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School closure and distance learning during the COVID-19 lockdown had the potential to affect teachers’ perception of their well-being and of the school climate. Within the teaching community, phys...

The aim of this study was to set up an intervention program promoting a need-supportive style for elite coaches, and to evaluate its effects on athletes’ emotional and motivational outcomes during ...

The present study aimed to explore the relationships between emotional intelligence (EI), athletes’ everyday cognitive appraisal, flow state and subjective performance across a competitive season. ...

The purpose of this study was to shed light on the associations between emotion regulation (ER) strategies used, their emotional processes (including cognitive appraisals and discrete emotions), and subjective performance across a competitive season. A sample of fifteen national-level rink hockey players completed ER questionnaire at the beginning of the season (T0) and reported their experiences of everyday appraisal, emotions, and subjective performance every week. A series of hierarchical linear modelling analyses (HLM) were performed to investigate the associations between the variables. Sobel tests were computed to identify the mediating effects of emotions and appraisals on these relationships. HLM results revealed that (a) T0 adaptive ER strategies were positively related to adaptive appraisals; (b) adaptive appraisals were positively related to pleasant emotions and negatively with unpleasant emotions and opposite relationships emerged for maladaptive appraisals; (c) happiness was positively associated with subjective performance. Sobel tests provided evidence of mediating effects of (a) appraisals in the relationships between T0 adaptive ER and pleasant emotions; and (b) happiness in the relationships between appraisals and subjective performance. The results highlighted the positive relationships between the adaptive dispositional ER strategies at the beginning of the season and the emotional experiences. Moreover, the analyses revealed relationships between appraisals, emotions, and subjective performance of athletes. In sum, this study provided additional knowledge about the capture of the emotional process during a competitive season highlighting the associations between a variety of emotions and selected key variables in a competitive context (i.e. ER strategies, appraisal, subjective performance).

The aim of this study was to estimate the influence of perceived support from principals and teacher professional identity (TPI) on teacher’s motivation, vigour and burnout using a longitudinal design during a school year. A sample of 544 secondary teachers reported their perceived support from principals and TPI at the beginning of the year (T1) and their self-determined motivation, vigour, and burnout both at the beginning (T1) and at the end of the year (T2). Structural equation modelling (SEM) revealed that the support from principals was associated with T1 TPI. T1 TPI only partially predicted T2 self-determined motivation (controlling T1 scores), and T2 self-determined motivation was associated with T2 burnout and vigour (controlling T1 scores). The SEM revealed a positive process involving perceived support from principals, pedagogical expertise, autonomous motivation, and well-being indicators. In summary, the present study extends the knowledge about the teacher well-being process and the role of contextual and individual antecedents. In an applied perspective, to prevent burnout, teachers need efficient initial and continuing pedagogical education to be armed in front of the students and need the support of their principals during the school year.

International audience

Abstract. Work vigor is defined by cognitive, affective, and behavioral components. The purpose of this multi-study paper was to develop a French version of the Shirom-Melamed Vigor Measure (F-SMVM), and test its (a) construct validity (i.e., factorial structure and internal consistency), (b) convergent and discriminant validity with the Utrecht Work Engagement Scale (UWES-9), and (c) concurrent validity with work motivation and job satisfaction. Six hundred and forty (61.72% female) employees participated in the three present studies. Convergent and discriminant construct validity of the F-SMVM were examined with a confirmatory factor analysis (CFA) and a multitrait-multimethod (MTMM) analysis. Concurrent validity was examined through correlations and regressions with work motivation and job satisfaction. Overall, the results supported the reliability and the construct validity of the F-SMVM. They also showed evidence of convergent validity between the F-SMVM and the UWES-9, as well as evidence of concurrent validity with work motivation and job satisfaction. The F-SMVM represents a valid measure assessing three interrelated dimensions representing physical, cognitive, and emotional components of work engagement.

