychologically controlling parenting, adolescents' need frustration, and subsequent problems. Unexpectedly, compulsive compliance played a similar adaptive role. Overall, the moderating effects of coping were rather limited, suggesting that adolescents' coping can alter the daily negative consequences associated with psychologically controlling parenting only to a certain extent.

Structured Online Modules and Near-Peer Teaching in Neuroanatomy Stimulate Active Learning and Can Have Beneficial Effects on Medical Students' Scores.

Introduction: As a solution to a decrease in curriculum time and the continuous growth of student-staff ratio, the Ghent University uses near-peer teaching (NPT) in neuroanatomy practical sessions. To improve learning outcomes, students involved in NPT created an online module. This study evaluated the added value of the online module and investigated tutees' learning experience with NPT. Materials and Methods: A cross-sectional study was conducted on second-year medical students who followed a model trajectory. Their completion rate of the online module and results of pre- and posttests on the practical session content, the spotter test, and the theoretical exam were evaluated. Additionally, all second-year medical students were invited to complete a questionnaire on NPT and practical experience. Results: A total of 253 second year students were included. Their completion rates of the online module were moderately correlated with the spotter exam results (r = 0.37, p < 0.001). Students who completed all pretests (96.44%) scored significantly better on the spotter exam (p < 0.001). Learners who completed all posttests (50.99%) scored significantly better on the spotter test (p < 0.001). Spotter tests and theoretical exam results were moderately correlated (r = 0.50, p < 0.001). Three-quarters of 352 second year students completed the questionnaire and fully agreed on all statements that assessed NPT and the practical sessions. Conclusion: An online neuroanatomy learning module stimulates active learning and can be helpful to improve students' spotter test and neuroanatomy exam scores. NPT is a valuable teaching resource and is generally well perceived in delivering high-quality education.

The role of ePortfolios in supporting learning in eight healthcare disciplines: A scoping review.

AIM: This scoping review aims at providing a summary of available knowledge about the role of ePortfolios in scaffolding learning in eight healthcare disciplines to identify main concepts, best practices, and knowledge gaps. BACKGROUND: ePortfolios are well established in scaffolding learning in many healthcare disciplines. Yet, an overview of the ePortfolio literature in the context of healthcare education doesn't exist. DESIGN AND METHODS: A scoping review of ePortfolio use in the following healthcare disciplines was conducted: audiology, dental hygiene, midwifery, nursing (associate degree and bachelor), occupational therapy, podiatry, and speech therapy. Eight databases were systematically searched. By structuring the data, five themes were identified: (1) contexts, (2) research populations and samples, (3) ePortfolio platforms used and objectives, (4) benefits and challenges in the use of ePortfolios, and (5) recommendations derived from literature in the use of ePortfolios. The themes were further specified with sub-themes. The themes help meeting the aim of the scoping review to develop a structured overview of ePortfolio use and research. RESULTS: Thirty-seven articles were included. Samples predominantly involved students and fewer mentors, educators, and graduates. ePortfolios were used to support learning in the context of healthcare workplaces (n = 17), educational institutions (n = 14), or both (n = 6). Different objectives of ePortfolio use were derived from literature and categorized into eight themes: (1) to document and evidence competency, (2) reflection, (3) feedback and assessment, (4) (inter)professional collaboration, (5) support Continuous Professional Development, (6) bridging the gap between theory and practice, (7) employment, and (8) certification. These objectives were in turn coupled to two identified types of ePortfolio platforms: "store and communicate" and "work and learn" ePortfolios. The description of benefits and challenges formed a substantial part of the literature and data were mapped into five themes to structure the data: (1) technology, (2) collaboration, (3) competency development (before and after graduation), (4) employment, and (5) quality of patient care. Although the benefits outweighed the challenges, important challenges were identified, e.g., the high time investment required when working with an ePortfolio, low digital literacy, lack of internet access. CONCLUSIONS: Studies mainly focused on perceptions (n = 32). Only a few studies explored measurable outcomes (i.e., competencies or behavioral indicators). Because ePortfolios are used by different ePortfolio users, in different contexts, and with different objectives, new research directions are needed to investigate how specific features, such as collaboration tools, feedback tools, or assessment tools can improve the role of ePortfolios in supporting healthcare education. TWEETABLE ABSTRACT: This scoping review presents an overview of the knowledge about the role of ePortfolios in scaffolding learning in eight healthcare disciplines.

