The present study used a mixed methods approach to evaluate the usage and perceived effectiveness of a 12-month coping intervention. Twelve junior national netball players followed an intervention that had two objectives: 1) to encourage the use of future-oriented coping across goal-oriented contexts and 2) to facilitate resource accumulation and maintenance by developing coping related competencies. Mentors and players maintained reflective diaries throughout the intervention and were contacted via telephone or e-mail every 2–3 months. In addition, players completed the Brief COPE measure at 1, 6, and 12 months. Eight players and 8 mentors completed postintervention interviews. Data indicated that following completion of the intervention, players perceived themselves to have a better understanding of when and how to use future-oriented coping. They also perceived enhanced psychosocial resources, and a more flexible approach toward goal pursuits. Recommendations for future research developments and the evaluation of coping interventions are presented.
Tracey J. Devonport and Andrew M. Lane
William J. Harvey, Greg Reid, Gordon A. Bloom, Kerri Staples, Natalie Grizenko, Valentin Mbekou, Marina Ter-Stepanian and Ridha Joober
Physical activity experiences of 12 age-matched boys with and without attention-deficit hyperactivity disorder (ADHD) were explored by converging information from Test of Gross Motor Development-2 assessments and semistructured interviews. The knowledge-based approach and the inhibitory model of executive functions, a combined theoretical lens, enabled the description of similarities and differences in experiences that emerged during interviews. Skill assessments indicated boys with ADHD were not as proficient movers as their peers without ADHD. Thematic analysis revealed that boys with ADHD reported playing with friends, paid little attention to detail, possessed superficial knowledge about movement skills, and expressed many negative feelings about physical activity. Task-specific interventions and a wider range of mixed methods research are recommended for future research studies in ADHD.
Nicole Dubuc-Charbonneau and Natalie Durand-Bush
The purpose of this study was to implement and assess the impact of a person-centered, feel-based self-regulation intervention on the stress, burnout, well-being, and self-regulation capacity of eight university student-athletes experiencing burnout. This was warranted given the negative outcomes associated with athlete burnout, the scarcity of burnout research focusing on student-athletes, and the lack of intervention research addressing burnout in sport.
A mixed methods design including questionnaires administered at four time points during the athletic season, pre- and postintervention interviews, and multiple intervention sessions was used.
Repeated-measures ANOVAs revealed that stress and burnout levels significantly decreased, and well-being and self-regulation capacity levels significantly increased as the intervention progressed. The qualitative data supported these findings.
It appears that university student-athletes participating in this type of intervention can learn to effectively manage themselves and their environment to reduce adverse symptoms and improve optimal functioning.
Kim Gammage, Desi McEwan, Lori Dithurbide, Alison Ede, Karl Erickson, Blair Evans, Larkin Lamarche, Sean Locke, Eric Martin and Kathleen Wilson
website: https://www.tandfonline.com/loi/uedi20 Author website: https://www.cincinnatichildrens.org/bio/h/kendra-homan Turning Words Into Numbers: Mixed-Methods Analysis of Athletes’ Imagery Use This study was designed to illustrate numerical transformation (transforming qualitative data into
Graig M. Chow, Matthew D. Bird, Stinne Soendergaard and Yanyun Yang
This manuscript seeks to offer insight about how coaches can better address drinking among collegiate student-athletes. Using a mixed-methods design, 519 NCAA coaches reported their attitudes and behaviors toward student-athlete drinking, and responded to open-ended questions about their perceived role, strategies, and challenges to addressing problems in this population. Three dimensions of coaches’ attitudes and behaviors toward student-athlete drinking emerged that were consistent regardless of the players’ or coach’s gender or division: Concerned Communication, Conditional Leniency, and Enforcement. Effective strategies identified by coaches included enforcement of policy, education about consequences of drinking, establishment of quality coach-athlete relationships, and management of athletes’ schedules. Coaches indicated the need to play a role in managing, educating, influencing, and supporting the student-athletes to prevent alcohol misuse. Coaches reported challenges regarding the culture of drinking on college campuses, individual differences (e.g., age) among student-athletes, acceptance and enforcement of the alcohol policy, lack of awareness about student-athletes’ activities, and identification of alcohol misuse.
Nima Dehghansai, Srdjan Lemez, Nick Wattie and Joseph Baker
Compared with mainstream sport athletes, relatively little is known regarding the factors affecting the development of athletes with a disability. Sport-specific training programs are essential to athletes’ successful performance; to create appropriate programs and strategies, a clear understanding of the nuances of development of athletes with a disability is important. The objective of this systematic review was to synthesize existing research on development in athletes with a disability and examine the key determinants of successful development and sporting performance. After a search of the Web of Science and SPORTDiscus databases, 21 articles were identified that met the inclusion criteria, which were assessed using the Mixed Methods Appraisal Tool and categorized into 3 groups: training and practice, shortterm interventions, and long-term changes due to training. Among the studies, there was a disproportionate focus on immediate interventions and training programs and less on long-term development. The review reflected a lack of research on sportspecific development of athletes with a disability, which raises concerns regarding the effectiveness and appropriateness of current training practices.
Diane M. Ste-Marie
giving away the findings (we do want you to continue reading, of course!), the first article by Edward Hebert incorporates an experimental paradigm that combines the factors associated with when and why observation is effective. Hebert used a mixed-method approach to examine the influence of the temporal
Karl Spiteri, David Broom, Amira Hassan Bekhet, John Xerri de Caro, Bob Laventure and Kate Grafton
://www.crd.york.ac.uk/prospero/display_record.php?RecordI6D=73810 ). Inclusion Criteria The inclusion criteria adapted from Nightingale ( 2009 ) are as follows: • Type of participants: people (50–70 years) living in the community. • Type of study: qualitative and quantitative research and mixed methods. ○ Qualitative studies that presented quotes from
Ricky Camplain, Julie A. Baldwin, Meghan Warren, Carolyn Camplain, Monica R. Lininger and Robert T. Trotter
in jail populations: protocol for a mixed-methods study . JMIR Res Protoc . 2018 ; 7 ( 10 ): 10337 . 10.2196/10337 5. Stephan J , Walsh G . Census of Jail Facilities, 2006 . Washington, DC : US Department of Justice, Office of Justice Programs, Bureau of Justice Statistics ; 2011 . 6. Bai
Pilar Lavielle Sotomayor, Gerardo Huitron Bravo, Analí López Fernández and Juan Talavera Piña
: Palgrave Macmillan ; 2004 . 22. Tashakkori A , Creswell JW . Editorial: exploring the nature of research questions in mixed methods research . J Mixed Methods Res . 2007 ; 1 : 207 – 211 . doi:10.1177/1558689807302814 10.1177/1558689807302814 23. Ryan GW , Nolan JM , Yoder PS . Successive