Next One Up! Exploring How Coaches Manage Team Dynamics Following Injury

2020 ◽  
Vol 34 (3) ◽  
pp. 198-208
Author(s):  
Rachel A. Van Woezik ◽  
Alex J. Benson ◽  
Mark W. Bruner
Keyword(s):  
Group Dynamics ◽  
High Performance ◽  
Well Being ◽  
Negative Effects ◽  
Time Period ◽  
Semistructured Interviews ◽  
Group Environment ◽  
Sport Teams ◽  
Injury Event ◽  
The Moment

Injuries are commonplace in high-intensity sport, and research has explored how athletes are psychologically affected by such events. As injuries carry implications for the group environment in sport teams, the authors explored what occurs within a team during a time period of injury from a coach perspective and how high-performance coaches manage a group at this time. Semistructured interviews were conducted with 10 Canadian university basketball head coaches. Thematic analysis revealed four high-order themes in relation to how coaches managed group dynamics from the moment of the injury event to an athlete’s reintegration into the lineup. Strategies to mitigate the negative effects of injury on the group environment while prioritizing athlete well-being involved remaining stoic at the time of an injury event, maintaining the injured athlete’s sense of connection to the team, and coordinating with support staff throughout the recovery and reintegration process.

Coaches’ Perspectives of Intrateam Competition in High Performance Sport Teams

2016 ◽  
Vol 3 (2) ◽  
pp. 156-169 ◽  
Author(s):  
Sebastian Harenberg ◽  
Harold A. Riemer ◽  
Erwin Karreman ◽  
Kim D. Dorsch
Keyword(s):  
High Performance ◽  
Team Sport ◽  
Head Coaches ◽  
Full Time ◽  
Constructive Process ◽  
Semistructured Interviews ◽  
Sport Teams ◽  
University Level ◽  
Playing Time ◽  
Sport Coaches

Competition is a common phenomenon and occurs frequently in sports. In high performance sports, competition takes place not only between teams (interteam competition) but also within a team (intrateam competition). In the intrateam competition, coaches might play a central role because of their power to structure competition within their teams. Yet, there is a lack of research exploring how coaches facilitate this type of competition. Consequently, the purpose of this study was to explore how university-level team sport coaches’ experience, structure and use intrateam competition. Eight full-time Canadian Interuniversity Sports head coaches participated in semistructured interviews. The participants indicated that intrateam competition involves two distinct types of competition: situational and positional competition. While situational competition occurs primarily in practices, positional competition is an ongoing, continual process in which athletes who occupy the same position compete for playing time. The coaches shared important considerations about how to carefully structure and use both types of competition constructively. The study is an original account of intrateam competition as a multifaceted, constructive process within high performance sport teams.

scholarly journals Cliques in Sport: Perceptions of Intercollegiate Athletes

2015 ◽  
Vol 29 (1) ◽  
pp. 82-95 ◽  
Author(s):  
Luc J. Martin ◽  
Jessi Wilson ◽  
M. Blair Evans ◽  
Kevin S. Spink
Keyword(s):  
Group Dynamics ◽  
Potential Influence ◽  
Intercollegiate Athletes ◽  
Group Outcomes ◽  
Semistructured Interviews ◽  
Competitive Athletes ◽  
Sport Teams ◽  
Team Functioning ◽  
Isolation Performance

Although cliques are often referenced in sporting circles, they have received little attention in the group dynamics literature. This is surprising given their potential influence on group-related processes that could ultimately influence team functioning (e.g., Carron & Eys, 2012). The present study examined competitive athletes’ perceptions of cliques using semistructured interviews with 18 (nine female, nine male) intercollegiate athletes (Mage = 20.9, SD = 1.6) from nine sport teams. Athletes described the formation of cliques as an inevitable and variable process that was influenced by a number of antecedents (e.g., age/tenure, proximity, similarity) and ultimately shaped individual and group outcomes such as isolation, performance, and sport adherence. Further, athletes described positive consequences that emerged when existing cliques exhibited more inclusive behaviors and advanced some areas of focus for the management of cliques within sport teams. Results are discussed from both theoretical and practical perspectives.

Organizational Systems in British Sport and Their Impact on Athlete Development and Mental Health

2021 ◽  
pp. 1-11
Author(s):  
Zoë A. Poucher ◽  
Katherine A. Tamminen ◽  
Christopher R.D. Wagstaff
Keyword(s):  
Mental Health ◽  
Thematic Analysis ◽  
High Performance ◽  
Well Being ◽  
Financial Assistance ◽  
Organizational Systems ◽  
Sport Organizations ◽  
Alternative Strategies ◽  
Funding Agencies ◽  
Semistructured Interviews

