Littérature scientifique sur le sujet « Sport-School role interactions »
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Articles de revues sur le sujet "Sport-School role interactions"
Bruner, Mark W., Jeremie M. Carreau, Kathleen S. Wilson et Michael Penney. « Group Norms in Youth Sport : Role of Personal and Social Factors ». Sport Psychologist 28, no 4 (décembre 2014) : 323–33. http://dx.doi.org/10.1123/tsp.2013-0029.
Texte intégralIadevaia, Cheree, Trevor Roiger et Mary Beth Zwart. « Qualitative Examination of Adolescent Health-Related Quality of Life at 1 Year Postconcussion ». Journal of Athletic Training 50, no 11 (1 novembre 2015) : 1182–89. http://dx.doi.org/10.4085/1062-6050-50.11.02.
Texte intégralJones, Gareth, Kyle S. Bunds, Troy A. Carlton, Michael B. Edwards et Jason N. Bocarro. « The salience of sport in cross-race friendship selection ». Journal of Amateur Sport 2, no 1 (29 février 2016) : 73. http://dx.doi.org/10.17161/jas.v2i1.5020.
Texte intégralBruening, Jennifer, Rhema D. Fuller, Raymond J. Cotrufo, Rachel M. Madsen, Justin Evanovich et Devon E. Wilson-Hill. « Applying Intergroup Contact Theory to the Sport Management Classroom ». Sport Management Education Journal 8, no 1 (octobre 2014) : 35–45. http://dx.doi.org/10.1123/smej.2012-0026.
Texte intégralCamiré, Martin. « Examining High School Teacher-Coaches’ Perspective on Relationship Building With Student-Athletes ». International Sport Coaching Journal 2, no 2 (mai 2015) : 125–36. http://dx.doi.org/10.1123/iscj.2014-0098.
Texte intégralSnedden, Traci R., John Scerpella, Stephanie A. Kliethermes, Rocío S. Norman, Liga Blyholder, Jen Sanfilippo, Timothy A. McGuine et Bryan Heiderscheit. « Sport and Physical Activity Level Impacts Health-Related Quality of Life Among Collegiate Students ». American Journal of Health Promotion 33, no 5 (26 décembre 2018) : 675–82. http://dx.doi.org/10.1177/0890117118817715.
Texte intégralCaron, J., J. Roy, R. Godin, P. Gaudreault et G. Forest. « 0191 Social Jetlag and Sleep Habits on Weekends Moderate the Relationship Between Personal Standards Perfectionism and Academic Performance in Young Athletes ». Sleep 43, Supplement_1 (avril 2020) : A75. http://dx.doi.org/10.1093/sleep/zsaa056.189.
Texte intégralCuster, Aimee, Alicia Sufrinko, R. J. Elbin, Tracey Covassin, Micky Collins et Anthony Kontos. « High Baseline Postconcussion Symptom Scores and Concussion Outcomes in Athletes ». Journal of Athletic Training 51, no 2 (1 février 2016) : 136–41. http://dx.doi.org/10.4085/1062-6050-51.2.12.
Texte intégralKramers, Sara, Stéphanie Turgeon, Corliss Bean, Camille Sabourin et Martin Camiré. « Examining the roles of coaching experience and coach training on coaches’ perceived life skills teaching ». International Journal of Sports Science & ; Coaching 15, no 4 (5 mai 2020) : 576–83. http://dx.doi.org/10.1177/1747954120922367.
Texte intégralCorrêa, Umberto Cesar, Flávio Henrique Bastos, Sílvia Letícia Silva, Fabian Alberto Romero Clavijo et Camila Torriani-Pasin. « Higher variability in dyadic interaction plays a positive role in the decision making of futsal passing ». Kinesiology 52, no 2 (2020) : 290–98. http://dx.doi.org/10.26582/k.52.2.17.
Texte intégralThèses sur le sujet "Sport-School role interactions"
Lefebvre, du Grosriez Solène. « Être un·e athlète de haut-niveau et réussir ses études : Variables et processus affectant la santé mentale des étudiant·es-athlètes ». Electronic Thesis or Diss., Université Grenoble Alpes, 2023. http://www.theses.fr/2023GRALS062.
Texte intégralStudying while being an elite athlete is a demanding challenge that student-athletes (SAs) try to meet. Each role, student and athlete, comes with demands that are likely to alter their mental health. In the sport-school dual career literature, the relationship between these roles has often been seen as conflicting, such that involvement in sport would be detrimental to school, and vice versa. However, other studies have shown that involvement in school can help to develop skills or knowledge that facilitate involvement or performance in sport, and vice versa. In other words, both roles are mutually enriched. In spite of these results, the majority of studies carried out among SAs have focused mainly on factors related to sport context, neglecting those specific to the dual career and their consequences on SAs’ mental health. Therefore, the stake of this doctoral dissertation was to better understand the interactions between the student and athlete roles and their relationships with the mental health of SAs, in order to answer the following question: How can we facilitate the management of sport-school dual careers to promote mental health among SAs? To this end, the aims were (1) to review studies on the relationships between role interactions and health in order to identify the knowledge and limitations of the literature, (2) to understand how SAs experience and reconcile their dual roles, (3) to identify and measure the interactions between these two roles, and (4) to examine the relationships between these role interactions and the mental health of SAs.First, a systematic review of the literature was conducted to determine how previous work has considered the interactions between the student and athlete roles, and the consequences on SAs’ health (Contribution 1). The first line of work was focused on the French the translation and validation of a tool that measures the salience of the academic and athletic identities of SAs, and on the examination of the additive and interactive relationships between these identities and athletic well-being (Contribution 2). Building on research on work-family interactions, we then considered the more proximal role of conflict and enrichment between the student and athlete roles in predicting well-being. Given the lack of tools to assess these constructs, we translated, adapted, and validated a scale from the work-family interactions literature, to measure negative and positive sport-school interactions (Contribution 3). Semi-structured interviews were conducted among SAs to test the relevance of this conceptualisation, by identifying the diversity of conflicts and enrichments that may exist in a dual career context (Contribution 4). Then, our work focused on the relationships between sport-school interactions and mental health. In a person-centred study, we identified latent profiles for sport-school interactions and examined their unique relationships with athletic well-being (Contribution 5). Finally, in a follow-up study carried out with SAs in training centres, we examined whether intra-individual weekly variations in sport-school conflicts and enrichments were related to weekly variations in athletic and academic well-being (Contribution 6).Overall, this doctoral work contributes to the understanding of factors related to SAs mental health of and offers promising perspectives for adaptations to facilitate the sport-school dual career and improve SAs’ mental health
Actes de conférences sur le sujet "Sport-School role interactions"
Gomes, Marcos Antônio dos Santos, Welton da Silva Mourão, Alessandro Negreta Cabreira, Rosângela Lima da Silva, Francivaldo José da Conceição Mendes, Juliane Uman Cabreira, Smayk Barbosa Sousa, Jose Robertto Zaffalon Junior et Gileno Edu Lameira de Melo. « School physical education in the final years of elementary school : The role of sport as a socialization tool ». Dans V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-145.
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