On Passion and Sports Fans:A Look at Football

The purpose of the present research was to test the applicability of the Dualistic Model of Passion (Vallerand et al., 2003) to being a sport (football) fan. The model posits that passion is a strong inclination toward an activity that individuals like (or even love), that they value, and in which they invest time and energy. Furthermore, two types of passion are proposed: harmonious and obsessive passion. While obsessive passion entails an uncontrollable urge to engage in the passionate activity, harmonious passion entails a sense of volition while engaging in the activity. Finally, the model posits that harmonious passion leads to more adaptive outcomes than obsessive passion. Three studies provided support for this dualistic conceptualization of passion. Study 1 showed that harmonious passion was positively associated with adaptive behaviours (e.g., celebrate the team’s victory), while obsessive passion was rather positively associated with maladaptive behaviours (e.g., to risk losing one’s employment to go to the team’s game). Study 2 used a short Passion Scale and showed that harmonious passion was positively related to the positive affective life of fans during the 2006 FIFA World Cup, psychological health (self-esteem and life satisfaction), and public displays of adaptive behaviours (e.g., celebrating one’s team victory in the streets), while obsessive passion was predictive of maladaptive affective life (e.g., hating opposing team’s fans) and behaviours (e.g., mocking the opposing team’s fans). Finally, Study 3 examined the role of obsessive passion as a predictor of partner’s conflict that in turn undermined partner’s relationship satisfaction. Overall, the present results provided support for the Dualistic Model of Passion. The conceptual and applied implications of the findings are discussed

Rations sans protéines animales, formule d'avenir pour les régions tropicales. I. La poule pondeuse

Compte tenu de la difficulté toujours croissante à se procurer des farines animales - spécialement dans les pays en voie de développement - les auteurs ont expérimenté pendant deux ans des rations pour poules pondeuses, à protéines exclusivement végétales, et supplémentées en acides aminés de synthèse. L'efficacité de ces régimes expérimentaux s'est révélée en tous points comparable à celle des régimes témoins tandis que le prix de revient de l'oeuf est significativement inférieu

Utilisation des drèches de brasserie desséchées dans l'alimentation animale en régions équatoriales et tropicales. II. La poule pondeuse

cf. fichier PDF de l'article

La race ovine Djallonké au Cameroun. Potentialités zootechniques, conditions d'élevage, avenir

Les auteurs ont poursuivi pendant neuf ans l'étude et la sélection du mouton Djallonké à la station de Nkolbisson située à 10 km de Yaoundé (Cameroun) et à travers de multiples enquêtes dans de nombreuses régions de l'Ouest et du Centre Cameroun. Les informations et résultats obtenus, tant aux plans zootechnique et vétérinaire que dans le domaine socio-économique, laissent entrevoir les grandes possibilités d'amélioration recélées par cette race. Cependant, compte tenu des conditions économiques actuelles, l'élevage intensif du mouton Djallonké ne s'avère guère rentable. Par ailleurs, il conviendrait d'améliorer le potentiel laitier des brebis et ceci pourrait, à l'avenir, être réalisé par l'infusion de sang exotique provenant d'une race prolifique et laitière, telle la race Romano

Utilisation des drêches de brasserie desséchées dans l'alimentation animale en régions équatoriales et tropicales. III - Le porc

cf. fichier PDF de l'article

Self-determined motivation and sportsmanship orientations: An assessment of their temporal relationship.

