Leisure-time physical activity in individuals with osteoporosis : associations with psychological well-being

With approximately 16% of the Canadian population living with osteoporosis, and rates expected to increase (Osteoporosis Canada, 2009), cost-effective treatment modalities that improve bone health and psychological well-being reflect an important public health agenda. Physical activity has been implicated as one non-pharmaceutical mechanism to help improve psychological well-being in the general population (Fox, Stathi, McKenna, & Davis, 2007) and in people diagnosed with osteoporosis (Osteoporosis Canada, 2007). The purpose of this investigation was to determine the association between leisure-time physical activity (LTP A) and well-being in people diagnosed with osteoporosis. A secondary purpose, using Basic Needs Theory (BNT; Deci & Ryan, 2002) was to determine if the fulfillment of three psychological needs (i.e., competence, autonomy and relatedness) mediated the relationship between LTP A and well-being. People diagnosed with osteoporosis (N= 190; Mage = 68.14; SDage = 11.54) were asked to complete a battery of questionnaires assessing L TP A, hedonic and eudaimonic well-being and perceived psychological need satisfaction in physical activity contexts. Bivariate correlations revealed a pattern of negligible (r's -0.02 to 0.35) to small correlations between LTP A and well-being with contextual positive affect (r = 0.24) and subjective vitality (r = 0.22) demonstrating statistical significance (p < .01). Results of the multiple mediation analysis indicated that perceived satisfaction of the three psychological needs mediated the relationship between LTPA and well-being with perceived competence emerging as a unique mediator. As such, LTP A was positively associated with well-being in people who are diagnosed with osteoporosis, and the fulfillment of the three psychological needs may be the mechanism through which this 111 effect is carried. Health promotion specialists and practitioners should encourage patients with osteoporosis to engage in LTP A, and support their needs for competence, autonomy and relatedness. Practical implications for researchers and health promotion specialists are discussed in terms ofthe results of this investigation.

Basic Psychological Needs as mediators: An examination of the relationship between exercise and well-being

Grounded in Basic Psychological Needs Theory (Deci & Ryan, 2002), the present investigation examined whether psychological need satisfaction mediated the relationship between moderate-to-vigorous physical activity (MVPA) and well-being. Adopting a longitudinal design participants (N= 147) completed questionnaires assessing MVPA, well-being and perceived psychological need satisfaction in exercise contexts on three occasions separated by three weeks. A pattern of small-to-moderate correlations were noted between MVPA and indices of well-being (r12's ranged from .16 to .29). Multiple mediation analysis indicated that perceived psychological need satisfaction mediated the relationship between MVPA and well-being with perceived competence emerging as a unique mediator. Serial mediation analyses indicated the importance of ongoing psychological need satisfaction to well-being. Contexts that afford individuals the opportunity to engage in MVPA, as well as supports their need for competence, would be most advantageous for the promotion of psychological well-being.

The influence of physical attractiveness and gender on perceived competence of sportscasters

The media tends to represent female athletes as women first and athletes second (Koivula, 1 999). The present study investigated whether this same trend was present for female sportscasters, using a self-presentational framework. Self-presentation is the process by which people try to control how others see them (Leary, 1995). One factor that may influence the type of image they try to project is their roles held in society, including gender roles. The gender roles for a man include dominance, assertiveness, and masculinity, while the gender roles for a woman include nurturer, femininity, and attractiveness (Deaux & Major, 1 987). By contrast, sports broadcasters are expected to be knowledgeable, assertive, and competent. Research suggests that female sports broadcasters are seen as less competent and less persuasive than male sports broadcasters (Mitrook & Dorr, 2001; Ordman & Zillmann, 1994, Toro, 2005). One reason for this difference may be that the gender roles for a man are much more similar to those of a sportscaster, compared to those of a woman. Thus, there may be a conflict between the two roles for women. The present study investigated whether the gender and perceived attractiveness of sportscasters influenced the audience's perceptions of the level of competence that a sportscaster demonstrates. Two hundred and four male (n =75) and female (n =129) undergraduate students were recruited from a southern Ontario university to participate in the study. The average age of the male participants was 21 .23 years {SD =1 .60), and the average age for female participants was 20.67 years {SD = 1 .31). The age range for all participants was from 19 to 30 years {M = 20.87 years, SD = 1 .45). Af^er providing informed consent, participants randomly received one of four possible questionnaire packages. The participants answered the demographic questionnaire, and then proceeded to view the picture and read the script of a sports newscast. Next, based on the picture and script, the participants answered the competence questionnaire, assessing the general, sport specific, and overall competence of the sportscaster. Once participants had finished, they returned the package to the researcher and were thanked for their time. Data was analyzed using an ANOVA to determine if general sport competence differs with respect to gender and attractiveness of the sportscaster. Overall, the ANOVA was non-significant (p > .05), indicating no differences on the dependent variable based on gender (F (3, 194) = .631, p = .426), attractiveness (F (3, 194) = .070, p = .791), or the interaction of the two {F (3, 194) = .043,/? = .836). Although none of the study hypotheses were supported, the study provided some insight to the perceived competence of female sportscasters. It is possible that female sportscasters are now seen as competent in the area of sports. Sample characteristics could also have influenced these results; the participants in the current study were primarily physical education and kinesiology students, who had experience participating in physical activity with both men and women. Future research should investigate this issue further by using a video sportscast. It is possible that delivery characteristics such as voice quality or eye contact may also impact perceptions of sportscasters.