This research aim to investigate the effects of motor imagery (MI), focused on the trajectory of the ball and the target area, and self-talk (motivational function) before the actual strike on the performance of the service in skilled tennis players. Thirty-three participants (6 females and 27 males

(1) Background: Despite health benefits of engaging in regular physical activity (PA), adolescents fail to achieve the recommended PA practice (especially among girls with low socio-economic position). Researchers have been prompted to adopt models of social cognition to help identify the role of psychological factors in influencing PA and sedentary behaviors. Thus, this study examined the effects of an intervention promoting PA, reducing sedentary activity among adolescent girls from low-incomes communities, and explored the relationships between core constructs of salient theoretical frameworks (self-determination theory, theory of planned behavior, implicit and explicit attitude towards PA, and sedentary behaviors), (2) Methods: An intervention was delivered to 28 adolescent girls. They reported their scores on a variety of core psychological constructs grounded within the aforementioned theoretical frameworks as well as on several outcomes, such as objective PA (pedometers) and perceived mental and physical health. These scores were gathered both before and after the 8-weeks program, (3) Results: Results revealed changes on external regulation and implicit attitudes toward sedentary behaviors from before to after the program. However, objective PA behavior did not change, (4) Conclusions: Future studies are encouraged to further explore mechanisms of behavior change derived from integrated and socio-ecological theories.

International audience; This study aimed to examine (a) whether subgroups of athletes with different levels of basic psychological need (BPN) satisfaction and frustration emerged; (b) if BPN profile differences existed on sex, years of experience, and number of hours of training; (c) the issue of changes of profiles overtime; and (d) whether athletes belonging to distinct BPN profiles differed on sport burnout and engagement. A sample of 367 adolescent athletes in intensive training centers participated in this study. Results of latent profile transition analyses revealed three profiles at each time points: Fulfilled, autonomy and competence moderately frustrated, and competence and relatedness highly frustrated profiles. Male athletes and athletes with more years of experience were more likely to belong to the autonomy and competence moderately frustrated profile in comparison to the other BPN profiles. Athletes who trained more hours a week were more likely to belong to the fulfilled profile in comparison to the autonomy and competence moderately frustrated profile. Individuals in fulfilled and autonomy and competence moderately frustrated profiles were especially likely to stay in their respective profile at Times 2 and 3, whereas individuals in competence and relatedness highly frustrated profile were less stable in their profile membership. Individuals from the fulfilled profiles reported lower scores of burnout and higher scores of engagement than the athletes from the two other BPN profiles. The opposite pattern of results was observed for the competence and relatedness highly frustrated profile. Overall, a BPN profile approach was found useful in understanding within-person combinations of BPN.

ObjectivesThe aims of this research were (1) to compare the levels of physical activity of eHealth users and non-users, (2) to determine the effects of these technologies on motivations, and (3) to establish the relationship that could exist between psychological constructs and physical activity behaviors.MethodsThis cross-sectional study involved 569 adults who responded to an online questionnaire during confinement in France. The questions assessed demographics, usage of eHealth for exercise and physical activity, and behavioral levels. The questionnaire also measured the constructs of Social Cognitive Theory, the Theory of Planned Behavior, and automaticity facets toward eHealth for exercise and physical activity.ResultsParticipants who were users of eHealth for exercise and physical activity presented significantly higher levels of vigorous physical activity and total physical activity per week than non-users (p < 0.001). The chi-square test showed significant interactions between psychological constructs toward eHealth (i.e., self-efficacy, behavioral attitudes, intentions, and automaticity) and physical activity levels (all interactions were p < 0.05). Self-efficacy was significantly and negatively correlated with walking time per week. Concerning the automaticity facets, efficiency was positive and significantly correlated with vigorous physical activity levels per week (p < 0.05). Then, regressions analyses showed that self-efficacy and automaticity efficiency explained 5% of the variance of walking minutes per week (ß = −0.27, p < 0.01) and vigorous physical activity per week (ß = 0.20, p < 0.05), respectively.ConclusionThis study has shown that people during confinement looked for ways to stay active through eHealth. However, we must put any technological solution into perspective. The eHealth offers possibilities to stay active, however its benefits and the psychological mechanisms affected by it remains to be demonstrated: eHealth could be adapted to each person and context.

National audience; L’étude TIMOTÉ (presTIge, Motivation et attractiviTÉ), a permis d’appréhender les représentations diverses du métier d’enseignant.e d’EPS grâce à une approche historique (couvrant la période de 1981 à nos jours) et une approche psycho-sociale (analysant les représentations sociales des lycéen.ne.s et validant un outil de mesure de l’Identité professionnelle des enseignant.e.s). Si le métier d’enseignant.e d’EPS s’avère plutôt socialement déconsidéré (moindre prestige et moindre sentiment de compétence) aux yeux des élèves, des enseignant.e.s d’EPS et des militant.e.s syndicaux, il n’en demeure pas moins tiraillé par des variables contextuelles déterminantes qui viennent s’ajouter aux variables socio-démographiques plus classiques, telles que l’âge (expérience professionnelle) et le sexe des enseignant.e.s. De même, chez les élèves, il a pu être constaté l’influence sur les représentations de la sportivité des élèves, de leur filière scolaire et de leur assignation de sexe. Enfin, la validation d’un outil de mesure de l’identité professionnelle (IP) comportant deux dimensions a été opérationnalisée, et l’impact de l’identité professionnelle sur l’engagement médié par la qualité motivationnelle a été aussi appréhendé.

