Socialization influences of collegiate female athletes: A tale of two decades

Over the past decade, sport participation opportunities for females have increased dramatically. The purposes of this study were to compare perceptions of encouragement and support from socializing agents for: (a) female collegiate volleyball players competing during the 1979 and 1989 seasons, and (b) female collegiate athletes and female and male nonathletes. Female athletes (n= 345), female nonathletes (n= 128), and male nonathletes (n= 88) completed a questionnaire to assess significant others' influence on sport involvement during childhood, adolescence, and college years. Results indicated that interest and encouragement by parents, older siblings, and friends significantly increased for female athletes over the past 10 years during one or more developmental period. Discriminant analyses revealed that female athletes perceived stronger influences from mother, siblings, friends, and coaches than did male and female nonathletes. These results demonstrate that female athletes received greater social support than their peers a decade earlier, and these influences were significantly different than male and female nonathletes. This study was supported by a grant awarded to the first author by the Center for the Study of Women in Society, University of Oregon, Eugene.     

Sport psychologists' perceptions of sport and mental health practitioners

Abstract

This study surveys recently graduated sport psychology (SP) doctoral students' (N = 34) educational backgrounds, work experiences, and perceptions of the professional field of SP inside and outside the realm of academia. Special attention was given to subjects' perceptions and expectations with regard to applied work in SP, actual work experiences, and income. Findings indicate that almost all graduates are spending their time in a variety of work activities, i.e., some combination of teaching, research, consulting, administration, and coaching, with a strong emphasis on teaching in an academic institution. Gender analysis revealed that, in general, females earned 74% of what males earned; females earned 53% of what males earned outside academia. Graduates' personal comments suggest a concern about consumer demand and financial support offered applied professionals in SP as well as the adequacy of their own training to provide applied services. Implications for AAASP and SP program directors are provided.     

Influence of sport participation upon sex role orientation of caucasian males and their attitudes toward women

Differences in psychological androgyny and attitudes toward women were examined in male Caucasian intercollegiate contact and noncontact sport athletes and male Caucasian college nonathletes. Contact athletes in the sports of football and wrestling, noncontact athletes in the sports of baseball and track and field, and nonathletes completed the Attitudes Toward Women Scale (ATWS) and the Bem Sex Role Inventory (BSRI) to assess egalitarian attitudes toward women and sex role orientation. Results of analyses of variance (ANOVAs) on the ATWS indicate that athletes as a group possessed more conservative, traditional attitudes toward women than did nonathletes, but that no differences existed between contact sport athletes and noncontact sport athletes. Results of ANOVAs and chi-square analyses on the BSRI indicated no differences between groups regarding sex role orientation based upon self-perceptions of masculinity and femininity.     

Sources and Types of Confidence Identified by World Class Sport Performers

This study identified the sources and types of confidence salient to 14 (7 male, 7 female) successful World Class athletes. Nine sources of confidence were identified: Preparation, performance accomplishments, coaching, innate factors, social support, experience, competitive advantage, self-awareness, and trust. A testament to the multi-dimensional nature of sport confidence, six types of sport confidence were also identified: skill execution, achievement, physical factors, psychological factors, superiority to opposition, and tactical awareness. Gender was related to both the sources of confidence and the subsequent types of confidence experienced by the athletes. For example, females placed more importance on good personal performances than males who derived confidence from winning. Results were discussed in the context of previous sport confidence literature and implications for sport psychology and coaching practices were drawn.     

GENDER BIAS IN THEORETICAL PERSPECTIVES

Using female socialization into sport as an example, this paper empirically examines whether existing conceptual and methodological perspectives pertaining to sport may be gender-biased. A social role–social systems approach, previously applied to male sport socialization and purported to predict a high degree of sport involvement when positive social influences are exerted by significant others, was applied to female athletes and nonathletes. Results from several stepwise regressions suggest that this conceptual approach does not adequately capture the process that pertains to females, as more variance is accounted for in the case of nonathletes, who have lower levels of sport involvement. The implications of such findings suggest that existing conceptual notions pertaining to sport socialization may in reality be a more accurate portrayal of gender role-appropriate behavior in sport rather than actual sport role behaviors.     