An investigation into the physical and psychological stress factors that elementary teachers experience : recommendations to boards and personal calming strategies /

The prlmaiy objective of this study was to Identify and describe the physical and psychological stress factors that elementary school teachers experience and how teachers cope with stress. A secondary objective was to offer boards and teachers potential coping strategies counteracting stress and the effects of stress. The sample consisted of 120 elementaiy teachers from southern Ontario. Ten elementaiy schools were randomly chosen. The Teacher Stress Inventory questionnaire (Flmian, 1989) was used. Data were analyzed using a variety of statistics. Test norms and interpretations were performed based on standard results obtained from the author of the questionnaire (Flmian, 1988). Overall, the results indicated that work-related stressors were the main factor for teacher stress. This Included such factors as caseload/class is too big, too much administrative paperwork, and having little time to prepare lessons. Implications for further research and practical suggestions for further reseairch are discussed. Also a variety of recommendations to boards and for individual use are discussed. Some recommendations are having counselling available for teachers, workshops on how to handle stress, and learning how to breathe and using calm visualization.

Predictors of academic achievement and social competence in adolescence : facilitation, inhibition and general cognitive processing /

The relevance of attentional measures to cognitive and social adaptive behaviour was examined in an adolescent sample. Unlike previous research, the influence of both inhibitory and facilitory aspects of attention were studied. In addition, contributions made by these attentional processes were compared with traditional psychometric measures of cognitive functioning. Data were gathered from 36 grade 10 and 1 1 high school students (20 male and 16 female students) with a variety of learning and attentional difficulties. Data collection was conducted in the course of two testing sessions. In the first session, students completed questionnaires regarding their medical history, and everyday behaviours (the Brock Adaptive Functioning Questionnaire), along with non-verbal problem solving tasks and motor speed tasks. In the second session, students performed working memory measures and computer-administered tasks assessing inhibitory and facilitory aspects of attention. Grades and teacher-rated measures of cognitive and social impulsivity were also gathered. Results indicate that attentional control has both cognitive and social/emotional implications. Performance on negative priming and facilitation trials from the Flanker task predicted grades in core courses, social functioning measures, and cognitive and social impulsivity ratings. However, beneficial effects for academic and social functioning associated with inhibition were less prevalent in those demonstrating a greater ability to respond to facilitory cues. There was also some evidence that high levels of facilitation were less beneficial to academic performance, and female students were more likely to exceed optimal levels of facilitory processing. Furthermore, lower negative priming was ''S'K 'i\':y-: -'*' - r " j«v ; ''*.' iij^y Inhibition, Facilitation and Social Competence 3 associated with classroom-rated distraction and hyperactivity, but the relationship between inhibition and social aspects of impulsivity was stronger for adolescents with learning or reading problems, and the relationship between inhibition and cognitive impulsivity was stronger for male students. In most cases, attentional measures were predictive of performance outcomes independent of traditional psychometric measures of cognitive functioning. >,, These findings provide support for neuropsychological models linking inhibition to control of interference and arousal, and emphasize the fundamental role of attention in everyday adolescent activities. The findings also warrant further investigation into the ways which inhibitory and facilitory attentional processes interact, and the contextdependent nature of attentional control.associated with classroom-rated distraction and hyperactivity, but the relationship between inhibition and social aspects of impulsivity was stronger for adolescents with learning or reading problems, and the relationship between inhibition and cognitive impulsivity was stronger for male students. In most cases, attentional measures were predictive of performance outcomes independent of traditional psychometric measures of cognitive functioning. >,, These findings provide support for neuropsychological models linking inhibition to control of interference and arousal, and emphasize the fundamental role of attention in everyday adolescent activities. The findings also warrant further investigation into the ways which inhibitory and facilitory attentional processes interact, and the contextdependent nature of attentional control.

