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Jon C. Hellstedt

Coaches often have difficulty working with the parents of their athletes. Communication problems, conflict, and sometimes power struggles over who has control over the child’s training occasionally develop. Based on an integration of sport psychology and family systems theory, a model for understanding the coach / parent / athlete triangle is developed. Three types of parents are described: overinvolved, underinvolved, and moderately involved, as well as goals and strategies for working with each type of parent.

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Susan A. Jackson and Herbert W. Marsh

The purpose of this study was to examine relations between women's involvment in sports and three psychological constructs: role conflict, sex-role identification, and multidimensional self-concepts. The three groups comprised female powerlifters competing in a national championship (n = 30), high school female athletes (n = 46), and high school female nonathletes (n = 46). Role conflict was not substantial except for a few specific areas related to conflicting expectations of appropriate female and athlete behavior. Both athletic groups scored substantially higher on masculinity (M) and on self-concept of physical ability than the nonathletic group, but there were no group differences on femininity (F) and few substantial differences in other areas of self-concept. Hence the results provide further support for the construct validity of androgyny and for the multidimensionality of self-concept. The major findings, that female athletes can be more M without being less F, and that female athletic involvement has positive benefits without producing any loss in F or in self-concept, dispels a popular myth about women's involvement in sports.

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Damon Burton and Rainer Martens

Previous research concludes that athletes drop out of sport because of conflicts of interest, but these findings cannot clarify whether dropouts find other activities more appealing or turn to new activities because sport fails to meet their achievement needs. This investigation assessed dropout motives by testing explanations derived from Nicholls' (1984) motivational model and comparing them with traditional dropout questionnaire responses. Wrestling coaches, participants, participants' parents, dropouts, and dropouts' parents completed a 23-item dropout inventory; and participants and dropouts responded to questionnaire items testing Nicholls' task choice predictions. Dropout inventory responses confirmed previous conflict-of-interest findings. In data testing Nicholls' model, participants demonstrated significantly higher perceived ability, better won-loss records, more functional attributions, and more positive expectancies, and valued wrestling success more than dropouts did. These findings supported predictions that wrestlers change activities when continued participation threatens their perceived ability. Disagreement between the conclusions concerning why young athletes drop out of wrestling drawn from the conflict-of-interest explanation and from Nicholls' perceived ability model are discussed, and suggestions for reducing dropout rates are offered.

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Zoe Rebecca Knowles, Daniel Parnell, Gareth Stratton and Nicola Diane Ridgers

Background:

Qualitative research into the effect of school recess on children’s physical activity is currently limited. This study used a write and draw technique to explore children’s perceptions of physical activity opportunities during recess.

Methods:

299 children age 7−11 years from 3 primary schools were enlisted. Children were grouped into Years 3 & 4 and Years 5 & 6 and completed a write and draw task focusing on likes and dislikes. Pen profiles were used to analyze the data.

Results:

Results indicated ‘likes’ focused on play, positive social interaction, and games across both age groups but showed an increasing dominance of games with an appreciation for being outdoors with age. ‘Dislikes’ focused on dysfunctional interactions linked with bullying, membership, equipment, and conflict for playground space. Football was a dominant feature across both age groups and ‘likes/dislikes’ that caused conflict and dominated the physically active games undertaken.

Conclusion:

Recess was important for the development of conflict management and social skills and contributed to physical activity engagement. The findings contradict suggestions that time spent in recess should be reduced because of behavioral issues.

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Maureen R. Weiss and Alan L. Smith

The purpose of this study was to examine age and gender differences in the quality of sport friendship, assess the relationship between friendship quality and motivation related variables, and obtain additional support for the validity of the Sport Friendship Quality Scale (SFQS; Weiss & Smith, 1999). Tennis players (N = 191, ages 10–18 years) completed the SFQS and other measures salient to the questions of the study. A MANOVA revealed that adolescent athletes ages 14–18 years rated loyalty and intimacy, things in common, and conflict higher than did younger players, ages 10–13 years, who in turn rated companionship and pleasant play higher. Girls rated self-esteem enhancement and supportiveness, loyalty and intimacy, and things in common higher than did boys, who rated conflict higher. Regression analysis indicated that companionship and pleasant play, conflict resolution, and things in common predicted higher tennis enjoyment and commitment. The collective findings—confirmation of the SFQS six-factor structure, relationships between sport friendship quality dimensions and peer acceptance, and relationships of sport friendship quality dimensions with Harter’s (1988) close friendship measure—support the validity of the SFQS.

