No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Social Psychological Aspects of Competition for Male Youth Sport Participants: III. Determinants of Personal Performance Expectancies
Abstract
Examined predictors of generalized and specific performance expectancies for 76 male wrestlers (aged 9–14 yrs) who participated in the 1st 2 rounds of a competitive wrestling tournament. Generalized expectancies were defined as the Ss' overall expectancies for successful performance. Specific expectancies were operationalized by asking Ss to indicate how sure they were about winning each of their 1st 2 tournament matches. High generalized expectancies were predicted by high self-esteem, greater outcome success in the preceding tournament, boys' perceptions of greater parental and coach satisfaction with their season's performance, and a lack of noncontingent performance reactions by their parents. High generalized expectancies, high perceived wrestling ability, and perceptions of greater adult satisfaction with the season's performance predicted high specific expectancies for the 1st tournament round. High specific expectancies for the 2nd round were predicted by high generalized expectancies and high perceived wrestling ability. Findings provide evidence regarding the role played by generalized expectancies in the nomological network for wrestlers' specific performance expectancies. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Par ailleurs, Winefield et ses collègues (Winefield, Tiggeman & Winefiels, 1994) (Woolger & Power, 1993). Les critiques, les reproches des sacrifices faits, la dévalorisation, et les évaluations négatives des performances ont aussi un rôle majeur dans le développement d'un trait d'anxiété élevé (Ewing et al., 2004;Scanlan & Lewthwaite, 1985). Les items du QÉRPE font d'ailleurs référence à deux formes de rejet, l'un lié à la culpabilité provoquée par les parents et l'autre plus physique, violence des parents envers l'enfant. ...
... Une étude (Winefield et al., 1994) a montré l'impact négatif de la surprotection du père (et pas de la mère) sur l'estime de soi de l'enfant (p < 0,05 pour les filles; p < 0,01 pour les garçons). On sait aussi que les parents « surinvestis » dans la pratique de leur enfant favorisent le développement d'une anxiété précompétitive élevée chez les jeunes sportifs (Scanlan & Lewthwaite, 1985). ...
Parents have an influence on the evolution of their child and his/her successes in school, sports or music. Their support by example is critical. Some of their behaviours can also have a negative impact. Research aiming at better defining parents/child relations and their influence on the successes and the well-being of the child is needed. To this end, the use of a questionnaire is profitable. But there are few valid tools available in French. The existing tools do not focus on the evaluation of essential dimensions of child development. To palliate this deficiency, this article aims at validating the QÉRPE (Questionnaire d'évaluation des relations parents/enfant), the French translation of the EMBU (Egna Minnen Beträffende Uppfostran, Perris et al., 1980). It underscores the level of support, overprotection and reject felt by the child by his parents. It is applied here in a relation parents/sport. The factor pattern (exploratory and confirmatory analysis) and the internal consistency of the QÉRPE have been tested, and an external validation has been made. Results show that the psychometrics quality of the QÉRPE is very acceptable. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Les punitions, notamment physiques, et la colère des parents sont sources de stress et d'anxiété chez l'enfant (Woolger et Power, 1993). Les critiques, les reproches des sacrifices faits, la dévalorisation et les évaluations négatives des performances jouent aussi un rôle majeur dans le développement d'un trait d'anxiété élevé (Ewing et al., 2004;Scanlan et Lewthwaite, 1985). Les éléments du QÉ RPE font d'ailleurs référence à deux formes de rejet : l'un lié à la culpabilité provoquée par les parents et l'autre, d'ordre physique, lié à la violence des parents envers l'enfant. ...
... Une étude (Winefield et al., 1994) a montré l'impact négatif de la surprotection du père (mais pas de la mère) sur l'estime de soi de l'enfant ( p Ͻ 0,05 pour les filles et p Ͻ 0,01 pour les garçons). On sait aussi que les parents « surinvestis » dans la pratique de leur enfant favorisent le développement d'une anxiété précompétitive élevée chez les jeunes sportifs (Scanlan et Lewthwaite, 1985). Pour ce qui a trait à la fiabilité du QÉ RPE, les Alpha de Cronbach pour les six sous-échelles étaient supérieurs à 0,76, ce qui confirme une bonne consistance interne. ...