The relation of attentional, emotional, and social regulation to cognitive competence, from infancy to school entry

Recent research on the sources of cognitive competence in infancy and early childhood has highlighted the role of social and emotional factors (for example, Lewis, 1993b). Exploring the roots of competence requires a longitudinal and multivariate approach. To deal with the resulting complexity, potentially integrative theoretical constructs are required. One logical candidate is self-regulation. Three key developmental questions were the focus of this investigation. 1) Does infant self-regulation (attentional, emotional, and social) predict preschool cognitive competence? 2) Does infant self-regulation predict preschool self-regulation? 3) Does preschool self-regulation predict concurrent preschool cognitive competence? One hundred preschoolers (46 females, 54 males; mean age = 5 years, 11 months) who had participated at 9- and/ or 12-months of age in an object permanence task were recruited to participate in this longitudinal investigation. Each subject completed four scales of the WPPSI-R and two social cognitive tasks. Parents completed questionnaires about their preschoolers' regulatory behaviours (Achenbach's Child Behavior Checklist [1991] and selected items from Eisenberg et ale [1993] and Derryberry & Rothbart [1988]). Separate behavioural coding systems were developed to capture regulatory capabilities in infancy (from the object permanence task) and preschool (from the WPPSIR Block Design). Overall, correlational and multiple regression results offered strong affirmative answers to the three key questions (R's = .30 to .38), using the behavioural observations of self-regulation. Behavioural regulation at preschool substantially predicted parental reports of regulation, but the latter variables did not predict preschool competence. Infant selfregulation and preschool regulation made statistically independent contributions to competence, even though regulation at Time 1 and Time 2 ii were substantially related. The results are interpreted as supporting a developmental pathway in which well-regulated infants more readily acquire both expertise and more sophisticated regulatory skills. Future research should address the origins of these skills earlier in infancy, and the social contexts that generate them and support them during the intervening years.

Motivation and psychological need salience in the experiences of initiating and maintaining exercise as an older female adult

Objectives: The primary objective ofthis study was to explore motivation and psychological need salience in the initiatory and maintenance experiences of older female exercIsers. Methods: Female initiates (n = 3) and reflective maintainers (n = 3) 65 years of age or older (M = 76 years; SD = 5.37) participated in semi-structured interviews. Data were analyzed holistically and categorically, following a hermeneutic approach to inquiry. Results: Perceived importance of exercise benefits appeared to be the strongest motive for initiates at this stage of life and connections to others were perceived as valued, but less important in exercise contexts. Also, listening to one's body over instructions from the exercise leader emerged as a key factor to success. Conclusions: Overall, the results ofthis study implicate more self-determined than controlled motives as sources of regulation in older females' exercise initiation experiences. Evidence for psychological needs was more heterogeneous and less conclusive.

Bullying in physical education : its prevalence & impact on the intention to continue secondary school physical education

The purpose of this study was to determine the prevalence of bullying in physical education and its influence on students' intention to participate in the class in the future. Additionally, the study researched the relationship between bullying and body image as well as bullying and physical competency in physical education. A survey was utilized that collected both quantitative and qualitative data about students' experiences in physical education. Two-hundred and thirty-four grade 10 students (144 female and 90 male) from 8 different secondary schools participated in the study. Data analyses were completed using the Statistical Package for the Social Sciences (SPSS) version 16.0. Results showed thaLapproximately 18.3% of respondents had .experienced physical bullying in physical education; 23.7% had experienced verbal bullying; and 20.4% experienced social bullying. Furthermore, those who experienced frequent bullying in physical education did not intend on taking the class in the future. The relationship between body image and bullying was not found to be significant. However, physical competence was found to significantly predict bullying in physical education. These results show how prevalent bullying is in physical education classes and how it negatively impacts future participation in the class.