The motives underlying involvement in sport appear to influence how a person will play the game. However, how athletes play the game may also have an impact on their motives for participating in sports. The purpose of this study was to examine the relationship between self-determined motivation and sportsmanship orientations by using a longitudinal design, as well as recent theoretical approaches to sportsmanship (Vallerand, 199 1, 1994) and motivation Key words: ice hockey, motivation, sportsmanship, self-determination Chris is a speedskater. Although she enjoys the game somewhat, she plays mostly for the trophies, the medals, and the recognition she gets from winning. Because her main goal is to win, she uses all the tricks in the book to find an edge and to beat her opponents. It does not really matter if she has to hit or trip them. As long as she wins, that is all that matters. On the other hand, Jody, another speedskater, plays mostly because of the fun and pleasure she derives from participation and from personal excellence. Trophies and medals are fine but do not represent the main reason for her involvement in speedskating. Because her goal is to outdo herself, lack of respect for the rules, the game, or other skaters would not help in getting closer to her objective. The above examples illustrate that the reason athletes play the game (the motivational component) may have some bearing on how they behave in it (the 230 / Vallerand and Losier sportsmanship component). For instance, playing to win at all costs (an extrinsic motivational orientation, because the focus is not on the activity itself) may lead an athlete to cheat (and thus to display poor sportsmanship) in order to reach his or her goal. However, the potential impact of sportsmanship on motivation is just as likely. Cheating and behaving in an unsportsmanlike manner may lead individuals to focus on the extrinsic elements for their involvement, such as beating opponents rather than outdoing oneself (an intrinsic element), thereby fostering an extrinsic orientation toward sport participation. Some research (e.g., A Social-Psychological View of Sportsmanship Sportsmanship research has been mostly influenced by two broad theoretical perspectives of morality; the social-learning Research so far has focused mainly on assessing athletes' levels of moral reasoning maturity using a sport application of Haan's scoring approach and then (a) comparing the scores to those of other athletes or nonathletes (e.g., Bredemeier & Shields, 1986), and (b) relating the scores to perceptions of legitimacy of aggressive behavior More recently, In addition to distinguishing the three aspects of sportsmanship, the socialpsychological approach to sportsmanship proposes that it is crucial to identify the content of the sportsmanship behaviors and orientations. To this end, in line with several moral developmentalists (Backman, 1985; One implication of this proposition is that athletes should be in a prime position to help researchers define the core sportsmanship dimensions. In line with this assumption, Vallerand, Deshaies, Cuerrier, Brikre, and Pelletier (1994) recently conducted a study that attempted to identify athletes' definition of sportsmanship. Over 1,000 athletes, ages 10 to 18 years, were asked to rate 21 items describing various sport situations in terms of the extent to which the athletes felt each item depicted the concept of sportsmanship. Athletes' responses were subjected to confirmatory factor analyses (with LISREL) and revealed the presence of five dimensions: (a) concern and respect for the rules and officials (e.g., "I respect the official, even if he or she is not good"), (b) concern and respect for the opponent (e.g., "When the opponent injures him-or herself, I do not take advantage of the situation"), (c) concern and respect for one's full commitment toward sport participation (e.g., "I do not give up even after doing several mistakes"), (d) concern and respect for social conventions (e.g., "After competing, I congratulate the opponent for his or her good performance"), and (e) a negative approach toward one's participation in sport (e.g., "If I make a mistake during an important part of the game, I really get upset"). Much research in the literature supports these dimensions (see One contribution of this multidimensional definition is that it points to the behaviors of interest for the study of sportsmanship. Thus, by focusing on behaviors related to the above five dimensions, it then becomes possible to study 232 / Vallerand and Losier sportsmanship behavior independently from aggression. This process allows the disentanglement of the two concepts. A further contribution of this multidimensional definition is that it underscores the types of sportsmanship orientations that need to be assessed. Based on the above definition, Vallerand, Bribre, and Provencher (1994) developed a scale to assess sportsmanship orientations: the Multidimensional Sportsmanship Orientations Scale (MSOS). The MSOS was developed and validated using a full psychometric approach (see the Method section for more information on the psychometric properties of the scale). The MSOS has led to several interesting findings. For instance, athletes who endorse a "win (at all costs) orientation" competitive approach A second major proposition of the social-psychological approach is that to provide better prediction of sportsmanship behavior, social determinants should be used (see Finally, a third proposition of the social-psychological approach germane to the present study is that the motivational style of the individual should be considered an important personal determinant of sportsmanship behavior and orientations. Because it is an integral part of the present study, motivation, and more specifically the self-determination perspective, is considered below. Self-Determination Theory and Sportsmanship The concept of motivation refers to the forces that initiate, direct, and sustain behavior However, self-determination theory The concept of needs is not intended to refer to instinctual drives and similar impulses inherent in individuals (e.g., Freud, 192311962; With respect to the issue of direction of behavior, most current theories of motivation focus on goals and similar processes that direct