Expectations and Evaluation of Volunteers’ Experience at the Paralympic Swimming European Championship

Background and Study Aim. The relationship between coach and athlete may significantly influence an athlete's experience in sports. Elements such as closeness, commitment, and complementarity are key aspects of this relationship. The current study aimed to examine the association between motivation and athletes' engagement in sports, as mediated by the coach-athlete relationship. Material and Methods. A sample of 408 student-athletes from various universities in Iligan City participated in the study. They completed a set of questionnaires assessing motivation, the coach-athlete relationship, and athlete engagement. The participants were between 18 and 25 years old. The measures used in the study included the Coach-Athlete Relationship Questionnaire (CARTQ), the Sports Motivation Scale (SMS), and the Athletic Engagement Questionnaire (AEQ). Ethical approval was obtained from all participants. Results. The results showed that coach-athlete relationships were characterized by closeness, commitment, and complementarity. These relationships significantly mediated the link between intrinsic and extrinsic motivation and athlete engagement in sports. Strong connections between coaches and athletes enhance the positive effect of motivation on engagement. This occurs by fulfilling athletes' psychological needs for autonomy, competence, and relatedness. Conversely, amotivation was negatively associated with engagement through the dimensions of the coach-athlete relationship. Athletes with high levels of amotivation are more likely to disengage. This highlights the need for coaches to foster a supportive environment that reduces negative motivational states. Conclusions. The evidence supports the utilization of Self-Determination Theory (SDT) to better understand the importance of relationship factors in enhancing motivation. This approach leads to long-term engagement in sports. These results offer a more comprehensive view of the delicate dynamics of the coach-athlete relationship and its consequences for motivation and athletic engagement in sports.

<p>This study addresses the significant relationship between sports motivation and engagement among Bachelor of Physical Education students of the University of Mindanao, Matina Davao City. Understanding the effect of sports motivation on students' sports engagement will play a crucial role in finding a solution for health problems due to people's inactive lifestyles. In education, health is wealth due to very tiring and exhausting work and tasks. Sports engagement is one way to stay physically fit and stay healthy. However, sports engagement is challenging for some people for different reasons, including a lack of motivation. Motivation in the sports context plays a vital role in determining the students' behavior in sports. However, motivation is dynamic and different for individuals; it is still considered a key determinant. At the same time, sports engagement or participation is defined as an intentional, proactive engagement in sports-related physical activities, especially during free time. One hundred ninety-one students were identified as respondents for data gathering through stratified random sampling. The sample distribution is classified according to all year levels. The statistical approaches used in this study were mean, standard deviation, and Pearson Product Correlation. This study's findings revealed a significant relationship between the sports motivation and sports engagement of the BPE students at the University of Mindanao. The results tell us that when institutions keep on increasing the motivation of students in sports through proper instructions, implementation of sports clubs, and building playable fields without cost to students, it will also increase the interest and engagement of students in sports, which can lead a majority of students to live a healthy lifestyle and enjoy their student life, positively affecting their mental health.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0711/a.php" alt="Hit counter" /></p>

Several studies have explored the mechanism in increasing sports engagement. However, the underlying dynamics that drive engagement in sports remain a subject of ongoing investigations. This study aimed to delve deeper into the intricate relationship between passion and student athletes’ engagement in sports. A total of 408 student athletes aged from 18–27 years old (Mage= 20.93 years, SD= 2.09) completed the questionnaire packet. The sample was composed of 37.07% male athletes (n=139) and 65.93% female athletes (n=269). Measures in the study include Sports Passion Scale (SPS) and Athletic Engagement Questionnaire (AEQ). Ethical approval was gained from the participants. The findings reveal a direct and significant relationship between passion and athletes’ engagement in sports. These results highlight that passion shown by student athletes is a factor that determines a high level of engagement in sports among student-athletes. The interaction between passion and engagement highlights the need to establish a conducive atmosphere that fosters athletes’ interest in their sport, resulting in increased involvement in sports.

Zusammenfassung Der Einfluss von sozialer Ungleichheit (Geschlecht, Sozialstatus) auf Sportverhalten und motorische Leistung wird in der Literatur kontrovers diskutiert und dargestellt. Gerade die Effekte bei Kindern und Jugendlichen, deren Sozialstatus von den Eltern abgeleitet ist, werden in diesem Kontext nur unzureichend thematisiert. Anhand einer Stichprobe von Schülern im Saarland (1., 4., 7. und 10. Klasse) soll der Frage nachgegangen werden, inwieweit das Geschlecht sowie der von den Eltern abgeleitete Sozialstatus sowohl Sportverhalten als auch motorische Leistungen determinieren. Von 1286 Schülern wurden die Eltern zum Sozialstatus sowie zu Aspekten des Sportverhaltens der Kinder gefragt. 887 dieser Schüler wurden mit dem DMT 6-18 motorisch getestet. Vor allem das Sportengagement in Sportvereinen sowie die Beteiligung an Wettkämpfen hängen deutlich vom Geschlecht ab (zu größerem Anteil sind Jungen aktiv), während allgemein das Sportengagement (unabhängig von der Organisationsform) geschlechtsunspezifisch ist. Sowohl Sportengagement als auch motorische Leistungen werden vom Sozialstatus der Eltern determiniert.

