Herbison, Jordan D.Sutcliffe, Jordan T.Martin, Luc J.McLaren, Colin D....
10页
查看更多>>摘要：The social identity approach discusses leadership as a repetitive and multi-dimensional group process relying on leaders' abilities to represent, advance, create, and embed a shared sense of social identity amongst their followers (Haslam, Fransen, & Boen, 2020). Purpose: To conduct an in-depth exploration of youth coaches' use of identity leadership in a naturalistic setting. Methods: The Electronically Activated Recorder was used to sample and record conversations between eight head coaches (M-age = 44.88 years, SD = 6.08; M-experience = 11.25 years, SD = 6.18) and members of their teams, other teams, and officials during a three-day competitive youth ice hockey tournament in Central Ontario, Canada. A total of 597 audio observations captured coaches' sport-related conversations at the tournament. We followed Fletcher's (2017) analysis guidelines involving the identification of preliminary trends or patterns in the data, theoretical redescription, and contextual considerations. Results: Coaches' conversations aligned with the four principles of identity leadership, and thus the observational data were organized into the higher-order themes of identity prototypicality, advancement, entrepreneurship, and impresarioship. The findings illuminate the potential of identity leadership to promote and undermine youth athletes' positive experiences in sport. Conclusion: Coaches engaged in identity leadership behaviors in a variety of social environments (e.g., car ride to/from competition, locker room, during competition). The findings provide new details about identity leadership in practice and caution its potential to undermine positive athlete experiences in youth sport.
查看更多>>摘要：Introduction: Primary (or elementary) school teachers are often relied upon to provide children with opportunities for physical literacy development; however, many of these teachers feel they lack the skills to effectively promote or 'teach' physical literacy. We examined the effects of an online physical literacy professional development program-relative to receiving widely-available online resources or continuing with 'normal' practice-on primary school teachers' physical literacy knowledge and application. Methods: A parallel three-arm randomised controlled trial in which 92 primary school teachers were assigned to (a) an online professional development program designed to support teachers' physical literacy instructional skills ('intervention'), (b) receive widely-available online physical literacy resources ('comparison'), or (c) a typical practice 'control' condition. Data were collected at baseline and following the four-week intervention period. The primary outcome was teachers' physical literacy knowledge and application; secondary outcomes included teachers' self-reported perceptions of confidence, values, and barriers. Between-group differences were assessed using the intention-to-treat principle with analysis of covariance accounting for demographic factors and baseline differences in the focal outcome. Results: Teachers in the intervention arm scored significantly higher on post-intervention physical literacy knowledge and application than their counterparts in both the control (d = .47, p = .044) and comparison (d = 0.87, p = .007) arms. This pattern of differences was also observed for teachers' value of physical literacy, autonomy support, and perceived personal barriers. Conclusion: To the best of our knowledge, this is the first adequately powered randomised controlled trial to demonstrate improvements in physical literacy instructional outcomes as a result of primary school teacher participation in targeted online professional development.
查看更多>>摘要：The aim of this study was twofold: first, to investigate whether perceived motor competence (PMC) mediates the relation between actual motor competence (AMC) and physical activity (PA) according to the conceptual model of motor development, and second to examine the role of different motivational regulations (i.e., intrinsic, identified, introjected, and external regulation) in the relationship between PMC and PA. A sample of 504 Spanish students (46.2% girls, 8-12 years old) voluntarily participated in this study. In relation to the first aim, structural equation modeling revealed that PMC indeed mediates the association between AMC and PA. In relation to the second aim, positive associations between AMC and PMC (13 = 0.32, p < .001), which in turn was positively related to intrinsic and identified regulations (13 = 0.46 and 13 = 0.43 respectively, p < .001), were found. The model showed direct paths from intrinsic and introjected regulation to PA (13 = 0.27 and 13 = 0.22, p < .05) and indirect paths from PMC through intrinsic motivation to PA (13 = 0.13, p < .05). This study confirms that intrinsic motivation mediates the association between PMC and PA. Strategies targeting to build and develop children's AMC and PMC, and fostering children's intrinsic motivation should be targeted to promote children's PA engagement and motor development.
