In their response to our recent paper (Harwood, Hardy, & Swain, 2000), Treasure et al. (2001) claimed to have clarified our misconceptions and misrepresentations of achievement goal research. After first of all commenting on the apparently rather emotive nature of their response, we logically deal with each of their criticisms. Specifically, we present sound theoretical arguments to show that: (a) personal theories of achievement hold primacy over achievement goals; (b) we are not “particularly confused” (or even a little confused) in our understanding of conceptions of ability; (c) there are excellent reasons for examining the possibility of a tripartite approach to goal orientation and goal involvement; and (d) the issue of measurement in achievement goal research needs to be carefully reconsidered. Further, in response to the status quo offered by Treasure and colleagues, we call for more innovative research that will help progress the impact of achievement goal theory in competitive sport.
Chris Harwood and Lew Hardy
Jayne M. Jenkins and Brandon L. Alderman
The Sport Education (SE) curricular model incorporated within university physical education Basic Instruction Program (BIP) may increase group cohesion. This study’s purpose was to identify student perceptions of a BIP course taught within SE, and investigate group cohesion in differing activity content. Participants included 430 students enrolled in 25 BIP classes delivered in SE. A mixed method design included multiple data collection: critical incident, interview, and Physical Activity Group Environmental Questionnaire (PAGEQ). Lifetime skill and competitive sport class participants reflected more group cohesion than exercise class participants. Exercise class participants reported lower task cohesion than other groups, p < .05. Sport participants reported higher social cohesion than lifetime skill participants, whose responses were higher than exercise participants, ps<.05. Findings from critical incident and interview data provided further support for the PAGEQ results. We suggest that exercise classes may not spontaneously lend themselves to cohesion; thus, teachers need to be more creative in designing SE for exercise classes to increase cohesion.
John G.H. Dunn
Many competitive sport anxiety researchers have examined the degree to which athletes worry before or during competition. Little attention has been paid, however, to establishing a conceptual framework for structuring the content of competitive worry. The main purpose of this study was to examine the latent dimensionality of competitive worry in intercollegiate ice hockey (N= 178) using a conceptual framework based on two multidimensional anxiety theories developed by Endler (1983) and Hackfort (1986). Multidimensional scaling and factor-analytic results revealed that competitive worry in ice hockey can be structured around a combination of four potential content domains relating to athletes’ fear of failure, negative social evaluation, injury or physical danger, and the unknown. These constructs were congruent with the situational anxiety dimensions proposed by Endler and Hackfort. Discussion focuses on the characteristic features of the four worry domains and the extent to which athletes were predisposed to experiencing each type of worry.
Jessica Brooke Kirby and Mary Ann Kluge
Older adults are often viewed by society more for what they cannot do than for what they are capable of achieving. This intrinsic case study examined the formation of a women’s 65+ volleyball team at a university for the purpose of better understanding what it was like for older women to learn a new sport and what meaning participating in competitive sport had for those who had not previously been considered athletic. Qualitative methods explored each participant’s experiences through a focus group, individual interviews, observational notes, and written reflections. Resulting team member themes included going for the gusto, belonging to a team, and support from the university. This program is a potential model to engage nonathletic older adults in sport, while forging a new and positive aging framework for aging athletes.
Patsy Tremayne and Debra A. Ballinger
Ballroom dance has resurfaced worldwide as a highly popular competitive sport and might be added to Olympic medal competition for the 2012 London Games. This resurgence presents opportunities for sport psychologists to provide psychological-skills and performance-enhancement training for ballroom dancers at all competitive levels. Few sport psychologists have the personal experience, expertise, or an adequate knowledge base about the competitive-ballroom-dance environment to provide meaningful intervention strategies for participants. This article was developed to provide initial guidance for sport psychology professionals interested in working in this environment. An overview of the competitive-dance and ballroom-dance environment, strategies used by dance couples for enhanced mental preparation before and during dance competitions, and excerpts from an interview with an Australian championship-level couple provide readers insight into performance-enhancement strategies for DanceSport.
