Background Reliable assessment and understanding of student-athletes’ motivation for dual careers are crucial to support their career development and transitions. The purpose of this research was to examine the validity and usefulness of the student-athletes’ motivation toward sport and academics questionnaire (SAMSAQ-PT) in the Brazilian higher education context. Four studies were performed. Methods In study one, conceptually and semantic translation of the questionnaire and Bayesian exploratory factor analysis were conducted. In study two, a Bayesian confirmatory factor analysis with an independent sample was performed. In study three, Bayesian multilevel modeling was applied to examine the construct validity of the questionnaire in a cross-sectional sample. In study four, the SAMSAQ-PT sensitiveness was examined in a longitudinal sample, and the results were interpreted based on multilevel regression and poststratification. Results Altogether the results provided evidence validity and usefulness of the SAMSAQ-PT in Brazilian student-athletes. The Brazilian student-athletes’ motivation scores were sensitive to the influence of sex, sport level, and type of university on career and sport motivation. SAMSAQ-PT estimate scores across an academic year showed a trend of stability in the scores, adjusting for sex, sport level, type of university, and student-athlete status. Conclusion The SAMSAQ-PT proved to be a robust and valuable questionnaire, which could be used in Portuguese-speaking countries. The findings of the cross-sectional and longitudinal surveys urge to consider individual and contextual characteristics when investigating motivation of dual-career of athletes, also concerning the sex-related opportunities in university sports. Furthermore, there is a need for a call for action to promote and nurture the student-athletes motivation to remain engaged in both sports and educational commitments.
Objetivou-se relatar as percepções dos treinadores, autores deste relato, sobre a implementação do projeto de extensão Centro de Formação no Treino de Basquetebol (CFTB) em um contexto escolar. O projeto é uma parceria entre a Universidade Federal de Santa Catarina (UFSC) e a Federação Catarinense de Basketball (FCB). Caracterizado como qualitativo, descritivo, este estudo configura-se como um relato de experiência. Como resultados, destacam-se: a infraestrutura da escola suficiente para a realização do projeto; o relacionamento positivo com os jovens; a aproximação entre teoria e prática e a facilidade da localização próxima da escola com a universidade. Dentre as dificuldades: os dias de chuva que causam goteiras na quadra, o tamanho inadequado das tabelas para a categoria sub 12 e a sobrecarga acadêmica dos treinadores. Conclui-se que a participação dos treinadores, apesar das dificuldades apontadas, tem contribuído de forma significativa para a formação profissional.
The present study used a bioecological approach to examine the influence of personal characteristics (maturity status), process (accumulated deliberate practice), and contextual factors (including age group, competition level, sport type, and state) on the variation of sources of enjoyment among young female athletes. We also explored the effect of the dynamic interactions of time with personal characteristics and process (chronological age, menarche age, and years of accumulated deliberate practice in a specific sport). We considered 243 young female athletes (171 basketball players, and 72 volleyball players) aged, on average, 15.0 years (ranging from 10.1 to 19.7 years). Repeated measures were collected from a sub-sample of 84 athletes (41 basketball players, 43 volleyball players) aged, on average, 14.0 years (ranging from 11.5 to 18.1 years) at baseline, across competitive seasons during the survey period to fully operationalize the bioecological approach. Age group, menarche status, onset of specialization, competitive level, sport, state, and self-reported measures of sources of enjoyment, using the Sources of Enjoyment in Youth Sports Questionnaire (SEYSQ), were recorded. We used Bayesian hierarchical models to model the responses of the players in the SEYSQ. The young female athletes mainly agreed (response 5 in the Likert-like scale) with the statements in each factor of the SEYSQ. There was no variation in the responses by SEYSQ factors associated with process (onset of specialization), person (menarcheal status), and context (age group, sport, competitive level, and state), when considering the cross-sectional data. When aligning the three chronosystems (chronological age, menarche age, and accumulated sport-specific deliberate practice), it was possible to identify the importance of the sport context to the changes in the sources of enjoyment across the development of young Brazilian female athletes between 12 and 18 years. Overall, our findings underscore the necessity of incorporating time in ecological approaches to youth sports research through a repeated-measures design to properly operationalize the bioecological approach. The results of the present study do not support the argument that early specialization may lead to low enjoyment and consequent compromise in commitment and sustained participation in youth sports programs.
