The present study explores the validity of a recent stages of change (SoC) measure and algorithm among a sample of late adolescents. MANOVA and structural equation modeling are used to assess the relationship between five SoC groups (precontemplation, contemplation, preparation, action, and maintenance) and a set of dependent measures including physical activity level, physical activity motivation, physical self-concept, and flow. Findings are based on 705 Australian adolescents, using scale score and latent variable approaches, provided support for the construct validity of the SoC measure and algorithm. Specifically, findings reveal that participants in the upper SoC (action and maintenance) score significantly higher on positively geared dimensions (e.g., physical self-concept, flow, etc.) and significantly lower on negatively geared dimensions (e.g., maladaptive behavior). Implications for future research and practice with adolescent populations are discussed.

It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, we use Butler's concept of performativity to analyse the reiterated acts that are intelligible as-performatively constitute-teaching, rather of the teacher as subject. We suggest that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as 'teaching', and the policing of conformity to teaching thus embodied. However, like performatively accomplished subjectivity, this repertoire is unstable and ambiguous, and thus open to change and disruption. Moreover, teacher subjectivities may lead them to mobilise these possibilities of disruption. An incident. (One of us.)I'm standing at the front of a large lecture theatre. FirstYear Education. Introducing (in somewhat simpler language) the idea that pedagogy might usefully be understood as embodied practice. That it might be seen as the enactment of a suite of bodily gestures, contingently tied to discourses that give them meaning. On the screen I project an image-a teacher standing in front of her class, left hand extended in an inclusive gesture as if to shepherd her class together, while her right points to the board. I have moved front left to direct attention away from myself and centre it on the screen.The subject, Introduction to Education, is designed (among other purposes) to challenge students' presumed 'taken for granted' understandings of teaching. This particular approach to the task of constructing such a challenge is intended to quite literally make visible ways in which non-intentional aspects of classroom practice construct pedagogy, potentially undermining teachers' intentions. The substance, intent and the selection of pictures drew on my ongoing research and writing on teaching, the body and performativity (Vick, 2000(Vick, , 2008. I catch myself, left hand extended as if to shepherd my class together, while my right hand points to the board.

No abstract

The present longitudinal investigation explored the extent to which physical wellbeing predicts psychological wellbeing in a sample transitioning from school to postschool life. The study comprised 213 young people assessed in their final year of high school (T1) and then one year later (T2). Longitudinal structural equation modeling supported hypothesised paths at each time point, with physical health positively predicting psychological health and perceived life quality and satisfaction. At T2, physical health also positively predicted a sense of meaning and purpose in life. Supplementary analysis showed a significant cross-time effect from T1 psychological health to T2 physical health. Findings hold substantive and practical implications highlighting the importance of multidimensional and integrative approaches to understanding and enhancing the wellbeing of young people who are making the transition from late adolescence to early adulthood.

The transition from school to further education and work is one of immense change that impacts physical activity attitudes and engagement in adulthood. The Stages of Change (SOC) model, which resides under the transtheoretical framework, has been proposed as one way to measure and evaluate physical activity uptake and maintenance. The current research used a longitudinal design to test the critical postschool transition and explores the extent to which SOC membership and stage change predicts physical activity motivation, physical selfconcept, physical flow, and physical activity across this transition. Results suggested that SOC membership at Time 1 was a significant predictor of several physical factors at Time 2. Moreover, stage change predicted change in physical activity, physical self-concept, motivation, and flow controlled for construct stability over time. These results are relevant to practitioners (e.g., counselors, psychologists, educators) operating in the school to postschool period and for whom healthy lifestyle-that encompasses physical activity-is an important focus for counseling and development.