Self-determined motivation in sport predicts anti-doping motivation and intention: A perspective from the trans-contextual model

Objectives: Motivation in sport has been frequently identified as a key factor of young athletes’ intention of doping in sport, but there has not been any attempt in scrutinizing the motivational mechanism involved. The present study applied the trans-contextual model of motivation to explain the relationship between motivation in a sport context and motivation and the social-cognitive factors (attitude, subjective norm, perceived behavioral control, and intention) from the theory of planned behavior (TPB) in an anti-doping context. Design: A cross-sectional survey was conducted. Methods: Questionnaire data was collected from 410 elite and sub-elite young athletes in Australia (Mean age [17.7 ± 3.9 yr], 55.4% male, Years in sport [9.1 ± 3.2]). We measured the key model variables of study in relation to sport motivation (Behavioral Regulation in Sport Questionnaire), and the motivation (adapted version of the Treatment Self-Regulation Questionnaire) and social cognitive patterns (the theory of planned behavior questionnaire) of doping avoidance. The data was analyzed by variance-based structural equation modeling with bootstrapping of 999 replications. Results: The goodness-of-fit of the hypothesized model was acceptable. The bootstrapped parameter estimates revealed that autonomous motivation and amotivation in sport were positively associated with the corresponding types of motivation for the avoidance of doping. Autonomous motivation, subjective norm, and perceived behavioral control in doping avoidance fully mediated the relationship between autonomous motivation in sport and intention for doping avoidance. Conclusions: The findings support the tenets of the trans-contextual model, and explain how motivation in sport is related to athletes’ motivation and intention with respect to anti-doping behaviors

The Scientific Foundations of Forecasting Magnetospheric Space Weather

The magnetosphere is the lens through which solar space weather phenomena are focused and directed towards the Earth. In particular, the non-linear interaction of the solar wind with the Earth's magnetic field leads to the formation of highly inhomogenous electrical currents in the ionosphere which can ultimately result in damage to and problems with the operation of power distribution networks. Since electric power is the fundamental cornerstone of modern life, the interruption of power is the primary pathway by which space weather has impact on human activity and technology. Consequently, in the context of space weather, it is the ability to predict geomagnetic activity that is of key importance. This is usually stated in terms of geomagnetic storms, but we argue that in fact it is the substorm phenomenon which contains the crucial physics, and therefore prediction of substorm occurrence, severity and duration, either within the context of a longer-lasting geomagnetic storm, but potentially also as an isolated event, is of critical importance. Here we review the physics of the magnetosphere in the frame of space weather forecasting, focusing on recent results, current understanding, and an assessment of probable future developments.Peer reviewe

Ground-based and additional science support for SMILE

The joint European Space Agency and Chinese Academy of Sciences Solar wind Magnetosphere Ionosphere Link Explorer (SMILE) mission will explore global dynamics of the magnetosphere under varying solar wind and interplanetary magnetic field conditions, and simultaneously monitor the auroral response of the Northern Hemisphere ionosphere. Combining these large-scale responses with medium and fine-scale measurements at a variety of cadences by additional ground-based and space-based instruments will enable a much greater scientific impact beyond the original goals of the SMILE mission. Here, we describe current community efforts to prepare for SMILE, and the benefits and context various experiments that have explicitly expressed support for SMILE can offer. A dedicated group of international scientists representing many different experiment types and geographical locations, the Ground-based and Additional Science Working Group, is facilitating these efforts. Preparations include constructing an online SMILE Data Fusion Facility, the discussion of particular or special modes for experiments such as coherent and incoherent scatter radar, and the consideration of particular observing strategies and spacecraft conjunctions. We anticipate growing interest and community engagement with the SMILE mission, and we welcome novel ideas and insights from the solar-terrestrial community

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE

Evaluation of a mental toughness training program for youth-aged Australian footballers: II. A qualitative analysis.

