Sources of Subjective Task Value in Sport: An Examination of Adolescents with High or Low Value for Sport

Examining an Integrative Model of Physical Activity and Healthy Eating Self-Perceptions and Behaviors Among Adolescents

“…Until now, support for Eccles model has been observed with young adults and older adolescents in required physical education courses [25,26] and structured sport participation [10,27]. This is one of the first studies to confirm the salient relationships of the EV model with both leisure-time physical activity and healthy eating behavior.…”

El modelo global psicológico de las lesiones deportivas [A global psychological model of the sportive injuries]

“…Desde la perspectiva anterior a la lesión, los estudios se centran en variables directamente implicadas en la vulnerabilidad del deportista a lesionarse, como la ansiedad competitiva (Aslan, Aslan y Alparslan, 2000;Falkstein, 2000;Goodrich, 2001;Kleinert, 2002aKleinert, , 2002b Stuart, 2003;Tracey, 2008). O bien, la relación entre los estados emocionales, la depresión y la ansiedad, con otras variables como el catastrofismo y el dolor que pueden tener gran relevancia en los procesos de lesión (Levy y cols., 2008; Newcomer y cols., 2009; Olmedilla, Ortega, Boladeras, Abenza y Esparza, en prensa; Sullivan, Tripp, Rodgers y Stanish, 2000), al igual que sucede en otras poblaciones, como por ejemplo enfermos de fibromialgia (García-Campayo y cols., 2008).…”

Arts-based activities: adolescents' perceptions and parents' influence

“…Enjoyment was undermined by attractive alternative activities and by poor social connections. In addition, recreational and elite youth athletes have identified anxiety, regarding fear of injury or poor performance, as a negative influence (Gould et al, 1996;Scanlan et al, 1989;Stuart, 2003). Interestingly, this last aspect mirrors findings suggesting that low fear in childhood has an incremental association with later sporting success at the competitive level (Poulton & Milne, 2002).…”

“…Adolescents construe intrinsic value from an activity when they gain enjoyment from the social aspects of new friendship opportunities thorough meeting peers, and also from the positive input of people who are important to them. Specific characteristics of the activity are another source, as youth reported relishing aspects such as sensations of movement and speed, the knowledge that spectators enjoyed watching their performances, or the tendency to allow music playing to dominate other aspects of life (Moore, Burland, & Davidson 2003;Scanlan et al, 1989;Stuart, 2003).…”

“…However, fear of injury or performance can again undermine this sense of achievement, as can alternative sources of reward, the low valuation of rewards by individual participants, and negative support from significant others (Poulton & Milne, 2002;Stuart, 2003). For adolescents in the context of music learning, the attraction of awards can also be weakened by the judgments of peers whose disparaging comments may devalue Adolescents and arts activities 11 achievements that are perceived to contravene gender or age-appropriate stereotypes (Kane, 1988;O'Neill, 2005).…”