Luc J. Martin

Perceived variety, psychological needs satisfaction and exercise-related well-being

Objective: Perceived variety represents a psychosocial experience that gives rise to, and supports the maintenance of, an individual’s well-being. In this study, we developed an instrument to measure perceived variety in exercise (PVE), and examined whether ratings of PVE predict unique variance in indices of exercise-related well-being in addition to that explained by satisfaction of the three basic psychological needs (for competence, relatedness and autonomy) embedded within self-determination theory (SDT). We also examined the extent to which variance in perceived variety is empirically distinct from (or subsumed by) competence, relatedness and autonomy in the context of exercise. Methods: A convenience sample of community adults (N = 507) completed online surveys twice over a six-week period (n = 367). Results: PVE was found to prospectively predict unique variance in indices of exercise-related well-being, in addition to that explained by perceived competence, relatedness and autonomy. Using exploratory and confirmatory factor analytic procedures, perceived variety was found to be empirically distinct from perceived competence, relatedness and autonomy. Conclusion: Results from this work suggest that perceived variety holds potential for theoretical and applied advancements in understanding and predicting well-being in exercise settings.

The social environment in sport: selected topics

The purpose of the present article is to provide a summary of recent developments for select constructs that reflect the social environment of groups and have the potential to add to our knowledge relating to group processes in sport – cohesion, groupness, social identity, roles, conflict, and cliques. For each construct, we provide (1) a general overview of the current state of knowledge, (2) a summary of recent research developments, and (3) suggestions for future endeavors. It is our hope that this review will afford researchers suggestions for future work that will result in the advancement of group-related research in sport.

Effects of Social Belonging and Task Framing on Exercise Cognitions and Behavior

The objective of the studies presented in this paper was to examine whether the need to belong can be used to enhance exercise cognitions and behavior. Two studies examined the effectiveness of framing exercise as a means of boosting social skills (versus health benefits) for self-regulatory efficacy, exercise intentions, and (in Study 2) exercise behavior. In Study 1, inactive adults primed to feel a lack of social belonging revealed that this manipulation led to greater self-regulatory efficacy (but not exercise intentions). In Study 2, involving a sample of inactive lonely adults, all participants reported engaging in more exercise; however, those in the social skills condition also reported a greater sense of belonging than those in the health benefits comparison condition. These findings provide an important basis for developing physical activity interventions that might be particularly relevant for people at risk for feeling socially isolated or lonely.

Cohesion in Sport: New Directions for Practitioners

The general objectives of the present article are to provide an overview of the group dynamics phenomenon known as “cohesion” and convey useful information to practitioners with regard to its conceptualization, measurement, and development. Within these broad areas, a focus is placed on recent advances in our understanding of cohesion in sport by discussing (a) age related developmental differences in group perceptions, (b) new alternatives in the measurement of cohesion, and (c) suggestions for developing and improving cohesion.

The influence of social identity on self-worth, commitment, and effort in school-based youth sport

ABSTRACT The current study examined the influence of social identity for individual perceptions of self-worth, commitment, and effort in school-based youth athletes. Using a prospective research design, 303 athletes (Mage = 14.89, SD = 1.77; 133 female) from 27 sport teams completed questionnaires at 2 time points (T1 – demographics, social identity; T2 – self-worth, commitment, effort) during an athletic season. Multilevel analyses indicated that at the individual level, the social identity dimension of in-group ties (IGT) predicted commitment (b = 0.12, P = .006) and perceived effort (b = 0.14, P = .008), whereas in-group affect (IGA) predicted commitment (b = 0.25, P = .001) and self-worth (b = 2.62, P = .006). At the team level, means for IGT predicted commitment (b = 0.31, P < .001) and self-worth (b = 4.76, P = .024). Overall, social identity accounted for variance at both levels, ranging from 4% (self-worth) to 15% (commitment). Identifying with a group to a greater extent was found to predict athlete perceptions of self-worth, commitment, and effort. More specifically, at the individual level, IGT predicted commitment and effort, and IGA predicted commitment and self-worth. At the team level, IGT predicted commitment and self-worth.

Development and validation of an inventory to assess conflict in sport teams: the Group Conflict Questionnaire

Abstract The purpose of the study was to develop and validate a conceptually and psychometrically sound conflict questionnaire for sport. The development process involved 3 phases: (a) a qualitative phase, (b) a content and factorial validity phase and (c) a construct validity phase. A total of 50 items were generated and sent to 6 experts to determine content validity. Through this process, 25 items were retained and administered to a sample of athletes (n = 437) to determine factorial validity. Based on these results, a second sample (n = 305) was administered the 14-item version of the Group Conflict Questionnaire along with the Group Environment Questionnaire, the Athlete Satisfaction Questionnaire and the Passion Scale to test convergent, discriminant and known-group difference validity. Cross-validation from both samples via confirmatory factor analysis yielded moderate-to-acceptable model fit, thus supporting factorial validity for the 14-item version. Additionally, initial support for convergent validity and known-group difference validity and partial support for discriminant validity were found. A sport-specific conflict questionnaire is now available for researchers to utilise. Results and research implications are discussed.