ObjectiveThis study aims to explore the association between speed skating coaches’ leadership behavior and athletes’ sports engagement, and to examine the mediating role of athlete psychological fatigue in this relationship.MethodsA convenience sampling method was adopted to survey 433 speed skating athletes from three provinces in Northeast China. Data were collected using the Coach Leadership Behavior Scale, Athlete Engagement Questionnaire, and Psychological Fatigue in Sports Questionnaire. The obtained data were subjected to descriptive statistical analysis, correlation analysis, regression analysis, and mediation effect testing.ResultsCorrelation analysis revealed that authoritarian behavior, a dimension of coach leadership behavior, was significantly negatively correlated with all dimensions of athlete engagement (p < 0.01) and significantly positively correlated with all dimensions of athlete psychological fatigue (p < 0.01). In contrast, other dimensions of coach leadership behavior (training guidance, democratic, social support, and positive feedback) were significantly positively correlated with all dimensions of athlete engagement (p < 0.01) and significantly negatively correlated with all dimensions of athlete psychological fatigue (p < 0.01). Additionally, all dimensions of athlete psychological fatigue were significantly negatively correlated with all dimensions of athlete engagement (p < 0.01). Regression analysis showed that all dimensions of coach leadership behavior had a significant effect on athlete engagement (p < 0.01) and athlete psychological fatigue (p < 0.05), while all dimensions of athlete psychological fatigue also had a significant effect on athlete engagement (p < 0.05). Mediation effect testing indicated that athlete psychological fatigue played a partial mediating role in the influence of coach leadership behavior on athlete engagement.ConclusionThis study found significant correlations between coach leadership behavior, athlete psychological fatigue, and athlete engagement, as well as among their respective dimensions. Each dimension of coach leadership behavior could directly influence both athlete engagement and athlete psychological fatigue, while each dimension of athlete psychological fatigue was directly associated with athlete engagement. Athlete psychological fatigue exerted a partial mediating effect in the relationship between coach leadership behavior and athlete engagement.

Identifying the factors associated with prosocial and antisocial behaviors in youth sport may provide evidence to inform interventions aimed at promoting prosocial behaviors and minimizing rule transgressions in young athletes. We investigated relations among social‐contextual factors (e.g., social support), personal motivational factors (e.g., psychological need satisfaction and motivation), young athletes’ attitudes toward prosocial (e.g., keeping winning in proportion) and antisocial (e.g., acceptance of cheating and gamesmanship) behaviors, and their actual rule violations during matches in two samples of athletes. Participants in Sample 1 were young team sport athletes (N = 355) and participants in Sample 2 were young male futsal players (N = 296). Athletes in Sample 1 completed validated self‐report measures of perceived autonomy support, basic need satisfaction, and autonomous and controlled motivation from self‐determination theory, moral attitudes, and past cheating behaviors. Athletes in Sample 2 completed identical measures and two additional behavioral measures: athletes’ self‐reported number of yellow cards received during competition in the last 6 months and the number of yellow cards athletes received from referees in the subsequent 2 months from competition records. We found significant relations between psychological need satisfaction and self‐determined motivation, and athletes’ moral attitudes in both samples. These effects held when statistically controlling for past behavior. Importantly, our prospective analysis of Sample 2 indicated that attitudes toward antisocial behaviors predicted athletes’ rule violations during subsequent tournament matches. Findings indicate that promoting autonomous motivation and need satisfaction through autonomy support may foster attitudes toward prosocial behaviors, and minimize rule transgressions, in young athletes.

