College athletes are at risk for heavy alcohol use, which jeopardizes their general health, academic standing, and athletic performance. Effective prevention programming reduces these risks by targeting theory-based intermediate factors that predict alcohol use while tailoring content to student-athletes. The purpose of this study was to examine the impact of the myPlaybook online prevention program on student-athletes’ social norms, negative alcohol expectancies, and intentions to use alcohol-related harm prevention strategies. NCAA Division II student-athletes were recruited from 60 institutions across the United States to complete myPlaybook and pretest/posttest surveys measuring demographics and targeted outcome variables. Participants were randomly assigned to the treatment group (pretest-program-posttest; final n = 647) or the delayed treatment “control” group (pretest-posttest-program; final n = 709). Results revealed significant program effects on social norms (p < .01) and intentions to use harm prevention strategies (p < .01), while the effect on negative alcohol expectancies was nonsignificant (p = .14). Implications for future research and practice are discussed.
Search Results
The Effects of a Web-Based Alcohol Prevention Program on Social Norms, Expectancies, and Intentions to Prevent Harm among College Student-Athletes
Melodie Fearnow-Kenney, David L. Wyrick, Jeffrey J. Milroy, Erin J. Reifsteck, Timothy Day, and Samantha E. Kelly
Perceived Barriers to Reporting Mental and Behavioral Illness in the Fire Service
Kami N. Thews, Zachary K. Winkelmann, Lindsey E. Eberman, Kirsten A. Potts, and Kenneth E. Games
Barriers Cultural barriers were defined as social norms of a group that have been created or developed to manage internal problems with external resources. 22 Often when organizational change occurs in the fire service, there is generalized frustration, feelings of mistrust of superiors, and a fear of
Whistleblowing Against Doping Misconduct in Sport: A Reasoned Action Perspective With a Focus on Affective and Normative Processes
Lambros Lazuras, Vassilis Barkoukis, Dmitriy Bondarev, Yannis Ntovolis, Konstantin Bochaver, Nikolaos Theodorou, and Kevin Bingham
would choose not to report doping misconduct to the relevant authorities, but instead, confront the doping violators ( Erickson et al., 2017 ), and that sport-specific social norms could lead some athletes to blow the whistle, while making others refrain from reporting doping misconduct ( Whitaker et al
Risk Factors for Alcohol Abuse Among College Athletes
Jacob A. Jones
Self-concept theory was used as a theoretical basis to investigate the utility of social norms alcohol prevention programs for college athletes. The predictive relationship among alcohol use and athletic identity, competitiveness, drinking game participation, and level of sport participation was investigated. Drinking game participation was found to be a significant predictor of total weekly alcohol use above and beyond the other predictors. In addition, organized recreational sport participation was a significant predictor of total binge-drinking episodes. It was demonstrated that individuals not currently participating in sports with an athletic identity in the same range as current athletes consumed alcohol at similar rates to current athletes, thus supporting athletic identity as an alternative way of classifying athlete status when studying alcohol consumption patterns. These results highlight the importance of drinking game participation in the alcohol use of college athletes and the validity of applying self-concept theory to alcohol prevention programs.
Alcohol and Athletics: A Study of Canadian Student-Athlete Risk
Siobhan K. Fitzpatrick and Janine V. Olthuis
. Psychosocial Predictors of SA Alcohol Use The Theory of Planned Behavior ( Ajzen, 1991 ) posits that attitudes and social norms influence one’s engagement in problem behaviors. In the alcohol use context, drinking attitudes can include alcohol outcome expectancies (i.e., expectations about the effects of
Football Team Social Structure and Perceived Support for Reporting Concussion Symptoms: Insights from a Social Network Analysis
Heidi A. Wayment, Ann H. Huffman, Monica Lininger, and Patrick C. Doyle
concussion and the risks of unreported injury 2 but also to change the social norms and make the reporting of SRC symptoms more acceptable and supported. 3 Although SRC educational programs are required by all National Collegiate Athletic Association (NCAA) football programs, 4 the evidence regarding
Contribution of Psychosocial Factors to Physical Activity in Women of Color in the Saving Lives Staying Active (SALSA) Study
Scherezade K. Mama, Lorna H. McNeill, Erica G. Soltero, Raul Orlando Edwards, and Rebecca E. Lee
Culturally appropriate, innovative strategies to increase physical activity (PA) in women of color are needed. This study examined whether participation in SALSA, an 8-week randomized, crossover pilot study to promote PA, led to improved psychosocial outcomes and whether these changes were associated with changes in PA over time. Women of color (N = 50) completed Internet-based questionnaires on PA, exercise self-efficacy, motivational readiness, stress, and social support at three time points. Women reported high socioeconomic status, decreases in exercise self-efficacy, and increases in motivational readiness for exercise and a number of stressful events (p < .05); changes in motivational readiness for exercise varied by group (p = .043). Changes in psychosocial factors were associated with increases in PA. Latin dance improved motivational readiness for PA. Future studies are needed to determine whether Latin dance improves other psychological measures and quality of life in women of color in an effort to increase PA and reduce health disparities.
Social Capital: A Key Ingredient in the Development of Physical Activity Leadership
Julianne A. Wenner, Kimberly M.B. Tucker, Hannah G. Calvert, Tyler G. Johnson, and Lindsey Turner
Purpose: This research investigated how social capital relates to physical education (PE) teachers’ abilities to facilitate physical activity (PA) outside of PE class in their schools. Methods: Twenty-seven elementary PE teachers were interviewed. Data were analyzed using a multistep qualitative coding process ending in a cross-case analysis. Results: Among the three components of social capital (trustworthiness, norms, and information networks), positive norms around PE, and more broadly, PA, were most important for creating a physically active culture in schools. Trustworthiness was important, but less so than positive norms, and information networks were relatively unimportant for creating a culture of PA. Time was a limiting factor, because without it, PE teachers could not develop the social capital needed to promote PA. Conclusions: Becoming a PA leader is not just a function of will and motivation; rather, PE teachers must be supported with time and positive norms around PE and PA, which requires engagement of district and school leaders.
The Normalization of Emotion and the Disregard of Health Problems in Elite Amateur Sport
Jane Lee Sinden
The present study examines Foucault’s (1977) concept of normalization as it applies to the emotions of female elite amateur rowers. Specifically, this study sought to understand how beliefs about emotion, developed through the normalization process, may coerce athletes to continue to train even when physically unhealthy. Interviews were conducted with 11 retired elite amateur female rowers who suffered health problems while training but continued training despite these health problems. Interpretation of the data suggests that the rowers suppressed emotions to avoid appearing mentally weak, negative, or irrational, despite needing to express their concerns about training volumes and health issues to minimize deleterious effects that continued training eventually had on their health.
The AACTT of Trash Talk: Identifying Forms of Trash Talk in Esports Using Behavior Specification
Sidney V. Irwin, Anjum Naweed, and Michele Lastella
standard for how professional players can and cannot behave ( DeLeon, 2013 ; Irwin & Naweed, 2020 ; Jenny et al., 2017 ; Jonasson & Thiborg, 2010 ; Taylor, 2012 ). However, players are also guided by social norms, which are unwritten guidelines to encourage fair behavior both during and after the game