behavior in a given direction. By focusing mostly on the competence concept, theorists Self-determination theory, however, considers that this dichotomy is insufficient to adequately depict human behavior. It views motivation in terms of varying degrees of self-determination, thereby leading to a continuum of different types of motivation On the other hand, extrinsic motivation refers to doing an activity for reasons other than the activity itself. These reasons, according to The above taxonomy proposed by self-determination theory is useful in several ways. First, it allows for distinguishing several types of motivation that refine the intrinsic-extrinsic (or task-ego) dichotomy. Second, by using the taxonomy, it becomes possible to develop scales that assess motivational styles or rather stable motivational orientations of individuals (e.g., intrinsic motivation). Finally, because the different types of motivation are located on a continuum from high to low selfdetermination, and because self-determination is associated with enhanced psychological functioning Research conducted in several life domains such as education Of particular relevance to the present study, is the fact that self-determination theory One outcome that should ensue from a self-determined motivational profile is a positive sportsmanship orientation. Indeed, it seems plausible that athletes who display a self-determined motivational profile (i.e., who play for fun and for the activity itself) should be more likely to show respect for others and less likely to cheat than athletes who want to win trophies and medals at all costs (a non-self-determined motivational profile). Some evidence from the education domain supports such an interpretation. For instance, Research suggests that a similar relationship may exist in sports. For example, Webb's (1969) results suggest that individuals adopting a "play" orientation display positive attitudes toward sport involvement relative to those who favor a "professional" (or win at all cost) orientation. Others (e.g., A recent study by Duda, Olson, and Templin (1991) gave more weight to the arguments that motivation may influence sportsmanship orientations and that an emphasis on winning may lead to unsportsmanlike conduct. These authors used Nicholls's (1984) perspective on achievement motivation to examine the relationship between attitudes toward sportsmanship and two motivational orientations, namely, task and ego orientations. Results from the Duda et al. (1991) study were correlational in nature and were obtained at a single point in time. They thus provide only suggestive support for the hypothesis that motivation influences sportsmanship orientations. Furthermore, it is possible that, over time, sportsmanship orientations could influence motivation as well. Indeed, by cheating and behaving in an unsportsmanlike manner, individuals may come to focus on the extrinsic elements of their involvement in sport, such as outdoing opponents rather than surpassing oneself (an intrinsic element), thereby fostering an extrinsic motivational orientation. In sum, while evidence seems to suggest that motivational orientations can influence sportsmanship orientations, the influence of sportsmanship on motivation is also possible. In light of the above, the purpose of the present study was to assess the relationship between motivational and sportsmanship orientations from a longitudinal perspective using self-determination theory and the social-psychological approach to sportsmanship as underlying theoretical frameworks. We believed that such a strategy would allow a better understanding of the interplay between the two constructs. Given the empirical findings and the theoretical assumptions 236 / Vallerand and Losier reviewed, we anticipated that over time a positive bidirectional relationship would emerge between the two constructs. That is, we predicted that early self-determined motivation would be positively related to later sportsmanship orientations, and that early sportsmanship orientations would be positively associated to later self-determined motivation as well. Method Subjects and Procedure Questionnaires in French were completed by 77 French-speaking Canadian male adolescents (mean age = 15.8 years) playing in an elite hockey league (midget AAA), involving seven different teams from the central region of Quebec. These players had between 4 and 13 years of competitive hockey experience, the majority (over 85%) of whom were in their first year at the midget elite level; the rest were in their second or third year at this level. We elected to examine sportsmanship in the context of ice hockey because this sport is often perceived as involving much unsportsmanlike conduct. The midget AAA level is a fairly competitive level, and thus "win at all cost" situations would be more likely to occur. Finally, we felt that adolescent players with several years of similar competitive experience in a specific activity (e.g., hockey) should have developed relatively homogeneous sportsmanship orientations, which yet may be changing because of their young age. The players were asked to complete a first questionnaire 2 weeks into the hockey season (TI) and a second one at the end of the regular season (T2), 5 months later. Both questionnaires were completed in the team's locker room after a practice. The players were told that we were interested in knowing more about athletes' personal attitudes concerning their sport and that we would appreciate their collaboration with this project. They were also told that participation in the study was voluntary and anonymous and that their responses would remain confidential and would be used for research purposes only. Measures The Multidimensional Sportsmanship Orientations Scale (MSOS; Vallerand, Bribre & Provencher, 1994) was used to measure sportsmanship orientations. This instrument is based on The development of the MSOS has gone through several phases. First, 20 items were developed for each of the five dimensions. Two sport psychologists then assessed the content validity of each item by placing them in the appropriate Self-Determined Motivation / 237 sportsmanship dimension. Second, the best 12 items for each of the five dimensions were presented to 15 athletes to assess the clarity and ecological