Sibling relationships are often regarded as among the longest lasting connections in a person’s life (Conger & Kramer, 2010). Sibling research has addressed topics such as socialization, support, and similarities and differences of siblings (e.g., Eaton, Chipperfield, & Singbeil, 1989; Horn & Horn, 2007; Whiteman, McHale, & Crouter, 2007). Scant attention has been given to how a younger sibling may be influenced by an older sibling’s sport involvement. The current study explored the lived experience of an older sibling’s sport achievement from the perspective of a younger sibling. An open-ended phenomenological approach (Kvale, 1983) was used to gain a description of the experience of sibling achievements in sport. Participant interviews revealed an overall thematic structure consisting of both positive and negative experiences: family influence, social influence, fondness, identity, abandonment, and jealousy. These findings broaden both sibling and sport literature, while providing valuable information for researchers and practitioners.
Jordan A. Blazo, Daniel R. Czech, Sarah Carson and Windy Dees
Ali Moazami-Goodarzi, Matilda Sorkkila, Kaisa Aunola and Tatiana V. Ryba
different developmental trajectories. Antecedents of Athletic and Student Identity Previous literature on the antecedents of identity development among student-athletes has indicated that various background variables, such as gender and sport and school achievement, play a role in identity formation. For
Jeeyoon Kim and Jeffrey D. James
consumers. According to need and activity theories ( Diener et al., 2002 ; Rodriguez, Latkova, & Sun, 2008 ), hedonism is experienced when psychological needs (e.g., belonging, achievement) are fulfilled through interesting and meaningful activities. For sport consumers, sport participation, sport
Alex C. Garn and Donetta J. Cothran
Using Scanlan and Lewthwaite’s (1986) sport enjoyment model as a conceptual framework, this study was designed to explore two areas: (a) students’ and teachers’ perceptions of “fun” in physical education class and (b) differences that may exist in these perceptions between groups of students (in team sports, individual/dual sports, and fitness) and teachers. The critical incident technique and a fun survey were administered to 191 participants. Critical incident technique narratives and descriptive statistics revealed the importance of achievement motivation concepts, such as teacher, task, and the social aspects of fun in physical education, whereas MANOVA revealed significant differences in perceptions of fun between students and teachers.
Lauren B. Raine, John R. Biggan, Carol L. Baym, Brian J. Saliba, Neal J. Cohen and Charles H. Hillman
A growing literature has emerged suggesting a positive relationship between physical fitness and various measures of academic achievement in adolescents ( 7 , 14 , 16 – 18 , 43 ). For example, in Massachusetts, researchers measured academic achievement in fourth- to eighth-grade students using a
Sergio Estrada-Tenorio, José A. Julián, Alberto Aibar, José Martín-Albo and Javier Zaragoza
The health benefits of physical activity (PA) for adolescents have been previously well established. 1 There is an emerging body of research that suggests that PA and healthy habits may also provide benefits in terms of cognitive performance and academic achievement. 2 , 3 Published research
Jian Wang, Bo Shen, Xiaobin Luo, Qingshan Hu and Alex C. Garn
, McCaughtry, Martin, & Fahlman, 2009 ) have supported that students’ motivation and a learning environment that fosters their motivation are directly associated with their learning achievement and engagement. Nevertheless, in contrast to rich studies on student motivation, there has been relatively little
Heidi J. Syväoja, Anna Kankaanpää, Jouni Kallio, Harto Hakonen, Janne Kulmala, Charles H. Hillman, Anu-Katriina Pesonen and Tuija H. Tammelin
physically active lifestyle with learning outcomes has also recently received considerable attention. Previous studies have suggested that excessive screen time 7 , 8 and excess adiposity 9 , 10 may predict poorer academic achievement (AA), whereas regular PA and higher aerobic fitness 11 , 12 benefit AA
Stéphanie Girard, Jérôme St-Amand and Roch Chouinard
, & Ouimet, 2013 ; Ntoumanis et al., 2009 ; Spray, Warburton, & Stebbings, 2013 ) to the detriment of achieving personal progress and pursuing mastery of tasks ( Ntoumanis et al., 2009 ; Spray et al., 2013 ; Ullrich-French & Cox, 2013 ). In light of these observations, the achievement goal theory
Ioannis Tsalavoutas and Greg Reid
Self-determination theory (SDT) guided comparison of competence satisfaction in a ball striking activity of elementary school students with (n =16) and without (n = 18) physical disabilities under mastery and performance climates. Consistent with SDT competence satisfaction was measured by risk taking (RT) and achievement (ACH). Performance climate increased RT, undermined ACH accomplishments for individuals with physical disabilities, and encouraged ACH for peers without disabilities. Nevertheless, no competence satisfaction difference between the groups was found in either achievement climate, suggesting competence was satisfied in different ways for the two participant groups. ACH (performance change) was important for all students, but RT was particularly important for those without disabilities. Performance climates should be used cautiously to challenge students with physical disabilities.