This study aimed to explore relationships between contextual self-determined motivation, everyday appraisals and emotions related to the competitive environment and subjective performance of young elite athletes. Thirty-one young tennis players (18.45 years ± 4.63) involved in intensive training centres completed initial (Time 0 - T0) self-determined motivation questionnaire and a fortnightly logbook including everyday cognitive appraisals, discrete emotions and subjective performance. We computed a series of hierarchical linear modelling analyses (HLM) to explore the relationships between the variables and Sobel tests to examine the mediating effects. HLM results showed that: (a) T0 autonomous motivation was positively associated with adaptive appraisals (challenge and benefits); (b) threat and loss were positively related to unpleasant emotions (anxiety, anger, dejection) and negatively associated with pleasant emotions whereas challenge and benefits were positively related to pleasant emotions and negatively associated with unpleasant emotions; (c) subjective performance was positively associated with happiness and negatively associated with dejection. Moreover, the Sobel tests revealed that: (a) appraisal was a mediator of the relationship between T0 self-determined motivation and discrete emotions; and; (b) emotions were mediators of the relationship between appraisals and subjective performance. In sum, the present study showed that young athletes' self-determined motivation assessed at the beginning of the study impacted their everyday cognitive appraisals, their experience of pleasant and unpleasant emotions, and their subjective performance levels along a 4-month period. To conclude, this study highlighted the relationships between the self-determined motivation, the emotional process and the performance of young elite athletes involving in intensive training settings.

The mental aspect is largely acknowledged by athletes and coaches as a salient factor explaining performance variability. The mental component of performance holds a special place in racket sports considering the inherent demands in such intense and emotional activities. The importance of mental skills in racket sports has been examined within the literature through a bulk of studies highlighting associations between mental skills and a wide range of positive outcomes. Access to the programs which aim to improve the mental skills of the athletes represents a major issue for researchers and the different stakeholders (coaches, athletes, parents). The main objectives of this study were to (a) Collect the studies that incorporate mental training programs used in racket sports, (b) Organize the current knowledge on mental training programs and provide a synthesis of the characteristics of these studies, and (c) Identify the gaps in the literature on this topic and propose potential further investigations and practical implications. The present systematic review included 27 studies which involved 715 participants. Most of the studies used a quantitative approach and were conducted on tennis. The mental skills developed varied across the studies with domination of imagery and relaxation techniques. Overall, the programs led to positive outcomes on performance indicators (e.g. improvement of service efficacy and stroke quality) and permitted the development of the targeted mental skills (e.g. concentration, motivation). This review highlighted the weak representation of females and novice players within the studies’ participants. Moreover, the unequal representation of the techniques and outcomes in the examined studies encourages the development of further mental programs specifically applied to the demands of racket sports and a focus on different mental skills (e.g. emotional intelligence, coach education).

The purpose of the present study was to develop and psychometrically evaluate a measure of sport sense of community (SoC) for adolescents grounded in McMillan and Chavis’ framework: the Sport Sense of Community in Adolescence Questionnaire (SSCAQ). A calibration sample of 256 and a validation sample of 257 adolescent athletes voluntarily participated in the study. Data were analyzed pertaining to reliability, confirmatory factor analyses (CFAs), and multigroup CFAs as well as with correlational analyses. Results showed that the 5-factor, 19-item hierarchical model of the SSCAQ fit the data adequately on the calibration and validation samples. Multigroup CFAs showed that the SSCAQ scores were invariant across sex of the participants and type of sport (individual versus team sports). Furthermore, both convergent and discriminant validity of the SSCAQ scores were established by finding interrelations between perceived autonomy support from the coach, future sport intentions, and the SSCAQ subscales. The SSCAQ is a measure that will be useful for research on sport SoC.

