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Assa R, Reizer A. Professional Athletes' Well-Being: New Challenges in Post-COVID-19 Times. Behav Sci (Basel) 2023; 13:831. [PMID: 37887481 PMCID: PMC10604620 DOI: 10.3390/bs13100831] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Revised: 10/02/2023] [Accepted: 10/09/2023] [Indexed: 10/28/2023] Open
Abstract
The COVID-19 period was characterized as a traumatic period throughout the world. During the pandemic, sports organizations had to adapt to government rules and social distancing measures frequently and faced a challenging and complex period in keeping their athletes on a normal routine. Many athletes faced uncertainty regarding their present and future competitive context and personal worries, similar to society during the pandemic. Consequently, adverse effects on the mental health and well-being of athletes were reported in individual and team sports. This review seeks to explore the perceived impact of COVID-19 on athletes' well-being and future considerations. This review suggests professional athletes' well-being should receive more attention and will be addressed in the future for the benefit of the athletes and not just in favor of performance. Moreover, the emphasis on evidence-based psychological support such as stress management and athletes' well-being in a high-performance sport context should increase. The post-COVID-19 period highlights the importance of broadening athletic identity into a more holistic scope that includes life-performance balance and personal values outside the sporting context. Lastly, developing and fostering resilience is complex yet fundamental for systems, when considering athletes' personal context and providing them with professional skills outside of their professional domain.
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Affiliation(s)
- Ran Assa
- Department of Psychology and Behavioral Sciences, Ariel University, Ariel 40700, Israel;
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Laureys F, Deconinck FJA, Lenoir M, Collins D. Teamwork makes the dream work: Testing for shared perceptions on psycho-behavioural skills between athletes, coaches and parents. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 68:102473. [PMID: 37665913 DOI: 10.1016/j.psychsport.2023.102473] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Revised: 06/05/2023] [Accepted: 06/05/2023] [Indexed: 09/06/2023]
Abstract
Psycho-behavioural skills play a key role in optimising progression through talent development, and this study investigated to what extent athlete's self-perceptions align with those of their coaches and parents. Firstly, we examined if levels of alignment between these three raters differ across age of the athlete. To this end, 122 athletes between 9 and 18 years old (12.17 ± 2.41 years old; 47 gymnasts, 13 cyclists and 62 badminton players) completed a psycho-behavioural questionnaire. The ANOVA's indicated low levels of correspondence between the ratings of the athlete, the coach and the parents during childhood, while better levels of shared perceptions were found in adolescence. Secondly, we investigated to what extent coaches and parents believed their own perception of the athlete's and the perception of the athlete's psycho-behavioural skills were accurate. Parents appeared to be more confident in accurately perceiving the psycho-behavioural skills of the athlete than coaches. Parents and coaches also believed that older athletes would be more honest on their psycho-behavioural shortcomings than younger athletes. Altogether, these findings highlight that athletes and other stakeholders in the talent development environment should strive for better alignment in perceptions on psycho-behavioural skills during the talent development pathway. With better integrated perceptions, a more functional and efficient talent development system for the athlete targeting the psycho-behavioural skills can be created.
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Affiliation(s)
- Felien Laureys
- Department of Movement and Sports Sciences, Ghent University, Belgium.
| | | | - Matthieu Lenoir
- Department of Movement and Sports Sciences, Ghent University, Belgium
| | - Dave Collins
- Moray House School of Education and Sport, University of Edinburgh, UK
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Habeeb CM, Barbee J, Raedeke TD. Association of parent, coach, and peer motivational climate with high school athlete burnout and engagement: Comparing mediation and moderation models. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 68:102471. [PMID: 37665912 DOI: 10.1016/j.psychsport.2023.102471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Revised: 04/24/2023] [Accepted: 06/04/2023] [Indexed: 09/06/2023]
Abstract
The purpose of this study was to (1) examine the direct association of parent-, coach-, and peer-initiated motivational climate with high school athlete burnout and engagement and (2) evaluate whether peer-initiated motivational climate mediates or moderates the association of coach-initiated motivational climate with burnout and engagement. Athletes (n = 150) completed a survey on their perceptions of parent-, coach-, and peer-initiated motivational climate, burnout, and engagement. Findings supported the mediation model, but not the moderation model. In addition to mastery and performance climate direct effects, significant medium-to-large indirect pathways from coach mastery climate → peer mastery climate → burnout, β = -.15, 95% CI [-.333, -.009], and coach mastery climate → peer mastery climate → engagement, β = .19, 95% CI [.020, .293] were observed. Findings support that a parent, coach, and peer-initiated mastery motivational climate was associated with burnout and engagement while a performance climate was mostly unrelated to these indices of athlete well-being. In addition to direct associations with burnout and engagement, coaches also had an indirect association through peer mastery-initiated motivational climate. Findings advance understanding of how parents, coaches, and peers conjointly shape athlete burnout and engagement.
