Insight into the unique benefits of sport participation above and beyond those associated with participation in other physical activities among adolescents is limited in Aotearoa New Zealand (NZ). The purpose of this study was to examine the association between wellbeing and organised sport participation among adolescents whilst accounting for demographic characteristics and other recreational physical activity. Demographic characteristics (age, gender, ethnicity, deprivation, (dis)ability status), organized sport, recreational physical activity, and wellbeing were assessed in cohorts of NZ adolescents (11–17 years) between 2017 and 2019. After adjusting for demographics, better wellbeing was associated with participation in any recreational physical activity (OR = 2.49, 95%CI = 1.97–3.13), meeting physical activity recommendations (OR = 1.63, 95%CI = 1.47–1.81), and each additional hour of recreational physical activity (OR = 1.03, 95%CI = 1.02–1.04). After adjusting for demographics and overall recreational physical activity participation, better wellbeing was also associated with participation in any organized sport (OR = 1.66, 95%CI = 1.49–1.86), and each additional hour of organized sport (OR = 1.09, 95%CI = 1.07–1.11). Although participation in recreational physical activity appears to be beneficial for wellbeing, organized sport appears to offer unique additional wellbeing benefits. Positive experiences of organized sport participation may offer additional wellbeing value above and beyond other recreational physical activity types in young people who are active.

Objective: The Coach-Athlete Relationship Questionnaire (CART-Q) measures the nature of the coach-athlete relationship, yet the psychometric properties of the instrument still remain unclear. The purpose of this study was to resolve uncertainty about a suitable factor solution by applying previously used analytical methods, asymptotic distribution-free confirmatory factor analysis (CFA) and Rasch analysis. Method: The 11-item direct and meta-perspective versions of the CART-Q were examined utilising AMOS, LISREL and Rach analysis using a sample of 251 national football and futsal coaches and athletes. A model comparison strategy with AMOS provided a direct comparison with previous studies. LISREL and Rasch analysis was conducted to provide additional information about the CART-Q psychometric properties. Results: CFA with maximum likelihood and diagonally-weighted least squares estimation methods supported the factorial validity of the three-factor first-order model of both CART-Q versions, although a unidimensional solution was also tenable. Rasch analysis determined that the unidimensional model possessed higher reliability and provided improved coverage of participants’ scores, minimising ceiling effects. Conclusion: Research designs that require assessment of coach-athlete relationships may prefer the unidimensional model due to its superior psychometric properties. When more detailed profile scores are required, the subscale scores can still be interpreted with adequate validity and reliability KEY POINTS What is already known about the topic: What this study adds:

There is a growing concern around concussions in rugby union, at all levels of the game. These concerns highlight the need to better manage and care for players. However, consistency around concussion-related responsibilities of stakeholders across the community rugby system remains challenging. Taking a systems thinking approach, this pragmatic, qualitative descriptive study explored key stakeholder groups within New Zealand’s community rugby system’s perceptions of their own and others’ concussion-related responsibilities. Participants included players from schools and clubs, coaches, parents, team leads and representatives from four provincial unions. A total of 155 participants (67 females and 88 males) were included in the study. Focus groups and individual interviews were conducted. Thematic content analysis was used to analyse data. Thirty concussion-related responsibilities were identified. These responsibilities were contained within four themes: (1) policies and support (responsibilities which influence policy, infrastructure, human or financial resources); (2) rugby culture and general management (responsibilities impacting players’ welfare and safety, attitudes and behaviour, including education, injury reporting and communication); (3) individual capabilities (responsibilities demonstrating knowledge and confidence managing concussion, leadership or role/task shifting) and (4) intervention following a suspected concussion (immediate responsibilities as a consequence of a suspected concussion). The need for role clarity was a prominent finding across themes. Additionally, injury management initiatives should prioritise communication between stakeholders and consider task-shifting opportunities for stakeholders with multiple responsibilities. How concussions will realistically be managed in a real-world sports setting and by whom needs to be clearly defined and accepted by each stakeholder group. A ‘framework of responsibilities’ may act as a starting point for discussion within different individual community rugby contexts on how these responsibilities translate to their context and how these responsibilities can be approached and assigned among available stakeholders.

Many university students are insufficiently physically active to the detriment of their physical and mental health. University students’ physical activity motives are important for understanding students’ physical activity levels and patterns, and for offering insight into how students’ physical activity, and health, could be enhanced. The purpose of this study was to examine how first-year university students’ physical activity and motives had changed following the transition from high school to university. Methods: An online questionnaire was completed by 121 first-year students at a New Zealand university. The data related to: duration, frequency, and types of physical activity in relation to high school and university; socio-demographic variables; and, students’ physical activity motives were assessed. Changes in physical activity and motives following the transition were assessed using open-ended questions. Following the transition, physical activity decreased significantly, and students’ physical activity preferences/patterns and motives changed from team/group to more individual physical activities, and to less competitive and/or more social activities. Analysis revealed five motive factors: competence-mastery; social recognition; body/health-related; psychological; and interpersonal. Differences in motives based on socio-demographic variables and physical activity were also revealed. In summary, physical activity patterns and preferences, as well as motives, changed considerably following the transition. University administrators should appreciate these changes and allocate resources to encourage and facilitate such changes by providing a diverse range of opportunities to be physically active that suit students’ preferences.

This paper provides insight into the evolution of a project designed to address longstanding adult attitudes and behavioural issues in junior and youth sport in New Zealand. The project was funded by Sport New Zealand (Sport NZ) and implemented by Aktive, a charitable trust that works with national and regional partners to fund and deliver community sport in Auckland. Aktive collaborated with a team of junior and youth sport researchers, adopting a pragmatic, mixed methods design-based research (DBR) approach to co-design an educational delivery framework aimed at influencing attitudes and assumptions underpinning coaches, parents, and community sport leaders' behaviours. Transformative learning principles informed the delivery framework with the project reaching 4,222 participants. Research evaluations included multiple case studies, surveys, semi-structured interviews, and focus groups, which confirmed awareness of problematic beliefs. The programme expanded to Regional Sport Organisations (RSOs) and National Sport Organisations (NSOs) culminating in a nationwide rollout. The study highlights the effectiveness of theoretically informed adult behaviour change programmes in junior and youth sport, the benefits of programmes being underpinned by a rigorous pedagogical approach, and the benefits of sport organisations and researchers collaborating to design and deliver sustainable change initiatives that address belief systems underpinning current issues.