International audience; Ancrée dans la théorie relationnelle, cognitive, motivationnelle des émotions (Lazarus, 1999), cette étude avait pour objectif d’explorer les relations à travers le temps (au cours d’une saison de compétition) entre les évaluations cognitives, les émotions de tous les jours dans un environnement de compétition et les stratégies de régulation émotionnelle. 40 footballeurs adolescents (Mâge = 15.8) d’un centre de formation d’un club professionnel ont participé volontairement à cette étude. Une série d’analyses de modèles linéaires hiérarchiques a été conduite pour neuf temps de mesure pour : (a) examiner les relations entre les évaluations cognitives (menace, perte, défi) (Lazarus, 1999), les émotions plaisantes (joie, excitation) et déplaisantes (anxiété, tristesse, colère) (Jones, Lane, Bray, Uphill & Catlin, 2005) et les stratégies de régulation émotionnelles (adaptées et moins adaptées) (Garnefski, Kraaij & Spinhoven, 2001); et (b) vérifier que les relations entre les évaluations cognitives et les émotions sont médiées par les stratégies de régulation émotionnelle. Les résultats des modèles de régression à coefficients aléatoires ont montré : (a) une relation positive entre l’évaluation cognitive du défi, les stratégies de régulation émotionnelle adaptées et les émotions plaisantes de même qu’entre les évaluations cognitives de perte et de menace, les stratégies de régulation émotionnelle moins adaptées et les émotions déplaisantes ; et (b) des effets de médiation des stratégies de régulation émotionnelle dans les relations entre les évaluations cognitives et les émotions. Cette étude permet d’apporter des connaissances supplémentaires sur lesenvironnements de compétition en montrant que les évaluations cognitives, les stratégies derégulation émotionnelle et les émotions sont des construits psychologiques impliqués dansune relation dynamique permettant aux athlètes de s’adapter en permanence aux contraintesquotidiennes changeantes.

International audience; Grounded in Lazarus’s (1999) cognitive motivational relational theory of emotions, this study aimed to explore longitudinal relationships between appraisals, everyday emotions related to the competitive environment and emotional regulation strategies during a competitive season. Forty adolescent soccer players (Mage = 15.8) involved in an intensive training centre from a professional club voluntarily participated to the study. A series of hierarchical linear modelling analyses were conducted upon the 9 measurement times to: (a) examine the relationships between appraisals (threat, challenge, loss), pleasant (happiness, excitement) and unpleasant (anxiety, dejection, anger) emotions, and emotional regulation strategies (adaptive and less adaptive); and (b) ascertain whether the relationships between appraisals and emotions were mediated by emotion regulation strategies. The results of the random coefficient regression models showed: (a) positive relationships between challenge appraisal, adaptive emotion regulation, and pleasant emotions as well as between threat and loss appraisals, less adaptive emotion regulation and unpleasant emotions; and (b) mediating effects of emotional regulation strategies in the appraisals – emotions relationships. As a whole, this study furthered knowledge base about the competitive environment in showing that appraisals, emotion regulation and emotions are intertwined psychological constructs in a dynamic relationship allowing athletes to continuously adjust to their constantly changing everyday demands.

Objectives This study aimed to explore whether several subgroups of athletes representing distinct emotional trajectories emerged from the person-centred analyses for a wide variety of positive and negative sport emotions (anger, anxiety, sadness, confidence, happiness, harmony, love and vitality). The present study also focused on the determinants of the emotional dynamics exploring whether athletes reporting distinct scores of emotional intelligence (EI) and emotional regulation (ER) at time 1 (T1) belonged to distinct trajectories. Design A longitudinal three-wave measurement design (beginning, middle, and end of a competitive season) was used in the present study. Method A sample of 325 adolescent athletes evolving in intensive training centres completed three self-reported questionnaires. Results Results of latent class growth analyses (LCGA) demonstrated four trajectories for love and confidence, three trajectories for anger, harmony, happiness, sadness, and vitality, and two trajectories for anxiety. Furthermore, the likelihood of belonging to emotional trajectories was significantly influenced by EI and ER scores for love, confidence, anger, harmony, happiness, sadness and vitality. Conclusions LCGA results highlighted the young athlete heterogeneity in longitudinal sport emotions and the predictive effects of ER and EI on their emotional trajectories. These results could be used to help coaches and sport psychologists to identify athletes at risk of developing dysfunctional emotional trajectories across the competitive season. Moreover, this study suggested potential benefits of EI and ER-centred interventions to help young elite athletes to experience adaptive emotional trajectories. Finally, these results highlighted that the heterogeneity in sport emotions must be accounted for in future research.

International audience

International audience

The main purpose of this work was to examine the relationships between the sport sense of community, athlete burnout, engagement, and motivation in adolescent athletes, adopting a longitudinal pers...

