Mark R. Beauchamp

Role ambiguity, role efficacy, and role performance: Multidimensional and mediational relationships within interdependent sport teams.

Male secondary school rugby players (N 271) participated in a study examining role ambiguity, role efficacy, and role performance. A multidimensional measure was used to assess 4 manifestations of role ambiguity in offensive and defensive contexts. Multiple role ambiguity dimensions explained variance in efficacy and performance. Consistent with theorizing by A. Bandura (1997) and R. L. Kahn, D. M. Wolfe, R. P. Quinn, J. D. Snoek, and R. A. Rosenthal (1964), negative relationships observed between role ambiguity and role performance were mediated by competence (role efficacy) beliefs. Findings support the multidimensional operationalization of role ambiguity and role efficacy as a generative mechanism through which role ambiguity can affect role performance.

Role ambiguity and role conflict within interdependent teams

The purpose of this study was to examine perceptions of role ambiguity and role conflict within interdependent sport teams from a multidimensional perspective. Role ambiguity and role conflict corresponding to offensive and defensive functions were assessed in relation to role-related efficacy beliefs as well as starting status. Results of a principal components analysis supported the multidimensionality of role ambiguity but indicated that role conflict was unidimensional with regard to offensive and defensive role functions. Consistent with self-efficacy theory (discussed by Bandura in 1997), role ambiguity was negatively associated with role-related efficacy beliefs. Furthermore, consistent with theorizing by Kahn, Wolfe, Quinn, Snoek, and Rosenthal in 1964, a negative relationship between role conflict and role-related efficacy was mediated by role ambiguity. Nonstarters reported greater role ambiguity than starters; however, no differences were observed with regard to role conflict. The findings have implications for the future study of role ambiguity as a multidimensional construct and the relationship between role ambiguity and performance.

Older adults’ preferences for exercising alone versus in groups: Considering contextual congruence

Background: A growing body of research suggests that older exercisers prefer to exercise alone rather than in group-based settings. One limitation of these studies, however, has been that researchers have failed to take into account the age-related characteristics of groups when asking adults about their preferences for exercise settings.Purpose: The overall purpose of this study was to examine the exercise preferences of 947 adults for involvement in standard exercise classes populated by participants from various categories across the age spectrum.Results: The results revealed that when faced with the prospect of exercising with considerably older or younger exercisers, participants found such an exercise context to be largely unappealing. However, in accordance with the basic tenets of self-categorization theory, the results revealed that older and younger adults alike express a positive preference for exercising in standard exercise classes comprised of similarly aged participants.Conclusions: The findings of this study challenge a growing call for exercise interventions for older adults to be primarily directed at the individual-level, and suggest that group-related intervention strategies may indeed be attractive to older exercisers.

Physical Activity for Cognitive and Mental Health in Youth: A Systematic Review of Mechanisms.

CONTEXT: Physical activity can improve cognitive and mental health, but the underlying mechanisms have not been established. OBJECTIVE: To present a conceptual model explaining the mechanisms for the effect of physical activity on cognitive and mental health in young people and to conduct a systematic review of the evidence. DATA SOURCES: Six electronic databases (PubMed, PsycINFO, SCOPUS, Ovid Medline, SportDiscus, and Embase) were used. STUDY SELECTION: School-, home-, or community-based physical activity intervention or laboratory-based exercise interventions were assessed. Studies were eligible if they reported statistical analyses of changes in the following: (1) cognition or mental health; and (2) neurobiological, psychosocial, and behavioral mechanisms. DATA EXTRACTION: Data relating to methods, assessment period, participant characteristics, intervention type, setting, and facilitator/delivery were extracted. RESULTS: Twenty-five articles reporting results from 22 studies were included. Mechanisms studied were neurobiological (6 studies), psychosocial (18 studies), and behavioral (2 studies). Significant changes in at least 1 potential neurobiological mechanism were reported in 5 studies, and significant effects for at least 1 cognitive outcome were also found in 5 studies. One of 2 studies reported a significant effect for self-regulation, but neither study reported a significant impact on mental health. LIMITATIONS: Small number of studies and high levels of study heterogeneity. CONCLUSIONS: The strongest evidence was found for improvements in physical self-perceptions, which accompanied enhanced self-esteem in the majority of studies measuring these outcomes. Few studies examined neurobiological and behavioral mechanisms, and we were unable to draw conclusions regarding their role in enhancing cognitive and mental health.