The aim of this study was to examine athlete engagement and its relationships with indicators of the quality of the athlete's sport experience, exploring potential differences according to gender, age, and competitive level. Furthermore, this study validated the Athlete Engagement Questionnaire (AEQ) in young athletes and confirmed its factor structure. A total of 1188 athletes (43.90% girls) from Argentina participated in the study, with a mean age of 15.92 (SD = 2.50). The participants completed the AEQ along with other measures of athletes' quality of experience, such as motivation, enjoyment, and burnout. This study confirmed the multidimensional nature of engagement, showing positive associations with high-quality athlete experiences and revalidating the inverse relationship with burnout. Moreover, the study found differences in engagement dimensions (i.e., confidence, vigor, dedication, and enthusiasm) based on the interplay of gender, age, and competitive level. In general, male athletes, younger athletes, and those with a higher competitive level showed more engagement and interactions between these sociodemographic variables. The Argentinian version of AEQ exhibited optimal fit and reliability and good indexes of measurement invariance across gender, age, and competitive level. These findings validate the AEQ as a reliable tool for evaluating sport engagement among adolescents in Argentina. Engagement constitutes an indicator of an optimal experience linked to positive youth development through sports participation.

The objective of this study was to identify both the latent profiles of coaching styles based on athletes' perceptions and their subsequent associations with athletes' motivation and sport commitment. The sample comprised young athletes from various sports types. Participants provided self‐reports of their perceptions of their coaches' behaviors, and their sport commitment and sport motivation. Cluster analyses revealed three coaching style profiles: Cluster 1 were coaches with a “low coaching style,” including those who lacked an autonomy‐supportive and those with a low controlling coaching style. Cluster 2 was labeled “Supportive coaching style” and represented coaches who were more apt to be autonomy‐supportive and less controlling. Cluster 3 was a “Controlling coaching style” and included coaches who demonstrated a low autonomy‐supportive and a high controlling style. Compared with athletes in Cluster 3, athletes in Clusters 1 and 2 reported higher levels of adaptive motivation and commitment variables. Thus, youth athletes perceived three clusters of coaching styles (Low coaching style, Supportive coaching style, and Controlling coaching style), and these profiles were associated with varying levels of athletes' motivation and commitment to sport.

Coaching leadership greatly impacts athletes’ mental health and wellbeing. Although research shows a positive link between authentic leadership and athlete satisfaction, studies on specific subdimensions are limited. This study examines the influence of authentic leadership on athlete engagement and performance, utilizing a conditional process model to explore the mediating effects of psychological ownership and athlete engagement. A survey of 381 athletes (274 male, 107 female; Mage = 19.98; SD = 2.48) from team and individual sports found that perceived authentic leadership positively correlates with training competition satisfaction, psychological ownership, and athlete engagement. Structural equation modeling revealed that psychological ownership and athlete engagement significantly mediate this relationship. Thus, authentic leadership directly and indirectly enhances athletes’ satisfaction.

BackgroundCoach-athlete relationship (CAR), thriving and athlete engagement are important psychological variables that affect sports performance. On the basis of self-determination theory, this study constructs a mediation model to examine the influence of CAR on athlete engagement and the mediating effect of thriving between them.MethodsThis cross-sectional study involves a questionnaire survey with 287 Chinese active athletes (M = 19.63, SD = 2.53) aged 14–26 years (64.5% male, 35.5% female) from eight sports. CAR, thriving and athlete engagement were assessed using the CAR Questionnaire, the Thriving Scale, and the Athlete Engagement Questionnaire, respectively.ResultsCAR and its dimensions can significantly and positively predict athlete engagement, complementarity, commitment, and closeness, accounting for 35.1%, 34.6%, and 30.4% of the cumulative variance in dominance analysis, respectively. The direct and indirect paths show that CAR affects athlete engagement through the mediating effect of thriving. The mediating effect model has a good fit and indirect effects account for 56.9% of the total effects.ConclusionThe effect of CAR on athlete engagement reflects a practical application of interpersonal dynamics in competitive sports to a certain extent. The following suggestions can be used to improve athlete engagement. First, setting common goals, emphasizing mutual cooperation, and building trust and support, promote coaches and athletes to have a higher sense of commitment and complementarity to each other, thereby helping improve athlete engagement. Second, meeting the vitality and progress needs of athletes effectively mobilizes CAR resources to promote athlete engagement, which can be manipulated by cultivating closeness, commitment, and complementarity. Third, to ensure the athletes’ sports state and mental health, the sports team should focus on the cultivation of athletes’ capacities to thrive and internally form a dynamic and positive sports atmosphere in their team. In the future, we can track and compare the influence of the improvement of CAR on thriving and athlete engagement can be tracked and compared from the dual perspectives of coaches and athletes.