Gender Role Orientation of Athletes and Nonathletes in a Patriarchal Society: A Study in Turkey

The purpose of this study was to compare the gender role orientation and gender role classification of female and male athletes to those of their nonathlete counterparts. A total of 463 athletes and 378 nonathletes completed the Bem Sex Role Inventory. The findings indicated that athletes score higher on the masculinity and femininity subscales than do nonathletes. Men had higher scores on masculinity than did women, whereas women had higher scores on femininity than did men. In addition, both men and women athletes were mostly classified in the androgynous category. These findings are discussed in relation to the competitive sport environment and Turkish society.     

Achievement goals and gender effects on multidimensional anxiety in national elite sport

ObjectivesThe present paper examined the roles of achievement orientation, perception of the motivational climate, and perceived ability on performance trait anxiety in a sample of national level elite athletes. Gender differences in these relationships were also examined.DesignCross-sectional.MethodsOne hundred and ninety national elite athletes (male, n=101 and female, n=89) from individual sport completed Norwegian measures of goal orientation, perceived motivational climate, perceived ability, and multidimensional performance anxiety.ResultsFemale and male national elite athletes were similar in achievement orientations and had similar perceptions of the motivational climate. Females reported higher levels of performance worry, concentration disruption and somatic anxiety than males. Orientations did not predict performance anxiety for either gender, however perceptions of a performance climate predicted performance worry for both genders, and concentration disruption for females. Perceived ability predicted less performance worry for females and males. Perceived ability did not moderate the effects of the perceived motivational climate on performance anxiety, and neither did the results meet the criteria for testing mediation.ConclusionsThe extant motivational climate has an effect on performance anxiety, and coaches would be well advised to consider this when working with national elite athletes.     

The influence of peer groups in organized sport on female adolescents' identity development

IntroductionEngagement in the process of identity development has been identified as the most significant milestone of adolescence (Erikson, 1968) and peer groups serve as a key facilitator in this process (Kroger, 2007). Peer groups are particularly significant in the lives of female adolescents, as females derive a substantial part of their identity through these relationships (Josselson, 1987). Despite the significance of personal identity development in adolescence and the importance of peer groups in this process, this area has not been explored in the extant sport psychology literature.PurposeTo investigate the potential influence of peer groups in organized sport on female adolescent identity development.MethodsData were collected through photo-elicitation and semistructured interviews of eight female athletes between the ages of 13 and 17 years. Participants in the study played a variety of sports and competed at various levels. Data were analysed using a thematic narrative approach.ResultsParticipant stories suggest that interactions with peers in sport assist female adolescent athletes in developing their psychological (including emotional and intellectual), social, and physical selves.ConclusionStories shared by the female athletes suggest that a relationship exists between peer influence and identity development in sport. Findings are interpreted through Erikson's (1968) Theory of Psychosocial Development and the nature of the relationships in which peer influence on identity development occurs are discussed. Recommendations for future research are proposed.     

Clients' pretreatment counseling expectations as predictors of the working alliance

Because research suggests that counseling expectations are malleable and that alliance ratings predict clinical outcomes, the relationship between this pretreatment client characteristic (expectations) and the quality of the alliance early in treatment deserves further attention. This study examined the relationships between 57 clients' pretreatment role expectations and 3rd-session client-rated alliance in a naturalistic setting. Prior to intake, clients completed the Expectations About Counseling-Brief Form (H. E. A. Tinsley, 1982), and clients completed the Working Alliance Inventory-Short Form Revised (R. L. Hatcher & J. A. Gillaspy, 2006) following the 3rd therapy session. Results indicate that clients' expectations for personal commitment predicted the task, bond, and goal dimensions of the alliance. Expectations for facilitative conditions and counselor expertise did not predict clients' perceptions of the alliance. Clinical implications and research directions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved).     

