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Robin S. Vealey

Although sport psychology consultants typically engage in conflict resolution as part of team interventions, cases of extreme relationship conflict in teams resulting in distrust, tension, and hostility require special consideration for the consultant who is starting “below zero” when beginning a consultant relationship with a program. Such a case warrants not just culture building, but cultural reparation and the development of resolution efficacy among team members. The purpose of this case study is to describe an intervention program with a college basketball team that was experiencing multiple relationships conflicts and an extremely dysfunctional team culture. The intervention focused on (a) enabling players to take ownership of and be accountable for a “smart system” team culture, (b) initiating a process to build resolution efficacy that focused on accepting and managing task conflict (while reducing relationship conflict) and emphasized interpersonal risk-taking and vulnerability to build trust, and (c) enhancing coach-athlete relationships. Reflections on the case include the importance of vigilance about ethical boundary and confidentiality issues in “below zero” situations and the role of coaches who prefer transactional leadership styles in building team culture and resolution efficacy for conflict.

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Cassidy Preston, Veronica Allan, Lauren Wolman, and Jessica Fraser-Thomas

independent dimensions that interact to produce four styles of conflict management ( Pruitt & Carnevale, 1993 ). To provide a visual, consider a party’s degree of self-concern as existing along a y axis and the party’s degree of other-concern existing along an x axis, the two which cross to produce four

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Eric Flavier, Stefano Bertone, Denis Hauw, and Marc Durand

This study employed methodological principles of the course-of-action theory in order to identify the typical organization of teachers’ actions when in conflict with one or more students. Eighteen physical education teachers were filmed during physical education lessons and then participated in self-confronting interviews. Data analysis consisted of comparing each course of action to identify the archetypal structures that characterize conflict management. The results showed (a) conditions conducive to conflict, (b) teacher attempts at resolution occurring under strong time pressure and thus carrying risks of further deteriorating the situation because of precipitous decisions, (c) an authoritative use of the status conferred by the role of teacher, and (d) a systematic exploitation of the conflict to drive home a message.

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Stephen Mellalieu, David A. Shearer, and Catherine Shearer

Interpersonal conflict is a common factor reported by governing bodies and their athletes when preparing for, or competing in, major games and championships (Olusoga, Butt, Hays, & Maynard, 2009). The aim of this study was to conduct a preliminary exploration of a UK home nation’s athletes, management, and support staff experiences of interpersonal conflict during competition. Ninety participants who had represented or worked for their nation at major games or championships completed a detailed survey of interpersonal conflict experiences associated with competition. The results suggest athletes, coaches, and team managers are at the greatest risk from interpersonal conflict, while the competition venue and athlete village are where the most incidences of conflict occur. Interpersonal conflict was also suggested to predominantly lead to negative cognitive, affective, and behavioral consequences (disagreement, anger, upset, loss in concentration). Findings are discussed in the context of the experience of the interpersonal conflict with provisional recommendations offered for developing effective strategies for conflict management.

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Zoe Rebecca Knowles, Daniel Parnell, Gareth Stratton, and Nicola Diane Ridgers

Background:

Qualitative research into the effect of school recess on children’s physical activity is currently limited. This study used a write and draw technique to explore children’s perceptions of physical activity opportunities during recess.

Methods:

299 children age 7−11 years from 3 primary schools were enlisted. Children were grouped into Years 3 & 4 and Years 5 & 6 and completed a write and draw task focusing on likes and dislikes. Pen profiles were used to analyze the data.

Results:

Results indicated ‘likes’ focused on play, positive social interaction, and games across both age groups but showed an increasing dominance of games with an appreciation for being outdoors with age. ‘Dislikes’ focused on dysfunctional interactions linked with bullying, membership, equipment, and conflict for playground space. Football was a dominant feature across both age groups and ‘likes/dislikes’ that caused conflict and dominated the physically active games undertaken.

Conclusion:

Recess was important for the development of conflict management and social skills and contributed to physical activity engagement. The findings contradict suggestions that time spent in recess should be reduced because of behavioral issues.

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Stephen Hills, Matthew Walker, and Marlene Dixon

.e., social competence, conflict management, diversity awareness and attitudes, and bullying)? Research Question 2 : What effect did the Explorer program have on participant goal-setting? Research Question 3 : What effect did the Explorer program have on broader outcomes (i.e., sense of community in school, and

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Desmond McEwan, Bruno D. Zumbo, Mark A. Eys, and Mark R. Beauchamp

), and/or tangible (e.g., providing concrete, instrumental assistance such as rides to and from practice) support. The second dimension, integrative conflict management , involves managing interpersonal conflicts between team members if/when they arise (e.g., resolving disagreements between teammates

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INTERNATIONAL SPORT COACHING JOURNAL

DIGEST VOLUME 7, ISSUE #3

: Lessons Learned for Conflict Management Preston, C., Allan, V., Wolman, L, & Fraser-Thomas, J. The Sport Psychologist , 34 (2), 143–152. doi: 10.1123/tsp.2019-0130 This study aimed to deepen understandings of the research on coach–parent relationships in relation to athletes’ positive youth development

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Sebastian Altfeld, Paul Schaffran, Jens Kleinert, and Michael Kellmann

their job. Altfeld and Kellmann ( 2014 , p. 145) reported statements from coaches who experienced conflicts with their athletes. Deficits in leadership, communication, clarifying expectations all contribute to conflicts. According to Olusoga and colleagues ( 2009 ), communication and conflict management

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Matt W. Boulter, James Hardy, Ross Roberts, and Tim Woodman

that they better reflect the specific aspects captured by the ICS-S. Furthermore, the exploration of conflict management strategies and their links to specific conflict types would be a fruitful avenue of research. The identification of the type of conflict can be seen as a first step to managing