查看更多>>摘要：Using a three-wave prospective cross-lagged panel design, the study examined six-month stability of burnout, self-compassion and social support among sports coaches in terms of measurement invariance, mean-level change, rank-order stability, and structural stability. The participating coaches (N = 422; M-age = 44.48, SD = 11.03) completed an online questionnaire measuring self-compassion, social support, coach burnout and demographics at baseline and two follow-ups at three months and six months. The various forms of stability were assessed using structural equation modeling. There was no significant mean-level change in burnout, self-compassion, or social support, and all three constructs exhibited measurement invariance. Rank-order stability remained relatively high, ranging from 0.78 to 0.94 across the three time points. For all three constructs, covariances between latent factors were invariant over time, indicating high structural stability. While self-compassion and social support were positively related, both were negatively related to coach burnout. These results confirm the importance of preventing and addressing symptoms of burnout, low self-compassion and poor social support in sports settings.
查看更多>>摘要：Acquisition of gross motor sequence learning with physical and mental training elicits gains in performance. However, the effects of sleep or daytime consolidation after both types of practice remain unclear, especially the effects upon the goal- and movement-based components of a gross motor sequential task. The main purpose of this study was to test the effect of physical practice (PP) and motor imagery practice (MIP) on the acquisition and consolidation processes of gross motor sequence learning.Seventy-six participants were tested before and after PP or MIP on a whole-body sequential paradigm, following either a night of sleep (PPsleep and MIPsleep groups) or an equivalent daytime period (PPday and MIPday groups). Control groups without training were tested following similar timespans (CTRLsleep and CTRLday groups). The number of sequential movements and the centre of mass displacement - corresponding to goal and movement-based components, respectively - were assessed.Results showed that relative to the CTRL groups, the PP and MIP groups improved performance during acquisition. Importantly, only the MIPsleep group further improved performance after a night of sleep; participants of other groups stabilised their performance after consolidation. Additionally, the number of sequential movements and the centre of mass displacement evolved conjointly without being influenced by the type of training or the nature of the consolidation.To conclude, these results confirm that sleep contributes to the consolidation of gross motor sequence learning acquired with MIP but not PP. The relationship between the goal- and movement-based components of a gross motor sequential task is discussed.
Newman, James A.Warburton, Victoria E.Russell, Kate
10页
查看更多>>摘要：Only recently has research begun to focus on workplace bullying within organizations outside of traditional white-collar industries, such as professional football. While this is an important development, there remains a lack of understanding around the reporting of bullying in professional sport. In this paper, the authors explore how the professional football workplace shapes perceptions of whistleblowing and unearths individual percep-tions around reporting bullying behavior. We used a phenomenological approach to gain rich experiential data from eighteen male professional football players in the UK. Interview data were analyzed in accordance with the principles of Interpretative Phenomenological Analysis. Two superordinate themes were identified from the analysis, (a) professional football's influence on whistleblowing, and (b) the challenges of reporting bullying. These themes highlighted that the unique, institutionalized nature of professional football interacts with par-ticipants' ability to report bullying behavior. The participants' accounts revealed divergent perceptions around how professional football shapes the degree to which players feel they can report bullying behavior. It was apparent that the authoritarian, often abusive and intimidatory nature of professional football significantly impacts whistleblowing. Our findings demonstrate the importance of workplace context when exploring the reporting of bullying behavior. They also demonstrate the need to address organizational culture and differen-tiate bullying education programs to alternative workplaces.
查看更多>>摘要：Background: Current attempts to prevent doping through deterrence and education have had limited success and have been constrained to one country. Targeting psychological variables that have been empirically associated with doping likelihood, intention, or behaviour may help in developing interventions that are effective in preventing doping in sport. Objectives: Guided by social cognitive theory and empirical research, the main purpose of this research was to develop an anti-doping intervention that targets three psychological variables (i.e., anticipated guilt, moral disengagement, and self-regulatory efficacy) and determine whether it is more effective than an educational intervention in reducing doping likelihood in British and Greek athletes. Method: Eligible participants were identified via a screening survey administered to 934 athletes in the United Kingdom and Greece. A total of 19 sport clubs (208 athletes) across the two countries were randomly assigned to either the psychological or the educational intervention. Each intervention consisted of six 1-h sessions delivered to small groups of athletes over 6-8 weeks. Athletes completed measures of doping likelihood, anticipated guilt, moral disengagement, and self-regulatory efficacy pre and postintervention and at a 2-month follow-up. Results: A multilevel piecewise growth model was used to examine changes in study outcomes. Analysis showed that the psychological intervention was more effective than the educational intervention in reducing doping likelihood from pre to post, but the effects of the two interventions were similar at follow-up. These effects were not affected by country. Both interventions reduced moral disengagement from pre to post, and these effects were maintained at follow-up. The psychological intervention was also more effective than the educational intervention in increasing anticipated guilt from pre to follow-up. Conclusions: Targeting psychological variables in anti-doping interventions should aid our efforts to prevent doping in sport.
