Well-being in competitive sports—The feel-good factor? A review of conceptual considerations of well-being

Lundqvist, Carolina

doi:10.1080/1750984x.2011.584067

Cited by 153 publications

(166 citation statements)

References 60 publications

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“…In the last decades two dominating perspectives of well-being have emerged: psychological (or eudaimonic) well-being that is concerned with the realization of a person’s true nature and potential; and subjective (or hedonic) well-being that is based on the general idea that happiness and pleasure form the essential goal of human life (Diener, 2018; Ryan & Deci, 2001; Ryff & Keyes, 1995). Both perspectives are relatively distinct and originate from different philosophical views, yet they overlap (Lundqvist, 2011). …”

Section: Introductionmentioning

confidence: 99%

Doctoral students’ well-being: a literature review

Schmidt

Hansson

2018

International Journal of Qualitative Studies on Health and Well

174

163

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Purpose: Doctoral student well-being is an important matter that shapes the well-being of academics throughout their careers. Given that well-being has been found to be closely related to employee productivity and efficiency, strategies associated with maintaining well-being during PhD studies might be crucial for higher education, its outcomes and—just as importantly—for a balanced life of PhD students. Method: Based on 17 studies, this literature review critically assesses the literature on doctoral student well-being. Results: Theoretical models, concepts of well-being, and methods applied are discussed, as are the results of the articles. The reviewed studies are then discussed based on a SWOT analysis addressing the strengths and weaknesses of the reviewed research as well as the identified opportunities and threats, which can be used as a basis for future research. Based on the review findings and the SWOT analysis, a multidimensional view of the well-being of doctoral students is proposed. Conclusions: The study proposes a more student-centred approach to meeting doctoral students’ needs, and the enhancement of doctoral student well-being in order, as a long-term goal, to improve academics’ well-being and productivity.

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Section: Introductionmentioning

confidence: 99%

Doctoral students’ well-being: a literature review

Schmidt

Hansson

2018

International Journal of Qualitative Studies on Health and Well

174

163

View full text Add to dashboard Cite

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“…La competición es un rasgo pertinente de muchos juegos deportivos (juegos tradicionales o deportes) y su aplicación en el ámbito educativo puede repercutir positiva o negativamente sobre el bienestar socioemocional de los alumnos en función de cuál sea su uso (Digelidis, Papaioannou, Laparidis, & Christodoulidis, 2003;Ferrer-Caja & Weiss, 2000;Hromek & Roffey, 2009;Lundqvist, 2011;Morgan, Kingston, & Sproule, 2005). Entendemos competición motriz como "aquella situación objetiva de enfrentamiento motor en la que uno o más individuos realizan una tarea motriz sometida obligatoriamente a reglas que definen sus obligaciones, su funcionamiento, y muy especialmente los criterios de éxito y fracaso" (Parlebas, 2001, p. 79).…”

Section: Introductionunclassified

Emotional Physical Education in adolescents. Identifying predictors of emotional experience

Duran¹,

Burgués²,

Salas³

et al. 2015

CCD

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ResumenLos juegos deportivos son recursos pedagógicos de primer orden cuando se trata de educar competencias emocionales orientadas a la mejora del bienestar socioemocional del alumnado. Esta investigación examinó la capacidad predictiva de seis variables dominio acción motriz (familia de juegos), competición (presencia o ausencia), género (masculino y femenino), tipo de emoción (trece emociones organizadas en positivas, negativas y ambiguas) e historial deportivo (con o sin historial) para explicar la intensidad emocional suscitada en la práctica de juegos deportivos. Participaron 220 estudiantes de ESO y Bachillerato de 5 centros educativos de las regiones de Cataluña y Valencia. Se realizaron 2 sesiones con juegos con o sin competición de los cuatro dominios de acción motriz. Tras finalizar cada juego los alumnos respondieron la escala validada Games and emotions Scale (GES) para identificar la intensidad de trece emociones básicas. El análisis de los datos se realizó mediante la técnica estadística de árboles de clasificación. Entre los hallazgos obtenidos destacamos: los juegos deportivos generan intensidades elevadas de emociones positivas. El tipo de juego (dominio) y la competición son las principales variables predictivas de la alegría, el humor y la felicidad. Las emociones negativas registraron los valores menos intensos. La competición (derrota) y el historial deportivo (disponer de antecedentes deportivos) fueron las principales variables predictivas de la ira y la ansiedad. El género (chicos) y el historial deportivo (con historial) fueron las principales variables predictivas del rechazo. Este estudio aporta criterios sobre la utilización del juego deportivo en programas de educación física emocional en adolescentes.Palabras clave: Educación secundaria, juego deportivo, emociones, árboles de clasificación. AbstractSports games are first-rate teaching resources in relation to the education of emotional skills used to improve the socio-emotional welfare of students. This research tested the predictive capacity of six motive action domain variables (family of games), competition (presence or absence), gender (masculine or feminine), type of emotion (thirteen emotions classified under positive, negative and ambiguous) and sporting history (with or without records) to explain the emotional intensity achieved by sports games practice. Two hundred and twenty students of ESO and Bachillerato from 5 schools in Catalonia and Valencia took part in the study. Two sessions with games with or without competition of the four motive action controls were carried out. After finishing each game, the students answered the validated Games and Emotions Scale (GES) to identify the intensity of thirteen basic emotions. The analysis of the data was made using the classification tree statistical method. Key findings highlight that sports games generate a high intensity of positive emotions. The type of game (control) and competition are the main predictive variables of joy, mood and happiness. Negative emotions were record...

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“…There are various models used, usually of hedonistic approach, making it diffi cult to compare results across studies (Lundqvist, 2011).…”

Section: Discussionmentioning

confidence: 99%