Добірка наукової літератури з теми "Sport-School role interactions"

The purpose of this study was to investigate youth athletes’ perceptions of group norms for competition, practice, and social setting contexts in relation to personal and social factors. A secondary purpose of this study was to examine the interactions of the personal and situation factors on perceptions of group norms. Participants included 424 athletes from 35 high school sport teams who completed a survey assessing team norms in competition, practice, and social settings. Multilevel analysis results revealed differences in group norms by gender as well as gender by team tenure and gender by sport type interactions. Female teams held higher perceptions of norms for competition, practice, and social settings than male teams. Interactions between gender and team tenure and gender and sport type revealed significant differences in practice norms. No differences were found in norms by group size. The findings suggest that examining the characteristics of the team members (i.e., gender, team tenure) and team (i.e., type of sport) may enhance our understanding of group norms in a youth sport setting.

Context Moderate to severe traumatic brain injuries can negatively influence health-related quality of life (HRQOL) in adolescent patients. The effect of sport-related concussion on adolescent HRQOL remains unclear. Objective To investigate the perceptions of adolescent student-athletes and their parents regarding the adolescents' HRQOL 1 year after sport-related concussion. Design Qualitative study. Setting Secondary school. Patients or Other Participants Seven adolescent student-athletes (age range, 12–16 years) who sustained a sport-related concussion at least 1 year (15.3 ± 2.8 months) before the study participated along with their primary care-giving parents (n = 7). Data Collection and Analysis Fourteen semistructured face-to-face interviews (7 adolescents, 7 parents) were completed. Interviews were transcribed and inductively analyzed by a team of 3 athletic trainers with 32 combined years of professional experience. Themes were negotiated through a consensual review process. Participant checks were completed to ensure trustworthiness of the results. Results Four major themes emerged from the interviews: (1) significant effect of symptoms, (2) feelings of frustration, (3) influence on school attendance and activities, and (4) nature of interpersonal and team relationships. Participants indicated that the physical symptoms of the concussion substantially affected their emotional and academic function. The influence of the concussion on social interactions seemed to depend on the nature of interpersonal relationships. Conclusions Sport-related concussion can negatively influence physical and emotional function, academics, and interpersonal interactions as perceived by adolescent student-athletes and their parents. Education of parents and their children, school professionals, coaches, and teammates remains critical to effectively recognize and manage sport-related concussion. Secondary school districts also play a critical role in the concussion-management process by establishing and implementing accommodation policies that alleviate student concerns about falling behind while ensuring a healthy return to normal school routines. Furthermore, adolescent support systems must be considered throughout the recovery process.

In response to growing racial concerns, stakeholders have called for programs that facilitate positive cross-race interactions. Adolescence has been targeted as the most effective life stage to initiate programs promoting relationships. Since schools are one of the primary social influences on adolescent development, they have been emphasized as a particularly important setting for promoting intergroup contact. Sport plays an important role in the experiences of students, and contributes to intergroup relations within a school. The purpose of this study is to examine the unique effect of sport participation on cross-race friendship selection. Using data from Wave I of The National Longitudinal Study of Adolescent Health (Add Health), mixed-effects regression models and analysis of variance (ANOVA) were used to assess the effects of sport participation on friendship heterogeneity. Overall, participation in sport activities did not significantly influence the racial heterogeneity of adolescent’s friendship networks.

Allport’s (1954) intergroup contact hypothesis states that interactions with members of an out-group, particularly of a different racial and/or ethnic group, are effective in changing attitudes about diversity (Allport, 1954; Pettigrew, 1998). In this study, the intergroup contact hypothesis was applied to the design of a sport management course. The classroom component focused the role of sport in education, health, and leadership development, and the application was structured sport and physical activity programming with school-age children at several urban sites. Data were gathered from 91 college students over 3 years about course-related experiences and how the students’ backgrounds influenced their social identities and understanding of out-group members. Results showed that intergroup contact effectively assisted in developing understanding and cooperation and reducing negative attitudes between groups. The participants received diversity education, via intergroup contact, both inside and outside the classroom, which will potentially equip them to take proactive strategies when managing organizational diversity in the sport industry.