Parents influence a child's development and his or her success in academic, sports or musical matters. Their support is essential for success. However, some of their behaviours may also have a negative impact. We need to better define parent/child relationships and their influence on the success and well-being of the child. Questionnaires are helpful in this respect, but few valid tools in French exist. Those available do not focus on evaluating dimensions central to child development. This article is aimed at validating the French translation of the EMBU questionnaire (Egna Minnen Beträffende Uppfostran, Perris, Jacobsson, Lindströöm, von Knorring & Perris, 1980), the Questionnaire d'évaluation des relations parents/enfant (QÉRPE), Questionnaire to Evaluate Parent/Child Relationships. It assesses the levels of parental support, overprotection and rejection experienced by children. We applied it to relationships between parents and sports-lovers. We tested the factorial structure (exploratory and confirmatory analyses) and the internal consistency of the QÉRPE, and conducted external validation. Our results demonstrated that the psychometric qualities of the QÉRPE are very acceptable. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... For instance, parents might implicitly encourage their children to join the soccer team by watching World Cup soccer on TV or explicitly tell their children that they are good at sports. The available evidence suggests that such messages do influence adolescents' own beliefs about themselves and the value of various tasks (e.g., Klebanov & Brooks-Gunn, 1992; Scanlan & Lewthwaite, 1985), as well as their educational and vocational choices (e.g., Eccles et al., 1998; Wilson & Wilson, 1992 ). Several investigators have documented a positive association between parents' perceptions of their children's academic skills and adolescents' selfconcepts of these abilities (Alexander & Entwisle, 1988; Eccles, Adler, & Kaczala, 1982; Miller, Manhal, & Mee, 1991). Moreover, parents' expectations for their children's eventual educational attainment have been related to children's own educational expectations and self-concepts, as well as to their actual academic performance (Halle, Kurtz-Costes, & Mahoney, 1997; Phillips, 1987). ...
... Moreover, parents' expectations for their children's eventual educational attainment have been related to children's own educational expectations and self-concepts, as well as to their actual academic performance (Halle, Kurtz-Costes, & Mahoney, 1997; Phillips, 1987). Although they are limited, similar findings highlighting the importance of parental values and beliefs have been reported with respect to youths' athletic abilities (Eccles & Harold, 1991; Trent, Cooney, Russell, & Thornton, 1996 ) and their expectations for success and enjoyment of sports (Scanlan & Lewthwaite, 1985). Second, parents can foster children's interests and activity choices through the experiences they provide in the home and their specific parenting practices. ...
Relations among dimensions of parenting and adolescents' occupational aspirations were examined in two specific domains: academics and sports. The sample consisted of 444 seventh graders, with approximately equal numbers of African American and European American males and females, from two-parent nondivorced families. Multiple measures were used as indicators of parents' values and behaviors, youths' values and beliefs, positive identification with parents, and adolescents' occupational aspirations. In the academic domain, parents' values predicted youths' values directly rather than indirectly through their behaviors. In contrast, fathers' behaviors mediated the relation between parents' and youths' values in the sports domain. Positive identification was directly related to adolescents' values (especially about academics); however, positive identification did not moderate the transmission of values from parent to child in either domain. Parents' values predicted adolescents' occupational aspirations via both direct and indirect pathways. Similar results were obtained for African American and European American males and females. These findings highlight the potential role of parents as socializers of achievement-related values, and, ultimately, adolescents' occupational visions of themselves in the future.
... With boys and girls ranging in age from 8 to 12 years, the correlations with the Coopersmith Self-Esteem Scale exceeded .75, and those with the General Self-Esteem subscale exceeded .58 for all age groups. Further evidence of convergent validity was reported in a study by Scanlan and Lewthwaite (1985), in which the WSDQ significantly predicted positive performance expectancies in a sample of 76 male wrestlers from 9 to 14 years of age. Finally, Root (1983) found significant increases in WSDQ scores with an adult sample of bulimic women who underwent psychotherapy. ...
The authors examined the impact of coaching behaviors on players' self-enhancement processes. Eight baseball coaches attended a preseason workshop designed to increase their supportiveness and instructional effectiveness. Behavioral guidelines were presented and modeled. A no-treatment control group had 10 coaches. Boys (N = 152) in both groups were interviewed pre- and postseason. Trained coaches differed from controls in player-perceived behaviors in accordance with the guidelines. They were evaluated more positively by their players, their players had more fun, and their teams exhibited a higher level of attraction among players, despite the fact that their teams did not differ from controls in won–lost records. Consistent with a self-esteem enhancement model, findings showed that boys with low self-esteem who played for the trained coaches exhibited significant increases in general self-esteem; low self-esteem youngsters in the control group did not.