appropriateness of the items. Some changes were then made. Third, this preliminary version of the scale was presented to 150 athletes. Results from a factor analysis led to the selection of the best five items for each dimension. Finally, this 25-item version of the MSOS was used in a validation study (Vallerand, Brigre, & Provencher, 1994), which provided satisfactory results concerning the psychometric properties of the scale. For instance, results from a confirmatory factor analysis (with LISREL) involving more than 600 athletes confirmed the five-factor structure of the MSOS. An overall mean Cronbach alpha value of .73 was also obtained. In addition, correlations among the MSOS subscales varied from -.I7 to .36, indicating that although related, the subscales are relatively distinct. Significant correlations (ranging from .20 to .44) between behavioral intentions pertinent to each subscale provided preliminary support for the discriminant validity of the MSOS. Finally, the temporal stability of the MSOS was also assessed with a different sample of athletes. All correlations were high and a significant mean test-retest correlation of .67 (p < .01) over 5 weeks was obtained. Thus, overall, the MSOS represents a reliable and valid measure of sportsmanship. In the present study, for reasons of parsimony, we considered this 25-item scale as a global index of sportsmanship orientations by averaging the scores on all items (after having recoded the scores of the negative dimension). This global measure had adequate internal consistency with alphas of .76 and .8 1, respectively, at T I and T2, as well as good temporal stability with a significant correlation (r = .65, p < .01) between T1 and T2 assessments. The French form of the Sport Motivation Scale (SMS; Bribre et al., in press) was used to measure self-determined motivation in hockey. The French version of the scale has been recently validated in English . The SMS assesses seven types of motivation toward sport: three types of intrinsic motivation (intrinsic motivation toward accomplishment, toward knowledge, and toward stimulation), three types of extrinsic motivation (identified, introjected, and external regulation), and motivation. Four items are used to measure each of the seven motivational orientations. Each item represents an answer to the question, "Why do you play hockey?" and is assessed on a 5-point Likert scale with 1 (does not correspond at all to me) and 5 (corresponds exactly to me) as extreme points, and 3 (partially corresponds to me) as midpoint. The development of the French SMS (Brikre et al., in press) involved several steps. In a first step, 40 athletes were interviewed to identify the reasons why they participate in sport. From these interviews, we retained the motives that exemplify the seven types of motivational orientations to be measured by the SMS. In the second step, we formulated 10 items for each scale (70 items in a l l ) . In a third step, these items were shown to athletes to assess the clarity and pertinence of these items. In a fourth step, the 70-item scale was given to 195 athletes, and a factor analysis was conducted. A seven-factor solution was obtained, and the best 4 items for each of the seven subscales were retained. This refined version of the SMS was then completed by 455 athletes. Results from this study supported (a) the sevenfactor structure of the instrument (with confirmatory factor analysis using LISREL), (b) the internal consistency of the various subscales in three studies (a mean alpha value of .82 was obtained for the seven subscales), and (c) the construct validity of this SMS with correlational analyses among the seven subscales, as well as between 238 / Vallerand and Losier these subscales and other relevant sport constructs such as positive emotions, sport satisfaction, and interest. Finally, a mean test-retest correlation of .69 was also obtained for the subscales over a 4-week period with a different sample of athletes. Thus, overall, the SMS appears to be a valid and reliable measure of motivational styles in sport. Again for reasons of parsimony, a motivation index was used to examine the relationship between sportsmanship orientations and self-determined motivation. In line with past research (e.g., The results of the four multiplications just described were summed to provide a sport motivation index. High positive scores on this index reflect high levels of self-determined motivation, whereas high negative scores represent high levels of non-self-determined motivation (for more information on these scoring procedures see Results We first conducted a preliminary analysis to compare the scores obtained 2 weeks into the hockey season (TI) with those observed at the end of the regular season (T2), both for self-determined motivation and sportsmanship orientations. For both constructs, we noted a significant decline in the mean scores from T1 to T2 assessments. That is, the decline in self-determined motivation from T1 (mean = 23.81) to T2 (mean = 20.05) assessments was significant (t = 3.05, p < .005). Similarly, the mean score for sportsmanship orientations declined from 3.22 at T1 to 3.10 at T2, and this drop was also significant (t = 3.04, p < .005). Results from Pearson correlations indicated that the number of years in competitive hockey was not significantly related to self-determined motivation at T1 (r = .16, n.s.) and at T2 (r = -.07, as.) nor to sportsmanship orientations at T1 (r = -.14, n.s.) and T2 (r = .03, n.s.). Next, we used a correlational design to examine the relationships between self-determined motivation in hockey and sportsmanship orientations. We anticipated that the two constructs would positively influence each other over time. Two types of correlational results are of interest and are presented in Self-Determined Motivation The second type of results deals with the longitudinal relationship between sportsmanship orientations and self-determined motivation by using a cross-lag correlational design. These results suggested that the two constructs positively influenced each other over time and that self-determined motivation has greater influence on sportsmanship orientations than sportsmanship has on self-determined motivation. Indeed, the correlation between early self-determined motiva