Canadian curling coaches' use of psychological skills training

Hom's (2008) model of coaching effectiveness proposes a series of direct relationships between the beliefs and values of coaches, their behaviours, and the perceptions of their athletes. One specific area of coaching behaviour that is in need of more research is their use of psychological skills training (PSn. The purpose of this study was to examine the relationship between the beliefs and behaviours of curling coaches with respect to PST, and the perceptions of their athletes. In collaboration with the Canadian Curling Association, data was collected from a national sample of 115 curling teams with varying levels of competition and experience. One hundred and fifteen coaches completed PST attitude (SPA-RC-revised) and behaviour (MSQ-revised) measures, while 403 athletes completed two perception measures (CCS and S-CI). Interclass correlation coefficients (ICC) were calculated to ensure intra-team consistency. All ICCs were positive, ranging from r =.39 to .56, and significant at the p < .01 level. A series of multiple regressions were performed. Three of the four regression models were significant, with coaches' PST behaviours accounting for 16% of the variance in athletes' evaluation of their coaches' competencies (GeC). The models for athletes' PhysicalSport Confidence (P-SC) and Cognitive-Sport Confidence (C-SC) accounted for 15% and 36% of the variation, with GCC and coaches' PST behaviours both being significant predictors of the models. After statistically controlling the influence of GCC, coaches' PST behaviours accounted for 3% and 26% of the variation in athletes P-SC and C-SC. These results provide partial support for Hom's (2008) model of coaching effectiveness, and offer new insight into the benefits of coaches' use of sport psychology-related training behaviours.

Collegiate volleyball players' need fulfillment, balance and well-being

Proponents of Basic Needs Theory (BNT; Deci & Ryan, 2002) contend that the mechanism underpinning psychological well-being is the fulfillment of basic psychological needs with their fulfillment addressed in an independent (Deci & Ryan, 2002) or balanced manner (Sheldon & Niemiec, 2006). The purpose of this investigation was to explore the associations between the fulfillment of basic psychological needs and two forms of psychological well-being, namely hedonic and eudaimonic indices. Employing purposive sampling and a cross-sectional design, collegiate volleyball players (N = 219; nfemales = 127) completed a battery of self-report instruments assessing psychological need satisfaction and well-being toward the mid-to-end portion oftheir competitive season. Aligned with BNT (Deci & Ryan, 2002) tenets and study hypotheses, results demonstrated that basic psychological need fulfillment was associated with psychological well-being in the context of volleyball. Albeit minimal, balanced need fulfillment was generally predictive of well-being indices beyond independent need contributions with suppressor effects noted. In sum, the results of the present investigation generally coincide with previous sport based BNT (e.g., Reinboth & Duda, 2006) and balanced need satisfaction (e.g., Sheldon & Niemiec, 2006) literature. Additional BNT support has been garnished and suggests that the fulfillment of the basic psychological needs for competence, autonomy, and relatedness may be targeted as the mechanisms to facilitate athletes' psychological well-being. Along with Ryan and Deci's (2007) recommendations, the outcomes of this investigation highlight the need for further empirical study ofBNT's tenets in the realm of sport including assessments of balanced need satisfaction as well as varied hedonic and eudaimonic indices.

A phenomenological approach to understanding the psychological response to chronic low back pain

Chronic low back pain (CLBP) is a complex health problem of psychological manifestations not fully understood. Using interpretive phenomenological analysis, 11 semi-structured interviews were conducted to help understand the meaning of the lived experience of CLBP; focusing on the psychological response to pain and the role of depression, catastrophizing, fear-avoidance behavior, anxiety and somatization. Participants characterized CLBP as persistent tolerable low back pain (TLBP) interrupted by periods of intolerable low back pain (ILBP). ILBP contributed to recurring bouts of helplessness, depression, frustration with the medical system and increased fear based on the perceived consequences of anticipated recurrences, all of which were mediated by the uncertainty of such pain. During times of TLBP all participants pursued a permanent pain consciousness as they felt susceptible to experience a recurrence. As CLBP progressed, participants felt they were living with a weakness, became isolated from those without CLBP and integrated pain into their self-concept.