An online Delphi study to investigate the completeness of the CanMEDS Roles and the relevance, formulation, and measurability of their key competencies within eight healthcare disciplines in Flanders.

BACKGROUND: Several competency frameworks are being developed to support competency-based education (CBE). In medical education, extensive literature exists about validated competency frameworks for example, the CanMEDS competency framework. In contrast, comparable literature is limited in nursing, midwifery, and allied health disciplines. Therefore, this study aims to investigate (1) the completeness of the CanMEDS Roles, and (2) the relevance, formulation, and measurability of the CanMEDS key competencies in nursing, midwifery, and allied health disciplines. If the competency framework is validated in different educational programs, opportunities to support CBE and interprofessional education/collaboration can be created. METHODS: A three-round online Delphi study was conducted with respectively 42, 37, and 35 experts rating the Roles (n = 7) and key competencies (n = 27). These experts came from non-university healthcare disciplines in Flanders (Belgium): audiology, dental hygiene, midwifery, nursing, occupational therapy, podiatry, and speech therapy. Experts answered with yes/no (Roles) or on a Likert-type scale (key competencies). Agreement percentages were analyzed quantitatively whereby consensus was attained when 70% or more of the experts scored positively. In round one, experts could also add remarks which were qualitatively analyzed using inductive content analysis. RESULTS: After round one, there was consensus about the completeness of all the Roles, the relevance of 25, the formulation of 24, and the measurability of eight key competencies. Afterwards, key competencies were clarified or modified based on experts' remarks by adding context-specific information and acknowledging the developmental aspect of key competencies. After round two, no additional key competencies were validated for the relevance criterion, two additional key competencies were validated for the formulation criterion, and 16 additional key competencies were validated for the measurability criterion. After adding enabling competencies in round three, consensus was reached about the measurability of one additional key competency resulting in the validation of the complete CanMEDS competency framework except for the measurability of two key competencies. CONCLUSIONS: The CanMEDS competency framework can be seen as a grounding for competency-based healthcare education. Future research could build on the findings and focus on validating the enabling competencies in nursing, midwifery, and allied health disciplines possibly improving the measurability of key competencies.

Adopting the Situation in School Questionnaire to Examine Physical Education Teachers' Motivating and Demotivating Styles Using a Circumplex Approach.

Grounded in SDT, several studies have highlighted the role of teachers' motivating and demotivating styles for students' motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers' engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire-the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers' motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

The Relation between Physical Education Teachers' (De-)Motivating Style, Students' Motivation, and Students' Physical Activity: A Multilevel Approach.

Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students' physical activity. Grounded in Self-Determination Theory, this study investigated how students' perceptions of PE teachers (de-)motivating style relate to students' device-based physical activity levels during PE. Moreover, it was examined whether students' motivation plays an intervening role in this relation and whether students' physical activity differs according to their gender and lesson topic. A sample of 302 secondary school students aged between 11 and 16 years (M = 13.05, SD = 1.04) completed a questionnaire assessing their perceptions of teachers' (de-)motivating style and their personal motivation toward PE. Students also wore ActiGraph GT3X accelerometers during the PE lesson. Multilevel structural equation modeling revealed that the teachers' motivating style had a significant positive relation with students' autonomous motivation, both at the student level and the class level, and teachers' controlling style had a significant positive relation with students' controlled motivation and amotivation at both levels. However, in terms of students' physical activity levels, students' gender, the lesson topic, and teachers' controlling style seemed to be more decisive than students' motivation and teachers' motivating style.

Differences in Weight Status and Autonomous Motivation towards Sports among Children with Various Profiles of Motor Competence and Organized Sports Participation.