Over the past 20 years, there has been an emergence of reported incidents of abuse, harassment, and bullying in Canadian sport (M. Holman, unpublished data, 1995).1-3 In 1994, an Edmonton track coach was charged and convicted of engaging in sexual relations with his female adolescent athletes. In 1996, the national cycling team coach was charged with sexual harassment against a number of athletes.3,4 Furthermore, media attention surrounding the conviction of junior hockey coach Graham James and gymnastics coach Don Mathey for the sexual assault of young sport participants, and the 2005 hazing reports among McGill University's football players represent just a few recent examples of public attention on the occurrence of abuse, harassment, and bullying in the Canadian sport environment. A recent report published by the International Olympic Committee Medical Commission recognized the rights of athletes to enjoy a safe and supportive sport environment. This report stated that everyone in sport shares the responsibility to identify and prevent instances of abuse and harassment to assure the health and safety of each participant in the sport environment.5 It is proposed that as supporters of safe and healthy performance environments, the Canadian sport medicine community plays an important role in maltreatment prevention. As such, it is essential that sport medicine specialists be educated on issues of abuse, harassment, and bullying in sport and be equipped with strategies to intervene if/or when potential cases arise. Therefore, the objective of this document is to review current literature on the problems of abuse, harassment, and bullying in Canadian sport. More specifically, this discussion article seeks to provide the medical community with the knowledge to appropriately identify and address cases of abuse, harassment, and bullying. As well, recommendations are proposed for the potential role of sport medicine professionals in the prevention of abuse, harassment, and bullying in sport. DEFINITIONS A recent article published in the British Journal of Sports Medicine proposed a conceptual model of the different categories, constructs, and constituents of maltreatment in sport. The article also included a review of current definitions of each category and subcategory of maltreatment and a comprehensive list of sport-specific examples.6 Abuse Abuse is defined as a pattern of physical, sexual, emotional, or negligent ill-treatment by a person in a caregiver capacity (eg, parent, coach) resulting in actual or potential harm to the athlete.6 The 4 major recognized types of abuse include physical abuse, sexual abuse, emotional abuse, and neglect.7 Examples of abuse in sport are provided in Table 1.TABLE 1: Examples of Abuse in SportHarassment Harassment is defined as single or multiple acts of unwanted or coerced behaviors by a person within a prescribed position of authority over the athlete (eg, coach, official, administrator) that have the potential to be harmful. Harassment occurs outside the context of a caregiving relationship.6 It refers to behaviors that are in violation of an individual's human rights. Like abuse, harassment is also considered to be based on an abuse of power and trust.8 Individuals can experience harassment on an individual basis or as a group. Examples of harassment in sport are provided in Table 2.TABLE 2: Examples of Harassment in SportBullying Bullying is defined as a pattern of physical, verbal, or psychological behaviors between peers (eg, teammates) that have the potential to be harmful.6 Bullying is based on an imbalance of power between peers and includes an absence of provocation.9 Examples of bullying in sport are provided in Table 3.TABLE 3: Examples of Bullying in SportFinally, it needs to be clarified that both children and adults are vulnerable to experiences of abuse, harassment, and bullying. Much of the research to date on abuse, harassment, and bullying in sport has actually been based on the interviews of adult athletes,10 and quite a few researchers have argued that the unbalanced power dynamic between the coach and athlete in the sport environment, which creates a position of vulnerability to abuse of the athlete, is not limited by the age of the athlete.11 Furthermore, it should be noted that abuse, harassment, and bullying can occur between individuals of the same sex. Both men and women may be perpetrators of abuse, harassment, or bullying, and cases of athlete abuse, harassment, and bullying are experienced by male and female athletes alike.12-14 BACKGROUND LITERATURE Early research in Canada on the protection of athletes in sport included criticisms of the highly competitive climate of youth sport,15,16 research on violence and injury prevention in sport,17-19 and concerns for the development of elite athletes.20-22 Following this research, several examinations were conducted throughout the 1990s on the occurrence of abuse, harassment, and bullying in Canadian sport. Based on in-depth interviews with 45 retired high-performance Canadian athletes and a number of documentary and informal sources of data, Donnelly discussed the vulnerability of elite child athletes to inappropriate behaviors within the coach-athlete relationship, such as unwanted rubdowns, sexual advances, domination of the body, and coercion into unnecessary dieting.23 As well, one third of the athletes interviewed reported physical and mental abuse, and many discussed issues with peer violence and bullying.23 In 1995, Parks and Recreation Ontario interviewed and