Objective The use of performance and image enhancing drugs (PIEDS) among active military personnel and veterans presents a public health concern. Deeper understanding of PIEDS use in those populations is necessary to understand what underpins their use and provide information to help shape interventions with the aim of reducing impacts on individuals’ health, wellbeing, social circumstances, public perception and, in serving personnel, any wider military performance. Design and data sources A contemporary review was conducted using five academic journal databases, citation searching and hand searching. Eligibility criteria for selecting studies Studies were excluded if published prior to 2000 or did not specify PIEDS use. Results Following this search, 20 studies were identified for review. Findings suggest that anabolic steroids and weight‐loss supplements were the most used PIEDS. Image enhancement was mentioned the most as a reason for PIEDS use followed by keeping up with the physical and emotional demands of active duty. Additionally, findings suggested that young, male non‐commissioned Army personnel were most likely to use PIEDS. Conclusion There were clear gaps in the current literature surrounding PIEDS use, as well as an understanding of when service personnel began using PIEDS. Further research should aim to answer these questions.

Emotional intelligence (EQ) was linked to sport participation. We report two studies in which we tested the link between exercise volume, defined as weekly hours of exercise, and EQ. Volunteers (n = 64 and n = 84) completed the Wong and Law Emotional Intelligence Scale. In Study I, significant correlations between exercise volume and use- and regulation-of-emotions prompted us to use a posteriori grouping into high- and low exercise-volume groups. The former exhibited better use-of-emotions than the latter (p = .007, d = .87). In Study II, using a priori grouping, we replicated the finding from Study I (p = .001, d = .78), and the groups also differed in “self-emotions appraisal” (p = .05, d = .44) and total EQ (p = .017, d = .54). Since the items measuring the use-of-emotions involve motivational aspects of the EQ, we posit that this dimension is “naturally” linked to exercise volume. Our findings also suggest that self-emotions appraisal and the overall EQ are linked to greater volumes of exercise. These results should provide an incentive for longitudinal studies in this area.

Promoting autonomy-supportive teachers’ behaviour is important for teaching students to take responsibility for their performance and for increasing their level of enjoyment in physical education (PE). Based on self-determination theory, our research aimed to identify the antecedents of PE teachers’ motivational strategies that can facilitate students’ psychological needs satisfaction and positive outcomes during PE classes. A total of 376 primary and secondary school PE teachers completed our cross-sectional-design questionnaires in four Central European countries (Hungary, Romania, Slovakia, and Serbia). Measures included perceived job pressures, opportunities for professional development, perceptions of students’ self-determination in PE, teachers’ psychological need satisfaction in their job, teachers’ self-determination at work, and teachers’ provision of autonomy support, structure, and involvement strategies. Jamovi software for structural equation modelling and the path analysis method was used for statistical analysis. Following post hoc modification, the hypothesized model showed a good fit to our model (χ ² (17) = 64.60, p = 0.00; CMIN/ df = 3.80; CFI = 0.92; TLI = 0.81; SRMR = 0.05; RMSEA = 0.08). Results indicated that teachers’ opportunities for professional development had a significant positive relationship with their need satisfaction at work, which was positively linked with their motivation to teach. Job pressure was negatively associated with basic psychological need satisfaction. Teachers’ perception of students’ autonomous motivation was positively linked with their own autonomous and controlled motivation, and was also directly and positively linked to their use of involvement and autonomy-supportive teaching strategies.

Introduction: Learning the quantitative and qualitative characteristics of motivation provides important information for understanding the behavior in physical education and sports in young people. Sage (1977) describes motivation as one’s effort towards certain activities and its intensity. Motivation is deeply rooted in the individual based on Vallerand’s (1987) hierarchical model, and its type (intrinsic versus extrinsic motivation) can change during the activity, as well as sometimes remains hidden. Method: Four hundred and nine students took part in our research, whose average age was 15.0 years. In addition to the questionnaire based on the Theory of Planned Behavior (TPB), research participants filled out the Behavior Regulation in Exercise Questionnaire (BREQ-2) regarding to the Self-Determination Theory (SDT). Respondents also reported the support they received from their social environment for physical activity, as well as what their future intentions were and how their past behavior and current behavior have developed. Data analysis was performed by employing IBM SPSS v. 25 and AMOS v. 24 software packages. Results and conclusions: In our study social support influenced young people’s intention to perform physical activity as a current behavior. According to the Trans-Contextual Model (TCM) results revealed how autonomous motivation transfers across contexts (e.g., from school/education to free living) and therefore explained how leisure time behavior is reinforced. Our data confirmed the strongest positive relationship between students’ past behavior and current behavior followed by a moderate relationship in students’ past behavior and intention. Thus, the relationship between past behavior and current behavior was also moderate. Results have implications beyond physical activity, and can help understanding of why young people make a range of choices related to health. Results can also aid the development of educational materials and practical methods to motivate young people to choose a healthy, physically active lifestyle. In conclusion, from a school context to leisure time can help educational and health practitioners to understand what influences health-related physical activity behaviors in young people. Physical education classes are supposed to instill behaviors and attitudes that promote physical activity in free-time and promote healthy lifestyle. Nevertheless, according to our findings, the expected function of physical education in schools fails to meet the criteria that lead to developing self-determined or autonomous motivation to young students’ leisure time intention, and especially physical activity. Received 2022 October 07; Revised 2022 November 21; Accepted 2022 December 05; Available online 2023 May 30; Available print 2023 June 30.