The current study aimed to examine the impact of received support and perceived support on athletes' psychological well-being. Furthermore, correlations between received support, perceived support, and personality were investigated. Two hundred and thirty-nine Japanese university student athletes (M age = 19.69 ± 1.01 years) completed the questionnaires regarding social support, psychological well-being, and personality. The results indicated that received support was positively correlated with athletes' psychological well-being, while perceived support was not found to be a predictor of psychological well-being. Furthermore, it was demonstrated that received support and perceived support were positively correlated with each other. In addition, the results indicated that there was no relationship between received support and positive self-schema, whereas perceived support was positively correlated with positive self-schema. In conclusion, received support can be a salient predictor of athletes' psychological well-being.
Although the importance of social support has been broadly recognised within the sportsˆeld, its mechanism has not yet been fully examined in terms of identifying eŠective dimensions, providers and timings. The current study's aim was to investigate the received support experienced by university student athletes respectively from coaches and teammates over the course of a week, and examine its relationship with self-conˆdence and feelings of adaptation. Two hundred thirty-one university student athletes completed questionnaires including the Japanese version of the Athlete Received Support Questionnaire (the ARSQ-J). The results indicated that received support might in‰uence recipients' self-conˆdence both positively and negatively, depending on its dimensions and providers. Esteem support both from coaches and teammates were eŠective for self-conˆdence. Tangible support had a positive impact if provided from teammates, but a negative impact if provided by coaches. With regard to the feelings of adaptation, it was indicated that tangible support both from coaches and teammates were negatively correlated with the outcome. In conclusion, its dimension and provider of support can determine the eŠectiveness of social support. Further clariˆcation of received support in a sport context by examining its dimensions, providers and contexts will contribute to the identiˆcation of eŠective support, which may be useful in supporting athletes.
The aims of this research were to develop a scale that can assess generalization of the psychosocial skills used in competitive sports to other life domains for collegiate athletes, and to examine its characteristics and related factors.In a preliminary study, the generalization areas identified were study, career selection, relationships, and everyday life. Furthermore, 71 items representing 4 generalization areas were developed based on 10 dimensions of the required life skills for collegiate athletes (Shimamoto et al., 2013). The items were reviewed by 8 experts to confirm the content validity. Subsequently, factor analysis was conducted using the data collected from 262 participants (162 males and 100 females) to select a list of items. The initial 40 items were extracted and the content validity for all items was developed.In the main study, a total of 391 university student athletes (234 males and 154 females, and 3 not specified) were asked to respond to a questionnaire. The survey included questions about socio-demographic and psychosocial skills used in competitive sports (Ueno and Nakagomi., 1998), required life skills for athletes (Shimamoto et al., 2013), and questions about factors related to generalization (similarity of action and awareness of generalization possibilities). In addition, they responded to 40 items designed to assess generalization of the psychosocial skills used in competitive sports to other life domains derived from our preliminary studies. Confirmative factor analysis of the generalization of psychosocial skills items indicated a 10-factor structure with 30 items. Reliability was verified in terms of internal consistency. Convergent validity was confirmed by correlations with psychosocial skills used in competitive sports and required life skills for collegiate athletes. The scale derived from these results was named the "Generalization Scale of Psychosocial Skills for Collegiate Athletes" (GSPS-CA). In terms of demographic variables (gender, grade, and individual or team events), gender and grade differences were observed in some dimensions of the GSPS-CA, and individual or team event differences were not observed in any dimension. One-way ANOVA of each dimension of the GSPS-CA revealed interaction with factors related to generalization (similarity of action and awareness of generalization possibilities).
The purpose of this study was to investigate the relationships between life skills and post-graduation employment for top college student athletes. In March 2011, 24 Japanese top level male wrestlers (mean age=22.0±0.2) who had graduated from university in March 2011 answered to the Appraisal Scale of Required Life Skills for College Student Athletes (Shimamoto et al., 2013). This scale has following 10 subscales: stress management, setting goals, thinking carefully, appreciating others, communicating, maintaining etiquette and manners, always making one's best eŠort, taking responsibility for one's own behavior, being humble, and maintaining physical health and well-being. The relationships between life skills acquisition level assessed in March 2011 and employment situations (employed or unemployed) by March 2012 were examined with nine members who had not obtained employment by the time of graduation from university. The analysis results showed that the employment group (n=4) who had acquired employment within one year of graduation indicated a higher acquisition level compared to the unemployed group (n=5) with regard to setting goals (p<.05). Therefore, it was suggested that there is the positive relationship between setting goals and post-graduation employment for top college student wrestlers.
AbstractCollective e‹cacy has been identiˆed as a critical determinant of team success in sport. Many studies in sport psychology have focused on the relationships between collective e‹cacy and psychological variables or outcomes of interest. Although an increasing number of studies on collective e‹cacy have been conducted in Japan, greater attention should be given to reˆning the methodology for assessing the construct of collective e‹cacy. The purposes of this study were to conˆrm the factor structure and establish construct validity of the Japanese translated version of the Collective E‹cacy Questionnaire for Sports (J CEQS) with revisions to its original version (Short et al., 2005). The participants were 1244 athletes from 48 teams. We conducted a conˆrmatory factor analysis and found that the J CEQS showed the same multidimensional factor structure as Short's original questionnaire. To test the construct validity of the J CEQS, we examined correlations among its subscale scores with the Group Environment Questionnaire (GEQ, Carron et al., 1985). All the J CEQS subscales were signiˆcantly correlated with the group integration-task subscales. The unity subscale of the J CEQS was also signiˆcantly correlated with all the GEQ subscales. These correlations were similar to those shown in previous studies (Martá ƒnez et al., 2011;Short et al., 2005). The presentˆndings provide preliminary support for the utility of the J CEQS as a measure for assessing collective e‹cacy in sport teams. We discuss recommendations for future studies using the J CEQS.
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