Objectives. -To explore winter sports athletes' experiences of adversity within their sporting careers.Methods. -Data were collected from semi-structured interviews with seven British elite winter sports athletes (mean age = 23.1 years, S.D. = 2.4), representing a range of winter sport disciplines.Results. -Twelve general dimensions emerged, serving to support the pioneering conceptual model of sport resilience, and emphasizing the role previous experiences of adversity have on the acquisition of resilient qualities.Conclusions. -The findings from this study have the potential to inform applied sport psychology practice. Specifically regarding the development of a 'resiliency package', which could aim to protect athletes from maladaptive and/or dysfunctional responses to adversity, and encourage adaptive and resilient reintegration.Résilience ; Réinsertion ; Analyse qualitative ; Sport de haut niveau RésuméObjectifs. -Explorer le vécu de sportifs de haut niveau (sport d'hiver) en difficultés au cours de leur carrière afin d'étudier les processus psychologiques de résilience.Méthodes. -Analyse du contenu d'entretiens semi-directifs recueillis chez sept athlètes anglais de haut niveau (âge moyen = 23,1 années, écart-type = 2,4) pratiquant différentes disciplines sportives hivernales. SCISPO-2914; No. of Pages 13 2 H.E. Brown et al.Résultats. -Douze dimensions principales sont mises en évidence comme facteurs psychologiques impliqués dans le processus de résilience (Galli et Vealey, 2008). Les expériences difficiles antérieures apparaissent être un facteur important dans le développement de la résilience.Conclusions. -Les résultats de cette étude permettent de proposer des applications pratiques en psychologie du sport. Plus précisément, ils dessinent un pattern protecteur de réponses émotionnelles et comportementales à développer pour favoriser la résilience et la réinsertion des athlètes en difficultés au cours de leur carrière sportive.

Children in areas of low socioeconomic status might face barriers to physical activity during school playtime in comparison to their high socioeconomic status counterparts. However, limited research within the area currently prevents evidence-based interventions to be targeted appropriately. This exploratory study aimed to assess and compare playtime physical activity levels and perceptions of physical activity in primary school children from two schools of different socioeconomic status. Fifty-three children wore an accelerometer during playtime for three school days while 33 children participated in single-sex focus groups to elicit their experiences of physical activity during playtime. Results revealed that children from the low socioeconomic status school spent more time in sedentary activities (P=0.001) and spent less time in moderate and moderate to vigorous physical activity (P=0.001) than children from the high socioeconomic status school. Despite some between-school similarities in their perceptions of physical activity, differences resonated in their reasons for taking part in physical activity, perceptions of the play environment and ideas to improve physical activity. These findings contribute to current research and provide in-depth information from active users of the play environment that could be useful to inform new interventions for schools of varying socioeconomic status.

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