High-Intensity Interval Training as an Efficacious Alternative to Moderate-Intensity Continuous Training for Adults with Prediabetes

Aims. High-intensity interval training (HIIT) leads to improvements in various markers of cardiometabolic health but adherence to HIIT following a supervised laboratory intervention has yet to be tested. We compared self-report and objective measures of physical activity after one month of independent exercise in individuals with prediabetes who were randomized to HIIT (n = 15) or traditional moderate-intensity continuous training (MICT, n = 17). Method. After completing 10 sessions of supervised training participants were asked to perform HIIT or MICT three times per week for four weeks. Results. Individuals in HIIT (89 ± 11%) adhered to their prescribed protocol to a greater extent than individuals in MICT (71 ± 31%) as determined by training logs completed over one-month follow-up (P = 0.05, Cohens d = 0.75). Minutes spent in vigorous physical activity per week measured by accelerometer were higher in HIIT (24 ± 18) as compared to MICT (11 ± 10) at one-month follow-up (P = 0.049, Cohens d = 0.92). Cardiorespiratory fitness and systolic blood pressure assessed at one-month follow-up were equally improved (Ps < 0.05). Conclusions. This study provides preliminary evidence that individuals with prediabetes can adhere to HIIT over the short-term and do so at a level that is greater than MICT.

Development and Psychometric Properties of the Transformational Teaching Questionnaire

We draw from transformational leadership theory (Bass & Riggio, 2006) to develop a reliable and valid measure of transformational teaching, for use within school-based physical education contexts. In Phase 1, we utilized established instrument development procedures, involving teachers, students, and experts in transformational leadership theory to ensure that items exhibited sound content validity, and were developmentally appropriate. In Phase 2, multilevel confirmatory factor analytic procedures with 2761 adolescents supported the factorial validity of the Transformational Teaching Questionnaire. In Phase 3, concurrent validity of the TTQ was supported by positive relationships between transformational teaching and adolescent self-determined motivation and positive affect.

Athletes' perceptions of the sources of role ambiguity

The purpose of the study was to determine athletes’perceptions of the sources of role ambiguity in interactive sport teams. Athletes (N = 151; 97 females and 54 males) were asked to identify why ambiguity might exist in relation to the scope of their role responsibilities, the behaviors necessary to fulfill those responsibilities, the evaluation of their role performance, and the consequences of not successfully fulfilling their role responsibilities. Results revealed an extensive set of possible sources for each dimension of role ambiguity that emerged from the responses that included factors associated with the role sender (e.g., coach), the focal person (e.g., the athlete), and the situation. The types and frequency of factors differed among the various dimensions of ambiguity thereby lending support to the necessity of considering role ambiguity in sport as a multidimensional construct. The relevance of the results to sport and future intervention research is discussed.

LEADERSHIP BEHAVIORS AND MULTIDIMENSIONAL ROLE AMBIGUITY PERCEPTIONS IN TEAM SPORTS

The relationships between leadership behaviors and athletes’ perceptions of role ambiguity were investigated within interdependent team sports. Early to midway through their respective seasons, the degree to which coaches engaged in training and instruction and positive feedback behaviors was investigated in relation to athletes’ subsequent perceptions of multi-dimensional role ambiguity. For nonstarters, coaches’ training and instruction accounted for significant variation in offensive and defensive role consequences ambiguity as well as offensive role evaluation ambiguity. However, for starters, neither of the leadership dimensions assessed in this study could explain significant variance in any of the role ambiguity dimensions. Results are discussed in terms of theory development and further research investigating possible antecedents of multidimensional role ambiguity.

Relational efficacy beliefs and relationship quality within coach-athlete dyads

The primary purpose of this study was to examine the role of efficacy beliefs in predicting perceptions of relationship quality (i.e., closeness, commitment, and complementarity) within coach—athlete dyads. Data from 63 youth athletes and their coaches were analyzed using actor—partner interdependence models and revealed actor effects for self-efficacy on complementarity (for both dyad members) and closeness (for coaches only). A number of actor and partner effects emerged for other-efficacy and relation-inferred self-efficacy. However, the magnitude, and in some cases the direction, of these relationships were moderated by the person’s dyadic role. The findings are discussed with respect to interdependence in coach—athlete relationships.

The effectiveness of multi-component goal setting interventions for changing physical activity behaviour: a systematic review and meta-analysis

ABSTRACT Drawing from goal setting theory (Latham & Locke, 1991; Locke & Latham, 2002; Locke et al., 1981), the purpose of this study was to conduct a systematic review and meta-analysis of multi-component goal setting interventions for changing physical activity (PA) behaviour. A literature search returned 41,038 potential articles. Included studies consisted of controlled experimental trials wherein participants in the intervention conditions set PA goals and their PA behaviour was compared to participants in a control group who did not set goals. A meta-analysis was ultimately carried out across 45 articles (comprising 52 interventions, 126 effect sizes, n = 5912) that met eligibility criteria using a random-effects model. Overall, a medium, positive effect (Cohens d(SE) = .552(.06), 95% CI = .43–.67, Z = 9.03, p < .001) of goal setting interventions in relation to PA behaviour was found. Moderator analyses across 20 variables revealed several noteworthy results with regard to features of the study, sample characteristics, PA goal content, and additional goal-related behaviour change techniques. In conclusion, multi-component goal setting interventions represent an effective method of fostering PA across a diverse range of populations and settings. Implications for effective goal setting interventions are discussed.