OBJETIVO: Apresentar a proposta de planejamento e a construção de uma prancha de equilíbrio para o ensino das Práticas Corporais de Aventura para alunos dos anos finais do ensino fundamental, no contexto do ensino remoto. MÉTODOS: Foi elaborado a partir da Disciplina Estágio Supervisionado em Educação Física Escolar II, desenvolvida no 2° semestre de 2020, do curso de Licenciatura em Educação Física da Universidade Federal de Santa Catarina. texto considera a análise conjuntural da Educação Física no ensino remoto e da unidade educativa que serviu de base para se estruturar este planejamento. A proposta de intervenção foi pensada buscando considerar os conteúdos yoga e meditação que estavam sendo trabalhados pela professora da turma. RESULTADOS: Destaca-se que o conteúdo Práticas Corporais de Aventura surgiu a partir de um levantamento prévio feito com os estudantes sobre conteúdos que tinham interesse em aprender. Foi planejado um conjunto de cinco módulos de conteúdos para duas turmas do nono ano da escola-campo. CONCLUSÃO: Conclui-se que essa experiência pedagógica proporcionou aos envolvidos um conjunto de aprendizados significativos para o incremento da prática pedagógica docente. E que, a ausência do contato mais efetivo com os estudantes e com a realidade da escola-campo impactou a experiência formativa dos graduandos em Educação Física.ABSTRACT. The body practices of adventure in physical education classes during remote teaching: planning to move with the balance board.OBJECTIVE: To present the proposal for planning and building a balance board for teaching Adventure Body Practices to students in the final years of elementary school, in the context of distance education. METHODS: It was developed from the Discipline Supervised Internship in School Physical Education II, developed in the 2nd semester of 2020, of the Licentiate Degree in Physical Education at the Federal University of Santa Catarina. The text considers the conjunctural analysis of Physical Education in remote education and the educational unit that served as the basis for structuring this planning. The intervention proposal was designed seeking to consider the yoga and meditation contents that were being worked on by the class teacher. RESULTS: It is noteworthy that the Corporal Practices of Adventure content emerged from a previous survey made with students about content they were interested in learning. A set of five content modules was planned for two classes in the ninth year of the field-school. CONCLUSION: It is concluded that this pedagogical experience provided those involved with a set of significant learnings for the increment of the teaching pedagogical practice. And that the lack of more effective contact with students and with the reality of the school-field impacted the formative experience of undergraduates in Physical Education.
We examined the influence of individual and contextual characteristics on student-athlete identities and then explored identity variations across the undergraduate college years. Our main analysis relied on a quantitative study of a large sample of cross-sectional data (n = 862: females = 490, males = 372) with follow-up data for 102 participants. We also used qualitative semi-structured interviews within a small sub-sample (n = 4) who participated in international competitions to provide deeper insight into their identities across time. We used the Portuguese version of the Baller Identity Measurement Scale (BIMS) to explore student-athlete identities, and we examined the influence of sex, student-athlete status (based on institution documents), the participant’s competitive level in the sport, and the student athlete’s university type. We modelled response probability on BIMS items with multilevel ordinal regression in a cumulative model based on the Bayesian framework. For the follow-up in-depth qualitative interviews of four participants competing at the international level, we used thematic analysis, with two independent researchers generating thematic codes. We found a non-significant trend toward a decreased student-athlete identity across the undergraduate years. Participants' statements reflected their difficulty combining both aspects of the student-athlete identity, such that they tried to shift their identities, depending on the circumstances, while their athletic identity seemed to be privileged. Hence, participants had difficulty combining a dual academic-sport career within a context oriented toward academic achievement and transition to professional life. The higher education context was unprepared to support student-athletes toward a dual academic-sport career.
We aimed to explore life skills development among medical student-athletes who participated in a university basketball team. We conducted qualitative constructivist research based on the life skills approach. Medical students from the college basketball team were interviewed in-depth. Using inductive thematic analysis, two independent researchers generated codes and themes. Methodological integrity and self-reflection process were carefully followed. Our analyses revealed that the medical students involved as athletes in college basketball were likely to perceive life skills development to contribute to their future medical careers. Several life skills were mentioned, such as time management, leadership, teamwork, learning improvement and mental performance. The coach was the one mentioned as the essential agent in developing life skills. This study highlighted how a rational and responsible commitment to sports could contribute to developing life skills that might be transferable to a future medical career.
O presente estudo buscou analisar a identidade do estudante-atleta universitário em relação ao gênero, região do país, contexto acadêmico (tipo de instituição de ensino superior e área de conhecimento [curso]) e contexto esportivo (horas de treino semanal e tipo de modalidade esportiva. Foram coletados 311 (172 mulheres) estudantes-atletas com a utilização do questionário Baller Identity Measurament Scale, validado para o contexto brasileiro e considerado nas dimensões de afetividade e identidade social. Análise multinível e pós-estratificada foi adotada. De modo geral, o contexto acadêmico e contexto esportivo parecem ter influência na identidade do estudante-atleta universitário de elite.
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