Affective Outcomes in Competitive Youth Sport: The Influence of Intrapersonal and Socialization Factors

Brustad, Robert J.

doi:10.1123/jsep.10.3.307

Cited by 138 publications

(96 citation statements)

References 19 publications

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“…In this study, enjoyment, which means "perceiving fun and pleasure in sports activities", was found to have a significant influence on female students' verbal skills. Sport enjoyment was associated with satisfaction of motor performance and higher degrees of perceived physical challenge and competence (Boyd & Yin, 1996;Brustad, 1988). Therefore, teachers should take consideration on the physical activity level when teaching female students in PE for the development of their verbal skills.…”

Section: Discussionmentioning

confidence: 99%

Exploring Influences of Sport Experiences on Social Skills in Physical Education Classes in College Students

Ding¹,

Sugiyama²

2017

APE

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This study investigated the influences of sport experiences on social skills among Chinese college students in physical education (PE) classes. First, we tested the reliability and validity of the Chinese version of the Experience Scale in University Physical Education Classes (ESUPEC) for examining Chinese college students' sport experiences in PE classes. Students (n = 366, 194 males, 172 females, mean age = 18.6 years) from two universities in China completed a survey using the Chinese version of ESUPEC. Results of factor analyses and reliability analyses indicated that the structure of the scale was consistent with the original version of ESUPEC, and the reliability and validity of the scale were reasonable well. Then, we administered the Chinese version of ESUPEC and the 11 item of Social Skills Inventory (11-SSI) to 302 freshmen (157 males, 145 females) to examine their sport experiences and social skills in PE classes. Results of correlation analysis and regression analysis revealed that male students' sport experiences that involved challenge and female students' sport experiences that involved self-disclosure had a positive influence on their nonverbal skills; female students' sport experiences that involved enjoyment had a positive influence on their verbal skills. The study contributes to literature on exploring how college students' social skills can be developed through learning in PE. The work of the study made a step to provide educators with methods for effective development and efficient implementation of models and programs in PE classes.

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Section: Discussionmentioning

confidence: 99%

Exploring Influences of Sport Experiences on Social Skills in Physical Education Classes in College Students

Ding¹,

Sugiyama²

2017

APE

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“…It should be noted, however, that a few studies have not found a significant relationship between self-evaluations and enjoyment (e.g., Brustad, 1988;Fox, Goudas, Biddle, Duda, & Armstrong, 1994;Scanlan, Carpenter, Lobel, & Simons, 1993 (Gould & Krane, 1992;Speilberger, 1966). Trait anxiety, on the other hand, is a more dispositional personality characteristic that predisposes individuals to perceive a wide range of situations as threatening and increases the likelihood of responding with heightened levels of state anxiety (Gould, 1993;Gould & Krane, 1992).…”

Section: Self-evaluations and Affectmentioning

confidence: 99%

“…For instance, a negative relationship between children's and adolescents' trait anxiety and global self-esteem has been reported (e.g., Brustad, 1988;Kerr & Goss, 1997). Similarly, Brustad and Weiss (1987) and Passer (1983) found that high trait anxious children and adolescents were lower in global self-esteem, although perceived physical competence was not found to vary between high-and low-anxiety groups.…”

Section: Self-evaluations and Affectmentioning

confidence: 99%

“…Weiss and her colleagues modified the wording of the items to reflect children's motivational orientation toward sport and physical activity. Although the sport-specific version of the scale resulted in a slightly different factor structure, research in the physical domain has provided support for the reliability and validity of the measure (e.g., Brustad, 1988;A. Smith, 1997;Weiss et al, 1986).…”

Section: Consequences Of Self-evaluations Motivationmentioning

confidence: 99%

“…This addition was based on the results of various studies examining the relationship between affect and self-evaluations. First, there is considerable evidence which suggests that affect is an outcome of both domain-specific self-conceptions (e.g., Brustad, 1993a;Ebbeck & Weiss, 1998;Scanlan, Stein, & Ravizza, 1989) and perceived social regard (e.g., Brustad, 1988;Passer, 1988;R. Smith, Smoll, & Barnett, 1995).…”

Section: Antecedents Of Self-evaluationsmentioning

confidence: 99%

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Intraindividual variability of self-evaluations in the physical domain: Prevalence, consequences, and sources

Amorose

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Research and theory have highlighted the influence of self-evaluations on achievement behaviors, cognitions, and affective responses. Nevertheless, the focus has primarily been on level of self-evaluations (i.e., high or low). One individual difference factor receiving increasing attention is the degree to which individuals exhibit short-term fluctuations in their self-evalu~tions (i.e., intraindividual variability). Research in developmental and social psychology has shown that intraindividual variability of global self-esteem is related to motivational and affective responses above and beyond level of self-esteem. The goal of this study was to extend the literature on self-evaluations by examining intraindividual variability of global and physical self-evaluations (i.e., global self-worth, physical self-worth, perceived physical competence). Specifically, the study examined: (a) the prevalence of intraindividual variability of global and physical selfevaluations; (b) the independent and combined influence of level and intraindividual variability of self-evaluations on motivation and affect toward physical activity; and, (c) the relationship between social sources of evaluative information and intraindividual variability. Middle school students (N = 167) ranging in age from 12-15 years (M = 13.48 years, SD = .56) completed questionnaires each day that they were in physical education class for 3 weeks (i.e., 6 occasions). Results revealed that the majority of the boys and girls exhibited fluctuations in their self-evaluations over the 3 weeks. Level of self-evaluations was the critical predictor of affect and intrinsic motivation in most analyses; however, stability of self-evaluations did make varying contributions to the prediction of intrinsic motivation and affect, but not effort and persistence. The influence ·of intraindividual variability was particularly salient for adolescents with higher levels of iii global self-worth. Students with higher but relatively less stable global self-worth exhibited lower intrinsic motivation and affect than students with higher but stable global self-evaluations. Nonsignificant relationships were found between intraindividual variability and the importance that students' placed on social sources of evaluative information. Overall, results indicated that intraindividual variability of global and physical self-evaluations should be considered along with level to gain a more complete understanding of adolescents' sport and physical activity experiences.IV ACKNOWLEDGEMENTS

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Developing Positive Self‐Perceptions through Youth Sport Participation

Weiss

Bhalla²,

Price³

2007

The Young Athlete

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Affective Outcomes in Competitive Youth Sport: The Influence of Intrapersonal and Socialization Factors

Cited by 138 publications

References 19 publications

Exploring Influences of Sport Experiences on Social Skills in Physical Education Classes in College Students

Exploring Influences of Sport Experiences on Social Skills in Physical Education Classes in College Students

Intraindividual variability of self-evaluations in the physical domain: Prevalence, consequences, and sources

Developing Positive Self‐Perceptions through Youth Sport Participation

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