Adult leaders in sport can exert considerable influence on young athletes’ development but this influence is mediated by the quality of the relationship that is formed between both parties. The purpose of the current study was to examine high school teacher-coaches’ perspective on relationship building with student-athletes. Teacher-coaches (20 men, 5 women, Mage = 37.0 years, age range: 25–56 years) from Canada took part in semistructured interviews. Results indicated how the participants believed being both a teacher and a coach was advantageous because it allowed them to interact regularly with student-athletes. The teacher-coaches devised a number of strategies (e.g., early-season tournaments, regular team meetings) to nurture relationships and believed their recurrent interactions allowed them to exert a more positive influence on student-athletes than adult leaders in a single role. In terms of outcomes, the teacher-coaches believed their dual role helped increase their job satisfaction, positively influenced their identity, and allowed them to help student-athletes through critical family (e.g., alcoholism, divorce) and personal issues (e.g., suicide). The current study suggests that the dual role of teacher-coach is beneficial to both teacher-coaches and student-athletes. However, future work is needed, paying attention to how teacher-coaches can further nurture quality relationships with student-athletes.

Purpose: To examine and compare the role of self-assessed sport and physical activity involvement on the health-related quality of life among undergraduate student-athletes and general undergraduate college students. Design: Cross-sectional survey. Data set was examined for differences in physical and mental health by self-assessed sport and physical activity level. Setting: Large Midwestern University in the fall of 2016. Participants: A combined data set representing undergraduate Division I student athletes (n = 842) and general undergraduate students (n = 1322). Measures: Veterans RAND 12 Item Health Survey (VR-12), as measure of health-related quality of life, comprised of physical component score (PCS) and mental component score (MCS). Self-assessed sport and physical activity level categorized as Division I athlete, club athlete, intramural player, student who works out regularly, or student who is physically inactive. Analysis: Standard univariable statistics described the study population. Two-sample t tests and χ2 tests were conducted, as appropriate, to compare Division I student-athletes to the general undergraduate group. Multivariable linear regression models were then built to assess associations between physical activity level and year in school with VR-12 outcomes, after adjusting for sex. All pairwise interactions were considered for inclusion in the final models. Adjusted least-square means were calculated for all variables in the model; pairwise comparisons were adjusted for multiple comparisons via Tukey-Kramer adjustment criteria. A linear test for trend was also conducted for the association between VR-12 MCS and increasing physical activity. Results: Significant differences in MCS were noted between levels of sport and physical activity; however, such differences were not detected in PCS. After controlling for sex, a positive relationship between increased sport and physical activity level and greater MCS was found. Conclusions: This study represents the first prospective assessment of health-related quality of life among undergraduate athletes and general college students. Higher levels of sport and physical activity were associated with more positive mental health in these populations.

Abstract Introduction Research suggests that young athletes may present different levels of perfectionism, which affect sport and academic performances. Sleep is also a variable that can affects grades. The aim of the present study was to investigate the relationship between personal standards (PS) perfectionism, sleep and school performance in young athletes. Methods 27 young athletes (13-16y) wore an actigraph for a week and completed an adapted version of the Frost Multidimensional Perfectionism Scale at the beginning, middle and end of the school year. Sleep habits during weekdays (WD) and weekends (WE), and social jetlag (SJ) were extracted from the actigraphy. Mean performance of the two main school subjects were taken from the final report at the end of the school year (Mgrades). A linear regression was done between PS and Mgrades. Then, we used Hayes’ PROCESS Macro V3.4 to examine the role of sleep as a moderator of the relation between PS and Mgrades. Results PS significantly predicts Mgrades (β=.59, p=.001; Ra2=.34, p=.001). The addition of the interactions terms, first between SJ and PS, then, between WE bedtimes and PS, and finally, between WE waketimes and PS, explained a significant increase in variance in Mgrades (ΔR2=.14, F(1,23)=31.81, p<.001; ΔR2=.17, F(1,23)=25.99, p<.001; ΔR2=.10, F(1,23)=12.43, p=.002, respectively). Therefore, when SJ is higher than 39min, WE bedtimes are after 10:21PM and WE waketimes are after 7:12AM, PS and Mgrades are significantly related. Conclusion These results show that when higher SJ and later WE bedtimes and waketimes are present, low PS are associated with low grades and high PS are associated with high grades. In contrast, when a small SJ, earlier WE bedtimes and waketimes are present, PS are not associated with grades. These results suggest that young athletes may be more vulnerable to the effect of sleep disturbances on grades depending on various factors such as perfectionism. Support N/A