Sport organizations have been noted as pivotal to the success or failure of athletes, and sport environments can impact the well-being and development of athletes. In this study, the authors explored stakeholders’ perceptions of how high-performance sport organizations support athlete development. Semistructured interviews were conducted with 18 stakeholders from the United Kingdom’s high-performance sport system and transcripts were analyzed using a semantic thematic analysis. Participants emphasized the importance of performance lifestyle advisors, sport psychologists, and financial assistance for promoting athlete development. Several stakeholders observed that despite the extensive support available to athletes, many do not engage with available support, and the prevalence of a performance narrative has led to an environment that discourages holistic development. It follows that sport organizations could develop alternative strategies for promoting athletes’ access to and engagement with available supports, while funding agencies might broaden existing funding criteria to include well-being or athlete development targets.

scholarly journals Double-Edged Sword Effect of High-Performance Work System on Employee Well-Being—Moderating Effect of Union Practice

2021 ◽  
Vol 12 ◽  
Author(s):  
Wei Qi ◽  
Hu Enhua ◽  
Sun Jiandong ◽  
Shan Hongmei
Keyword(s):  
Work Stress ◽  
Organizational Support ◽  
High Performance ◽  
Perceived Organizational Support ◽  
Well Being ◽  
Negative Effects ◽  
Work System ◽  
Negative Effect ◽  
High Performance Work System ◽  
The Impact

Improving the well-being of the employees is the inevitable choice to improve corporate performance and competitive advantage and the social responsibility that enterprises must undertake. Based on the job demands-resources model, this study introduces perceived organizational support and work stress as the mediator and trade union practice as the moderator to explore the double-edged sword effect of a high-performance work system (HPWS) on the well-being of the employee. Taking 243 employees from Jiangsu, Zhejiang, and Anhui as samples, we found that HPWS positively affects the well-being of the employee through perceived organizational support and negatively affects the well-being of the employee through work stress. Union practices can significantly reduce the positive effect of HPWS on work stress and further weaken the negative effect of HPWS on the well-being of the employee through work stress. The results of this study provide a new way to explain the impact of the HPWS on the well-being of the employees and find that union practice can weaken the negative effects of HPWS. This study provides a new thinking direction for improving the well-being of employees in enterprises.

scholarly journals Untangling racism: Stress reactions in response to variations of racism against Black Canadians

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kimberly Matheson ◽  
Andrena Pierre ◽  
Mindi D. Foster ◽  
Mathew Kent ◽  
Hymie Anisman
Keyword(s):  
Physical Violence ◽  
National Policy ◽  
Well Being ◽  
Survey Study ◽  
Stress Reactions ◽  
Negative Effects ◽  
Systemic Racism ◽  
Depressive Affect ◽  
Black Canadians ◽  
The Moment

AbstractThe ability to effectively contend with racism is likely undermined by factors that promote uncertainty regarding racist motives. A national policy of multiculturalism exists in Canada, which is intended to encourage cultural diversity, but can also serve to mask systemic racism. This may contribute to uncertainty when racism is encountered, with implications for the appraisals, coping, and stress-related outcomes of ethnoracial minorities. Two studies were conducted to assess Black Canadians’ experiences of racism, and their reactions to variations in the nature of the experience. A survey study found that Black Canadians’ (n = 158) self-reported past encounters with explicit racism were associated with anger-out coping, which in turn was related to lower depressive affect. In contrast, ambiguous racism was related to keeping anger in and higher depressive affect; this relation was exacerbated when participants believed Blacks were held in high regard by others, likely adding uncertainty to interpreting behaviours as racist. An experimental study manipulated the nature of racist cues conveyed in a videotaped description of the experiences of a Black male interviewee. When the Black interviewee described racist experiences that were ambiguous (vs. explicit) both White (n = 112) and Black (n = 99) observers were less likely to appraise events as racist, even when physical violence was involved. However, the moment-to-moment distress elicited while listening the interviewee’s description of their racist experiences was uniquely associated with higher cortisol levels among Blacks (but not Whites), especially when physical violence was present. Taken together, the findings contribute to our understanding of the processes by which ambiguous racism might operate to undermine the well-being of targeted groups. Moreover, it is suggested that policies conveying that ethnoracial groups are highly valued (e.g., multiculturalism) might actually exacerbate negative effects of racist experiences, particularly in the absence of an open discourse acknowledging the presence of systemic racism.

scholarly journals International Experience, Principles and Conditions for the Transition to a “Green Economy”

2018 ◽  
Vol 41 ◽  
pp. 04023
Author(s):  
Dusan Kudelas ◽  
Eugen Domru ◽  
Adrian Stoianov ◽  
Dénes Peters
Keyword(s):  
Sustainable Development ◽  
Social Institutions ◽  
Well Being ◽  
Green Economy ◽  
Negative Effects ◽  
The Sustainable Development ◽  
Environmental Consequences ◽  
Modern Economic ◽  
The Moment ◽  
Regional Authorities

Proceeding from the general ideology of the sustainable development concept, the issues of determining the long-term social and environmental consequences of modern economic development are fundamental, and the success of implementing the ideas of economic modernization and energy efficiency depends on the active position of state and regional authorities. To move to the path of sustainable development, carefully coordinated actions in all spheres of the economy are needed. It requires a model of an organizational and economic mechanism that would ensure the transition to a "green economy", the reorientation of economic, environmental and social institutions to priority areas. Clearly, at the moment, there is an urgent need for moving to an economic model that will improve human well-being, while preserving resources and not exposing future generations to significant environmental risks. To conduct an effective environmental policy and to assess the overall effectiveness of “green” growth, it is proposed to develop a model for ensuring a transition to a "green economy", which will allow understanding the level and coordination of activities, the scale and boundaries of their impact, and most comprehensively process information on possible projected risks and possible negative effects (pollution, degradation of ecosystems).

