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Kelly L. Simonton, Alex C. Garn, and Melinda Ann Solmon

Purpose:

Grounded in control-value theory, a model of students’ achievement emotions in physical education (PE) was investigated.

Methods:

A path analysis tested hypotheses that students’ (N = 529) perceptions of teacher responsiveness, assertiveness, and clarity predict control and value beliefs which, in turn, predict enjoyment and boredom.

Results:

Teacher clarity predicted student control (β = .31; R 2= .09) and value (β = .21; R 2= .07) beliefs. Value and control beliefs positively predicted enjoyment (β = .71; β = .11; R 2 = .58) and negatively predicted boredom (β = -.61; β = -.13; R2 = .47).

Discussion:

Findings provide meaningful information about the source of students’ emotional experiences in PE. The importance of instructional clarity within the model highlights the need for teachers to use a variety of clarifying strategies during instruction. The strong links between value beliefs and emotions suggest teachers need to explicitly discuss the intrinsic and extrinsic worth of PE content.

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Guillaume Martinent and Claude Ferrand

The purpose of this study was to explore the directional interpretation process of discrete emotions experienced by table tennis players during competitive matches by adopting a naturalistic qualitative video-assisted approach. Thirty self-confrontation interviews were conducted with 11 national table tennis players (2 or 3 matches per participants). Nine discrete emotions were identified through the inductive analyses of the participants' transcriptions: anger, anxiety, discouragement, disappointment, disgust, joy, serenity, relief, and hope. Inductive analyses revealed the emergence of 4 categories and 13 themes among the 9 discrete emotions: positive direction (increased concentration, increased motivation, increased confidence, positive sensations, and adaptive behaviors), negative direction (decreased concentration, decreased motivation, too confident, decreased confidence, negative sensations, and maladaptive behaviors), neutral direction (take more risk and take less risk), and no perceived influence on own performance. Results are discussed in terms of current research on directional interpretation and emotions in sport.

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Marco Rathschlag and Daniel Memmert

The present study examined the relationship between self-generated emotions and physical performance. All participants took part in five emotion induction conditions (happiness, anger, anxiety, sadness, and an emotion-neutral state) and we investigated their influence on the force of the finger musculature (Experiment 1), the jump height of a counter-movement jump (Experiment 2), and the velocity of a thrown ball (Experiment 3). All experiments showed that participants could produce significantly better physical performances when recalling anger or happiness emotions in contrast to the emotion-neutral state. Experiments 1 and 2 also revealed that physical performance in the anger and the happiness conditions was significantly enhanced compared with the anxiety and the sadness conditions. Results are discussed in relation to the Lazarus (1991a, 2000a) cognitive-motivational-relational (CMR) theory framework.

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Sarah Deck, Brianna DeSantis, Despina Kouali, and Craig Hall

potential. Imagine being in an important tennis match, a match you should be winning, but your doubles partner is off their game. It is game point, and your partner double faults on their serve; game over. What types of emotions would you feel, and what would you do or say next? For many athletes, if they

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Mickaël Campo, Diane Mackie, Stéphane Champely, Marie-Françoise Lacassagne, Julien Pellet, and Benoit Louvet

recently argued for the need to consider the social self in the study of emotions in the context of competitive sport (e.g.,  Campo, Mellalieu, Ferrand, Martinent, & Rosnet, 2012 ; Tamminen et al., 2016 ). Focusing especially on the consequences of social identity for competitive emotions among athletes

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Paul A. Davis, Louise Davis, Samuel Wills, Ralph Appleby, and Arne Nieuwenhuys

dysfunctional cognitions and emotions ( Jones & Harwood, 2008 ; McPherson, 2000 ). In this process of evaluation, athletes may consider the emotional state of their fellow competitors and attempt to determine whether an opponent is in his or her optimal emotional state for performance ( Hanin, 2003 ). The

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Serge Brand, Markus Gerber, Flora Colledge, Edith Holsboer-Trachsler, Uwe Pühse, and Sebastian Ludyga

, this is problematic, as the Social Contract Theory ( Cosmides et al., 2005 ) claims, among others, that identifying and remembering faces of individuals breaking social rules is crucial for coping with cheaters, free riders, or defectors. Moreover, functional deficits in emotion processing, and the

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Kelly L. Simonton, Alex C. Garn, and Nicholas Washburn

is referred to as a “caring climate” ( Newland, Newton, Stark, Podlong, & Hall, 2017 ), which has been considered foundational to student engagement ( Hellison, 2011 ). In addition, student emotions, arising from socioemotional characteristics of the learning environment, are prerequisites for

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T. Bettina Cornwell, Steffen Jahn, Hu Xie, and Wang Suk Suh

associated with sponsor benefits such as purchase intention for a sponsor’s products ( Madrigal, 2000 ; Smith, Graetz, & Westerbeek, 2008 ). Studies have also shown that event emotions influence event-related evaluations and attitudes toward sponsors ( Chakraborti & Roy, 2013 ; Lee, Lee, Lee, & Babin, 2008

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Jeemin Kim, Katherine A. Tamminen, Constance Harris, and Sara Sutherland

Emotions are natural and universal to humans, and influence feelings, thoughts, and behaviors ( Izard, 2007 ). Much research on emotions in sport has used Lazarus’s foundational work ( 1999 ) as a conceptual basis, which theorized that emotions arise as individuals appraise events as meaningful for