Psychology of sport and exercise最新文献

Physical literacy is a unifying concept that encompasses the physical competence, knowledge and understanding, motivation and confidence for engagement in life-long physical activity. In this study, we conducted a random-effects meta-analysis with meta-regression to examine (a) whether existing interventions were effective in enhancing individual's physical literacy and physical activity engagement, and (b) which factors moderated effectiveness of the interventions. The protocol of the meta-analysis was pre-registered in PROSPERO (Ref: CRD42020213898) on 22 November 2020. Specifically, a comprehensive literature search was conducted, and studies that evaluated any controlled intervention aimed to enhance physical literacy were included. Studies using either randomized or non-randomized designs were included. Intervention effects pertaining to each physical literacy component and activity engagement were pooled using a meta-analytical approach. Using meta-regressions, we investigated if study effects were moderated by characteristics of the interventions. Of the 29 studies included in the analyses, interventions successfully increased: physical competence (k=18, g=0.57), knowledge and understanding (k=13, g=0.55), motivation and confidence (k=12, g=0.44), global physical literacy (k=27, g=0.52), and engagement in physical activity (k=13, g=0.14). Intervention effects were weaker in school or university settings compared to non-educational settings and a positive bias for studies with smaller samples was found. While these findings were robust, long-term effectiveness of interventions should be further examined, as most included studies only evaluated short-term effects. Systematic approaches for the design and reporting of intervention components are also needed to help researchers design effective and scalable interventions in the future.

Psychological predictors of mental well-being are crucial for improving athletes' mental health. Identifying and supporting the mental health of athletes is essential for a well-functional elite sports system. Previous research suggested that the quality of the coach-athlete relationship and a psychologically safe interpersonal environment can positively influence mental health. However, the interplay between these components and the role of social support has yet to be tested empirically. Therefore, the present study explored the impact of coach-athlete relationship quality and psychological safety on mental well-being through perceived social support within and outside sports. A sample of 323 national and international Turkish Judo athletes completed online questionnaires. Structural equation modelling revealed significant positive effects of the coach-athlete relationship on Judo athletes' mental well-being, mediated by social support and psychological safety. These findings demonstrate that the quality of the coach-athlete relationship can enhance perceived support in and outside sport, and perceived social support can contribute to experiencing a psychologically safe environment within which mental health issues are discussed, leading to an elevated well-being. The coach-athlete relationship alone was not a key factor for enhancing a psychologically safe environment related to athletes' mental health. However, the relationship athletes develop with their coach positively influences mental well-being via the perception of received social support and an enhanced psychologically safe environment specifically designed to allow athletes to discuss mental health issues. These results offer practical recommendations for coaches and professionals working in sports to improve athletes' mental well-being.

Exercising can be theorized as the result of choosing one behavior over alternative behaviors. The Decisional Preferences in Exercising (DPEX) test is a computerized, easy-to-use, publicly available (open source Python code: https://osf.io/ahbjr/) and highly adaptive research tool based on this rationale. In the DPEX, participants are asked to choose between two images by pressing a key on the computer keyboard, one showing a physical exercise and the other showing a non-exercise behavioral alternative in a series of trials. Combinations are randomly assembled from two definable pools of stimuli trial-per-trial. The test can be scored either based on a crossed random effects model (facilitating the use of different stimulus material in different studies without compromising the comparability of test scores) or with a simple proportion score. Data from diverse study samples (N = 451) showed strong correlations of DPEX scores with past and future exercise behavior (r = 0.42 and 0.47 respectively) as well as with affective experiences with exercise (e.g., 'pleasure-displeasure': r = 0.47). DPEX test scores discriminated between exercisers and non-exercisers according to receiver operating curve (ROC) analysis. The DPEX may be used to examine research questions derived from dual process theories, the effects of psychological states on behavioral choices can be tested, or the effects of behavior change interventions can be evaluated. The DPEX helps to avoid common method bias in the assessment of exercise behavior, for example, when psychological variables are measured with questionnaires.