Development of the Sports Performance Inventory: A Psychological Measure of Athletic Potential

The current study extends existing sport psychology research by developing a more comprehensive athlete attitudinal survey—the Sports Performance Inventory (SPI). A multiple item survey consisting of sport-related attitudinal items was distributed to 274 students enrolled in a large Division I Midwestern university. A principal components analysis with varimax rotation performed on the original survey items resulted in an 83 item survey with six interpretable factors: Competitiveness, Team Orientation, Mental Toughness, Emotional Control, Positive Attitude, and Safety Consciousness. All subscales demonstrated adequate item discriminability and internal consistency. Important statistically significant differences between college/novice and male/female athletes were found: (1) College athletes were found to have a higher SPI composite than novice athletes; (2) College athletes were found to have a more positive attitude than novice athletes; (3) College athletes were more competitive than novice athletes; (4) Females were more team oriented than males; and (5) Novice males were more competitive than novice females, while college females were more competitive than college males. Implications of these findings and suggestions for future research are discussed.     

Fear of failure and student athletes’ interpersonal antisocial behaviour in education and sport

Background. The link between fear of failure and students’ antisocial behaviour has received scant research attention despite associations between fear of failure, hostility, and aggression. Also, the effect of sport experience on antisocial behaviour has not been considered outside of the sport context in adult populations. Further, to date, sex differences have not been considered in fear of failure research. Aims. To examine whether (a) fear of failure and sport experience predict antisocial behaviour in the university and sport contexts in student athletes, and whether this prediction is the same in males and females; and (b) sex differences exist in antisocial behaviour and fear of failure. Sample. British university student athletes (n= 176 male; n= 155 female; M_age= 20.11 years). Method. Participants completed questionnaires assessing fear of failure, sport experience, and antisocial behaviour in both contexts. Results. (a) Fear of failure and sport experience positively predicted antisocial behaviour in university and sport and the strength of these predictions did not differ between males and females; (b) females reported higher levels of fear of devaluing one's self‐estimate than males whereas males reported higher levels of fear of important others losing interest than females. Males engaged more frequently than females in antisocial behaviour in both contexts. Conclusions. Fear of failure and sport experience may be important considerations when trying to understand antisocial behaviour in student athletes in education and sport; moreover, the potential effect of overall fear of failure and of sport experience on this frequency does not differ by sex. The findings make an important contribution to the fear of failure and morality literatures.     

Self-esteem of female athletes and nonathletes relative to sex role type and sport type

The purpose of the present research was to investigate the relationship of the self-esteem of female athletes and nonathletes to sex role type and sport type. The athletic group was comprised of 75 female collegiate athletes from eight sports and the nonathletic group consisted of a random sample of 75 female nonathletes. An assessment of self-esteem and sex role type was completed through administering to all subjects the short form of the (PRF) ANDRO Scale of Masculinity and Femininity, and the Interpersonal Disposition Inventory (IDI). On the basis of the results of the IDI, the subjects were categorized into four sex role types: androgynous, masculine, feminine, and undifferentiated. Based upon previous research, it was predicted that (1) athletes would exhibit higher self-esteem scores than nonathletes, (2) the self-esteem of androgynous individuals would be higher than other sex role types, (3) the self-esteem of feminine or undifferentiated individuals would be lower than other sex role types, (4) the self-esteem of female athletes in higher femininity status sports would be greater than those in lower femininity status sports, and (5) there would be a greater proportion of androgynous athletes and feminine nonathletes. The following significant results were found: nonathletes in the feminine sex role type were lower in self-esteem than all other groups; and there was a greater proportion of androgynous athletes and feminine nonathletes than expected by chance. There were no differences in self-esteem of athletes in higher femininity status vs lower femininity status sports. These findings were discussed relative to past research, and the potential impact of sport on the psychosocial development or selection of certain sex role types.     