surveyed 138 participants aged 11 to 25 years and reported that 47% of the respondents had experienced harassment in sport in the form of jokes, gestures, or looks that were humiliating, insulting, or offensive.24 A survey of 1100 Canadian Interuniversity Athletic Union varsity athletes reported that 57% of respondents had experienced sexually harassing behaviors (M. Holman, unpublished data, 1995). At the 1995 Canada Winter Games in Alberta, the Canada Games Council questioned athletes on their experiences of harassment in sport. Of those athletes, 50% had reported experiencing at least 1 form of harassment (11% racial, 16% sexual, 18% verbal, and 11% physical). This study was then repeated at the 1997 Canada Games in Manitoba revealing similar results. Forty-seven percent of athlete respondents reported experiencing some form of harassment in sport.24 Furthermore, in 1996, a national-level study on the prevalence of sexual harassment and abuse among Canadian Olympians was conducted. From this study, the researchers reported that of the 266 surveys completed, 19% of the athletes complained of experiencing upsetting sexual comments or advances, 21.8% experienced sexual intercourse with authority figures in sport, and 25% of the respondents reported being insulted, ridiculed, made to feel like a bad person, slapped, hit, or beaten by these authority figures.25 Most recently, a body of literature has begun to emerge on Canadian athletes' experiences of emotional abuse in sport. Based on a series of semistructured interviews with elite and subelite retired athletes, it has been reported that acts of aggression such as hitting and throwing objects either at the athlete or in the presence of the athlete, yelling and shouting at an athlete or group of athletes, belittling, name-calling, degrading, humiliating, or intimidating comments, and the intentional denial of attention and support are often normalized as standard coaching techniques required to produce successful performance in sport.26,27 As well, the significant power of the coach and the enhanced vulnerability of athletes to experiences of sexual and emotional maltreatment in sport have been reported.10,28 In addition to those studies described, several other researchers in Canada have written about the occurrence of athlete abuse and harassment1,29-33 and hazing in sport.34,35 Outside of Canada, a large body of literature has been published outlining the problem of abuse, harassment, and bullying among athletes in countries such as Australia,36 Denmark,37 Israel,38 the Netherlands,39 Norway,40,41 Turkey,42 the United Kingdom,11,12,43-48 and the United States (S. L. Hinkle, unpublished data, 2005).49-61 Furthermore, literature on human rights approaches to abuse is emerging internationally.62-64 RISK FACTORS Identified risk factors for athlete maltreatment in sport are based exclusively on the empirical literature on sexual abuse and harassment within the coach-athlete relationship. However, it is proposed that although most of these factors should apply to some extent to all forms of maltreatment in the sport, some differences may exist. Based on the individual accounts of 90 sexually abused female athletes in the United Kingdom, Brackenridge explained that various stakeholders are involved in the occurrence of sexual abuse in sport, including the abusers, children, parents, coaches, social services/police, sport club/organization, and the national coaches' organizations. In her research, Brackenridge (1997)43 categorized trends of risk into the following: (1) coach variables: sex (male), age (older), size/physique (larger), accredited qualifications (good), reputation (high), previous record of sexual abuse (unknown/ ignored), trust of parents (high), commitment to codes of ethics (low), and the like; (2) athlete variables: sex (female), age (younger), size/ physique (smaller), status (high), self-esteem (low), medical problems (med/high), relationship with parents (weak), awareness of sexual abuse (low), devotion to coach (complete), and the like; and (3) sport variables: employment controls (weak), existence of parent and athlete contracts (none), and codes of ethics (weak/none). Sexual orientation, gender-orientation, and disability have also been previously identified factors of vulnerability to harassment in sport.65 Additionally, other factors of risk identified in the literature include athletic maturation of the athlete, parents' trust of the coach, sport type, and the subculture of sport itself. Brackenridge and Kirby explained that the risk for sexual abuse in sport is dependent on the athletic maturation of the athlete. It was suggested that athletes are most vulnerable to sexual abuse during their peak athletic maturation, the period in which they have the most at stake in terms of their careers. This is referred to as the stage of imminent achievement. It is then proposed that the risk for sexual abuse is highest among athletes in sports where the stage of imminent achievement coincides with age of sexual maturity, such as gymnastics and figure skating.11 In 1998, Brackenridge examined the role of parents in preventing sexual abuse in sport and reported that parents often trust coaches uncritically, which places young athletes in a position of vulnerability. It was reported that less than 45% of the parents surveyed knew of the coach's qualifications, and 80% were unaware of whether the coach was bound by a code of ethics.44 Examination of the prevalence of sexual harassment across 56 different Norwegian sport