This study aimed (1) to identify profiles in children based on actual motor competence (AMC), perceived motor competence (PMC), and organized sports participation (OSP), and (2) to examine differences among these profiles in weight status as well as autonomous motivation towards sports. Children's (N = 206; 112 boys; Mage = 10.83 ± 0.92 years) AMC, PMC, OSP, weight status, and autonomous motivation towards sports were measured using validated assessment tools. Cluster analyses identified three profiles with completely convergent levels of AMC, PMC, and OSP and three profiles with partially convergent levels. Children in the convergent profiles with average to high levels of AMC, PMC, and OSP had the most optimal profile, as they combined a healthier weight status with elevated levels of autonomous motivation, while the opposite was true for children with low levels on all three cluster-variables. Partially convergent profiles showed that AMC and PMC appear crucial for weight status, as profiles with relatively low levels of AMC and PMC had the highest weight status, independent of their OSP levels. Overall, the findings highlight the importance of promoting AMC, PMC, and OSP simultaneously to help children in achieving a healthy weight status and being autonomously motivated towards OSP.

Self-Determination Theory to observe healthcare professionals' counselling in chronic care encounters: Development of the COUNSEL-CCE tool.

OBJECTIVE: To develop and psychometrically evaluate an observation tool to rate healthcare professionals' engagement in need-supportive and need-thwarting counselling in chronic care encounters. METHODS: The observation tool was developed through three stages (January 2018 - June 2019). First, a set of items was developed according to essential components of need-supportive and need-thwarting counselling as identified in Self-Determination Theory. Second, content validation by five experts. Third, ecological validation using video-recorded real-life consultations. For the psychometric evaluation (June - October 2019), the tool was used by three observers to code 55 units of real-life encounters. RESULTS: The Coding and Observing Need-Supportive Counselling in Chronic Care Encounters (COUNSEL-CCE) consists of 44 items clustered into nine theoretically underpinned behavioural approaches. Psychometric testing indicated acceptable to good consistency in scoring between observers and strong consistency within observers. CONCLUSION: The COUNSEL-CCE captures person-oriented alongside process-oriented aspects during chronic care encounters. A person-oriented approach expresses counselling that is responsive to individual preferences and needs, whereas a process-oriented approach indicates the necessity to support competency building within patients, and is more instrumental of nature. PRACTICE IMPLICATIONS: COUNSEL-CCE is a valuable observation tool to assess (graduate) healthcare professionals' counselling style and address if, and how, counselling evolves as a result of professional training.

How do adolescents deal with intrusive parenting? The role of coping with psychologically controlling parenting in internalizing and externalizing problems.

INTRODUCTION: While research has shown convincingly that psychologically controlling parenting increases the risk for internalizing and externalizing problems among adolescents, little is known about how adolescents cope with such parenting. This study examined the role of two non-autonomous ways of coping (i.e., compulsive compliance and oppositional defiance) and one more autonomous way of coping (i.e., negotiation) in the associations between psychologically controlling parenting and internalizing and externalizing problems. METHOD: Two-wave data from a larger longitudinal study with Belgian adolescents (N = 198; 51% female; mean age = 14.89 years, range = 13-17 years) were analyzed using multilevel modeling. RESULTS: The results showed that oppositional defiance exacerbated associations between psychologically controlling parenting and externalizing problems at the between-person level of analysis. Both compulsive compliance and negotiation exacerbated the association with internalizing problems at the within-person level. In addition to these moderating effects, both oppositional defiance and negotiation played a partly mediating role in associations between psychologically controlling parenting and externalizing problems and oppositional defiance partly mediated associations between psychologically controlling parenting and internalizing problems at the between-person level. CONLUSION: Overall, results suggest that oppositional defiance and compulsive compliance are rather dysfunctional coping responses and that negotiation is a mixed blessing. Directions for future research are discussed.

The Relationship Between Actual and Perceived Motor Competence in Children, Adolescents and Young Adults: A Systematic Review and Meta-analysis.