L’étude des émotions en sport s’est largement développée ces dernières années par l’exploration de leur dynamique et la reconnaissance du rôle du contexte social dans leur déclenchement. Le choix de l’utilisation d’une méthodologie appropriée au regard des objectifs de l’étude revêt ainsi une importance particulière. Cet article propose une revue des méthodes longitudinales permettant de modéliser les processus émotionnels en se centrant sur trois approches prometteuses et relativement récentes : les analyses de classe latente de courbes de croissances (ACLCC), les analyses de transitions de profils latents (ATPL) et les analyses multiniveaux. Les avantages et les inconvénients de chacune sont discutés en s’appuyant sur des exemples issus de la littérature scientifique. Tandis que les ATPL permettent de capturer la dynamique des profils en abordant le concept émotionnel dans son ensemble, les ACLCC sont davantage pertinentes pour modéliser l’hétérogénéité de la dynamique d’une émotion par l’identification de différentes trajectoires. Enfin, les analyses multiniveaux sont particulièrement utiles pour distinguer ce qui relève d’un contexte social (e.g., centre d’entraînement intensif) de ce qui relève de l’individu. Une attention particulière a été accordée à la pertinence de ces méthodes pour examiner le rôle du contexte social interpersonnel dans la complexité des processus émotionnels.

International audience

The negative feelings that are part of burnout syndrome may prompt athletes to drop out of their sport. The objective of the current study was therefore to examine the influence of athlete burnout profiles on playing status 6 years later. The participants of this study were 458 boys and girls between 14 and 18 years old (M = 15.44; SD = .95) enrolled in elite handball training centers. Cluster analysis on athlete burnout and multinomial logistic regressions on the playing status were conducted. The results suggest that those individuals with a “higher burnout” profile at Time 1 were more likely to have stopped playing handball 6 years later. It therefore seems important to develop strategies to prevent burnout in young athletes enrolled in elite training structures and to promote long-term engagement and well-being in elite sporting activity.

Parental behaviours influence athletes’ psychological functioning in different ways. To date, research has typically explored parental behaviours one by one, and few papers have simultaneously considered sets of parental behaviours. The objectives of this study were to: (a) identify parental behaviours using a person-centred approach and differentiating mother’s and father’s behaviours; (b) explore the changes of parental behaviour profiles across the season; and (c) examine the prospective impact of parental behaviour profiles at the beginning of the season on athlete scores of motivation, satisfaction, and frustration of basic psychological needs at the end of the season. A longitudinal two-wave measurement design (beginning and end of a season) was used in the study. A sample of 226 French athletes completed self-reported questionnaires: (a) at the beginning and end of the season to measure the behaviours of their parents; and (b) at the end of the season to assess their motivation, satisfaction, and frustration of basic psychological needs. Latent profile transition analysis revealed three parental behaviour profiles: (a) moderate parental involvement; (b) moderate to high parental involvement; and (c) moderate mother’s involvement and low father’s involvement. The profiles were based on associated patterns of four mother’s and father’s behaviours: (a) directive behaviours; (b) active involvement; (c) praise and understanding; and (d) pressure. The three parental behaviour profiles remained stable across the season (i.e., inter- and intra-individual stability). Athletes who reported the moderate parental involvement profile at the beginning of the season had lower scores of controlled motivation and frustration of autonomy as well as higher scores of satisfaction of competence and relatedness at the end of the season than their counterparts from the two other profiles. This study contributes to enriching the complex picture of parental involvement in the sport to help sport organisations identify parents at risk of impeding their child’s development.

Performance-based self-esteem and a self-identity dominated by being an athlete have been associated with athlete burnout. Our aim is to extend previous research by adopting a person-centered approach and examining whether profiles of burnout can be identified based on the athletes’ identity and performance-based self-esteem. Swedish junior athletes completed measures of athlete burnout, athlete identity, and performance-based self-esteem. Latent profile analysis identified four groups: Low burnout profile (n = 131), Moderate burnout profile (n = 178), Moderately high burnout profile (n = 125) and High burnout profile (n = 37). Higher scores of athletic identity were significantly less likely to be in the high burnout profile and athletes with higher scores of performance-based self-esteem were significantly more likely to be in the high burnout profile compared to the other three burnout profiles. These findings suggest that athletes with a performance-based self-esteem might be at greater risk of experiencing burnout.