disciplines was conducted by Fasting, Brackenridge, and Sundgot-Borgen. A total of 572 female athletes, aged 15 to 39 years, who qualified for the Norwegian national team at either the junior or senior level completed a questionnaire that included an 11-item list of sexual harassment descriptions. In this study, it was reported that female athletes who participate in traditionally masculine sports, such as basketball, football, and ice hockey, experience more sexual harassment than female athletes in other historically more feminine sports.41 As well, the culture of sport itself has been discussed as a factor of risk to abuse. Bringer et al46(p229) reviewed aspects of sporting subculture that make experiences of sexual exploitation in sport "'part of the game' and something 'you just put up with.'" According to Bringer et al, the risk for sexual abuse in sport is increased by the unquestioned power of coach, single-minded pursuit of excellence, normalization/ambiguity of sexually harassing or abusive behaviors, the morally good image of sport and desire to maintain such an image, and the often apolitical standpoint of many voluntary sport organizations. Martin56 surveyed 134 Division II tennis players asking them to identify 20 perceived sexually abusive behaviors in sport and reported that the behaviors ranked by the athletes as appropriate were contrary to the researchers' expectations, also demonstrating the ambiguity of appropriate and inappropriate behaviors in sport as a risk for abuse. Further supporting the culture of sport itself as variable of risk, Krauchek and Ranson66 proposed that sexual harassment and abuse of girls and women in sport exist as a means of upholding masculine hegemony in the face of increasing participation and challenge by women. Brackenridge45 then categorized sport or situational variables of risk into normative variables that relate to the culture of the activity or sport organization; constitutive variables that are strictly embedded within the culture of sport; and other variables including age relations, specific locations, sport specificity/subcultural norms. The risk for abuse in sport is further enhanced by the general reluctance to report inappropriate coaching behaviors. A series of focus groups were conducted with 19 male coaches about their perceptions of appropriateness with regard to coach-athlete sexual relations. This study reported that in general, the coaches perceived a higher standard of appropriateness in the coach-athlete relationship for themselves than the standards by which they would judge other coaches. Furthermore, it was indicated by participants of this study that they would be reluctant to intervene if they considered a peer coach to be acting inappropriately.67 SIGNS AND SYMPTOMS There are many long-term negative consequences that have been correlated with experiences of abuse, harassment, and bullying. Mullen et al68 reported increased rates of psychopathology, sexual difficulties, low self-esteem, and interpersonal problems associated with all forms of abuse. Other reported negative consequences of abuse, harassment, and bullying include depression, anxiety, debilitating developmental effects, emotional instability, physical self-abuse, eating disorders, substance abuse, attachment problems, dependency, aggression/violence, delinquency/criminality, impaired moral reasoning, overly compliant behaviors, failure to thrive, and inability to develop positive relationships with others.69-72 Specific consequences of abuse and violence identified in the sport environment include obsessive and compulsive behaviors with respect to excessive training, eating disorders, self-injurious behaviors/engagement in excessive risk for accidents and injury, and burnout.63 Aside from recognizing the long-term debilitating effects of abuse, harassment, and bullying, Matthews identified several signs and symptoms that may be used as potential indicators. Applications of these signs in the sport environment are listed in Table 4. However, Matthews73(p154) warns, "It's important to note that these symptoms are all nonspecific, meaning they could result from a number of causes - not just child abuse. Children who are under stress from a variety of sources … may show similar symptoms."TABLE 4: Potential Signs and Symptoms of Athlete MaltreatmentRECOMMENDATIONS Medical professionals are responsible for caring for the health and welfare of young persons in sport. The health of the athlete must prevail over other competition, economic, legal, or political interests,5 and thus, it is proposed that medical professionals play an integral role in the prevention and intervention of abuse, harassment, and bullying in sport. To date no empirical evaluations have been published on the effectiveness of strategies used by medical professionals in response to issues of maltreatment. As such, in generating these guidelines for the ways in which sport medicine professionals should address cases of abuse, harassment, and/or bullying, information has been developed from previously published suggestions for how responsible adults should address suspected cases of abuse,73 combined with expert opinion on the specific strategies for medical professionals within the sport environment. WHAT SHOULD I DO IF AN ATHLETE DISCLOSES AN EXPERIENCE OF ABUSE, HARASSMENT, OR BULLYING? Listen carefully and calmly. The athlete needs to know that he/she is being heard. You will need to remember the details of the conversation for future investigation. After your conversation, create