Laura Frances Chase
Foucault’s notions of disciplinary processes, power, and docile bodies are used in this article to understand the complexity of the body and physicality in women’s rugby. Drawing on data from 30 interviews and field observations with 94 female rugby players, I investigate the multiple and complex ways in which the female rugby body is disciplined. These women resisted disciplinary processes of femininity but, at the same time, were willing participants in disciplinary processes of competitive sport. They and their bodies are shaped by multiple and competing discourses and disciplinary processes. The women in this study were drawn to rugby because of the physical nature of the game, became fully invested in competitive athletics, and resisted notions of ideal female bodies.
Judy L. Van Raalte, Allen E. Cornelius, Britton W. Brewer and Stephen J. Hatten
Although a number of studies have demonstrated the effects of self-talk on sport performance, the research literature on the antecedents of self-talk in competitive sport is sparse. The purpose of this study was to examine both the antecedents and the consequences of self-talk during competitive tennis performance. Eighteen adult tournament players were observed during United States Tennis Association–sanctioned matches. Players’ audible self-talk, observable gestures, and tennis scores were recorded using the Self-Talk and Gestures Rating Scale (Van Raalte, Brewer, Rivera, & Petitpas, 1994b). Results indicated that all players used observable self-talk and gestures during their matches. Furthermore, for all players, match circumstances (e.g., point outcome, serving status) predicted the use of negative self-talk. Positive and instructional self-talk were predicted by match circumstances for some players. The results suggest that match circumstances contribute to the generation of self-talk and provide useful information for researchers interested in better understanding the antecedents of self-talk.
The rehabilitation of 77 competitive athletes with long-term injuries was followed for 2–3 years from the time of the injury with the aim of identifying potential risk factors in rehabilitation. Seven athletes not returning to competitive sport despite favorable physical records were compared with 5 athletes who returned despite unfavorable records and with 65 athletes whose rehabilitation met expectations. Twelve tests were employed on four different occasions. The results suggested that being younger, being female, and having had no previous experience with injury characterized the nonreturning athlete. An insufficient mental plan for rehabilitation and a predominantly negative attitude toward it, as well as restricted social contacts with fellow athletes and a low mood level, appeared to accompany a problematic and prolonged rehabilitation. It was concluded that the nonreturning, long-term injured athlete can be identified as early as the beginning of the rehabilitation process.
Jimmy A. Frazier and Eldon E. Snyder
The tension and excitement of competitive sport is created by the indeterminacy of the contest that is based on an approximate equity between the contestants. Yet players and teams vary in competence and prestige, and those with less competence are frequently labeled as the underdog. While winning is valued, cross-cutting values often create sentiments for the underdog, that is, the desire for the underdog to overcome the inferior status and upset the favored opponent. Social support for the underdog reflects a utilitarian perspective that helps maintain an emotional interest in a contest; additionally, underdogs receive support from the social value of equity. At a microlevel, the underdog status is often used to increase the level of motivation and performance. Data gathered from university students are used to support the positions taken in the paper.
Andreas Volp and Udo Keil Johann
Athletes* success and failure have often been linked to certain personality characteristics. Although previous results in this area were equivocal, many researchers concluded that athletes often drop out of competitive sport because of conflicts of interest, or because they fail to demonstrate high ability in sports. This investigation assessed the importance of intrapersonal conflicts to athletic performance and to dropping out. Swimmers competing at three different levels of performance filled out a conflict questionnaire. Some had indicated that they planned to discontinue their swimming career soon. High performers showed less conflict and a more intensive use of cognitive conflict reduction mechanisms than did medium performers and low level swimmers. Dropouts, on the other hand, had higher conflict scores in areas directly related to athletic performance than did continuers. Intrapersonal conflict was interpreted to be an important mediating variable in sport and personality research.