The purpose of this study was to examine the longitudinal profiles of sport motivation using a 3-wave design (beginning, middle, and end of the season) among a sample of 736 adolescent athletes involved in intensive training centers. The authors explored whether several subgroups of athletes representing distinct motivation profiles emerged from the analyses and whether athletes reporting various scores of satisfaction and thwarting of basic psychological needs (BPNS and BPNT) at time 1 (T1) belonged to distinct motivational profiles at T1, T2, and T3. Results of latent profile transition analyses showed 4 different profiles: highly self-determined, self-determined, moderate autonomous and controlled motivation, moderately self-determined (T1 and T2), and high autonomous and controlled motivation (T3) profiles. Moreover, the likelihood of belonging to particular profiles was significantly predicted by athletes' BPNS and BPNT scores assessed at T1. Thus, a motivational profile approach may prove useful in understanding sport motivation as a dynamic system.

International audience; The purposes of this study were to: (a) identify emotion profiles of athletes involved in an intensive training setting across three measurement points (beginning, middle and end of the season); (b) explore the stability and change of those emotion profiles over the season; and (c) examine if self-determined motivation predicts membership to the emotion profiles. Method: Three hundred and forty-three adolescent athletes in intensive training settings filled out measures of emotions (sadness, anxiety, anger, happiness, confidence, love, harmony, and vitality) and self-determined motivation (autonomous and controlled). Data were analyzed using a latent profile transition analysis (LPTA) approach. Design: longitudinal three-wave design. Results: LPTA results revealed four emotion profiles: High positive emotions (PE) and low negative emotions (NE), moderately high PE and low NE, moderately high PE and NE, and moderate PE and NE. Individuals exhibited both changes and stability in their emotion profile over time. Membership of emotion profiles were predicted by autonomous and controlled motivation assessed at baseline. Conclusions: The emotion profile approach was proven useful in understanding emotions experienced over time by adolescent athletes involved in intensive training settings and has implications for psychological intervention.

Objectives The goal of these studies was to provide evidence of the significance of a distinction between basic psychological need thwarting (BPNT) and satisfaction (BPNS) within a sport context. Studies 1a and 2 tested the score validity and reliability of the French PNTS (Psychological Need Thwarting Scale) for measuring BPNT for autonomy, competence, and relatedness. Study 1b examined the relationships between BPNT and selected variables (athlete burnout and sport motivation) by controlling for BPNS. Method Participants in study 1 (N study 1a = 239; N study 1b = 132) and study 2 (N = 132) were adolescents athletes who completed the PNTS and other questionnaires. Data were analyzed with internal consistency, average variance extracted, composite reliability, confirmatory factor analyses (studies 1a and 2) and correlational analyses (studies 2 and 1b). Design Cross-sectional. Results Results of studies 1a and 2 showed that the 11-item 3-factor correlated structure of the PNTS fitted the data adequately. Multiple-group CFAs showed that the PNTS scores were partially invariant across the samples from studies 1a and 2. In study 2, BPNS positively correlated with self-determined forms of motivation and negatively correlated with controlled forms of motivation and/or athlete burnout whereas BPNT showed the opposite pattern of results. In study 1b, BPNT was associated with athlete burnout and sport motivation after BPNS was held constant. Conclusions This study provided support for the reliability and validity of the French PNTS scores (studies 1a and 2) and the incremental validity of BPNT (study 1b), supporting the distinction between BPNS and BPNT.

International audience

International audience

Cet article se propose de presenter une revue exhaustive et critique sur le burnout sportif. Les differentes etudes ont permis de mettre en evidence que le burnout sportif semble lie au stress, a un « sentiment d’etre piege », a une identite sportive exclusive, a la perception d’un fort controle des autrui significatifs, a la non-satisfaction des besoins psychologiques fondamentaux, a une faible motivation autodeterminee, a la poursuite de buts d’evitement, et aux formes inadaptees de perfectionnisme. Cependant, certaines limites semblent emerger, notamment au niveau des mesures effectuees, des modeles theoriques utilises et de la population etudiee. Les recherches futures devront inclure des devis longitudinaux et qualitatifs, englober la totalite des modeles theoriques mobilises, et s’interesser a des populations plus diversifiees.

Isoard-Gautheur, S., & Guillet-Descas, E. (2014). Athlete Burnout and Motivational Dynamics: A Multiple Case Follow-Up Study among Elite BMX Riders. J. Hum. Sport Exerc., 9(1), pp.31-42. Aim of the study: The objective of the current study was to identify the motivational dynamics and the changes in the levels of burnout experienced among elite BMX riders during a competitive season. Methods: Data were collected each week during 32 weeks, among three BMX riders from an elite training structure. Paired sample t-tests were used to compare the means of each training phase two by two for each rider. Cohen’s d effect sizes were calculated to determine if changes noted between phases were meaningful for the data. Findings: The results of the current study reinforced the hypothesis that burnout is (a) a process that develops over time (Dale & Weinberg, 1990), (b) a multidimensional syndrome (Raedeke & Smith, 2001) and (c) a process with inter-individual differences (Dale & Weinberg, 1990). Key words: EMOTIONAL AND PHYSICAL EXHAUSTION, INTRINSIC MOTIVATION, REDUCED SENSE OF ACCOMPLISHMENT, SPORT DEVALUATION.