a detailed written record. Do not speak poorly about the perpetrator. The perpetrator can be a person that the victim truly cares for. Some victims may feel the need to protect their abusers, and any threats against this person may lessen the athlete's willingness to report and/or allow for further investigation of the issue. Encourage the individual. You should encourage the athlete to tell you as much as he/she feels comfortable sharing. The goal is to get enough information to guide the person in the direction of more specific care and support. Avoid asking specific questions. Specific questions can mislead the athlete's account and impede future investigations. Assure the athlete that the maltreatment is not his/her fault. Tell the athlete that you are glad that he/she told you about the maltreatment. There is often a culture of silence around experiences of abuse, harassment, or bullying. Especially in sport, where mental toughness is ingrained in many young athletes, individuals may feel that they are weak in asking for help. The athlete needs to be assured that the maltreatment is not his/her fault and that you are aware of the courage it has taken him/her to come forward. Report. Mandated reporting laws vary between provinces, but in general, all persons and all professionals who have reasonable grounds to suspect that a child (individual younger than 16 years) is or may be in need of protection must report. In the case of suspected child abuse or harassment, duty to report exceeds patient client confidentiality. Reports must be made directly to local child protection services. For suspected cases of bullying, or abuse/harassment of nonchild athletes, if a physician has general concerns about athlete maltreatment, then he/she should inform the sport body that there are concerns without violating patient confidentiality and allow the sport governing body to address the issue. For concern over specific cases of maltreatment of an adult athlete, the physician should encourage the adult athlete to report his/her case of maltreatment to local authorities and/or the sport governing body. The athlete will need to have additional support and encouragement if any investigation develops. Make a referral. Once you have taken the appropriate steps to report the maltreatment to the authorities, you should refer the athlete to a therapist or relevant health expert. Even if the symptoms of the maltreatment are not evident, it is best to err on the side of caution. There are several long-term consequences that can occur as a result of experiences of athlete abuse, harassment, or bullying. WHAT SHOULD I DO IF I SUSPECT A CASE OF ABUSE, HARASSMENT, OR BULLYING IN SPORT, BUT I AM NOT SURE? Look for signs and symptoms. Medical professionals are in a unique position where they may be able to recognize early signs of abuse, harassment, or bullying and have the ability to intervene accordingly. See Table 4. Report. It is imperative that all suspected cases of athlete abuse or harassment be reported directly to the authorities. Suspected cases of abuse/harassment of a child athlete (an athlete younger than 16 years) must be reported directly to local child protection services. Concerns for bullying or suspected cases of abuse or harassment of an adult athlete should be reported to the highest level of the sport organization without violating patient confidentiality. AS A MEDICAL PROFESSIONAL, HOW CAN I HELP PROTECT ATHLETES FROM FUTURE CASES OF ABUSE, HARASSMENT, AND BULLYING? Maintain focus on the well-being of the athlete. The primary role of the sport medicine community is to care for the long-term health and welfare of individuals in sport. This should include attention to the physical, psychological, social, and spiritual health of the athlete, and this focus must take precedence over performance interests. Educate. The sport medicine community has an extended responsibility to educate individuals in leadership positions on their position of trust/power and their need to assure the long-term well-being of the individuals within their care. Physicians can encourage participation of coaches, parents, and athletes in prevention workshops. Through their own practice, medical professionals can promote and exemplify equitable, respectful, and ethical leadership. As well, sport medicine professionals may educate the media to be responsive to the ways in which Sport Medicine has taken a proactive and progressive role in eliminating abuse, harassment, and bullying in sport. Ensure that the sport organization has in place a policy for athlete protection. In order for an athlete protection policy to be most effective, it should include codes of practice, education and training, complaint and support mechanisms, and monitoring and evaluation systems. The policy should state the commitment of the organization to create a safe and mutually respectful environment. The establishment of athlete protection policies can help to minimize opportunities for maltreatment and manage potential unfounded allegations. Foster strong partnerships with parents/caregivers in the prevention of athlete maltreatment. Promote and support scientific research on these issues. WHAT CAN I DO TO PROTECT MYSELF FROM UNWARRANTED ALLEGATIONS OF ABUSE, HARASSMENT, OR BULLYING? Respect the professional boundaries involved with the physician-athlete relationship. Ensure that your sport organization has preventative policies and codes of conduct in place. Maintain accurate and timely records of physician/athlete encounters.

