Positive Psychology and Quality Physical Education

Cherubini, Jeffrey M.

doi:10.1080/07303084.2009.10598356

Cited by 5 publications

(4 citation statements)

References 29 publications

(43 reference statements)

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“…Another important key factor is the physical education teacher. Accordingly, creating a positive experience should be the most important duty for PE teachers (Cherubini, 2009;Pharez, 2016;Rukavina and Doolittle, 2016). Moreover, positive climates help to emerge the adaptive outcomes, such as enjoyment and happiness (Ntoumanis, 2001).…”

Section: Introductionmentioning

confidence: 99%

Flow Experiences in Physical Education Classes: The Role of Perceived Motivational Climate and Situational Motivation

Ada

Çetinkalp

Altiparmak

et al. 2018

Asian Journal of Education and Training

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The purpose of this study was to determine the role of perceived motivational climate and situational motivation levels on dispositional flow in physical education classes. 242 boys (Mage=13.38; SD=0.95) and 251 girls (Mage=13.27; SD=0.88) a total of 493 secondary school students (Mage=13.32; SD=0.91) voluntarily participated in this study. Physical Education Situational Motivational Scale, Learning and Performance Orientation in Physical Education Classes Questionnaire and Physical Education Dispositional Flow Scale-2 were administered to all participants. Hierarchical regression analysis indicated that identified regulation, intrinsic motivation, pupil learning climate and teacher-initiated learning explained a significant amount of variance in dispositional flow in physical education (p<0.05). The pupil learning climate, identified regulation and leisure time sport participation were the strongest predictors, respectively. These findings suggested that promoting mastery-oriented climate, self-determined situational motivation, and participation in sport will foster dispositional flow in the physical education setting.

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Section: Introductionmentioning

confidence: 99%

Flow Experiences in Physical Education Classes: The Role of Perceived Motivational Climate and Situational Motivation

Ada

Çetinkalp

Altiparmak

et al. 2018

Asian Journal of Education and Training

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“…Given the need to create and sustain meaningful experiences for all students, the pursuits of positive psychology appear to be a natural match with quality physical education. Interesting, challenging, and pleasurable physical activity would internalize an authentic feeling of happiness in students (Cherubini 2009).…”

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confidence: 99%

Psychology of Child Well-Being

Holte

Barry

Headey

et al. 2014

Handbook of Child Well-Being

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556distributed among children in different countries (Wold) and ask whether such measurements are valid and what influence them across cultures and countries (Trommsdorff). We continue by on a broad base to single out what affects the experience of well-being generally and among children and adolescents particularly. The issues covered are evolution (Grinde), genes (Nes), cognition (Thimm and Wang), personality (Torgersen and Waaktaar), family (Bowes and Bekkhus), transfer of values between parents and child (Headey, Muffels and Wagner), play (Borge), peer relations (Borge), kindergarten (Zachrisson and Lekhal), and school (Barry). We end the chapter by presenting five ways to practically enhance happiness in everyday life (Nes and Marks) and by guiding you through the world's largest database on happiness the World Database of Happiness (Veenhoven).Subjective well-being (SWB) is one of the most prominent topics in the study of positive mental health and attracts increasingly more attention in psychology, in particular in the branch of positive psychology. Positive psychology was introduced as a new area of psychology in 1998, when Martin Seligman chose it as the theme for his term as president of the American Psychological Association. According to Seligman (2002b, p. 3), "The aim of positive psychology is to catalyse a change in psychology from a preoccupation only with repairing the worst things in life to also building the best qualities in life." The first Handbook of Positive Psychology (Snyder and Lopez 2002) emerged in 2002, identifying several broad topics to be studied in positive psychology, such as identifying human strengths, fostering wellbeing, resilience, prosocial behavior, and quality of life (QOL). In this perspective, strategies and techniques for enhancing the well-being are educational, relational, social, and political interventions, not clinical treatments.An important task in positive psychology is to get insights into well-being and QOL in terms of three overlapping paths or pursuits: (1) the pleasant life, or the "life of enjoyment," how people optimally experience, forecast, and savor the positive feelings and emotions that are part of normal and healthy living (e.g., relationships, hobbies, interests, and entertainment); (2) the good life, or the "life of engagement," the beneficial effects of immersion, absorption, and flow that individuals feel when optimally engaged with their primary activities; and (3) the meaningful life, or "life of affiliation," how individuals derive a positive sense of well-being, belonging, meaning, and purpose from being part of and contributing back to something larger and more permanent than themselves (e.g., nature, social groups, organizations, movements, traditions, belief systems).Among children, the three paths are present in many areas of life, and play is among the most evident. Playing is for children and positive psychology seeks to 557 the early 1980s, Veenhoven (1984) attempted to solve the puzzle by including both hedonic level and contentmen...

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“…Intuitively, and supported by the research literature, positive communications between coaches and ath letes will induce athlete motivation level and negative relationships will reduce it. On a fundamental level, an athlete' s attitude toward his or her coach and team mates will be more positive if he or she is training and practicing in an environment with greater positive affect (e.g., harmonious passion, joy, interest, hope) than negative affect (e.g., frustration, fear, boredom; Cherubini, 2009;Cherubini & Anshel, 2018;Foster & Lloyd, 2007). Martens (2012) noted communicating with a positive approach is "one of the most important skills" a coach can learn (p. 93).…”

Section: Positive Communicationmentioning

confidence: 99%

Strategies and communication skills in sports coaching.

Cherubini

2019

APA Handbook of Sport and Exercise Psychology, Volume 1: Sport Psychology (Vol. 1).

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Additional research has further recognized differences in communication styles between male and female coaches and the sub sequent expectations of their athletes. For instance, male coaches use more punishment toward their athletes than female coaches do. In addition, there are differences in how male and female athletes react to these different communication styles. In particu lar, male players are more likely to be punished by using guilt messages than are female athletes.Within the context of enhancing the effective ness of sports coaching, Lee, Chelladurai, and Kim (2015) presented a model on emotional labor in coaching. Within the model, external elements of the environment (e.g., sporting culture, popularity of the sport, media influence) interact with internal elements (e.g., type of sport, level of competition, gender of the team/coach) to influence coaching emotions and thus, from a holistic perspective, the communication process. Examples of individual differences and emotions in communication styles among sports coaches abound. Some coaches are much more boisterous in their communication habits (e.g., former New York Jets and Buffalo Bills head coach Rex Ryan), whereas others are much more laid back and low key (e.g., New York Jets head coach Todd Bowles; Bondy, 2016;Shpigel, 2015). From an athlete perspective, twotime Super Bowl-winning quarterback Eli Manning is known for a similar laidback communication approach (Branch, 2007), whereas Drew Brees, also a Super Bowl winner, infamously leads pregame chants that can be called anything but laid back (Battista, 2009).Generational differences also must be accounted for with regard to differences among coaches in the communication process. For example, a middleaged coach (with an autocratic "I'm in charge" approach) instructing a teenage athlete (who perhaps has a more collaborative preference) presents another dynamic set of challenges to the coach-athlete relationship. Furthermore, and in acknowledgment of individual differences within this dynamic socialecological view, not all athletes prefer harmonious communication all of the time. Sagar and Jowett (2012) noted that,

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Positive Psychology and Quality Physical Education

Cited by 5 publications

References 29 publications

Flow Experiences in Physical Education Classes: The Role of Perceived Motivational Climate and Situational Motivation

Flow Experiences in Physical Education Classes: The Role of Perceived Motivational Climate and Situational Motivation

Psychology of Child Well-Being

Strategies and communication skills in sports coaching.

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