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Interpersonal Emotion Regulation Among Adolescent Athletes: A Bayesian Multilevel Model Predicting Sport Enjoyment and Commitment

Katherine A. Tamminen, Patrick Gaudreau, Carolyn E. McEwen, and Peter R.E. Crocker

Efforts to regulate emotions can influence others, and interpersonal emotion regulation within teams may affect athletes’ own affective and motivational outcomes. We examined adolescent athletes’ (N = 451, N teams = 38) self- and interpersonal emotion regulation, as well as associations with peer climate, sport enjoyment, and sport commitment within a multilevel model of emotion regulation in teams. Results of multilevel Bayesian structural equation modeling showed that athletes’ self-worsening emotion regulation strategies were negatively associated with enjoyment while other-improving emotion regulation strategies were positively associated enjoyment and commitment. The team-level interpersonal emotion regulation climate and peer motivational climates were also associated with enjoyment and commitment. Team-level factors moderated some of the relationships between athletes’ emotion regulation with enjoyment and commitment. These findings extend previous research by examining interpersonal emotion regulation within teams using a multilevel approach, and they demonstrate the importance of person- and team-level factors for athletes’ enjoyment and commitment.

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Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30

Simon J. Sebire, Mark J. Edwards, Kenneth R. Fox, Ben Davies, Kathryn Banfield, Lesley Wood, and Russell Jago

The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.

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From the Editor

Martyn Standage

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From the Editor

Robert C. Eklund

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Erratum: Mahoney et al. (2014)

In the article “Mental Toughness in Sport: Motivational Antecedents and Associations With Performance and Psychological Health,” by John W. Mahoney, Daniel F. Gucciardi, Nikos Ntoumanis, and Cliff J. Mallett, in the Journal of Sport & Exercise Psychology, 36(3), 281–292, http://dx.doi.org/10.1123/jsep.2013-0260, the fourth author’s surname was inadvertently misspelled twice on page 281. Under the article title, the correct spelling should be Mallett. Likewise, in the footnote, the first sentence should read “John W. Mahoney and Cliff J. Mallett are with the School of Human Movement Studies, University of Queensland.”

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From the Editor

Robert C. Eklund

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From the Editor

Robert C. Eklund

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From the Editor

Robert C. Eklund

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From the Editor

Robert C. Eklund

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Erratum