achievement settings is called stereotype threat (ST). Since the seminal paper by Steele and Aronson ( 1995 ), the detrimental ST effect has been demonstrated in numerous empirical studies, many of which are cited throughout this paper, using cognitive or motor performance tasks. The effect of ST is insidious
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Stereotype Threat in Sport: Recommendations for Applied Practice and Research
Daniel M. Smith and Sarah E. Martiny
“It’s My Time to . . . Fight Some of These Battles”: The Life History of an Exemplary African American PETE Faculty Member
Richard F. Jowers and Matthew D. Curtner-Smith
microaggressions? and (c) To what extent was the participant’s life affected by stereotype threat? Theoretical Framework The theoretical lens we employed during the study was eclectic in that we drew constructs and concepts from two perspectives. These were critical race theory ( Delgado, 1995 ; Tate, 1997 ) and
Public Expectation, Pressure, and Avoiding the Choke: A Case Study from Elite Sport
Ken Hodge and Wayne Smith
This case study focused on pressure, stereotype threat, choking, and the coping experiences of the New Zealand All Blacks rugby team during the period from 2004-2011 leading into their success at the 2011 Rugby World Cup (RWC). Employing a narrative approach this case study examined public expectation, pressure, and coach-led coping strategies designed to “avoid the choke” by the All Blacks team. An in-depth interview was completed with one of the All Blacks’ coaches and analyzed via collaborative thematic analysis (Riessman, 2008). In addition multiple secondary data sources (e.g., coach & player autobiographies; media interviews) were analyzed via holistic-content analysis (Lieblich et al., 1998). Collectively these analyses revealed five key themes: public expectation and pressure, learning from 2007 RWC, coping with RWC pressure, decision-making under pressure, and avoiding the choke. Practical recommendations are offered for team sport coaches with respect to coping with pressure and avoiding choking.
Acceptability and Preliminary Efficacy Testing of a Web-Based Coach Development Program Addressing Gender Essentialism Among Coaches of Adolescent Girls
Anna Goorevich, Courtney Boucher, Jekaterina Schneider, Hannah Silva-Breen, Emily L. Matheson, Aline Tinoco, and Nicole M. LaVoi
Girls Part 1: The Difference Perspective • Teaches coaches how to recognize the difference perspective to coaching girls, a common coach misperception about coaching girls, and how it can undermine girls’ positive experiences with sport. • Gender essentialism • Schema theory • Stereotype threat theory
Exploring Physical Educators’ Self-Efficacy to Teach Students With Disabilities in General Physical Education
Lindsey A. Nowland
: Theoretical and practical considerations . High School Journal, 86 ( 1 ), 28 – 35 . 10.1353/hsj.2002.0020 Milner , H.R. , & Woolfolk Hoy , A. ( 2003 ). A case study of an African American teacher’s self-efficacy, stereotype threat, and persistence . Teaching and Teacher Education, 19 ( 2 ), 263
Students’ Perspectives of Social and Emotional Learning in a High School Physical Education Program
Ben Dyson, Seunghyun Baek, Donal Howley, Yongjin Lee, and Judy Fowler
.), The Routledge international handbook of gender beliefs, stereotype threat, and teacher expectations (pp. 318 – 327 ). Routledge . Dyson , B. , Howley , D. , & Shen , Y. ( 2019 ). Teachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools . Journal of
Exploring the Athletic Identity, Anxiety, and Mental Health of Division II Collegiate Athletes in the COVID-19 Era
Justin A. Hebert and Aubrey Newland
reversal theory perspective . Psychology of Sport & Exercise, 63, Article 102271 . https://doi.org/10.1016/j.psychsport.2022.102271 Yopyk , D.J.A. , & Prentice , D.A. ( 2005 ). Am I an athlete or a student? Identity salience and stereotype threat in student-athletes . Basic and Applied Social