Some healthy athletes report high levels of baseline concussion symptoms, which may be attributable to several factors (eg, illness, personality, somaticizing). However, the role of baseline symptoms in outcomes after sport-related concussion (SRC) has not been empirically examined.Context: To determine if athletes with high symptom scores at baseline performed worse than athletes without baseline symptoms on neurocognitive testing after SRC.Objective: Cohort study.Design: High school and collegiate athletic programs.Setting: A total of 670 high school and collegiate athletes participated in the study. Participants were divided into groups with either no baseline symptoms (Postconcussion Symptom Scale [PCSS] score = 0, n = 247) or a high level of baseline symptoms (PCSS score > 18 [top 10% of sample], n = 68).Patients or Other Participants: Participants were evaluated at baseline and 2 to 7 days after SRC with the Immediate Post-concussion Assessment and Cognitive Test and PCSS. Outcome measures were Immediate Post-concussion Assessment and Cognitive Test composite scores (verbal memory, visual memory, visual motor processing speed, and reaction time) and total symptom score on the PCSS. The groups were compared using repeated-measures analyses of variance with Bonferroni correction to assess interactions between group and time for symptoms and neurocognitive impairment.Main Outcome Measure(s): The no-symptoms group represented 38% of the original sample, whereas the high-symptoms group represented 11% of the sample. The high-symptoms group experienced a larger decline from preinjury to postinjury than the no-symptoms group in verbal (P = .03) and visual memory (P = .05). However, total concussion-symptom scores increased from preinjury to postinjury for the no-symptoms group (P = .001) but remained stable for the high-symptoms group.Results: Reported baseline symptoms may help identify athletes at risk for worse outcomes after SRC. Clinicians should examine baseline symptom levels to better identify patients for earlier referral and treatment for their injury. Additional investigation of baseline symptoms is warranted to help delineate the type and severity of premorbid symptoms.Conclusions:

The present study examined the roles of coaching experience and coach training on coaches’ perceived life skills teaching. Canadian high school sport coaches ( N = 1356) completed a demographic questionnaire and the Coaching life skills in sport questionnaire. Results suggested that coaches with more experience perceived themselves to discuss and practice life skills and transfer to a greater extent than coaches with less experience. No significant differences were observed based on whether coaches completed coach training, and the interaction effect between coaching experience and coach training was non-significant. Implications for coach education programs are discussed regarding training coaches to explicitly teach life skills through sport.

This study investigated the role the dyadic interaction variability plays in influencing decision making on passing in the sport of futsal. Participants were 40 male students (Mage = 13.6 years, SD = 0.7) from physical education classes of a Brazilian school. They were randomly divided into eight teams, which played four games of 24 minutes according to the rules of the under-14 category of the local Futsal Federation. From the games, a sample of 80 sequences of play involving passes were randomly selected, from the moment the ball carrier got possession of the ball until the moment he passed it. From the x and y coordinates of all outfield players’ displacement, variability of running correlation, cross-correlation, centroid , and interpersonal distance were calculated as measures of dyadic interaction. Results showed that the interaction of passer and receiver dyads were more variable than the remaining dyads. Moreover, it was verified that the passer dyad had the highest variability. The findings enabled us to conclude that, from the attackers’ point of view, variability played a positive role. In addition, it appeared that the passer sought to disrupt the interaction with his defender to perform a pass more than his teammates did to receive it. It appears that the skills of passing and receiving in the sport of futsal imply the ability to vary.