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Galya Bigman, Vandita Rajesh, Laura M. Koehly, Larkin L. Strong, Abiodun O. Oluyomi, Sara S. Strom and Anna V. Wilkinson

Background:

Existing racial/ethnic disparities in physical activity during childhood increase Hispanics’ risk of developing chronic diseases, which serves to increase health disparities. This study examined associations of family cohesion and conflict with self-reported moderate-tovigorous physical activity (MVPA), controlling for psychosocial covariates such as subjective social status, anxiety, and sensation-seeking.

Methods:

1000 Mexican origin adolescents reported their MVPA levels approximately 2 years apart. Psychosocial covariates, family cohesion and conflict were measured at the first assessment. Generalized Linear Models were used to prospectively examine the relationship between family cohesion and conflict and subsequent MVPA based on 711 participants who had low levels of baseline MVPA.

Results:

35% of boys and 24% of girls reported adequate MVPA levels at follow-up; girls were less likely to report adequate MVPA (RR = 0.76; 95% CI: 0.61–0.93) than boys. Overall, family cohesion was associated with MVPA (P = .01), but family cohesion was not (P = .41). Gender-based analyses revealed that adequate MVPA was associated with family cohesion (RR = 1.40; 95% CI: 1.03–1.88), sensation seeking (RR = 1.05; 95% CI: 1.00–1.10), and age (RR = 0.85; 95% CI: 0.74–0.98) among girls and with subjective social status (RR = 1.20; 95% CI: 1.08–1.33) among boys.

Conclusions:

The family social environment and gender differences should be addressed in health promotion programs targeting MVPA.

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Kristine Toohey and Tracy Taylor

This paper is a summary of a research project to investigate the relationships between women from culturally and linguistically diverse backgrounds and sport. A conflict between sport providers’ perceptions of the needs of women from culturally and linguistically diverse backgrounds and the views of the women themselves was found. Providers generally perceived the problem of low participation in sport as relating to the women’s culture (a cultural deficit explanation); whereas, the women interviewed mainly associated their low participation rates with non-inclusionary practices engaged in by providers.

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Michael J. McNamee, Bradley Partridge and Lynley Anderson

The issue of concussion in sport is a matter of global public interest that is currently under dispute by educational, legal, and medical professionals and scientists. In this article we discuss the problem from philosophical, bioethical, and sports ethical perspectives. We articulate conceptual differences in approaches to definition and therefore diagnosis of concussion. We critically review similarities and differences in the leading consensus statements that guide the treatment of concussion diagnosis and treatment in sports. We then present a series of ethical problems including issues that relate to paternalistic intervention in the lives of athletes in order to prevent harm to athletes, conflicting and competing interests, and confidentiality.

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Christopher M. Carr

This paper describes one psychologist’s professional journey providing clinical sport psychological services to student athletes, from training to first position, and on to current roles and responsibilities. Obstacles in providing psychological care to student-athletes in the intercollegiate setting are highlighted and an approach to overcoming these obstacles is articulated. Most importantly, this paper highlights the consequences of both interdisciplinary conflict within sport psychology and poorly trained professionals. The importance of ongoing professional development for both the individual practitioner and the field of sport psychology as a whole is thoroughly presented and discussed.

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Frank Jacobs, Annelies Knoppers, Rene Diekstra and Marcin Sklad

A frequent critique of coach education courses is that they are designed by scholars with little input from coaches about what they think they need. The purpose of this paper is to describe the design and content of a coach education course that was grounded in stakeholder needs. Dutch amateur football coaches felt ill-equipped to handle conflicts and confrontational behaviors by players and/or parents. Therefore a coach education course was created to help coaches develop tools they could use to improve their interpersonal skills. The tools were drawn from the teaching strategies of Forgatch and DeGarmo (1999) and Rational-Emotive Education (REE) (Knaus, 1974).