Self-Determination of Contextual Motivation, Inter-Context Dynamics and Adolescents' Patterns of Sport Participation over Time

International audienceObjectives: Previous studies have shown the heuristic qualities of self-determination theory constructs to predict sport persistence. The purpose of this study was to extend these researches by focusing on the conflicting or instrumental relationship between sport and other life contexts (i.e., school and friendship) to enhance the understanding of this phenomenon. Design: A correlational longitudinal field design was used, including two data collections over one year. Method: Participants were 446 French high school students (mean age = 13.85). Self-determined motivation toward sport, school and friendship, perceived conflicts versus instrumental relationships between sport and the other contexts, and sport participation during leisure time were assessed at wave 1. One year later, participants completed the same self-report measure of sport practise. Results: Structural equation modelling revealed that (a) self-determined motivation toward sport, education and friendship was significantly related to the levels of conflict and instrumentality between those contexts and (b) a competing relationship between sport and education was negatively linked to sport participation at Time 2, whereas the other inter context relationships were not. Conclusion: Findings suggest that other contexts like education can undermine sport investment among adolescents

Powder Handling Device for Analytical Instruments

Method and system for causing a powder sample in a sample holder to undergo at least one of three motions (vibration, rotation and translation) at a selected motion frequency in order to present several views of an individual grain of the sample. One or more measurements of diffraction, fluorescence, spectroscopic interaction, transmission, absorption and/or reflection can be made on the sample, using light in a selected wavelength region

Motivational interviewing as a way to promote physical activity in obese adolescents: A randomised-controlled trial using self-determination theory as an explanatory framework

International audienceUsing self-determination theory (SDT) as an explanatory framework, this randomised-controlled study evaluates the effect of a motivational interviewing (MI)-based intervention as an addition to a standard weight loss programme (SWLP) on physical activity (PA) practice in obese adolescents over a six-month period. Fifty-four obese adolescents (mean age = 13 years, mean BMI = 29.57 kg/m²) were randomly assigned to an SWLP group (n = 28) or SWLP + MI group (n = 26). Both groups received two SWLP sessions, supplemented for the SWLP + MI group, by six MI sessions. Perceived autonomy support, perceived competence, motivational regulations, PA and BMI were assessed at baseline, three and six months (i.e. the end of the programme). MLM analyses revealed that compared to SWLP, the SWLP + MI group had a greater BMI decrease and a greater PA practice increase over time. Moreover, the SWLP + MI group reported greater autonomy support from medical staff at the end of the programme, greater increase in integrated and identified regulations and a stronger decrease in amotivation. MI appears as an efficient counselling method as an addition to an SWLP to promote PA in the context of pediatric obesity

Balanced mechanical resonator for powder handling device

A system incorporating a balanced mechanical resonator and a method for vibration of a sample composed of granular material to generate motion of a powder sample inside the sample holder for obtaining improved analysis statistics, without imparting vibration to the sample holder support

The Effect of Coach's Task- and Ego-Involving Climate on the Changes in Perceived Competence, Relatedness, and Autonomy Among Girl Handballers

International audienceAdolescents, especially females, have been identified as a group at risk of poor health due to their declining level of physical activity. To prevent sporting attrition, several researchers highlighted the importance of the fit between the motivational context provided by the coach and the socio-emotional needs brought by adolescents. This study concerns the role of the coach's task- and ego-involving climate on the changes in 3 fundamental perceptions underlined by the self-determination theory (8): perceived competence, autonomy, and relatedness. Contrary to the cross-sectional nature of the former studies, this one used longitudinal survey data from 236 French girl handballers. The 3 perceptions were measured by a questionnaire at the beginning and the end of one season. In the middle of the season, perceptions of coaches' motivational climate were also evaluated. Results showed that at the end of the season, feelings of competence, autonomy, and relatedness were both positively predicted by a task-involving climate and negatively predicted by an ego-involving climate, even after controlling for the level of each variable at the beginning of the season

The Moderating Effects of Explanatory Style in Physical Education Performance: A Prospective Study