The general purpose of this study was to follow-up on quantitative data regarding the effectiveness of two different types of multimodal programs in enhancing mental toughness among youth-aged Australian footballers (Gucciardi, Gordon, & Dimmock, 2009a). Specifically, we aimed to enhance the interpretability and meaningfulness of the quantitative data by eliciting key stakeholders' (athletes', parents', and coaches') perspectives on the goals, procedures, and results of the mental toughness training intervention through one-on-one interviews. Ten players, one of their parents (5 fathers and 5 mothers), and 3 coaches were interviewed. A thematic content analysis using the constant comparison method was performed on the transcribed verbatim data. Participants described several benefits of the program: valuing the importance of quality preparation, being more receptive to criticism, team cohesion, an increased work ethic, tougher attitudes, and the development and identification of transferable skills. Four processes including enhanced self-awareness, techniques for self-monitoring, techniques for self-regulation, and multiple-perspective discussions were identified by participants as ways that the program contributed to enhanced mental toughness. Finally, increased parent involvement, parent and coach education programs, and multi-source assessments and feedback were highlighted by participants as avenues for improving future developmental program

Towards an understanding of mental toughness in Australian Football

A personal construct psychology (PCP; Kelly, 1955/1991) framework was employed in anattempt to reveal a holistic understanding of mental toughness in the context of AustralianFootball. Eleven male coaches (M age = 42, SD = 9.62) with considerable playing andcoaching experience at the elite level were interviewed using a PCP-based interview protocol.Transcribed verbatim datawere analyzed using grounded theory procedures. Three independentcategories (characteristics, situations, behaviors) were inductively derived and integrated into amodel inwhich the importance of understanding each component individuallywas emphasized.The relationship between these three central categories was also highlighted. Results identifiedthe key mental characteristics and their contrasts together with those situations that demandmental toughness, and the behaviors commonly displayed by mentally tough footballers.Conceptualized in the context of these three categories, mental toughness in Australian Footballcan be considered as a buffer against adversity but also as a collection of enabling factors thatpromote and maintain adaptation to other challenging situations. Practical implications of thefindings are discussed and focus on issues pertaining to enhancing and/or developing mentaltoughness

Emotional intelligence and interpersonal relationship quality as predictors of high school physical education teachers’ intrinsic motivation

Teachers’ intrinsic motivation for their work supports a host of adaptive outcomes for teachers and students. In this study, we examined novel predictive pathways linking teachers’ emotional intelligence, psychological need satisfaction within their workplace relationships (i.e., with students, colleagues, and principal), and their intrinsic motivation for their work. Australian high school physical education teachers (N = 110) reported their emotional intelligence, need satisfaction within their relationships with students, colleagues, and their principal, and their intrinsic motivation for teaching. Multiple mediation analyses revealed that emotional intelligence directly and positively predicted all relationship need satisfaction variables, and indirectly predicted greater intrinsic motivation via student-focused relationship need satisfaction. These findings contribute to our knowledge about emotional intelligence among high school teachers, and may provide practical insight into potential strategies—grounded in emotional intelligence frameworks—for supporting teachers’ relationship-specific need satisfaction and motivation at work

Moving to Self-Present: An investigation into proposed antecedents of 2 x 2 Self-Presentation motives

Two studies involving high school physical education students were conducted to investigate associations between 2 x 2 self-presentation motives and theorized antecedents. In Study 1 (n = 445), using path analysis, we found that positive predictive pathways emerged from fear of negative evaluation, trait agency and communion, self-presentational efficacy, and social self-efficacy to 2 x 2 motives. In Study 2 (n = 301), using cluster analysis, we found that approximately half the cohort was classified into a high motive endorsement cluster and half into a low motive endorsement cluster. The high cluster had significantly higher 2 x 2 motive, fear of negative evaluation, trait agency and communion, and self-efficacy scores. This work represents the first concerted effort to empirically examine proposed antecedents of 2 x 2 motives and serves to inform theorists and practitioners about dispositional and context-specific factors that may align with these motives

Relatedness support and the retention of young female golfers

In this study, self-determination theory was used as a guiding framework to understand the putative role of relatedness support for retention in golf among young females. Data were collected using semi-structured interviews with 10 female participants (Mage = 21.40, SD = 3.13). Content analyses revealed 5 distinct factors that contributed to the provision of relatedness support: Parents, Peers, Coaches, Golf Club, and Institutional and Societal Support. Findings highlighted that retention of female golfers may be facilitated through promoting valued relationships with parents, peers, coaches, and golf clubs. Policies that decrease the perceived marginalization of female participants may also be perceived as a form of relatedness support and may promote retention within this cohort. This study underscores the importance of relatedness support for young women and identifies strategies that may help to improve female retention in sport