... [AQ5]Specifically, the physical ability perception affects young people's motivation to engage in physical activities and sports (e.g., Brustad, 1993Brustad, , 1996Feltz & Petlichkoff, 1983), increases their enjoyment (Scanlan, Stein, & Ravizza, 1989), and decreases their anxiety while involved in these activities (Passer, 1983;Scanlan & Lewthwaite, 1985). Therefore, because stereotype threat can lead people to assess negatively their behavior that produces negative thoughts, such as the feeling of being incompetent (e.g., Kray, Thompson, & Galinsky, 2001;Stangor, Carr, & Kiang, 1998), it seems that perceived ability is a significant predictor of stereotype threat activation. ...
The Multi-Threat Framework distinguishes six qualitatively distinct stereotype threats. Up to now, few studies have been performed to identify the situational and individual determinants of different stereotype threat experiences. This study investigates the role of group identification, perceived ability, and evaluative conditions (private/public) in six stereotype threat experiences for 261 French Physical Education Students. The results show that the expression level of the different stereotype threats does not vary according to evaluative conditions. In contrast, group identification affects all the forms of stereotype threats, and for three forms of stereotype threats, this effect is moderated by the perceived ability level. The theoretical and practical implications of these results are discussed.
... Boys who reported their parents placed great importance on success in sport show greater "professionalized" sport attitudes than boys whose parents did not. (Mcelroy & Kirkendall, 1980;Scanlan & Lewthwaite, 1985) Children's enjoyment of their sport is directly correlated to the expectations and pressure placed on them by their parents. (Brustad, 1988;Scanlan & Lewthwaite, 1986;Woolger & Power;1988) One study conducted by Aurthur-Banning et al (2005), found direct links between parental behaviors at games and that of children. ...
... Within the literature focused on youth sport participation, research has tended to investigate stress and enjoyment (Scanlan, Babkes, & Scanlan, 2005). An early study by Scanlan and Lewthwaite (1984) suggested that young athletes experienced greater enjoyment when parents and coaches demonstrated satisfaction with performance, and a lack of non-contingent affective reactions. Such non-contingent affective reactions consisted of displaying pride, satisfaction, and emotional support (i.e., "makes me feel good") without regard to sport outcomes. ...
... A study by Brustad [8] showed the relationship between a high degree of encouragement and stimulation from parents, and greater achieved physical competence by children. Several earlier studies have also shown positive relations between expectations of parents and the success of children in sport [27,35]. However, there are also studies that indicate that expectations can also have a diametrically opposite and negative effect. ...
... Influenced by ecological theoretical perspectives (e.g., Bloom, 1985;Bronfenbrenner, 1979), expertise researchers over the past two decades have investigated a range of environmental influences affecting athletes on the road to high-level performance (e.g., Côté, 1999;Ericsson, Krampe & Tesch-Römer 1993;Kalinowski, 1985;Monsaas, 1985). Key themes emerging from these studies include the roles of the following in shaping athletic expertise: (a) 'deliberate practice' (a highly structured, purposeful form of practice in which the learner tries to improve a specific skill under the guidance of a specialist instructor; Ericsson et al., 1993); (b) coaches (Bloom, 1985;Bloom, 2002;Carlson, 1988Carlson, , 1993Csikszenmihalyi, Rathunde & Whalen, 1993); and (c) the family (Bloom, 1985;Côté & Hay, 2002;Green & Chalip, 1997;Greendorfer & Lewko, 1978;Lewko & Greendorfer, 1988;McCullagh, Matzkanin, Shaw & Maldonado, 1993;Scanlan & Lewthwaite, 1984;van Yperen, 1995). ...
This study investigated the factors perceived by 191 international athletes to have either facilitated or inhibited their development and success. Using Carlson’s (19938.
Carlson, R. 1993. The path to the national level in sports in Sweden. Scandinavian Journal of Medicine and Science in Sports, 3: 170–177. [CrossRef], [CSA]View all references) framework as a reference point, the athlete’s ‘microsystem’ (i.e., supportive roles, activities and interpersonal relationships) was the site of the strongest positive factors in the eyes of these elite performers. These microsystem factors included family, friends and coaches. Consistent with Carlson’s ecological perspective, the personal attributes of the athletes were perceived to be central to maximizing their talent and responding to their environment and circumstances. A key implication of these findings is that if success is to be achieved, athletes require strong personal motivation and a supportive microsystem, particularly in the early and middle stages of development. As the athlete progresses, the need for wider, system-based support becomes apparent so that the sporting, financial and personal challenges associated with success can be positively addressed.
