Search Results

The purpose of this study was to examine relationships among college students’ 2 × 2 goal orientations (mastery-approach [MAp], mastery-avoidance [MAv], performance-approach [PAp], performance-avoidance [PAv]), situational motivation (intrinsic motivation, identified regulation, external regulation and amotivation) and effort/persistence in physical activity classes. Participants (140 female, 109 male) completed a battery of questionnaires assessing the outcome variables at the last week of instruction. Regression analyses revealed that MAp and PAp emerged as positive predictors for intrinsic motivation whereas MAp was the only positive predictor for identified regulation. MAp was negatively related to amotivation (AM), while PAp and PAv were positively related to AM. In addition, MAp, PAp, intrinsic motivation, and identified regulation were significant positive predictors of effort/persistence.

The purpose of this study was to examine athlete experiences and understandings of psychological readiness to return to sport following a serious injury. A focus group and follow-up semistructured interviews were conducted with seven English athletes representing a variety of sports. Three key attributes of readiness were identified including: (a) confidence in returning to sport; (b) realistic expectations of one’s sporting capabilities; and (c) motivation to regain previous performance standards. Numerous precursors such as trust in rehabilitation providers, accepting postinjury limitations, and feeling wanted by significant others were articulated. Results indicate that psychological readiness is a dynamic, psychosocial process comprised of three dimensions that increase athletes’ perceived likelihood of a successful return to sport following injury. Findings are discussed in relation to previous research and practical implications are offered.

The purpose of this study was to examine athletes’ sources of commitment to return to sport following a severe injury using the Sport Commitment Model (Scanlan, Carpenter, Schmidt, Simons, & Keeler, 1993). To address this aim, ten varsity athletes from the University of the Philippines Diliman were interviewed following protocols outlined in the Scanlan Collaborative Interview Method (SCIM; Scanlan, Russell, Wilson, & Scanlan, 2003a). Results indicate that sport enjoyment, valuable opportunities, personal investments, social constraints, and social support were salient sources of commitment, while other priorities had either a neutral or positive effect on commitment. Furthermore, additional constructs were identified, in particular, wanting to be the best, self-affirmation, and contractual obligations. These merit further investigation and possible inclusion in the SCM. Findings are discussed in relation to previous research and practical implications are offered.

Dancers, like athletes, frequently endure injuries and disordered eating as a result of performance-specific demands. The purpose of this study was to explore the relationship between severe injuries and disordered eating from the perspectives of female professional dancers. In-depth, semi-structured interviews were conducted with 13 female professional dancers ages 18–38 (M = 23; SD = 6.2) whose dance participation was suspended for 4–36 weeks (M = 12.69; SD = 10.09) due to a dance-related injury. We adopted a social constructivist stance to view the experiences of dancers through the lens of a phenomenon highly influenced by environmental and cultural factors. A thematic analysis yielded five themes including negative emotions associated with injury, anxiety and uncertainty around future involvement, modifications in nutritional intake (e.g., reduction of calories), coping with injury, and the need for an effective and holistic injury rehabilitation program.

High levels of physical inactivity are evident among many American children. To address this problem, providing physical activity (PA) during the school day within the CSPAP framework, is one strategy to increase children’s PA. Thus, the purpose of this study was to examine the effects of a classroom-based PA program on children’s PA. Two hundred and ten students from one school participated in TAKE 10! for 12 weeks. All students wore pedometers and a sample of 64 students wore accelerometers for 4 days during week 1 (baseline), week 8 (midintervention), and week 12 (end-intervention). Data were analyzed using repeated-measures ANOVA. The results showed that students’ daily in-school step counts increased by 672 steps from baseline to midintervention (P < .001). Students’ moderate-to-vigorous intensity PA (MVPA) increased by approximately 2 minutes from baseline to end-intervention (P < .01). In conclusion, participating in TAKE 10! helps children strive toward the goal of recommended daily MVPA.

Purpose: This study examined the associations between physical activity enjoyment and physical education enjoyment with segmented physical activity in children. Method: Using student-level data from the School Wellness Integration Targeting Child Health project (N = 1,986), the Youth Activity Profile (YAP) assessed physical activity before school, during physical education, recess, after school, and evening. Segmented YAP scores were regressed onto two enjoyment variables using a seemingly unrelated regression system. Results: Physical activity enjoyment and physical education enjoyment significantly associated with YAP scores during all segments, but physical education enjoyment showed stronger associations during physical education. Older students had higher physical activity before school and in the evening, and physical education enjoyment was more influential for females before school. Conclusion: This study supports tenets of the trans-contextual model of motivation. Improving both physical activity and physical education enjoyment may yield improvements in physical activity behaviors during physical education and all other day segments.