This study delved into the well-being of 300 college athletes in the Davao Region, focusing on the interplay of Athletic Mental Energy (AME), Athlete Satisfaction (AS), and Sports Engagement (SE). The study adopted a stratified sampling approach, selecting participants from key state institutions, providing context-specific insights into the college athlete experience. Carried out in state colleges, including Davao Occidental and Davao del Sur, the research employed a population sample of 43 student-athletes for pilot testing, utilizing meticulously validated questionnaires with expert input. Findings showed a moderate AME level coupled with high athlete satisfaction and robust sports engagement. Correlation analyses unveiled positive connections among AME, AS, and SE, while regression analysis underscored AS as a partial mediator in the AME-SE relationship. Aligned with Engagement Theory and Locke's Range of Affect Theory, the study accentuated the intertwined nature of cognitive, emotional, and behavioral facets in athlete engagement. Practical implications encompassed the integration of mental resilience programs and the enhancement of leadership and coaching training. The study's outcomes contributed to a nuanced understanding of and avenues for optimizing the holistic development and satisfaction of college athletes. Furthermore, the research aligned with Sustainable Development Goal 3 (Good Health and Well-being), emphasizing the imperative of holistic well-being in educational settings.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0977/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Enhancing athletes’ sport engagement is critically important, as it plays a central role in their development and performance. Drawing on the Person-Environment Fit theory, this study investigates how athlete-coach fit affects sport engagement among elite athletes, with athlete satisfaction serving as a mediating mechanism. To investigate this relationship, 180 elite athletes (female, 74; 41%) registered with the Korean Sport &amp; Olympic Committee were recruited. Data were analyzed using Hayes’ PROCESS macro Model 4 in SPSS 25.0. Results showed that athlete-coach fit positively predicted both athlete satisfaction and sport engagement, and that athlete satisfaction, in turn, predicted sport engagement. Moreover, athlete satisfaction significantly mediated the relationship between athlete-coach fit and sport engagement. These findings highlight the critical role of athlete-coach fit in fostering athlete satisfaction and enhancing sport engagement. They provide actionable insights for coaches and sport organizations on how to strengthen compatibility, support athlete well-being, and sustain long-term participation in sport.

Background: Fraudulent behaviors such as doping and match-fixing need to be addressed early in physical education to safeguard sport integrity and, more generally, promote positive youth development. Past research has highlighted the potential of moral interventions in targeting different types of fraudulent behaviors in sport. Moral interventions address moral psychological drivers, including moral identity, anticipated guilt, and moral disengagement. While these interventions proved effective, they often focused narrowly on specific fraudulent behaviors (e.g. doping) and were not easy to implement due to their extended duration. Purpose: The present manuscript describes and reflects on the co-creation and evaluation of a moral intervention (in the form of an educational module) designed to help prevent fraud in sport among young athletes. The focus was thus on the co-creation process of a concise, adolescent-appropriate, and easy-to-implement intervention for schools and various sport settings with limited resources. Method: A participatory co-creation approach was employed, comprising a series of iterative phases including conceptualization, material development, and prototyping. The co-creation involved close collaboration with athletes, coaches, federation representatives, and sport integrity experts, as well as other partners from the education and sport sectors in Flanders. Diverse methodologies, including co-creation sessions, interviews with diverse stakeholders, and an extensive literature review on the subjects of sport integrity and moral psychology aided the multi-informant development. We conducted multiple rounds of prototyping, ultimately engaging 144 young athletes in the development and evaluation of the intervention. Findings: The novel intervention comprises four interactive components addressing the (im)morality of athletes as well as factual information regarding multiple types of fraud in sport (e.g. doping, match-fixing, and identity fraud), aided by different interactive teaching methods, such as dilemma training with realistic fraud scenarios. It has a duration of around 75–90 min. End-users reported high appreciation (satisfaction, participation, and perceived effects) suggesting that the intervention achieved its intended aims from the participants’ perspective. Conclusion: Our findings illustrate the potential of co-created educational modules for addressing moral challenges with young athletes. The involvement of diverse stakeholders was highly beneficial, ensuring nuance through multiple perspectives, realistic intervention materials, and a broad network facilitating the sustainable implementation of the intervention. Impact statement: Our study provides scholars and practitioners with practical insights to support future co-creation efforts regarding sport integrity interventions. Furthermore, the co-created intervention offers educators an accessible way to introduce and openly discuss fraud in sport with young (elite) athletes as they begin their careers.

The purpose of the present research was to analyze the mediating role of motivational regulation between the satisfaction of basic psychological needs and burnout and engagement in athletes. From different sports 1011 young Spanish athletes participated in the study. Participants completed several measurement instruments concerning: the Basic Needs Satisfaction in Sport Scale, Behavioral Regulation in Sport Questionnaire, Athlete Burnout Questionnaire and Athlete Engagement Questionnaire. The results of structural equation modeling showed that the satisfaction of basic psychological needs has direct effects on burnout and engagement: a negative effect on athlete burnout (–0.49, p < 0.001) and a positive effect on engagement (0.54, p < 0.001). In addition, the satisfaction of basic psychological needs has a partial indirect effect over these variables in the same direction mediated by the self-determined degree of motivation. Thus, low levels of self-regulated motivation are positively related to burnout, but high levels of self-determined motivation are not. The same was observed with engagement, but vice versa: high levels of self-determined motivation are positively related to athlete engagement, but low levels of self-determined motivation are not. The proposed model explained 37% of the variance of burnout and 51% of the variance of engagement.