Physical fitness differences between athletes and nonathletes: Do changes occur as a function of age and sex?

The main objectives were to determine (a) if physical fitness superiority of athletes over nonathletes increases as a function of age, and (b) if the magnitude of athlete-nonathlete fitness differences are the same in males as in females, and if these differences are consistent across ages. Approximately 3,000 students in grades 3, 7, and 11 (ages 9, 13, and 17 years) were tested on measures of static and explosive muscular strength, static and dynamic muscular endurance, cardiovascular endurance, and flexibility. MANOVA and follow-up univariate ANOVAs indicated that the higher the grade, the better the performance; males outperformed females on all measures except flexibility; and athletes were superior to nonathletes on all six test items. Furthermore, (a) there was no difference between athletes and nonathletes at grade 3, athletes were considerably better than nonathletes by grade 7, and the magnitude of the difference was virtually the same at grade 11, (b) the fitness superiority of athletes over nonathletes was essentially of the same magnitude for males as for females at each grade level.     

Sex and age differences in the sex-role stereotyping of third- and fifth-grade children

A four-part 85-item orally administered children's Sex-Role Expectations and Awareness Scale was developed. The four parts included measures of children's perceptions of (1) sex-associated behavior, (2) teacher expectations, (3) adult sex-role expectations, and (4) children's knowledge of the women's rights movement. The internally reliable scale was administered to 506 middle-class third- and fifth-grade children (259 females and 247 males) from eight schools in six states. Major results included the statistically significant findings that (1) although the absolute level of stereotyping was modest, males stereotyped significantly more often than females with regard to both male and female behavior traits and perceived teacher and adult sex-role expectation. (2) Third-grade students stereotyped more male behavior traits than fifth-grade students. (3) Females more often than males perceived teachers to expect traditional sex-role behavior from females. (4) Fifth-grade students knew more about the women's movement, but the absolute level of knowledge was quite low, with a comprehension rate around a third of the total number of items.     

High School Coaches’ Coaching Efficacy: Relationship with Sport Psychology Exposure and Gender Factors

Coaching efficacy (CE) is largely influenced by mastery experiences such as formal education and coaching experience. However, specific education has not previously been considered in relation to CE. Therefore, examining specific educational experiences, such as those related to sport psychology, which have previously been reported to increase self-efficacy, may prove helpful in advancing CE. Also, previously reported gender differences in CE and perceptions of sport psychology advocate for gender consideration. The purpose of this study was to explore high school coaches’ coaching experience to determine whether sport psychology exposure and gender factors relate to CE. Participants (N?=?2,018) completed the Coaching Efficacy Scale II–High School Teams. An analysis of covariance revealed that more sport psychology education and more frequent contact with sport psychology practitioners resulted in statistically higher CE (p < .05). Analysis of covariance indicated that female coaches reported significantly lower CE than males (p < .05), and coaches of only female athletes reported significantly lower motivation efficacy and physical conditioning efficacy than their peer groups (p < .05). Sport psychology consultants and coach educators should consider these differences when consulting and when developing educational materials and workshops.     

Gender role conflict,gender-typed characteristics,self-concepts,and sport socialization in female athletes and nonathletes

Gender role conflict, masculinity, femininity, physical appearance self-concept, athletic competence self-concept, body image self-concept, and athletic participation by parents among female athletes and nonathletes were examined in 76 female athletes and 69 female nonathletes (N= 145). Similar to previous research, results indicated no significant differences in the gender role conflict of female athletes and nonathletes. Results also indicated that, as predicted, female athletes exhibited significantly more positive athletic competence self-concept, body image self-concept, and athletic participation by parents than female nonathletes. Both participants' body image self-concept and parental sport participation were significantly and inversely related to their amount of gender role conflict. Implications for differences in the social personality and gender role development of female athletes and nonathletes are discussed. Special thanks to Francis Street for her helpful assistance. Thanks also to Pete Toye, Ph.D., Academic Advisor, the University of Wyoming Athletic Department and to coaches Mark Miller, Linda Conger, Mike English, Karoline Eide, Kyle Linton, Chad Lavin, Brenda Erikson, and Paul Barret for their cooperation and assistance.     