Optimism

2009 ◽  
pp. 302-312 ◽  
Author(s):  
Charles S. Carver ◽  
Michael F. Scheier ◽  
Daniel Fulford
Keyword(s):  
Disease Progression ◽  
Health Risks ◽  
Well Being ◽  
Problem Solution ◽  
Subjective Well Being ◽  
Negative Effects ◽  
Negative Feelings ◽  
Seriously Ill

Optimism is expecting good things to occur in one's life. Such positive expectations are associated with higher subjective well-being, even under conditions of stress or adversity. In contrast, pessimists respond to adversity with more intense negative feelings. There are also differences in the manner in which optimists and pessimists try to cope with adversity. Optimists tend to put the best face on the adversity, but they acknowledge its existence and its importance, and they try to do as much as possible to resolve whatever problems can be resolved. Pessimists are more likely to distance themselves from the problem and put off doing anything about it as long as possible. They are also more likely to give up trying, if things remain difficult. Some kinds of problem solution is proactive, engaged in before the problem arises. Optimists also tend to engage in such proactive efforts, including taking actions to minimize various kinds of health risks. Perhaps, as a consequence of these preventive steps, optimists also tend to have better health than pessimists. They seem to heal faster from wounds, and there is some evidence that when they are seriously ill they experience slower disease progression. It has been suggested that optimists sometimes are no better off than pessimists, and sometimes are worse off: that their confidence can get them into situations where it is difficult to cope effectively. Evidence of such negative effects of optimism does exist, but it is relatively sparse.

scholarly journals School-Based Mind–Body Interventions: A Research Review

Human Arenas ◽  
2021 ◽  
Author(s):  
Mauro Cozzolino ◽  
Deborah R. Vivo ◽  
Giovanna Celia
Keyword(s):  
English Language ◽  
Well Being ◽  
Third Graders ◽  
Research Review ◽  
Negative Effects ◽  
Twelfth Graders ◽  
School Based ◽  
Current Review ◽  
School Based Interventions ◽  
School Curricula

AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

Sexual harassment and psychological complaints: student- and class-level associations

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Brolin Låftman ◽  
Y Bjereld ◽  
B Modin ◽  
P Löfstedt
Keyword(s):  
School Climate ◽  
Sexual Harassment ◽  
Linear Regression Analysis ◽  
Well Being ◽  
Negative Effects ◽  
School Class ◽  
School Aged Children ◽  
The Past ◽  
Class Level ◽  
Using Data

Abstract Background Students who are subjected to sexual harassment at school report lower psychological well-being than those who are not exposed. Yet, it is possible that the occurrence of sexual harassment in the school class is stressful also for those who are not directly targeted, with potential negative effects on well-being for all students. The aim was to examine whether sexual harassment at the student- and at the class-level was associated with students' psychological complaints. Methods Data from the Swedish Health Behaviour in School-aged Children (HBSC) of 2017/18 was used, with information from students aged 11, 13 and 15 years (n = 3,720 distributed across 209 classes). Psychological complaints were constructed as a summative index of four items capturing how often the student had felt low, felt irritable or bad tempered, felt nervous, or had difficulties to fall asleep, during the past six months (Cronbach's alpha=0.78). Sexual harassment at the student-level was measured by one item concerning bullying at school: “Other students have exposed me to sexual jokes”. Students who reported that this had happened at least “2 or 3 times a month” were classified as exposed to sexual harassment at school. Sexual harassment at the class-level was defined as the school class proportion of students exposed to sexual harassment, reported in per cent. Two-level linear regression analysis was applied. Results Students who had been exposed to sexual harassment had higher levels of psychological complaints (b = 2.74, p < 0.001). The proportion of students in the school class who had been exposed to sexual harassment was also associated with higher levels of psychological complaints, even when adjusting for sexual harassment at the student-level, gender and grade (b = 0.03, p = 0.015). Conclusions Sexual harassment is harmful for those who are exposed, but may also affect other students negatively. Thus, a school climate free from sexual harassment will profit all students. Key messages Using data collected among students aged 11, 13 and 15 years, this study showed that sexual harassment at the student- and class-level was associated with higher levels of psychological complaints. Sexual harassment is harmful for those who are exposed, but may also affect other students negatively. Thus, a school climate free from sexual harassment will profit all students.

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