Groupness and Leadership Perceptions in Relation to Social Identity in Youth Sport

Despite support for a number of consequences emanating from social identity in sport, much less is known pertaining to potential antecedents. This study sought to extend preliminary findings from recent youth sport research (e.g., Bruner et al., 2015) by investigating perceptions of groupness and leadership status in relation to social identity in 480 athletes. Results indicated that perceptions of groupness at the individual and team levels were positively related to social identity, as was being a formal or informal leader. As such, both identifying as a leader and perceiving an increased amount of groupness among teammates increased social identity.

The relationship between sedentary behaviour and physical literacy in Canadian children: a cross-sectional analysis from the RBC-CAPL Learn to Play study

BackgroundPhysical literacy is the foundation of a physically active lifestyle. Sedentary behaviour displays deleterious associations with important health indicators in children. However, the association between sedentary behaviour and physical literacy is unknown. The purpose of this study was to identify the aspects of physical literacy that are associated with key modes of sedentary behaviour among Canadian children participating in the RBC-CAPL Learn to Play study.MethodsA total of 8,307 children aged 8.0-12.9 years were included in the present analysis. Physical literacy was assessed using the Canadian Assessment of Physical Literacy, which measures four domains (Physical Competence, Daily Behaviour, Motivation and Confidence, Knowledge and Understanding). Screen-based sedentary behaviours (TV viewing, computer and video game use), non-screen sedentary behaviours (reading, doing homework, sitting and talking to friends, drawing, etc.) and total sedentary behaviour were assessed via self-report questionnaire. Linear regression models were used to determine significant (p<0.05) correlates of each mode of sedentary behaviour.ResultsIn comparison to girls, boys reported more screen time (2.7±2.0 vs 2.2±1.8 hours/day, Cohen’s d=0.29), and total sedentary behaviour (4.3±2.6 vs 3.9±2.4 hours/day, Cohen’s d=0.19), but lower non-screen-based sedentary behaviour (1.6±1.3 vs 1.7±1.3 hours/day, Cohen’s d=0.08) (all p< 0.05). Physical Competence (standardized β’s: -0.100 to -0.036, all p<0.05) and Motivation and Confidence (standardized β’s: -0.274 to -0.083, all p<0.05) were negatively associated with all modes of sedentary behaviour in fully adjusted models. Knowledge and Understanding was negatively associated with screen-based modes of sedentary behaviour (standardized β’s: -0.039 to -0.032, all p<0.05), and positively associated with non-screen sedentary behaviour (standardized β: 0.098, p<0.05). Progressive Aerobic Cardiovascular Endurance Run score and log-transformed plank score were negatively associated with all screen-based modes of sedentary behaviour, while the Canadian Agility and Movement Skill Assessment score was negatively associated with all modes of sedentary behaviour other than TV viewing (all p<0.05).ConclusionsThese results highlight differences in the ways that screen and non-screen sedentary behaviours relate to physical literacy. Public health interventions should continue to target screen-based sedentary behaviours, given their potentially harmful associations with important aspects of physical literacy.

Psychological collectivism in youth athletes on individual sport teams

The purpose of the current study was to determine whether psychological collectivism could predict enjoyment and intentions to return in athletes on individual sport teams. In addition, structural interdependence and age were used as moderator variables for the proposed relationships. A total of 142 youth (Mage = 14.44 years; SD = 1.63; 62% female) completed questionnaires at two data-collection periods (T1 – psychological collectivism, structural interdependence, and age; T2 – enjoyment and intentions to return), and the results indicated that psychological collectivism positively predicted both enjoyment and intentions to return. Also, task interdependence significantly moderated the relationship between psychological collectivism and enjoyment (b = .14, t(137) = −1.90, p = .06) and intentions to return (b = −.17, t(137) = −2.07, p < .05). Specifically, in situations where athletes were required to work together during competition (e.g. relays), athletes’ collectivistic orientation had a stronger relationship with both enjoyment and intentions to return. Similarly, among older athletes, collectivism had a stronger positive relationship with intentions to return (b = .05, t(138) = 2.04, p < .05). These results are discussed in terms of their theoretical and practical implications.

Setting the Conditions for Success: A Case Study Involving the Selection Process for the Canadian Forces Snowbird Demonstration Team

This case study investigated the selection process of a high-performance military team and explored potential implications for sport through an organizational psychology perspective. An instrumental case study was undertaken, comprising an observational visit and semistructured interviews with candidate (n = 3) and veteran (n = 2) pilots. Thematic analysis uncovered a range of strategies utilized for the selection of ideal candidates (e.g., flight briefings, systematic flight progressions, mentorship, traditional events), and these are described in relation to candidate and veteran perceptions and are contextualized with regards to candidate motivation for membership and the broader team environment. A number of identified concepts have relevance to sport and are discussed in relation to both theory and practice.