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Affiliation(s)
- Christine M Habeeb
- Department of Kinesiology, College of Health and Human Performance, East Carolina University, Greenville, NC, USA.
| | - Jordan Barbee
- Department of Kinesiology, College of Health and Human Performance, East Carolina University, Greenville, NC, USA
| | - Thomas D Raedeke
- Department of Kinesiology, College of Health and Human Performance, East Carolina University, Greenville, NC, USA
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Zheng S, Ji X, Cheng L, Xu J, Cronin LD. Perceptions of the motivational climate, basic psychological needs, and life skills development in Chinese physical education students. Front Psychol 2023; 14:1232849. [PMID: 37649686 PMCID: PMC10462985 DOI: 10.3389/fpsyg.2023.1232849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Accepted: 07/24/2023] [Indexed: 09/01/2023] Open
Abstract
Introduction Life skills can have a positive impact on young people's mental health, academic performance, and overall well-being. Physical education (PE) is viewed as a promising setting for developing students' life skills, but less is known about this in non-English speaking countries such as China. Based on the integration of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), we aimed to examine the relationships between students' perceptions of the teacher-initiated motivational climate (mastery- or performance-oriented) and their life skills development in PE, as well as the mediating role of their basic psychological needs (BPNs) (satisfaction or frustration). Methods We employed a cross-sectional survey. Chinese students (N = 533, Age range = 13-18 years) completed measures assessing these variables. We fulfilled correlational and mediational analyses. Results These findings showed that mastery climate was positively associated with needs satisfaction (r = 0.66) and eight life skills (r range = 0.44-0.61), whereas negatively associated with needs frustration (r = -0.49). Performance climate was positively related to needs frustration (r = 0.52), but negatively related to needs satisfaction (r = -0.38) and eight life skills (r range = -0.28 - -0.15). Needs satisfaction was positively (r range = 0.44-0.65), while needs frustration was negatively (r range = -0.50 - -0.34) linked with eight life skills. Furthermore, needs satisfaction positively mediated the effect of mastery climate on life skills development, but it is not found that needs frustration mediated the effect of performance climate on life skills besides goal setting, social skills, and time management. Conclusion In conclusion, our study extended the previous literature on life skills in PE, and highlighted the roles of motivational climate and BPNs on students' life skills development. In practice, PE teachers should be encouraged to create a mastery climate as well as avoid a performance climate, to foster students' BPNs satisfaction, which in turn, promote their life skills development.
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Affiliation(s)
- Shaofeng Zheng
- Department of Physical Education, The Open University of Fujian, Fuzhou, China
| | - Xiangbo Ji
- School of Physical Education and Sport Science, Nanjing Normal University, Nanjing, China
| | - Liping Cheng
- School of Physical Education and Sport Science, Fujian Normal University, Fuzhou, China
| | - Jianhua Xu
- School of Physical Education and Sport Science, Fujian Normal University, Fuzhou, China
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Dalamitros AA, Nikolopoulos A, Varsamidou K, Gourgoulis V, Zafeiroudi A, Loukovitis A, Clemente-Suárez VJ, Tornero-Aguilera JF, Powell C. Swimming coaches' professional development and training practices: an international survey. Front Sports Act Living 2023; 5:1229066. [PMID: 37533584 PMCID: PMC10390787 DOI: 10.3389/fspor.2023.1229066] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 07/06/2023] [Indexed: 08/04/2023] Open
Abstract
This study investigated swim coaches' perceptions of professional development issues and current training practices according to their coaching experience, education level, and gender. An online survey (January-April 2022) was completed by 123 swim coaches (96 male/27 female) of competitive swimmers based in 41 countries. The survey consisted of 36 questions divided into six sections: (1) background information, (2) developing swim coaching through learning, (3) self-evaluation, (4) interpersonal-intrapersonal interactions, (5) life skills, and (6) analyzing swimming performance. Pearson chi-square assessed the relationship between the frequency of responses and professional background and gender. The survey results indicated that swim coaches' educational level is potentially one of the most influential parameters affecting the coaches' perceptions about their own professional development. The data presented may be used for the future design of coach education programmes as they advance current knowledge on understanding psycho-social issues related to professional development and training perceptions involved in the competitive swimming environment.