A comparison of self-determined motivational experiences between participants and non-participants following the physical activity component of the CATCH Kid Club

The CATCH Kids Club (CKC) is an after-school intervention that has attempted to address the growing obesity and physical inactivity concerns publicized in current literature. Using Self-Determination Theory (SDT: Deci & Ryan, 1985) perspective, this study's main research objective was to assess, while controlling for gender and age, i f there were significant differences between the treatment (CKC program participants) and control (non- eKC) groups on their perceptions of need satisfaction, intrinsic motivation and optimal challenge after four months of participation and after eight months of participation. For this study, data were collected from 79 participants with a mean age of9.3, using the Situational Affective State Questionnaire (SASQ: Mandigo et aI., 2008). In order to determine the common factors present in the data, a principal component analysis was conducted. The analysis resulted in an appropriate three-factor solution, with 14 items loading onto the three factors identified as autonomy, competence and intrinsic motivation. Initially, a multiple analysis of co-variance (MANCOY A) was conducted and found no significant differences or effects (p> 0.05). To further assess the differences between groups, six analyses of co-variance (ANeOY As) were conducted, which also found no significant differences (p >0 .025). These findings suggest that the eKC program is able to maintain the se1fdetermined motivational experiences of its participants, and does not thwart need satisfaction or self-determined motivation through its programming. However, the literature suggests that the CKe program and other P A interventions could be further improved by fostering participants' self-determined motivational experiences, which can lead to the persistence of healthy PA behaviours (Kilpatrick, Hebert & Jacobsen, 2002).

Health-Enhancing Physical Activity and Well-Being: Is it How Often, How Long, or How Much Effort that Matters? A Test of Basic Psychological Needs Theory

The primary objectives of the present study were 1) to examine the relationship between health-enhancing physical activity (HEPA) and well-being across the previous day and 2) to examine the role of basic psychological need satisfaction as a potential mediator of the HEPA – well-being relationship. Participants (N = 203) were a convenience sample of undergraduate students with data collected cross sectionally. HEPA was generally associated with well-being (r‟s ranged from .18 to .62). Multiple mediation analyses supported psychological need satisfaction as mechanisms underpinning the HEPA – well- being relationship. Subsequent analyses demonstrated that effort put forth in HEPA activities, as opposed to frequency or duration, uniquely predicted well-being. The role of effort was further highlighted in the multiple mediation analyses. As such future research may wish to investigate the utility of a HEPA program that facilitates effortful engagement and fulfillment of basic psychological needs.

Turning points : meaning-making and its association with psychological well-being, academic achievement and parental relationship quality among adolescents

There is substantial research linking meaning-making ability and psychological well-being in the context of turning point events. Still, an important research question remains: whether individuals who report meaning-making and psychological well-being were already better adjusted psychologically, prior to the experience of their turning point. In addition, the role of meaning-making on academic achievement and parental relationship quality has received little empirical attention although both variables have been shown to be positively associated with positive adjustment among adolescents. This longitudinal study examined differences in psychological well-being, academic achievement, and parental relationship quality between adolescents who reported meaning-making (lessons or insights) and those who reported no meaning-making within their turning point narratives. Participants were 803 (52% female) grade 12 adolescents, 26% (N = 209) of whom had reported experiencing a turning point. Participants also completed measures on the outcome variables (psychological well-being, academic achievement, and parental relationship quality) 3 years prior, when they were in grade 9. MANOVA results indicated that, of the participants who experienced a turning point, adolescents who reported meaning-making reported significantly higher psychological wellbeing and more positive parental relationship quality than adolescents who reported no meaningmaking. Importantly, these two groups did not differ on the outcome variables prior to their experience of a turning point event when they were in grade 9. Academic achievement scores did not differ significantly between adolescents who reported meaning-making and those who reported no meaning-making. These findings highlight the importance of meaning-making in relation to positive adjustment subsequent to a turning point among adolescents.

Exploring the Perceptions of Cultural Competence Among Personal Support Workers in an Ontario Long-Term Care Home: A Case Study

Personal Support Workers (PSWs) spend a large amount of time with long-term care (LTC) home residents providing assistance with their activities of daily living. The s limited research on their perceptions of cultural competence presents the need to bridge this knowledge gap. The researcher conducted a qualitative case study at a LTC home in Ontario. Data were collected by conducting a policy document analysis, a key informant interview with the Director of Care (DOC), and two focus groups with PSWs. The five major overarching themes were: The Culture of the LTC Home, Provision of a Supportive Environment, Collaborative Team Approach to Care, Building a Relationship with the Residents, and Maintenance of Staff Morale. The findings illuminated the broad nature of culture, connections to person centered care, and the factors that facilitate or hinder PSWs’ culturally competent care. The ambiguous perception of cultural competence among PSWs suggests further research and education on cultural competence in LTC home settings.