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Based on game reasoning theory (Shields & Bredemeier, 2001) and related research, the present study aimed at describing young elite athletes’ perceptions of rules compliance and transgression in competitive settings, as well as the underlying reasons for these actions. Semi-structured interviews were conducted with 10 young elite athletes. The qualitative analysis showed that respect and transgression of rules in competitive settings were perceived to depend upon the athletes’ individual characteristics (e.g., desire to win), their social environment (e.g., coach’s pressure, team norms), sports values and virtues (e.g., fair play, the effort ethic), and modern sports rewards (e.g., media recognition, financial rewards). These results confirmed and expanded game reasoning theory and illustrated moral disengagement mechanisms (Bandura et al., 1996) in the sport domain.

International audience; This study examined the effectiveness of an imagery training program in improving national softball players' selective attention. A multiple-baseline design across individuals was used. There were four participants. One remained at baseline, while the other three spent 10 min a day practicing an audio-taped imagery program composed of 28 sessions. Measures of selective attention were collected via a baseball/softball batting specific version stemming from Nideffer's (1976) Test of Attentional and Interpersonal Style (TAIS). The results demonstrated that the imagery training program generally enhanced the ability of softball players to integrate external stimuli without being overloaded with them and to narrow attention. Results were discussed in relation to the usefulness of multiple-baseline designs for investigating individual differences among elite athletes. Practical pedagogical considerations for coaching are proposed.

International audience; This study examined the potential benefits of a peer tutoring program for tutors in a physical learning setting. Gender differences were also explored. Thirty-two college-age males and females identified as novices in a French boxing task were assigned in a 2 × 2, Gender × Training Type: Physical Practice (PP) versus Physical Practice associated with Peer Tutoring (PT) factorial design. All the participants were given six 2-hr French boxing lessons. The PT program included 6 min of peer coaching per lesson. Results indicated that the PT program entailed higher scores in boxing performance form, self-efficacy, interest-enjoyment, and personally controllable causal attributions and lower scores in tension-pressure. Males reported more certain expectancies and displayed higher performance outcomes than did females. Results are discussed in relation to the educational psychology literature.