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Affiliation(s)
- Athanasios A. Dalamitros
- Laboratory of Evaluation of Human Biological Performance, School of Physical Education & Sport Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Alexandros Nikolopoulos
- School of Physical Education & Sport Sciences, National and Kapodistrian University of Athens, Athens, Greece
| | - Katerina Varsamidou
- Laboratory of Evaluation of Human Biological Performance, School of Physical Education & Sport Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Vassilios Gourgoulis
- School of Physical Education & Sport Sciences, Democritus University of Thrace, Komotini, Greece
| | - Aglaia Zafeiroudi
- Applied Leisure Sciences Laboratory, School of Physical Education & Sport Sciences, University of Thessaly, Trikala, Greece
| | - Andreas Loukovitis
- Laboratory of Human Studies and Sport Psychology, School of Physical Education & Sport Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Vicente Javier Clemente-Suárez
- Faculty of Sports Sciences, Universidad Europea de Madrid, Madrid, Spain
- Grupo de Investigación en Cultura, Educación y Sociedad, Universidad de la Costa, Barranquilla, Colombia
| | | | - Cormac Powell
- High-Performance Unit, Sport Ireland, Sport Ireland Campus, Dublin, Ireland
- Sport and Human Performance Research Centre, Health Research Institute, University of Limerick, Limerick, Ireland
- Physical Activity for Health Cluster, Health Research Institute, University of Limerick, Limerick, Ireland
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Yabunaka Y, Kametani R, Tsuchiya H. Generalization of Psychosocial Skills to Life Skills in Collegiate Athletes. Sports (Basel) 2023; 11:sports11020020. [PMID: 36828305 PMCID: PMC9962385 DOI: 10.3390/sports11020020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Revised: 01/10/2023] [Accepted: 01/13/2023] [Indexed: 01/19/2023] Open
Abstract
This study investigated how needs-supportive and needs-thwarting coaching behaviors, basic need satisfaction (BNS), and basic need frustration (BNF) are positively or negatively related to collegiate athletes' generalization of psychosocial skills in competitive sports. Japanese collegiate athletes (N = 228, Mage = 19.7 years) completed the measures to assess the study variables. Structural equation modeling for the hypothesized models of associations among the variables showed that needs-supportive coaching behavior positively influenced BNS, which, in turn, positively affected the generalization of all 10 psychosocial skills in competitive sports. Moreover, needs-thwarting coaching behavior had a positive influence on BNF, which, in turn, negatively affected the following skills: generalization of stress management, appreciating others, communication, and maintaining etiquette and manners. These findings highlight that coaches and life skills educational supporters should display needs-supportive behaviors that help to improve participants' BNS and promote generalization of the psychosocial skills for life skills development through competitive sports. Furthermore, they should prevent needs-thwarting behaviors that frustrate their basic needs in competitive sports.
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Affiliation(s)
- Yuki Yabunaka
- Graduate School of Sport and Exercise Sciences, Osaka University of Health and Sport Science, 1-1 Asashirodai, Kumatori-cho, Sennan-gun, Osaka 590-0406, Japan
- Correspondence:
| | - Ryo Kametani
- Graduate School of Sport and Exercise Sciences, Osaka University of Health and Sport Science, 1-1 Asashirodai, Kumatori-cho, Sennan-gun, Osaka 590-0406, Japan
- Faculty of Commerce, University of Marketing and Distribution Sciences, 3-1 Gakuennishi-cho, Nishi-ku, Kobe-shi, Hyogo 651-2188, Japan
| | - Hironobu Tsuchiya
- School of Health and Sport Sciences, Osaka University of Health and Sport Sciences, 1-1 Asashirodai, Kumatori-cho, Sennan-gun, Osaka 590-0406, Japan
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Izzicupo P, Di Baldassarre A, Ghinassi B, Abelkalns I, Bisenieks U, Sánchez-Pato A, Cánovas-Alvarez FJ, Figueiredo AJ, García-Roca JA, Leiva-Arcas A, Meroño L, Paegle A, Radu LE, Rus CM, Rusu OM, Sarmento H, Stonis J, Vaquero-Cristóbal R, Vaz V, Doupona M, Capranica L. Exploring dual career quality implementation at European higher education institutions: Insights from university experts. PLoS One 2022; 17:e0277485. [PMID: 36449451 PMCID: PMC9710783 DOI: 10.1371/journal.pone.0277485] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Accepted: 10/28/2022] [Indexed: 12/05/2022] Open
Abstract
