Mean Girls: Adolescent Female Athletes and Peer Conflict in Sport

Partridge, Julie A.; Knapp, Bobbi A.

doi:10.1080/10413200.2015.1076088

Cited by 22 publications

(16 citation statements)

References 42 publications

(48 reference statements)

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“…Overall, the three identified response patterns are in contrast to what Partridge and Knapp (2016) describes as the manifestation of conflict. In their study on peer conflict in adolescent sport the authors approach conflict through a behavioural perspective highlighting victimization at the centre of conflict, while not considering related emotional and cognitive processes in either victim or perpetrator.…”

Section: Coaches and Athletes' Responses To Conflictmentioning

confidence: 68%

“…The coach-athlete relationship is thought to be at the "heart of coaching" (Jowett & Shanmugam, 2016). Previous research has mainly addressed the benefits of positive, harmonious and stable coach-athlete partnerships that promote performances in training and competition (Antonini Philippe & Seiler, 2006;Poczwardowski, Barott, & Henschen, 2002), and enhance athletes' confidence, Although only few studies touch upon the construct of interpersonal conflict in sport, a handful of studies have been carried out focusing on intragroup conflict (e.g., Leo, Gonzalez-Ponce, Sanchez-Miguel, Ivarsson, & Garcia-Calvo, 2015;Paradis, Carron, & Martin, 2014;Partridge & Knapp, 2016). In line with Mellalieu et al (2013) and the general conflict literature (e.g., Barki & Hartwick, 2004), these studies describe intra-team conflict by negative emotions (e.g., frustration, anger), thoughts (e.g., blame, disagreement) and behaviours (e.g., screaming, ignoring).…”

Section: Introductionmentioning

confidence: 99%

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On understanding the nature of interpersonal conflict between coaches and athletes

Wachsmuth

Jowett

Harwood

2018

Journal of Sports Sciences

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Conflict is a part of coach-athlete relationships and should be carefully considered as it can have effects on the quality of coaching and the level of performance. Despite its practical relevance, there is a dearth of research around coach-athlete conflict. Therefore, the current study aimed to explore the characteristics and topics of conflict, as well as coaches and athletes' emotional, cognitive and behavioural experiences during conflict. A total of 22 independent coaches and athletes participated in semi-structured interviews evolving around the nature of interpersonal conflict. After all interviews were transcribed, a deductive-inductive content analysis was conducted. This was guided by the interview schedule as well as the by the conceptual framework of conflict in sport relationships (Wachsmuth, Jowett, & Harwood, 2017). Data were divided into five main categories: Conflict characteristics and conflict topics, as well as conflict cognitions, emotions, and behaviours. Findings highlighted the variety of ways in which participants understood and interpreted interpersonal conflict and how their impressions of conflict influenced its evolving process. Considering the participants' cognitive, emotional and behavioural expressions of conflict, it became apparent that conflict can be described through uncertain, escalating and problem-orientated responses. Practical applications concerning (mal-) adaptive responses to conflict are discussed. (199/200).

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Section: Coaches and Athletes' Responses To Conflictmentioning

confidence: 68%

Section: Introductionmentioning

confidence: 99%

On understanding the nature of interpersonal conflict between coaches and athletes

Wachsmuth

Jowett

Harwood

2018

Journal of Sports Sciences

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“…The results of the research also revealed the influence of tradition, expressed by stiff phrases and subconscious assessments of phenomena. The latter trend reflects the culture that is traditionally formed in sport and that is also observed while assessing various negative aspects of social relationships in sport, manifesting themselves at different levels both in the relationships between athletes [47] and analyzing coaching behaviors [48]. All of it influences the attitude to bullying and harassment as well as some ambivalence of their assessment and the ability to recognize/acknowledge in-depth reasons.…”

Section: Discussionmentioning

confidence: 93%

“Omerta” in Organized Sport: Bullying and Harassment as Determinants of Threats of Social Sustainability at the Individual Level

