This study examined coaching burnout from a commitment perspective that highlights the link between burnout and feelings of entrapment. Theoretically, entrapment occurs when coaches become less attracted to coaching but feel they have to maintain their involvement because (a) they perceive a lack of attractive alternatives to coaching, (b) they believe they have too much invested to quit, or (c) they think others expect them to continue coaching. For this study, 295 age-group swim coaches completed a survey that included scales to assess the theoretical determinants of commitment, the exhaustion component of burnout, and commitment itself. Data analyses involved a 2-step approach. (Initially, cluster analysis results revealed 3 clusters of coaches with characteristics reflecting profiles based on the theoretical determinants of commitment.) Subsequently, MANOVA revealed significant differences between the 3 clusters on exhaustion and commitment. Coaches with characteristics of entrapment reported significantly higher exhaustion than the other groups and near average commitment scores.
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Thomas D. Raedeke, Tracy L. Granzyk, and Anne Warren
Erik L. Lachance and Milena M. Parent
, satisfaction, motivation, commitment, and sense of community (e.g., Farrell, Johnston, & Twynam, 1998 ; Kerwin, Warner, Walker, & Stevens, 2015 ; MacLean & Hamm, 2007 ). Despite this large body of research, past studies have usually examined constructs individually or in relation with one or two more
Cesar R. Torres
more consequential, social undertakings—sport and athletic commitment continue to be denounced as trivial, no matter the copious time athletes devote to reach excellence in their sport (see, among others, Torres, 2018b ). Against the backdrop of this abiding trivialization, this paper explores the
Robert Weinberg, Deanna Morrison, Megan Loftin, Thelma Horn, Elizabeth Goodwin, Emily Wright, and Carly Block
batting practice, move farther back in the batter’s box, or change his routine in the on-deck circle. The areas of goal commitment and goal importance are critical to include in any goal-setting program because Locke’s ( 1968 ) seminal theoretical article, as well as many subsequent studies and reviews of
Mark Eys, Mark R. Beauchamp, Michael Godfrey, Kim Dawson, Todd M. Loughead, and Robert J. Schinke
which one is willing/agreeable to attempt them. In this sense, role acceptance shares a significant amount of conceptual overlap with definitions pertaining to the concept of commitment . Klein, Molloy, and Brinsfield ( 2012 ) defined commitment within organizational psychology, generally speaking, as
Windee M. Weiss
and persistence through an extensive rehabilitation process may become the responsibility for athletic trainers. Applying key concepts from the sport commitment model (SCM), 2 – 4 to sport injury rehabilitation may give the athletic trainer important tools to facilitate motivation and persistence in
Matthew Jenkins, Elaine A. Hargreaves, and Ken Hodge
.g., Teixeira, Carraça, Markland, Silva, & Ryan, 2012 ; Wilson, Sabiston, Mack, & Blanchard, 2012 ). Committed Action The process of committed action pertains to the development of, and commitment to, behavioral patterns that are consistent with an individual’s personally chosen values, such as improved health
Kari Roethlisberger, Vista Beasley, Jeffrey Martin, Brigid Byrd, Krista Munroe-Chandler, and Irene Muir
, 2011 ). Three major contributors to young females’ attrition from organized sport include lack of sport commitment, dedication to other competing priorities, and a lack of sport enjoyment ( Brown, Salmon, & Pearson, 2014 ; Crane & Temple, 2015 ). Sport commitment is the psychological condition that
Kirstin Hallmann, Anita Zehrer, Sheranne Fairley, and Lea Rossi
, 2010 ). Understanding gender differences may inform volunteer managers to customize their recruitment strategies. Volunteer managers can place appropriate emphasis on the most important motives and their interrelationship with commitment and social capital when retaining existing volunteers and
Ann Pulling Kuhn, Russell L. Carson, Aaron Beighle, and Darla M. Castelli
a CSPAP ( Kwon et al., 2018 ), as well as varying levels of engagement and commitment to CSPAP training ( Carson et al., 2020 ). This research supports the long-standing need to understand teacher psychosocial perspectives related to CSPAP training. Furthermore, evidence suggests that teachers who