INTRODUCTION This paper examines the convergence of the opinions of European higher education institution (HEI) experts on possible implementation of dual career policies and provision areas at university level. METHODS An online 32-item questionnaire encompassing 26 dual career aspects collected the opinion of European HEI experts as the last phase of a Delphi method preceded by i) focus groups with student-athletes who aimed to identify needs for dual careers and ii) a workshop with 21 dual career experts to generate the statements to be included in the survey. Seventy-one HEI experts from 12 EU member states participated in the survey, rating each dual career aspect identified in previous phases. RESULTS The relative position of each aspect has been plotted based on relevance (x-axis) and feasibility (y-axis). The Quadrant IV of the resulting scatterplots identified the following nine aspects rated as highly relevant and highly feasible for implementation: tutorship/mentorship, psychological support, programmes based on integration of academic departments and sports services, and adaptable programmes to the needs of each student-athletes (assistance/tutorship area), individual study plans and distance learning (curricula requirements area), publicity for student-athletes and initiatives for increasing the awareness of student-athletes and knowledge of dual career issues (social support area), and access to educational facilities (logistic support area). DISCUSSION AND CONCLUSIONS The HEI experts' views represent a coherent and useful starting point to develop a deep understanding of the considered 26 aspects founded on a phenomenological lifeworld-led approach and emphasizes the need for a minimum standard for dual career policies and provisions.
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Affiliation(s)
- Pascal Izzicupo
- Department of Medicine and Aging Sciences, University “G. D’Annunzio” of Chieti-Pescara, Chieti CH, Italy
| | - Angela Di Baldassarre
- Department of Medicine and Aging Sciences, University “G. D’Annunzio” of Chieti-Pescara, Chieti CH, Italy
| | - Barbara Ghinassi
- Department of Medicine and Aging Sciences, University “G. D’Annunzio” of Chieti-Pescara, Chieti CH, Italy
| | - Ilvis Abelkalns
- University of Latvia, Riga, Latvia
- European Athlete as Student Network, Ghaxaq, Malta
| | | | - Antonio Sánchez-Pato
- Olympic Studies Center, Faculty of Sport, Universidad Católica San Antonio, Murcia, Spain
| | | | - António J. Figueiredo
- Research Unit for Sport and Physical Activity (CIDAF), Faculty of Sport Sciences and Physical Education, University of Coimbra, Coimbra, Portugal
| | | | - Alejandro Leiva-Arcas
- Olympic Studies Center, Faculty of Sport, Universidad Católica San Antonio, Murcia, Spain
| | - Lourdes Meroño
- Olympic Studies Center, Faculty of Sport, Universidad Católica San Antonio, Murcia, Spain
| | | | - Liliana-Elisabeta Radu
- Faculty of Physical Education and Sport, University "Alexandru Ioan Cuza" of Iași, Iași, Romania
| | - Cristian-Mihail Rus
- Faculty of Physical Education and Sport, University "Alexandru Ioan Cuza" of Iași, Iași, Romania
| | - Oana-Mihaela Rusu
- Faculty of Physical Education and Sport, University "Alexandru Ioan Cuza" of Iași, Iași, Romania
| | - Hugo Sarmento
- Research Unit for Sport and Physical Activity (CIDAF), Faculty of Sport Sciences and Physical Education, University of Coimbra, Coimbra, Portugal
| | | | | | - Vasco Vaz
- Research Unit for Sport and Physical Activity (CIDAF), Faculty of Sport Sciences and Physical Education, University of Coimbra, Coimbra, Portugal
| | - Mojca Doupona
- European Athlete as Student Network, Ghaxaq, Malta
- Faculty of Sports, Department of Sport Sociology and History, University of Ljubljana, Ljubljana, Slovenia
| | - Laura Capranica
- European Athlete as Student Network, Ghaxaq, Malta
- Department of Movement, Human and Health Sciences, University of Rome Foro Italico, Rome, Italy
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Psychosocial aspects of sports medicine in pediatric athletes: Current concepts in the 21 st century. Dis Mon 2022:101482. [PMID: 36100481 DOI: 10.1016/j.disamonth.2022.101482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Behavioral aspects of organized sports activity for pediatric athletes are considered in a world consumed with winning at all costs. In the first part of this treatise, we deal with a number of themes faced by our children in their sports play. These concepts include the lure of sports, sports attrition, the mental health of pediatric athletes (i.e., effects of stress, anxiety, depression, suicide in athletes, ADHD and stimulants, coping with injuries, drug use, and eating disorders), violence in sports (i.e., concepts of the abused athlete including sexual abuse), dealing with supervisors (i.e., coaches, parents), peers, the talented athlete, early sports specialization and sports clubs. In the second part of this discussion, we cover ergolytic agents consumed by young athletes in attempts to win at all costs. Sports doping agents covered include anabolic steroids (anabolic-androgenic steroids or AAS), androstenedione, dehydroepiandrostenedione (DHEA), human growth hormone (hGH; also its human recombinant homologue: rhGH), clenbuterol, creatine, gamma hydroxybutyrate (GHB), amphetamines, caffeine and ephedrine. Also considered are blood doping that includes erythropoietin (EPO) and concepts of gene doping. In the last section of this discussion, we look at disabled pediatric athletes that include such concepts as athletes with spinal cord injuries (SCIs), myelomeningocele, cerebral palsy, wheelchair athletes, and amputee athletes; also covered are pediatric athletes with visual impairment, deafness, and those with intellectual disability including Down syndrome. In addition, concepts of autonomic dysreflexia, boosting and atlantoaxial instability are emphasized. We conclude that clinicians and society should protect our precious pediatric athletes who face many challenges in their involvement with organized sports in a world obsessed with winning. There is much we can do to help our young athletes find benefit from sports play while avoiding or blunting negative consequences of organized sport activities.
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Quinaud RT, Capranica L, Doupona M, Guidotti F. The holistic development of talented sportspersons through dual-career. Front Sports Act Living 2022; 4:929981. [PMID: 35966114 PMCID: PMC9366173 DOI: 10.3389/fspor.2022.929981] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Accepted: 07/04/2022] [Indexed: 11/25/2022] Open
Affiliation(s)
- Ricardo T. Quinaud
- Physical Education Department, University of the Extreme South of Santa Catarina, Criciúma, Brazil
- *Correspondence: Ricardo T. Quinaud
| | - Laura Capranica
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, Rome, Italy
| | - Mojca Doupona
- Department of Sport Sociology, Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| | - Flavia Guidotti
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, Rome, Italy
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Dean F, Kavanagh E, Wilding A, Rees T. An Examination of the Experiences of Practitioners Delivering Sport Psychology Services within English Premier League Soccer Academies. Sports (Basel) 2022; 10:sports10040060. [PMID: 35447870 PMCID: PMC9028724 DOI: 10.3390/sports10040060] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 04/04/2022] [Accepted: 04/08/2022] [Indexed: 02/01/2023] Open
Abstract
Sport psychology has become increasingly recognized and accepted within professional sports, including soccer. To date, there is a lack of research that examines the provision of sport psychology within elite soccer, particularly from the experience of applied practitioners working within the field. The current study adopted a qualitative, inductive approach, to examine the experiences of practitioners responsible for sport psychology delivery within elite soccer academies in England. Seven participants (four females; three males), working within academies in the English Premier League, took part in semi-structured interviews about their experience of delivering sport psychology services within elite soccer academies. Results demonstrated that the provision of sport psychology is continually evolving, yet there are a number of factors that appear to inhibit the full integration of the discipline into academy soccer. Six key themes were identified: The breadth of sport psychology provision; what is sport psychology; the stigma surrounding sport psychology services; psychological literacy; the elite youth soccer environment; and the delivery of sport psychology under the Elite Player Performance Plan. Participants identified a lack of psychological literacy among coaches and academy staff, as well as a low level of guidance regarding the provision of psychology within the England Football Association’s guiding document—the Elite Player Performance Plan—leading to considerable variation in the nature of the sport psychology provision. Future research would do well to also sample from a range of staff working within English soccer academies, in order to assess their perception of the level of provision and understanding of psychology.
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Affiliation(s)
- Francesca Dean
- Department of Rehabilitation and Sport Sciences, Bournemouth University, Bournemouth BH12 5BB, UK; (A.W.); (T.R.)
- Correspondence:
| | - Emma Kavanagh
- Department of Sport and Event Management, Bournemouth University, Bournemouth BH12 5BB, UK;
| | - Amanda Wilding
- Department of Rehabilitation and Sport Sciences, Bournemouth University, Bournemouth BH12 5BB, UK; (A.W.); (T.R.)
| | - Tim Rees
- Department of Rehabilitation and Sport Sciences, Bournemouth University, Bournemouth BH12 5BB, UK; (A.W.); (T.R.)
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