Measuring Sport-School Conflict and Enrichment: Theoretical Considerations and New Measures

Grosriez, Solène Lefebvre du; Isoard-Gautheur, Sandrine; CÉCÉ, Valérian; Martinent, Guillaume; Sarrazin, Philippe

doi:10.31219/osf.io/rch7g

Cited by 1 publication

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References 39 publications

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“…Sport–school conflicts and enrichments were assessed using the 12-item French Sport–School Interactions Scale–Short Form (Lefebvre du Grosriez et al, 2022) using a 5-point response format (1 = strongly disagree , 5 = strongly agree ). The 12-item French Sport–School Interactions Scale–Short Form consists of four subscales of three items each: School-to-Sport Conflict (e.g., “The time I spend on my school responsibilities often interferes with my sport responsibilities”), School-to-Sport Enrichment (e.g., “What I have learned during my academic/school activities [knowledge, skills, methods, etc.…”

Section: Methodsmentioning

confidence: 99%

Conflicting or enriching? Person-centered weekly follow-up of the relationships between student-athletes’ role interactions and well-being.

Lefebvre du Grosriez,

Isoard-Gautheur,

Balk

et al. 2024

Sport, Exercise, and Performance Psychology

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Student-athletes are at risk of impaired well-being due to the demands of combining a career in both school and sport. Moreover, negative and positive role interactions (i.e., sport-school conflicts and enrichments) may play an important role in student-athletes' well-being. Therefore, the purpose of the present study was to examine the week-level relationships between role interactions and four contextual well-being indicators among student-athletes. Thirty-one student-athletes (15 females, 16 males) completed a weekly survey across 5 months resulting in 331 observations on their perceived conflicts and enrichments between student and athlete roles, sport-and school-related stress, and sport-and school-related satisfaction. Negative and positive role interactions predicted between 35% and 51% of the week-level variance in contextual well-being. Consistent with our hypotheses, sport-school conflicts positively predicted sport-and school-related stress. Sport-to-school conflict negatively predicted school-related satisfaction, whereas school-to-sport conflict negatively predicted sport-related satisfaction. Sport-to-school enrichment negatively predicted sport-related stress and positively predicted sport-related satisfaction, whereas school-to-sport enrichment negatively predicted school-related stress and positively predicted school-related satisfaction. The results of this study help to better understand student-athlete well-being. They show that contextual stress and satisfaction vary significantly at the week level among student-athletes and that sportschool role interactions could predict these variables.

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Section: Methodsmentioning

confidence: 99%