Using self-determination theory (SDT) (Deci, E.L.,Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum) as the theoretical framework, we conducted a longitudinal investigation of the temporal ordering between motivation and burnout among youth athletes in intensive training setting. Data were collected from 145 table tennis players in intensive training centres at three time points during a 2-month period characterised by a simultaneous increase in social, physical and psychological demands for these athletes. Structural equation modelling of cross-lagged panel models was used to test the hypotheses. Results showed significant paths leading from athlete burnout - especially sport devaluation and reduced sense of accomplishment - at time 1 to amotivation, intrinsic and extrinsic motivations at times 2 and 3. Only two significant paths leading from motivation (introjected regulation at time 1) to burnout (emotional/physical exhaustion at time 2 and reduced sense of accomplishment at time 3) were identified. Overall, our results suggest that athlete burnout predicts motivation over time but motivation did not predict athlete burnout over time. Results are discussed in terms of current research findings on SDT.

I diversi contesti relazionali in cui si svolgono le attività sportive a livello agonistico e, in particolare, il comportamento e lo stile interpersonale dell’allenatore svolgono un ruolo fondamentale nel plasmare i potenziali effetti psicologici, emotivi e fisici (sia positivi che negativi) della partecipazione sportiva in adolescenza. Obiettivo del presente lavoro è stato esplorare il processo di costruzione e di sviluppo della relazione allenatore - atleta e le ripercussioni della qualità di tale relazione sul benessere personale percepito dai protagonisti. A tal fine, sono stati intervistati 50 atleti adolescenti e 21 allenatori, provenienti da società sportive campane. Le interviste, trascritte verbatim, sono state analizzate attraverso l’approccio della Grounded Theory. Dall’analisi sono emerse 13 categorie raggruppate in 3 macro aree concettuali:1)Ruoli e compiti nella relazione allenatore - atleta. 2) La vittoria:punto di arrivo o punto di partenza? 3) L’evoluzione della relazione in rapporto ai sistemi di riferimento. La core category individuata è Benefici della relazione: dalla solitudine alla condivisione. Dalla lettura del fenomeno emergono due diversi stili interattivi che caratterizzano la relazione allenatore-atleta, che sono fortemente influenzati dal significato simbolico attribuito al concetto di vittoria e influiscono sulla percezione di benessere e di partecipazione. È stata inoltre individuata una dimensione di profonda solitudine, legata alla percezione di una difficoltà nel ritagliare uno spazio e un tempo dedicati alla r iflessione e al dialogo rispetto alla natura della relazione stessa. Ciò rimanda alla necessità di teorizzare ed intervenire sulla percezione dei contesti relazionali in un’ottica di prevenzione del drop-out e di promozione del benessere.

Eccles et al.’s Expectancy-Value Model posits that the stereotypes endorsed by parents may influence their children’s participation in leisure-time activities. This influence is presumed to occur through the mediating role of children’s perceived competence and value given to the activity, predicting in turn drop out. Previous research is scarce relative to (a) the parent–child transmission of gender stereotypes and (b) the relationships among stereotypes, self-perceptions, and decision to drop out from an activity. We present three studies that examined gender stereotypes in the sport context to test these underexplored aspects of the model. Study 1 revealed significant links among perceived gender stereotypes in the social environment (i.e., general and parental beliefs), personal endorsement of stereotypes, and dropout behavior among 347 adolescents. Study 2 revealed no bound between stereotypes assessed among parents and 104 adolescent athletes. It further indicated that self-perceptions may mediate the relationship between 155 adolescents’ gender stereotypes and intentions to drop out from sport. Study 3 involved 23 parent–adolescent dyads and revealed that parents’ and adolescents’ endorsement of gender stereotypes were not significantly related when assessed with explicit measures, but significantly correlated when assessed through an implicit test. Taken as a whole, the results of this set of studies suggest that gender sport stereotypes are conveyed from social environment to adolescents and that they can lead to drop out. The implications for parents and practitioners are discussed.

