Sources of Stress and Use of Anticipatory, Preventative and Proactive Coping Strategies by Higher Education Lecturers

Devonport, Tracey J.; Biscomb, Kay; Lane, Andrew M.

doi:10.3794/johlste.71.177

Cited by 27 publications

(31 citation statements)

References 37 publications

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“…The profession of sport science has developed rapidly in recent years to cover a multiplicity of job tasks within the higher education sector and governing bodies of sport (Devonport, Biscomb, & Lane, 2008;Reid, Stewart, & Thorne, 2004). For example, sport scientists who work in higher education face increasing pressures to deliver lectures to large student cohorts, while publishing and presenting high quality research papers.…”

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confidence: 99%

Sport Psychologists’ Experiences of Organizational Stressors

Fletcher

Rumbold

Tester

et al. 2011

The Sport Psychologist

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This study extends stress research by exploring sport psychologists’ experiences of organizational stressors. Twelve accredited sport psychologists (6 academics and 6 practitioners) were interviewed regarding their experiences of organizational stress within their jobs. Content analysis involved categorizing the demands associated primarily and directly with their occupation under one of the following general dimensions: factors intrinsic to sport psychology, roles in the organization, sport relationships and interpersonal demands, career and performance development issues, and organizational structure and climate of the profession. A frequency analysis revealed that academics £AOS = 201) experienced more organizational stressors than practitioners £APOS = 168). These findings indicate that sport psychologists experience a wide variety of organizational stressors across different roles, some of which parallel those found previously in other professions. The practical implications for the management of stress for sport psychologists are discussed.

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confidence: 99%

Sport Psychologists’ Experiences of Organizational Stressors

Fletcher

Rumbold

Tester

et al. 2011

The Sport Psychologist

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“…Length of professional experience appeared to impact on the academics' emotional maturity, which in turn affected the way they coped with fear. Proactive coping, such as good timemanagement and prioritising, has been shown to prevent or lessen the impact of stress in university lecturers (Devonport, Biscomb, & Lane, 2008) and also to facilitate the achievement of personal goals and personal growth in the general occupational context (Greenglass, 2002).…”

Section: Understanding Lecturers' Perceptions Of Workplace Fear: An Imentioning

confidence: 99%

Understanding Lecturers’ Perceptions of Workplace Fear: An Interpretive Study in the Cypriot Higher Education Context

Antoniadou¹,

Sandiford²,

Wright³

et al. 2015

Research on Emotion in Organizations

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This chapter explores how Cypriot lecturers perceive and experience fear while being at work.Drawing on the lens of interpretive inquiry, data were collected through interviews with nineteen lecturers. Analysis focused on experiences of workplace fear offering rich insights into characteristics of fear, eliciting events, and coping ways. Findings help to unveil the specific events that lead to fear in the Cypriot universities, and the ways lecturers manage their fearful experiences. The study contributes to the study of discrete emotions, by empirically examining fear's own storyline through the workers' own perspectives, within a specific context.

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“…If these stressors are not managed adequately, they can result in reduced quality, productivity, moral and creativity as well as having a negative impact on health and well being (Everly, 1990;Matteson & Ivancevich, 1987;Nowack, 1989;Terry, Tonge, & Callan, 1995). Common sources of stress include work overload, role clarity, lack of promotion or recognition, poor management, inadequate resources, pressure to secure research funding and negative student interaction (Daniels & Guppy, 1994;Devonport, Biscomb, & Lane, 2008;Harrison, 1997;Winefield & Jarrett, 2001). …”

Section: Initial Considerationsmentioning

confidence: 99%

“…To address the potential negative effects associated with work-related stress, a 5 number of coping strategies have been identified including mental rehearsal, effective planning, positive self-talk, putting in perspective, relaxation techniques, support from colleagues, recognition and achievement, good morale and a flexible work environment (Devonport et al, 2008;Gillespie, Walsh, Winefield, Dua, & Stough, 2001). …”

Section: Initial Considerationsmentioning

confidence: 99%

Reflections of a novice sports science lecturer: Perceptions of the challenges and sources of support

Hughes¹

2010

JoHLSTE

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The article aims to highlight perceptions of the main demands and challenges placed on a novice sports science university lecturer and consider sources of support available during the early stages of their career. A lecturer is typically required to perform the roles of administrator, teacher, personal tutor, researcher and consultant. Discussion is given to the challenges a novice lecturer is likely to face within each of these roles and possible ways to overcome these challenges. Finally, a number of sources of support are identified to ensure a novice lecturer maintains the focus of their work and continues their professional development.

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Sources of Stress and Use of Anticipatory, Preventative and Proactive Coping Strategies by Higher Education Lecturers

Cited by 27 publications

References 37 publications

Sport Psychologists’ Experiences of Organizational Stressors

Sport Psychologists’ Experiences of Organizational Stressors

Understanding Lecturers’ Perceptions of Workplace Fear: An Interpretive Study in the Cypriot Higher Education Context

Reflections of a novice sports science lecturer: Perceptions of the challenges and sources of support

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