2019

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The interpretation of the evolutionary theory prevailing in sport, based on the approach that the strongest survive, varies with the rules inherent in the criminal world, forbidding to "take out" negative information about interrelationships, in this case, outside the team or group. Such traditionally established culture puts pressure on athletes to suffer from bullying and follow the "silence law". In the long run, this turns into a precondition for unsafe environment for athletes, which, due to negative consequences for the individual, can be identified as threats to social sustainability at the individual level. Such a situation is also indirectly approved by the heads and coaches of organizations. The latter, who lack competencies to resolve conflict situations, are left to solve arising problems on their own and do not receive any support from the management of organizations. Therefore, the aim of this research is to reveal the factors determining the specificity, emergence, and development of bullying and harassment in sport as threats to social sustainability at the individual level. The research was conducted using a semi-structured interview method with eight coaches representing team, individual, and duel sport branches. Inductive content analysis served as the basis for the data analysis. Research results disclosed factors determining the specificity of emergence of bullying and harassment in sport and hindering the entrenchment of social sustainability in sport at the individual level. The results revealed the euphemisms distinguished by coaches, which, in sport, have a positive connotation, such as "combativeness" and "sports anger" instead of the term "aggression". It was identified that coaches named aggressors as "harder players", "confident players", "active persons", "players-torpedoes", "emotional players", and "competitive players". Sports competition is justified in various forms. The emergence of bullying and harassment is grounded on "mastery differences", it is stated that abusive actions are experienced by "physically weak" players, while physical actions used by athletes are called "mischief"; verbal actions are "raillery". In addition, inadequate preparation of Lithuanian coaches to respond to bullying and harassment in their trained teams or groups on time and appropriately was identified. It turned out that sports organizations are not particularly interested in organizing trainings for prevention of destructive interrelations and intervention. Such kind of in-service training is left to the coach's initiative.

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“…Inductive content analysis was used because the purpose of the short interviews was to explore the experience of the participants during imagery with music or NM. Inductive content analysis has been widely used by sport psychology researchers (e.g., Pink et al, 2015 ; Ludlam et al, 2016 ; Partridge and Knapp, 2016 ).…”

Section: Methodsmentioning

confidence: 99%

Effects of Relaxing and Arousing Music during Imagery Training on Dart-Throwing Performance, Physiological Arousal Indices, and Competitive State Anxiety

et al. 2018

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Music that is carefully selected to match the requirements of activities and the characteristics of individuals has been shown to produce significant impacts on performance enhancement (Priest et al., 2004). There is also evidence that music can enhance imagery (Grocke and Wigram, 2007), although few studies have investigated the effects of music on imagery in the context of sport skills. In the present study, the effects of relaxing and arousing music during imagery on dart-throwing performance, physiological arousal indices, and competitive state anxiety, were investigated among 63 novice dart throwers. Participants had moderate-to-high imagery ability and were randomly assigned to unfamiliar relaxing music (URM), unfamiliar arousing music (UAM), or no music (NM) groups. Performance was assessed by 40 dart throws at a concentric circles dartboard before and after 12 imagery sessions over 4 weeks. Measures of galvanic skin response (GSR), peripheral temperature (PT), and heart rate (HR) were taken during imagery sessions 1 and 12, and the Competitive State Anxiety Inventory-2 Revised (CSAI-2R) was administered prior to the pre- and post-intervention performance task. Dart-throwing gain scores were significantly higher for URM than for UAM and NM, with no significant difference between UAM and NM (URM = 37.24 ± 5.66, UAM = 17.57 ± 5.30, and NM = 13.19 ± 6.14, F2,62 = 5.03, p = 0.01, η2 = 0.14). GSR, PT, and HR reflected lower arousal for URM than for UAM or NM. Significant decreases in somatic anxiety were evident for URM and UAM but not NM. Significant decreases in cognitive anxiety were evident for URM and NM but not UAM. Significant increases in self-confidence were evident for URM but not UAM or NM. Performance improved in all three conditions but URM was associated with the largest performance gain, the lowest physiological indices of arousal, and the most positive CSAI-2R profiles. Listening to relaxing music during imagery may have benefits for performance in other fine motor skills.

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Mean Girls: Adolescent Female Athletes and Peer Conflict in Sport

Cited by 22 publications

References 42 publications

On understanding the nature of interpersonal conflict between coaches and athletes

On understanding the nature of interpersonal conflict between coaches and athletes

“Omerta” in Organized Sport: Bullying and Harassment as Determinants of Threats of Social Sustainability at the Individual Level

Effects of Relaxing and Arousing Music during Imagery Training on Dart-Throwing Performance, Physiological Arousal Indices, and Competitive State Anxiety

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