High School and College Athletes' Attitudes Toward Sport Psychology Consulting

The purpose of the present study was to explore attitudes about sport psychology consulting of high school and college athletes living in the United States. The Sport Psychology Attitudes–Revised form (SPA-R; Martin, Kellmann, Lavallee, & Page, 2002 Martin, S. B., Kellmann, M., Lavallee, D. and Page, S. 2002. Development and psychometric evaluation of the Sport Psychology Attitudes–Revised form: A multiple group investigation. The Sport P, 16: 272–290. [Web of Science ®] , [Google Scholar]) was administered to 362 high school and 431 college athletes. A 2 (Gender) × 2 (Age Group: High School and College) × 2 (Type of Sport: Physical Contact and Physical Non-contact) MANCOVA was conducted with past sport psychology consulting experience as a covariate and attitudes about sport psychology as dependent variables. Follow-up univariate and discriminant function analyses were then performed to identify the attitudes that maximized differences related to gender, age group and type of sport. Results revealed that male athletes, younger athletes and athletes who have been socialized in sports that involve physical contact may have a stigma toward seeking sport psychology consulting. Sport psychology consultants must be sensitive to how personal characteristics, experience and attitudes influence help-seeking to improve the services they offer.     

A person-oriented approach to sport and school burnout in adolescent student-athletes: The role of individual and parental expectations

ObjectivesThe present study aimed to examine what kind of burnout profiles exist among student-athletes based on their sport and school burnout symptoms. Moreover, it was investigated whether athletes' expectations of success in sport and school, on the one hand, and parental expectations, on the other hand, were predictors of the likelihood of the athlete to show a certain profile, after taking into account the effects of gender, grade point average, type of sport, and level of competition.Design and methodsThe participants were 391 student-athletes (51% females) from six different upper secondary sport schools in Finland, and 448 parents (58% mothers). The athletes filled in questionnaires about burnout and success expectations at the beginning of the first year of upper secondary school. At the same time point, parents were asked to answer a questionnaire on their success expectations for their child. Structural equation modeling and latent profile analysis were used to analyze the data.ResultsFour burnout profiles were identified: well-functioning, mild sport burnout, school burnout, and severe sport burnout. Athletes' and parents' expectations of success seemed to protect against burnout in the same domain, but this protection did not extend to the other domain. Moreover, high success expectations in one domain seemed to increase the risk for burnout in another domain.ConclusionsBurnout needs to be investigated within and across context in order to gain a holistic understanding of student-athletes' wellbeing.     

Gender differences in self-rated emotional expressiveness

The purpose of this investigation was to assess gender differences in the expression of different feelings as well as to examine the relationship between each gender's confidence in expressing different feelings and the target person's gender. The subjects, 100 male and 125 female psychology students at a community college, self-rated their confidence in expressing emotions by completing the Efficacy and Consequence Expectations for Social Skills (ECESS). Multivariate analyses and then univariate and post hoc analyses were performed. Findings indicated a significant interaction between subject gender and target person gender for confidence in expressing anger and love/liking/affection. Males reported lower confidence in expressing anger to females than did female subjects, and males were more confident expressing anger to men than to women. Females reported significantly higher confidence in expressing liking/love/affection to males than did male subjects. Female subjects were significantly more confident in expressing fear and sadness than male subjects regardless of the target person's gender. However, females did not report significantly more confidence in expressing loneliness than males with either target gender.