查看更多>>摘要：For most soccer players, penalty-kicks are unpleasantly valenced, but the extent to which intensity of emotions affects their decision-making is unclear. We hypothesized that a hostile crowd raises emotional intensity more than a supportive crowd during penalty-kicks, which causes players to make avoidance based decisions more often in the presence of a hostile crowd. We sourced video footage of penalty-kicks during professional games between 2000 and 2005 (N = 91), during which the goalkeeper was marginally off-center (1.6%-3.0%) or obviously off-center (> 3.0%). Taking the easiest option is a marker of avoidance behavior, so we analysed the proportion of penalty-kicks directed towards the larger side of the goal. Players kicked towards the larger side more often in front of a hostile crowd than a supportive crowd, but only when the goalkeeper was marginally off center. The findings suggest that in the high-pressure environment of penalty-kicks, emotional intensity moderates the decisions that kickers make, without their awareness.
查看更多>>摘要：Objective: The demands of sport create psychological and physical challenges for athletes, making it essential to understand what factors contribute to mental health and performance optimization in sport. The purpose of this mixed-methods investigation was to develop a conceptual model for mental health and performance of North American athletes.Method: Forty-three experienced athletes, coaches, and sport professionals identified, sorted, and rated 113 behaviors, thoughts, and feelings that contribute to optimal mental health and performance for athletes. Using Multidimensional Scaling, the research team created a two-dimensional point map of participant responses. Hierarchical Cluster Analysis was then used to reveal underlying clusters in the data.Findings: Seven clusters emerged from the data: Stress Management, Mental Skills, Self-Awareness, Managing Setbacks, Intentional Practice, Team Relationships, and Social Support. Though all clusters were rated as important to mental health and/or performance, the Managing Setbacks cluster displayed high importance ratings for both mental health and performance.Conclusion: Our preliminary findings suggest a comprehensive approach to athlete thoughts, feelings, and be-haviors contributes to optimal mental health and performance for North American athletes.
查看更多>>摘要：During the last decades, an increased drop-out rate in adolescents' team sport participation is observed. Given the potential adverse consequences of drop-out from team sport more information about risk factors for drop-out is warranted. The objectives of this systematic review were to (1) synthesise the literature on factors associated with future drop-out from team sport among adolescents and (2) investigate the strength of associations between drop-out and related factors with meta-analysis. The databases Academic Search Elite, ERIC, PsycINFO, PubMed and SPORTDiscus were searched for relevant publications from the earliest reported date until October 8, 2021. Articles were included if: (1) data about drop-out was collected; (2) the focus was on adolescents; (3) the context was team sport and (4) studies were of prospective design. We used the Risk of Bias Assessment Tool for Nonrandomized Studies (RoBANS) to assess the risk of bias in included studies. A narrative synthesis was conducted according to the reporting guideline of synthesis without meta-analysis. Studies that presented statistical data necessary for the calculation of Hedge's g effect sizes were included in the meta-analysis. In total, 16 studies met the inclusion criteria and were included in the narrative synthesis. The meta-analysis included 12 of the studies. Altogether, 6304 adolescent team sport players participated in the selected studies. Of those studies, most had a focus on intrapersonal factors relationship with drop-out. The results showed that constructs related to motivation as well as sport experience had the strongest relationships with drop-out. To prevent drop-out from adolescents' team sport, organisations and clubs are recommended to focus on developing a high-quality motivation climate that facilitates motivation and enjoyment.
NSTL
Elsevier