Faire des études tout en étant athlète de haut niveau est un défi exigeant que tentent de relever les étudiant·es-athlètes (EA). Les rôles d’étudiant·e et d’athlète sont chacun accompagnés d'exigences qui sont susceptibles d’altérer leur santé mentale. Dans la littérature sur le double projet sport-études, la relation entre les rôles a été souvent envisagée comme étant conflictuelle, de sorte que s'impliquer dans le rôle d’athlète serait préjudiciable aux études, et réciproquement. D'autres travaux ont néanmoins révélé que s'engager dans les études permettrait l’acquisition de compétences et connaissances qui faciliteraient l’engagement ou la performance dans le sport, et réciproquement. Autrement dit, ces deux rôles s'enrichiraient mutuellement. Malgré ce constat, la majorité des études conduites auprès des EA se sont surtout concentrées sur les facteurs liés au contexte sportif, en négligeant ceux spécifiques au double projet et leurs conséquences sur la santé mentale des EA. Ainsi, l'enjeu de ce travail doctoral était de mieux comprendre les interactions entre les rôles d’étudiant·e et d’athlète, et leurs relations avec la santé mentale des EA, afin de répondre à la question suivante : comment peut-on faciliter la gestion du double projet sport-études pour promouvoir la santé mentale chez les EA ? Pour cela, les objectifs de cette thèse étaient (1) d’examiner les études portant sur les liens entre interactions de rôles et santé pour identifier les connaissances et limites de la littérature, (2) de comprendre comment les EA concilient leur double rôle, (3) d’identifier et de mesurer les interactions entre ces deux rôles et (4) d’examiner les relations entre ces interactions de rôle et la santé mentale des EA.Tout d’abord, une revue systématique de la littérature a permis d'identifier comment les travaux antérieurs envisageaient les interactions entre les rôles d’étudiant·e et d’athlète, et quelles en étaient les conséquences sur la santé des EA (Contribution n°1). Un premier axe de travail a consisté à traduire et valider en français un outil permettant de mesurer la saillance des identités académique et athlétique des EA, et à examiner les relations additives et interactives entre celles-ci et le bien-être sportif (Contribution n°2). Sur la base des travaux relatifs aux interactions de rôle travail-famille nous avons ensuite appréhendé le rôle plus proximal des conflits et enrichissements entre les rôles d’étudiant·e et d’athlète dans la prédiction du bien-être des personnes. Face au manque d’outils permettant d’évaluer ces construits, nous avons traduit, adapté et validé une échelle tirée de la littérature sur les interactions travail-famille pour mesurer les interactions négatives et positives sport-études (Contribution n°3). Des entretiens semi-directifs ont été menés auprès d’EA pour tester la pertinence de cette conceptualisation, en identifiant la diversité des conflits et enrichissements pouvant exister dans un contexte de double projet (Contribution n°4). Nos travaux se sont ensuite focalisés sur le lien entre les interactions sport-études et la santé mentale. Dans une étude centrée sur la personne, nous avons identifié différents profils latents d’interactions sport-études et examiné leurs relations singulières avec le bien être sportif (Contribution n°5). Enfin, une étude de suivi menée auprès d’EA en centre de formation a examiné si les variations hebdomadaires intra-individuelles des conflits et enrichissements sport-études étaient liés aux variations hebdomadaires de bien-être sportif et académique (Contribution n°6).Dans son ensemble, ce travail doctoral apporte une contribution à la compréhension des facteurs liés à la santé mentale des EA et offre des perspectives prometteuses pour des aménagements permettant de faciliter le double projet sport-études et d’améliorer la santé mentale des EA
Studying 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

School Physical Education, in the context of the final years of Elementary School according to Silva and Souza (2023), plays a fundamental role in the integral development of students, as the discipline is not only essential in physical aspects, but is also important for social and social aspects. emotional. This indicates that Physical Education classes not only contribute to improving physical condition, but also have a positive impact on students' social interaction, the development of emotional skills and the construction of healthy interpersonal relationships.