International audienceExplanatory style (ES) reflects the way people usually explain disparate bad or good events involving the self. The purpose of this study was twofold: (a) to test whether ES moderates the effect of perceived ability on students' expectancies and subjective task value, and (b) to explore the mediating effects of success expectancies and subjective task value in the relationships between ES and students' grades in physical education classes (GPEC). A one-year prospective study was conducted with 182 high school students in physical education classes. First, regression analyses corroborated that ES interacted with perceived ability to predict success expectancies and subjective task value. An optimistic ES reduced the effects of a low perceived ability on subjective task value, whereas a pessimistic ES increased its harmful effects. Moreover, the more optimistic ES, the higher success expectancies are. Second, structural equation modelling analysis showed that ES had only a distal effect on students' GPEC and was mediated by more proximal variables such as success expectancies and subjective task value

Physiological markers of challenge and threat mediate the effects of performance-based goals on performance

Manuscript "in press", Journal of Experimental Social PsychologyWe predicted that adopting a performance-approach vs. performance-avoidance goal would lead to physiological responses characteristic of psychological states of challenge vs. threat appraisals, respectively. Furthermore, we predicted that these states would mediate the effects of goals on performance. Twenty-seven undergraduate females performed a task described as identifying either exceptionally strong performers (performance-approach goal) or exceptionally weak performers (performance-avoidance goal). Participants' cardiovascular reactivity (CVR) was recorded while they performed the task. As predicted, participants in the performance-approach goal condition performed better on the task than did those in the performance-avoidance goal condition. Also as predicted, those in the former condition exhibited a challenge pattern of CVR whereas those in the latter condition exhibited a threat pattern of CVR. Furthermore, physiological responses mediated the effects of performance-based goals on performance

Athletes' perceptions of role ambiguity and coaching competency in sport teams: A multilevel analysis

20 pagesInternational audienceThe purpose of this study was to examine the relationship between athletes' perceptions of role ambiguity and two theoretically derived dimensions of coaching competency (i.e., game strategy and technique competencies). A total of 243 players from 26 teams representing various interdependent sports completed French versions of the Role Ambiguity Scale and the Coaching Competency Scale. Multilevel analyses supported the existence of relationships between the four dimensions of role ambiguity and the two dimensions of coaching competency at both individual and team levels. When the levels were considered jointly, athletes perceiving greater ambiguity in their role in both offensive and defensive contexts were more critical of their coach's capacities to lead their team during competitions and to diagnose or formulate instructions during training sessions. The results also indicated that the dimension of scope of responsibilities was the main contributor to the relationship with coaching competency at an individual level, whereas role evaluation was the main contributor to this relationship at a group level. Findings are discussed in relation to the role episode model, the role ambiguity dimensions involved in the relationships according to the level of analysis considered, and the salience of ambiguity perceptions in the offensive context

Do Achievement Goals Mediate Stereotype Threat? An Investigation on Females' Soccer Performance

International audienceThis research investigated stereotype threat effects on women's performance in sports and examined the mediation of this effect by achievement goals. The influence of two stereotypes – relative to the poor athletic ability and the poor technical soccer ability of women – were studied. Fifty-one female soccer players were randomly assigned to one of three conditions, introducing the task as diagnostic of athletic ability, technical soccer ability, or sports psychology. Next, they filled out a questionnaire measuring achievement goals and performed a soccer-dribbling task. Results showed that compared to the control condition, females' performance significantly decreased in the athletic ability condition and tended to decrease in the technical soccer ability condition. Moreover, participants endorsed a performance-avoidance (relative to performance-approach) goal when the stereotypes were activated. However, this goal endorsement was not related to performance. The implications of these results for understanding the role of stereotypes in gender inequalities in sports are discussed

Psychological Characteristics and their Relation to Performance in Professional Golfers

International audienceThis study investigated the psychological characteristics of professional golfers and their relation to golf performance. The aims of the study were (a) to provide descriptive data on professional golfers, (b) to test possible differences between successful and unsuccessful players and (c) to estimate whether psychological characteristics could predict golf performance. The data were collected from 41 male professional golfers the day before an official competition. Results revealed that players who made the cut were characterized by higher scores on performance-approach goal, cognitive and somatic anxiety, relaxation strategies, attentional control, emotional control and lower score on performance-avoidance goal. Subsequently, a multiple regression analysis revealed that higher cognitive anxiety, more frequent use of relaxation strategies and emotional control strategies were associated with better player's ranking at the end of the competition