... This research series involves an in-depth, integrative analysis of a group of competitive youth sport wrestlers. Previous articles from this multifaceted study have focused on competitive stress , performance outcomes (Scanlan, Lewthwaite, & Jackson, 1984), and performance expectancies (Scanlan & Lewthwaite, 1985). The present article addresses a sorely neglected issue in the literature. ...
... Participants rated how well each statement characterized them on a four-point scale ranging from not at all like me (1) to very much like me (4). In previous research, WSDQ scores have exhibited strong positive correlations with optimistic performance expectations (Scanlan & Lethwaite, 1985) and with scores from other selfesteem measures (e.g. General Self-Esteem subscale of the Piers-Harris Children's Self-Concept Scale, Piers, 1969;Coopersmith Self-Esteem Scale, Coopersmith, 1967) (Smoll et al., 1993). ...
ObjectivesPrior research has indicated that improving the behavior of youth sport coaches can enhance the self-esteem of boys age 12–14, particularly for those who begin the season with low self-esteem [Smoll, F. L., Smith, R. E., Barnett, N. P., & Everett, J. J. (1993). Enhancement of children's self-esteem through social support training for youth sport coaches. Journal of Applied Psychology, 78, 602–610]. The purpose of the present study was to extend the literature by testing the efficacy of a psychosocial coach training intervention for enhancing the self-esteem of male and female swimmers aged 7–18 years.MethodsYouth (N=135) and coaches (N=7) participated in a randomized efficacy trial comparing the effects of a psychosocial coach training intervention to an injury prevention intervention on changes in youth self-esteem over the course of a 7-week swim season. Three waves of data were collected: beginning-of-season (pre-intervention), mid-season, and end-of-season.ResultsLongitudinal growth modeling indicated significant variability in initial levels of self-esteem at beginning-of-season, but no significant mean level changes over time. Effects of the experimental intervention were moderated by age, initial level of self-esteem, and gender. Effects of psychosocial coach training were strongest for younger participants, and for girls who started the season with low levels of self-esteem.ConclusionsTraining coaches in psychosocial and behavioral principles is an effective way to alter coach behavior and enhance the athlete-coach relational context. Psychosocial coach training is also associated with gains in self-esteem for some, but not all, athletes and may be most important for youth who need it most. Implications for coach training programs are discussed.
... With boys and girls ranging in age from 8 to 12 years, the correlations with the Coopersmith Self-Esteem Scale exceeded .75, and those with the General Self-Esteem subscale exceeded .58 for all age groups. Further evidence of convergent validity was reported in a study by Scanlan and Lewthwaite (1985), in which the WSDQ significantly predicted positive performance expectancies in a sample of 76 male wrestlers from 9 to 14 years of age. Finally, Root (1983) found significant increases in WSDQ scores with an adult sample of bulimic women who underwent psychotherapy. ...
The authors examined the impact of coaching behaviors on players' self-enhancement processes. Eight baseball coaches attended a preseason workshop designed to increase their supportiveness and instructional effectiveness. Behavioral guidelines were presented and modeled. A no-treatment control group had 10 coaches. Boys (N = 152) in both groups were interviewed pre- and postseason. Trained coaches differed from controls in player-perceived behaviors in accordance with the guidelines. They were evaluated more positively by their players, their players had more fun, and their teams exhibited a higher level of attraction among players, despite the fact that their teams did not differ from controls in won-lost records. Consistent with a self-esteem enhancement model, findings showed that boys with low self-esteem who played for the trained coaches exhibited significant increases in general self-esteem; low self-esteem youngsters in the control group did not.
Kalp Kateterizasyonu ve Anjiyografik Değerlendirme Adem AKTAN Mehmet Zülkif KARAHAN Atriyal Septal Defekt ve Patent Foramen Ovale: Perkütan Kapatma Stratejileri Bayram ARSLAN Ventriküler Septal Defekt Girişimsel Tedavisi Raif KILIÇ Patent Duktus Arteriyozus Transkateter Kapama Burhan ASLAN Pulmoner Darlıkta Girişimsel Tedavi Mehmet Sait COŞKUN Aort Koarktasyonunda Perkütan Girişim Muhammed Raşit TANIRCAN Biküspit Aort Stenozunda Girişimsel Tedavi Önder BİLGE Koroner Arteriovenöz Fistüller Mehmet Ali IŞIK Hipertrofik Kardiyomiyopatide Girişimsel Tedavi Ahmet Ferhat KAYA Anestezi Yönetimi Mehmet Ali TURGUT Hakan AKELMA
Background
There is a growing body of evidence showing the benefits to coaches and players in adopting a game-based pedagogical approach. Whilst the evidence in support of a game-based pedagogy continues to rise it is acknowledged that the complex art form of coaching is a uniquely personal one, where the coach may draw on previous first-hand experiences and traditional coaching practices regarding training methods rather than the use of current evidence-based best practice techniques.
