Search Results

You are looking at 1 - 8 of 8 items for :

  • "caring climate" x
  • Sport and Exercise Science/Kinesiology x
Clear All
Restricted access

Andreas Heissel, Anou Pietrek, Michael A. Rapp, Stephan Heinzel and Geoffrey Williams

’ supervision style and whether they behave in a way that supports psychological needs becomes an important issue when evaluating the effects of health interventions. The most widely used questionnaire to assess patients’ perceived need support is the Health Care Climate Questionnaire ( HCCQ ). 1 It was

Restricted access

Kiira N. Poux and Mary D. Fry

The purpose of this study was to examine the relationship between studentathletes’ perceptions of the motivational climate on their sport teams and their own career exploration and engagement and athletic identity. Student-athletes (N = 101) from various National Collegiate Athletic Association Division I institutions were administered online surveys. Canonical correlation analysis was used to examine the relationship between the climate variables (i.e., caring, task, and ego) and athletic identity, career self-efficacy, and career exploration/engagement. One significant function emerged: Perceptions of a high task-involving climate and moderate caring climate were positively associated with athletes’ reporting higher athletic identity, career self-efficacy, and career exploration/engagement. Results suggest that Division I athletes may benefit from having coaches who foster a caring and task-involving team climate with regard to the athletes’ development as holistic individuals who spend their college years performing at a high level of sport and also preparing for their lives after college and sports.

Restricted access

Candace M. Hogue, Mary D. Fry, Andrew C. Fry and Sarah D. Pressman

Research in achievement goal perspective theory suggests that the creation of a caring/task-involving (C/TI) climate results in more advantageous psychological and behavioral responses relative to an ego-involving (EI) climate; however, research has not yet examined the physiological consequences associated with psychological stress in relation to climate. Given the possible health and fitness implications of certain physiological stress responses, it is critical to understand this association. Thus, the purpose of this study was to examine whether an EI climate procures increases in the stress-responsive hormone cortisol, as well as negative psychological changes, following the learning of a new skill, compared with a C/TI climate. Participants (n = 107) were randomized to a C/TI or an EI climate in which they learned how to juggle for 30 min over the course of 2 hr. Seven salivary cortisol samples were collected during this period. Results indicated that EI participants experienced greater cortisol responses after the juggling session and significantly greater anxiety, stress, shame, and self-consciousness relative to C/TI participants. In contrast, the C/TI participants reported greater enjoyment, effort, self-confidence, and interest and excitement regarding future juggling than the EI participants. These findings indicate that motivational climates may have a significant impact on both the physiological and psychological responses of participants.

Restricted access

Brigid Byrd and Jeffrey J. Martin

The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on climate perceptions of youth participating in a middle school running program. Method: Seventy-four youth from a middle school track and cross country program in the Midwest participated. Results: Based on multiple regression analyses we predicted 52% of the variance in feelings of belonging largely due to perceptions of leadership emotional support and task climate and 25% of the variance in feelings of social responsibility largely due to perceptions of a caring climate. Conclusions: Our findings support the importance of middle school running programs which offered an environment allowing multiple psychosocial benefits, such as nurturing feelings of belonging and social responsibility.

Restricted access

Nikos Ntoumanis, Vassilis Barkoukis, Daniel F. Gucciardi and Derwin King Chung Chan

used: 1 ( strongly disagree ), 2 ( disagree ), 3 ( slightly disagree ), 4 ( neutral ), 5 ( slightly agree ), 6 ( agree ), and 7 ( strongly agree ). Autonomy-supportive style Athletes’ perceptions of autonomy support provided by their coach were assessed using the six-item Health Care Climate

Restricted access

Sheryl Miller and Mary Fry

, Smith, & Raine, 2015 ). In addition to the importance of creating a task-involving climate, recent research ( Hogue, Fry, & Fry, 2017 ; Newland, Newton, Stark, Podlog, & Hall, 2017 ) has also highlighted the value of fostering a caring climate, where individuals feel safe, welcomed, respected, and