Tucker Readdy

Muscle Dysmorphia, Gender Role Stress, and Sociocultural Influences: An Exploratory Study

Abstract Our study explored the contribution of gender role stress (GRS) and sociocultural appearance demands to symptoms of muscle dysmorphia (MD) in a college sample of 219 women and 154 men. For women, five GRS subscales, sociocultural appearance demands, age, and frequency of aerobic exercise predicted MD symptoms (model R2 = .33; F(8,210) = 12.81, p < .001); for men, only one GRS subscale, age, and sociocultural appearance demands predicted MD symptoms (model R2 = .40; F(3,150) = 9.52, p < .001). Post hoc analyses revealed that a small number of items explained a substantial portion of the variation, suggesting that MD may be more related to specific perceptions of pressure to attain an attractive body than to global gender role stress.

Student-Athletes’ Perceptions of an Extrinsic Reward Program: A Mixed-Methods Exploration of Self-Determination Theory in the Context of College Football

Self-determination theory provides a complex yet practical understanding of motivation in sport. This study used a mixed-methods design to evaluate effects of an off-season extrinsic reward system on basic psychological need fulfillment and motivation of collegiate football players. Quantitative analyses indicated no statistically significant change in psychological need fulfillment, statistically significant decreases in amotivation and extrinsic regulation, and statistically significant increases in intrinsic motivation. Emergent qualitative themes included (a) rewarded behaviors were not meaningfully connected to successful performance; (b) extrinsic rewards were enjoyable, but not motivating; and (c) program effectiveness was heavily influenced by individual differences.

Effects of spectrum teaching styles on college students’ psychological needs satisfaction and self-determined motivation

The purpose of this study was to explore the effect of two landmark spectrum styles, practice and inclusion, on students’ basic psychological needs satisfaction and self-determined motivation. Twelve classes of college-aged students (n = 149) participated in two badminton lessons taught under the conditions of the practice and inclusion styles. The basic psychological needs for physical education scale (BPN-PE) and situational intrinsic motivation scale (SIMS) were administered prior to the implementation of the two style-specific lessons and following each lesson. Students’ perceptions of fun, learning, and motivation and experience with the two teaching styles were examined through a post-study questionnaire. One-way ANOVAs with repeated measures were used to determine whether the interventions (teaching styles) had an effect on student psychological needs satisfaction, motivational behavioural regulation, perceptions of fun, learning, and motivation, and experience with the teaching experiences. Findings revealed that the students’ perceptions of autonomy and competence (BPN-PE) and identified regulation motivation (SIMS) in badminton increased as a result of the teaching styles intervention. No between style differences were found. Instruction delivered under the conditions of both the practice and inclusion styles was found to be equally effective in positively influencing students’ basic psychological need satisfaction and level of self-determined motivation.

Weighing in on NBC's the Biggest Loser, Governmentality and Self-Concept on the Scale

Previous analyses (i.e., Bernstein & St. John, 2006; Sender & Sullivan, 2008) of the television show The Biggest Loser have detailed its negative presentation of the obese body, potential consequences for viewers, and its role as a technology of governmentality. However, there has been little exploration of how audience members conceptualize and enact the messages communicated in the show within these intricate frameworks. The current research used information from semistructured interviews with 40 dedicated viewers to capture the salient meanings they ascribed to The Biggest Loser within the themes of governmentality and self-concept. Overall, the group experienced the program as a transformative, entertaining, and inspirational event that produced little change in their exercise behavior. Thus, the role of reality television in creating healthy behavior change is potentially limited.

A revolving door: A qualitative investigation of release from professional baseball

Athletes endure multiple transition phases over the course of their career (both in and out of sport). The context of professional baseball offers the potential to gain a unique perspective on the experience of forced transition out of sport (i.e. being released). Every year approximately 1500 individuals will be released from professional baseball and close to 90% of all athletes will likely be released at some point in their career, creating a “revolving door” in Minor League Baseball (MiLB). Semi-structured interviews were conducted with 12 former MiLB players to understand the experience of being released from professional baseball and identify coping strategies applied during the forced transition. Analysis of the qualitative data revealed two domains: (a) aspects that influenced processing of the release and (b) factors that facilitated a successful transition out of baseball. The findings highlighted positive appraisals and coping strategies that former MiLB players had used to enhance their transition out of sport. Having a back-up plan, utilising connections, and maturing through college experiences alleviated some of the challenges participants faced and helped them to be better prepared for an exit from the revolving door that is MiLB and enter a new phase of their professional life. In sum, the current research helped gain a better understanding of release from professional baseball and provided information that can help to assist athletes who are going through this experience.

A Qualitative Investigation of Need Fulfillment and Motivational Profiles in Collegiate Cheerleading

Purpose: Cheerleading is one of the fastest-growing sports in the United States. Members of spirit squads play an undeniable role in developing a universitys athletic image, and participation in cheer has the potential to affect adolescents and young adults in a positive manner. Yet, cheerleaders also encounter stereotypes, constant trivialization, and a relative lack of external rewards. Given this complex contextual and situational environment, the current investigation was designed to better understand why people are motivated to participate in collegiate cheerleading. More specifically, guided by the premises of self-determination theory (SDT), this study explored motivational profiles and basic psychological need satisfaction (i.e., competence, autonomy, and relatedness) across different contexts and situations that comprise the collegiate cheerleading environment. Method: Consistent with established guidelines for qualitative inquiry, 12 collegiate cheerleaders were interviewed at 3 separate time points during the course of 1 academic semester. Results: Deductive and inductive qualitative analyses yielded 3 higher-order themes, including: (a) context specificity of basic psychological need satisfaction, (b) contribution of performance to motivation, and (c) occurrences of intrinsic motivation. Conclusions: These results highlighted the complex nature of motivation and basic psychological need fulfillment, including a potential synergism between relatedness and competence fulfillment as well as an influence of academics on sport motivation. These nuances add to the theoretical understanding of SDT and offer valuable insight for coaches and sport psychology professionals working with collegiate spirit squads.