Resume L’objet de cette etude est de proposer une version francaise validee de l’echelle de rumination de colere – Anger Rumination Scale [12] . L’apport principal de cette echelle est de s’interesser a la nature des contenus cognitifs supports de la rumination liee a l’experience emotionnelle de colere. La validite factorielle de la version francaise a ete testee aupres d’un large echantillon d’etudiants ( n = 617) repartis aleatoirement en deux groupes. Une analyse factorielle exploratoire (AFE) a ete conduite avec les donnees du groupe 1, et une analyse factorielle confirmatoire (AFC) par modele d’equation structurelle a ete conduite avec les donnees du groupe 2. L’AFE reproduit le modele a quatre facteurs de la version originale, et l’AFC met en evidence la bonne adequation du modele initial (χ 2 146 : 302,14 CFI : 0,96 RMSEA : 0,058). De la meme maniere, les indices de consistance interne de reproductibilite et de validite externe se sont reveles satisfaisants. La validite de cet outil en langue francaise ouvre les champs d’etude de l’effet des processus de rumination dans la dynamique qui lie colere et comportement d’agression.

In training centers, the demonstration of high competence is essential and there is considerable emphasis placed on sporting achievement. Athlete burnout can be a consequence of such pressures and expectations. More information is needed regarding the social, environmental and individual differences in achievement-related characteristics which are relevant to the occurrence of burnout in this context. Objectives To examine the relationships among the coach-created climate, perceived competence, achievement goals and burnout in elite adolescent-age athletes. Design Prospective six-month-follow-up. Methods Data were collected from a sample of 309 young French handball players participating in elite training centers. Cluster analysis and structural equation modeling procedures were employed to evaluate the hypotheses. Results Comprised of differential scores on the dimensions of burnout, four distinct clusters were identified. Athletes in these cluster groups varied in perceptions of the motivational climate, goal orientations, and perceived competence. The structural model regarding the hypothesized relationships between perceived coach climate, perceived competence, achievement goals and athlete burnout, offered good fit to the data. Conclusions Findings indicated that young talented athletes perceiving an ego-involving climate and emphasizing mastery avoidance goals at the beginning of the season had a higher risk of experiencing burnout symptoms at the season's end. In contrast, players perceiving a high task-involving climate and emphasizing mastery approach goals at the beginning of the season had lower burnout scores when the season concluded. Moreover, players with high feelings of competence, who also report higher scores on performance approach and avoidance goals, higher scores on mastery approach goals and lower scores on mastery avoidance goals, are less likely to experience burnout.

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Objective : The aim of the current study was to examine (1) associations between the quality of the coach-athlete relationship as perceived by athletes and athlete burnout and, (2) the role of achievement goals in mediating the association between the coach-athlete relationship and burnout. Design Cross-sectional. Method : 359 athletes completed measures of the perceived quality of the coach-athlete relationship (the 3Cs model), achievement goals (the 2 \ 2 model) and burnout (the athlete burnout model). Results : Structural equation modeling revealed negative relationships between the perceived quality of the coach-athlete relationship and the three dimensions of athlete burnout (df = 118, χ = 215.37, RMSEA = .05 [.04; .06], TLI = .97, CFI = .97). Moreover, results suggested that mastery-approach goals partially mediated the relationship between the coach-athlete relationship and two dimensions of athlete burnout: sport devaluation (i.e., indirect and direct effects: p < .001) and reduced accomplishment (i.e., indirect and direct effects: p < .01). Conclusion The current study confirms and broadens previous knowledge on the socio-cognitive correlates of athlete burnout by demonstrating that the level of athlete burnout is associated with the perceived quality of the relationship with the coach. Results also highlight that achievement goals partially mediate these relationships.

This study examined (a) the developmental trajectories of athlete burnout perceptions, (b) the gender differences on these trajectories, and (c) the interactions in the developmental trajectories of the three burnout dimensions. A five-wave longitudinal study was conducted with 895 athletes (47.6% female; Mage = 15.67). Results of multilevel growth models revealed that during adolescence, “reduced sense of accomplishment” linearly decreased and was higher for girls than boys. Moreover, “emotional/physical exhaustion” increased then decreased, and seemed to have been attenuated at time points in which athletes also had higher levels of “sport devaluation.” Finally, “sport devaluation” increased over time with higher increases for girls than boys. Results of our study depicted the general and the gendered shape of the trajectory of burnout perceptions during adolescence, and underlined the advantages of considering the multifaceted nature of burnout to enable a deeper examination of the within-person synergies in the development of the three dimensions.