BACKGROUND: Actual and perceived motor competence are important correlates of various health-related behaviors. As such, numerous studies have examined the association between both constructs in children and adolescents. OBJECTIVES: The first aim of this review and meta-analysis was to systematically examine, analyze and summarize the scientific evidence on the relationship between actual and perceived motor competence (and by extension more general physical self-perception) in children, adolescents and young adults with typical and atypical development. The second aim was to examine several a priori determined potential moderators (i.e., age, sex, and developmental status of study participants, as well as level of alignment between measurement instruments) of the relationship between actual motor competence and perceived motor competence/physical self-perception. DESIGN: This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement and was registered with PROSPERO on August 21st 2017. DATA SOURCES: A systematic literature search of five electronic databases (i.e., MEDLINE, SPORTDiscus, Web of Science, PsycINFO and EMBASE) with no date restrictions was conducted. ELIGIBILITY CRITERIA FOR SELECTING STUDIES: Eligibility criteria included (1) a study sample of youth aged 3-24 years, (2) an assessment of actual motor competence and perceived motor competence/physical self-perception, and (3) a report of the association between both, using a cross-sectional, longitudinal, or experimental design. Only original articles published in peer-reviewed journals with at least the title and abstract in English were considered. ANALYSES: Meta-analyses were conducted by type of actual motor competence (i.e., overall motor competence, locomotor, object control, stability/balance and sport-specific competence) through univariate and multivariable random-effects meta-regression and clustered random-effects meta-regression models. RESULTS: Of the 1643 articles screened, 87 were included for the qualitative review, while 69 remained for the final meta-analyses. All included studies had some risk of bias with only 15% meeting five of the six examined criteria. Significant (p < 0.001) pooled effects were found for overall motor competence (N = 54; r = 0.25; 95% CI [0.20, 0.29]), locomotor (N = 45; r = 0.19; 95% CI [0.13, 0.25]), object control (N = 50; r = 0.22; 95% CI [0.17, 0.27]), stability/balance (N = 8; r = 0.21; 95% CI [0.12, 0.30]), and sport-specific competence (N = 8; r = 0.46; 95% CI [0.28, 0.61]). None of the hypothesized moderators significantly influenced the relationship between actual motor competence and perceived motor competence/physical self-perception. CONCLUSIONS: The strength of the association between actual motor competence and perceived motor competence/physical self-perception in youth is low to moderate, with current data demonstrating that the strength of association does not differ by age, sex, developmental status, or alignment between measurement instruments. However, this review highlights the lack of clarity on the relationship between actual motor competence and perceived motor competence/physical self-perception. Future research should address issues surrounding the design of studies and measurement of actual motor competence and perceived motor competence/physical self-perception as well as explore other potential confounding variables (i.e., product- versus process-oriented assessments, race, culture) that might affect the relationship between these two constructs.

Developmental Change in Motor Competence: A Latent Growth Curve Analysis.

BACKGROUND: The development of childhood motor competence demonstrates a high degree of inter-individual variation. Some children's competence levels increase whilst others' competence levels remain unchanged or even decrease over time. However, few studies have examined this developmental change in motor competence across childhood and little is known on influencing factors. AIM: Using latent growth curve modeling (LGCM), the present longitudinal study aimed to investigate children's change in motor competence across a 2-year timespan and to examine the potential influence of baseline weight status and physical fitness on their trajectory of change in motor competence. METHODS: 558 children (52.5% boys) aged between 6 and 9 years participated in this study. Baseline measurements included weight status, motor competence (i.e., Körperkoördinationstest für Kinder; KTK) and physical fitness (i.e., sit and reach, standing long jump and the 20 m shuttle run test). Motor competence assessment took place three times across a 2-year timespan. LGCM was conducted to examine change in motor competence over time. RESULTS: The analyses showed a positive linear change in motor competence across 2 years (ß = 28.48, p < 0.001) with significant variability in children's individual trajectories (p < 0.001). Girls made less progress than boys (ß = -2.12, p = 0.01). Children who were older at baseline demonstrated less change in motor competence (ß = -0.33, p < 0.001). Weight status at baseline was negatively associated with change in motor competence over time (ß = -1.418, p = 0.002). None of the physical fitness components, measured at baseline, were significantly associated with change in motor competence over time. CONCLUSION AND IMPLICATIONS: This longitudinal study reveals that weight status significantly influences children's motor competence trajectories whilst physical fitness demonstrated no significant influence on motor competence trajectories. Future studies should further explore children's differential trajectories over time and potential factors influencing that change.

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory.

Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers' motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: "relatively amotivated," "somewhat motivated," "autonomous-controlled motivated," and "relatively autonomously motivated." Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the "relatively autonomously motivated" group did not differ in terms of job satisfaction when compared to those in the "autonomous-controlled motivated" group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers' autonomous motivation.