The emergence of the COVID-19 pandemic has significantly impacted the health behaviors of people around the world, including their physical activity patterns. Intuitive exercise, a facet of one’s relationship with physical activity, is defined as one’s awareness, mindset (positive versus negative), and mindfulness when engaged in movement. The study’s purpose was to explore whether self-reported physical activity and psychological mindsets around exercise changed during the pandemic. College students (n = 216) described their relationship with exercise before and during the pandemic through anonymous completion of the Intuitive Exercise Scale (IEXS) and open-ended questions to provide in-depth contextualized responses about exercise habits. Participants reported significantly higher scores on intuitive exercise during the pandemic, such as on the Body Trust subscale (M = 3.43), compared to pre-pandemic levels (M = 3.20), p < 0.001. Moreover, varied themes related to physical activity were uncovered such as exercising for fun, exercise influenced by emotion, and loss of motivation to exercise. Important takeaways of the study include the diversity of responses to the pandemic (i.e., some participants reported an increase in physical activity levels and more positive exercise attitudes while others experienced the opposite), the need to promote self-care, and the need for positive coping strategies.

Objective: This study reports the results that physical education classes have on college students' overall wellbeing and motivation over the course of a semester. This study examines the pre/post outcomes of a physical education course on 12 dimensions of wellness and motivation from the start of the semester to the end of the semester.Participants: College students (N = 1193) taking Physical Education 101 (PED101) over the course of a semester.Methods: Beginning (pre) and end (post) of the semester assessments for wellbeing and motivation were conducted using the Wellness Inventory. Quantitative outcomes from the Wellness Inventory were compared pre/post as well as demographic variables (e.g., gender & exercise frequency). Regression analysis was also conducted to examine how motivation may affect wellness. Results: All 12 dimensions of wellness and motivation showed increases from the start of the semester to the end of the semester. Motivation was also positively correlated with increases in wellness scores. The results found statistically significant changes between the pre- and post-assessments for all dimensions of wellness outcomes and motivation scores. There were also significant changes between the pre- and post-assessments when investigating differences based on sex.Conclusion: PED101 courses can be useful interventions to help move college students towards wellness.

Objective: The present study aimed to examine the role of positive problem solving in the relation between perspective taking and relationship satisfaction. Participants: One hundred and four college students participated in the present study, if they had been in a romantic relationship for a minimum of six months. Methods: Participants completed measures of relationship satisfaction, perspective-taking relative to romantic couples, and of positive problem-solving in couples. Results: As predicted, both perspective-taking and positive problem-solving were significantly related to relationship satisfaction. In addition, positive problem-solving emerged as a significant partial mediator of the relation between perspective-taking and relationship satisfaction. Conclusions: The benefits of skills training in the areas of perspective-taking and problem-solving in college student health and functioning are discussed.

We know little about what constitutes “typical” testimony offered by psychological experts in capital sentencing trials. Experts may address mitigating factors to the jury during the penalty phase, but the mitigators typically offered, as well as the evidence presented to support the relevance of the mitigators, remains poorly understood. A sample of 94 capital trial transcripts were content analyzed. Findings suggest that expert presence was unrelated to sentencing judgments. Analysis of testimony content revealed that testimony concerning childhood abuse, mental illness, and family issues (i.e., a parent in prison or witnessing domestic violence) occurred in over 50% of the cases involving experts and that intelligence tests and personality assessments were the most frequently used assessment tools. The type of mitigating evidence presented (i.e., whether the testimony focused on the individual’s characteristics or the environmental factors that influenced the individual during development) varied considerably across cases. Implications, limitations, and future directions are discussed.