The role of passion in exercise addiction, exercise volume, and exercise intensity in long-term exercisers

Recent studies have shown a relationship between the risk for exercise addiction (REA) and passion. This research examined whether levels of REA, volume of exercise (in weekly hours), and self-reported exercise intensities yield differences in obsessive passion and harmonious passion among individuals with long history of exercise. Respondents (n = 360) completed the Exercise Addiction Inventory, Passion Scale, and Borg Scale (assessing their usual exercise intensity), and reported their volume of exercise (hours per week). Regression analysis demonstrated that exercise intensity, obsessive passion, and harmonious passion were significant predictors (r2 = .381, p < .001) of the REA scores with obsessive passion being the strongest predictor (r2 = .318). Exercisers classified as at REA reported higher obsessive passion, harmonious passion, and exercise intensity (p ≤ .001) than those classified as symptomatic, who in turn scored higher on these measures (p ≤ .006) than asymptomatic exercisers. Participants reporting greater volumes of exercise also scored higher on obsessive passion, harmonious passion (p < .001), exercise intensity (p = .032), and REA scores (p = .042) than individuals who exercised less. Finally, women exercising between low and high intensities exhibited greater obsessive passion, as well as harmonious passion (p ≤ .005) than men reporting similar exercise intensities. These findings support the recently reported relationship between passion and REA. They also expand the current knowledge by demonstrating that obsessive passion and harmonious passion are greater in the individuals who exercise at higher volumes and with higher intensities

Relationship between psychological and biological factors and physical activity and exercise behaviour in Filipino students

The aim of the present study was threefold. Firstly, it investigated whether a general measure or specific measure of motivational orientation was better in describing the relationship between motivation and exercise behaviour. Secondly, it examined the relationship between the four most popular indirect methods of body composition assessment and physical activity and exercise patterns. Thirdly, the interaction between motivation and body composition on physical activity and exercise behaviour was explored in a sample of 275 Filipino male and female students. Males were found to have higher levels of exercise whereas females had higher levels of physical activity. Furthermore, general self-motivation together with body weight and percentage body fat were found to be the best predictor of exercise behaviour whereas the tension/pressure subscale of the ‘Intrinsic Motivation Inventory’ (IMI) was the best predictor of levels of physical activity. However, significant gender differences were observed. That is, for the males only self-motivation and for the females only body weight and BMI predicted exercise behaviour. Also, tension/pressure predicted physical activity levels for the females but not the males. No inverse relationship was found between the four body composition measures and exercise and physical activity behaviour. The results support the notion that the psychobiological approach might be particularly relevant for high intensity exercise situations but also highlights some important gender differences. Finally, the results of this study emphasise the need for more cross-cultural research