Purpose
The aim of this randomised control trial was to evaluate the impact of a coach development intervention (MASTER) on game-based coaching practices of football coaches.
Methods
Four clubs were recruited, and 20 coaches were randomised to two groups, MASTER intervention (n = 10) and 10 usual practice (waitlist, n = 10); NSW Australia) which included 200 junior footballers (aged 8–16years). Intervention coaches participated in an 8-week multi-component intervention (which included a coach education workshop focused on positive game-based pedagogy, mentoring, peer evaluations and an online discussion forum) underpinned by positive coaching and game-based coaching practices. Pre- and post-intervention assessments occurred at baseline and 10 weeks. The primary aim was to investigate if the MASTER intervention could increase playing form (PF) and active learning time within training sessions. Three coaching sessions per coach were filmed at baseline and follow-up and assessed using the MASTER assessment tool. Secondary aims investigation included coach confidence and competence to coach (assessed by questionnaire), player game play and decision making (videoed during structured game play using a Game Performance Assessment Instrument), a range of player well-being measures including enjoyment, self-perception, and various motivations (questionnaire) and the parent’s perception of their child’s enjoyment was assessed by the completion of a questionnaire. Intervention effects were analysed using linear mixed models.
Findings
Significant effects were found for the primary outcome which was the percentage of training time devoted to playing-form activities (22.63%; 95% CI 9.07–36.19; P = 0.002, d = 1.78). No significant effect was observed for ALT. Significant interventions effects were also observed for the secondary outcomes of coach perceptions of confidence and confidence; player game skills including defence, support and decision making, wellbeing, physical self-perceptions, enjoyment, learning and performance orientations and motivation; and parent’s perception of child’s enjoyment (P < 0.05).
Conclusions
The MASTER programme was effective in improving game-based coaching practices of football coaches during training sessions, and in facilitating improvements in multiple coach and player outcomes.
The study is grounded in the analysis of one country’s capability to build and sustain sporting opportunities at major mega- sporting events. Providing fresh insights into sports systems, policy, sports development and the inequalities that exist between states, in this case European small states, in the production and reproduction of athletes.
The key questions at the heart of this thesis are as follows:
(a)What are the key social, economic and cultural barriers to performing form Malta at an elite level?
(b)How does the sports system in Malta compare to other selected micro-European states?
(c )How can sport help to develop capability?
No standardized instruments have been developed to assess sport specific problems in the relationships of athletes, making it difficult to determine the extent and manner by which relationship factors influence sport performance. In this study focus groups were performed to originate an instrument consisting of four scales designed to identify commonly experienced problems in the relationships of student athletes with their coaches, teammates, family, and peers. The resulting instrument (i.e., Student Athlete Relationship Instrument, SARI) was subsequently administered to 198 high school and collegiate athletes. Construct validity of the SARI was indicated. Results showed that the number of extracted factors within each of SARI scales (i.e., Family, Coaches, Teammates, and Peers) ranged from two to five. All scales were accounted for by at least 54% of the variability in data, and internal consistency for the derived scales was excellent (range of alphas = .87 to. 96). Common themes emerged across the 4 scales (i.e., pressure to perform, lack of support, pressure to use performance enhancing drugs). Significant positive relationships were found between each of the scale scores and ratings of overall happiness in the respective relationship, demonstrating the SARI's criterion-related validity. Interestingly, overall happiness in the family relationship was perceived by participants to be strongest, followed by the peer and teammate relationships. Student athletes were relatively least happy in their relationship with coaches. Participants also perceived their family members contribute most to their sport performance, whereas peers contribute least. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The parenting correlates of children's intrinsic motivation in swimming were examined. Mothers and fathers of 135 9- to 12-year-old competitive swimmers completed questionnaires about their child's swimming ability and about their current parenting practices. Children provided information about their swimming motivations. Results showed that children's ability in swimming (based on both mother and father ratings and on objective swimming performance) was positively associated with children's reports of intrinsic motivation. After controlling for child ability, mothers', but not fathers', parenting practices predicted children's intrinsic motivation: maternal directiveness was negatively associated with intrinsic motivation and maternal performance goals showed a positive association. Curvilinear effects were significant as well, with the highest level of intrinsic motivation found among children whose mothers showed intermediate values on performance goals and either high or low levels of directiveness.
ResearchGate has not been able to resolve any references for this publication.