, Lemyre, & Kenttä, 2014 ; Lundkvist, Gustafsson, Hjälm, & Hassmén, 2012 ; McNeill et al., 2017 ). The significance of this syndrome lies in the negative ramifications it has for coaches’ well-being and performance, as well as for athletes’ sport experiences (e.g., Bentzen et al., 2014 ; McNeill et
Kylie McNeill, Natalie Durand-Bush and Pierre-Nicolas Lemyre
Anne Holding, Jo-Annie Fortin, Joëlle Carpentier, Nora Hope and Richard Koestner
Motivation psychologists have long asserted that “all goals are not created equal” ( Ryan, Sheldon, Kasser, & Deci, 1996 ), highlighting how the reason(s) for goal pursuit impact goal progress, attainment, and well-being. Building upon this framework, we propose that all athletic career
Jeannine Ohlert, Thea Rau and Marc Allroggen
, the aim of the current study was to examine the association between sexual violence experiences and symptoms of depression and well-being in athletes. It was also hoped that the study might further our understanding about the influence of two contextual factors of the incidents, namely experiences of
John B. Nezlek, Marzena Cypryańska, Piotr Cypryański, Karolina Chlebosz, Karolina Jenczylik, Joanna Sztachańska and Anna M. Zalewska
whenever and wherever they can walk, running does not require a team, individuals can run at their own pace for as long as they choose, and so forth. Given this popularity, it is important to understand the effects that running may have on people’s psychological well-being, and this study was designed to
Sarah K. Sifers and Dana N. Shea
Girls on Track (GOTR/T) is a program focused on improving pre-teen (Girls on the Run) and young teen (Girls on Track) girls’ self-esteem and fostering a healthy lifestyle through running and all-inclusive development. The GOTR/T curriculum attempts to foster physical, psychological, and social well-being through education, team building, and physical activity. Participants in the present GOTR/T study (N = 111 girls, ages 8 to 13) completed the Behavioral and Emotional Screening System, Children’s Body Image Scale, Self-perception Profile for Children, and a measure of attitudes toward physical activity at the start of the program and at the conclusion. Guardians completed a consumer satisfaction survey. Self-perceptions of physical appearance and average size of ideal body image increased. Discrepancy between perceived real and ideal body image decreased. Guardian satisfaction with the program was high. Results suggest GOTR/T may help improve self-esteem in relation to physical appearance and body image. Improvements in other domains were not found, and the program did not improve behavioral and emotional functioning.
Laura C. Healy, Nikos Ntoumanis, Jet J.C.S. Veldhuijzen van Zanten and Nicola Paine
This investigation sought to clarify mixed results in the literature exploring coach behaviors, basic psychological needs, goal motivation, and well- and ill-being. Regional-level team sport athletes (N = 241) completed questionnaires on the aforementioned variables at the beginning of the season. A subsample (n = 70) provided saliva samples to assess physical ill-being. At the end of the season, athletes (n = 98) reported their goal motivation and attainment. Structural equation modeling demonstrated that coach behaviors were related to needs satisfaction and thwarting, which were related to autonomous and controlled goal motives respectively. Autonomous motives were related to well- and ill-being; controlled motives were only related to ill-being. Over time, only end-of-season autonomous goal motives were related to goal attainment. The findings provide an insight into how coaches can facilitate optimum goal striving and well-being in their athletes.
Athanasios G. Papaioannou
Based on recent trends in positive psychology, on ancient Greek sport literature and particularly on Aristotle’s philosophy, the holistic, harmonious and internal motivational components of excellence and their implications for students’ motivation for physical activity, health and well-being are presented. While modern motivational theories and research have partly addressed the holistic and internal motivational components of excellence, they have yet to address its harmonious part. In this article it is explained why all three components of excellence are required to promote eudaimonic well-being, which is the ultimate aim of Olympism. It is argued also that the conceptualization of hedonic-eudaimonic well-being should be primarily based on the “me” versus “us” meaning. While current physical activity experiences more often reflect a hedonistic perspective, to promote health and well-being for all, an eudaimonic perspective in teaching in physical education and youth sport is needed. This should primarily focus on the promotion of Olympic ideals, such as excellence, friendship, and respect. These three ideals and well-being are all very much interconnected, when all three components of excellence exist in excess. To promote excellence, Olympic ideals, and well-being, the core ideas of an educational philosophy promoting excellence in physical education and youth sport are presented.
Margaret P. Sanders and Nicholas P. Murray
been shown to increase a person’s self-awareness, assertiveness, self-confidence, and perceived control ( Angleman et al., 2009 ; Ball & Martin, 2012 ; Breckin, 2008 ; Weitlauf, Smith, & Cervone, 2000 ). Individuals trained in self-defense report an increase in psychological and emotional well-being
Thomas Sawczuk, Ben Jones, Sean Scantlebury and Kevin Till
increased incidence of injury, illness, and overtraining ( 8 , 25 , 34 ). As a consequence of these negative outcomes, it has become increasingly common for coaches and sport scientists to monitor an athlete’s response to training using various fatigue measures including well-being questionnaires and
Fleur E.C.A. van Rens, Rebecca A. Ashley and Andrea R. Steele
domains, as well as indicators of well-being, should be considered when investigating student-athletes’ dual careers ( Ivarsson et al., 2015 ; Stambulova et al., 2015 ). Erikson ( 1968 ) proposed that an individual’s identity is multidimensional, meaning that is consists of a series of domain