Promoting fan engagement: An exploration of the fundamental motives for sport consumption amongst premier league football spectators

The aim of this study was to examine whether fan engagement could be predicted by the motivational dimensions of sport consumption. A sample of 806 football sport fans (African = 85%, male = 67.4%, part of an organised supporters club = 57.6%) were participants. They completed the Fan Engagement Scale (FES), the Motivation Scale for Sport Consumption (MSSC) and a biographical questionnaire. Structural equation modelling was applied to evaluate the postulated regressive paths between the motivational dimensions for sports consumption and fan engagement. The motivational dimensions for sport consumption were clustered into personal and game-related factors. Both these clusters of factors were predictive of fan engagement. Customer engagement (CE) theory appears to explain the findings.     

Workplace ethics culture and work engagement: The mediating effect of ethical leadership in a developing world context

This study examined the mediating effect of ethical leadership on the relationship between workplace ethics culture and work engagement among employees in a railway transport organisation in the Democratic Republic of the Congo (DRC). The sample consisted of permanently employed staff in a railway organisation in the DRC (n = 839; females = 32%). The employees were required to complete the Ethical Leadership Scale (ELS), the Ethical Corporate Virtue model (ECV) and the Utrecht Work Engagement Scale (UWES). Mediating regression analyses were conducted to predict work engagement from workplace ethics culture, partialling out ethical leadership. The results show that workplace ethics culture had a significantly positive effect on work engagement. The results further indicated that workplace ethics culture, through the mediation of perceived ethical leadership, had a significantly positive effect on the work engagement dimensions of vigour, dedication and absorption. The findings provide evidence that ethical leadership plays a crucial role in shaping workplace ethics culture and employees’ level of work engagement in an emerging country work setting.     

Conscious inhibitions: Freud,anti-Semitism,and Hobbesian imagination

This work aims to portray the effects of Freud’s anxiety about anti-Semitic violence on his political theory and metapsychology. Taking as its entry point Freud’s reorientation of anti-Semitism as aggressive action, I argue that Freud’s fear of the violent mob can be located in three interconnected dimensions of his work, all deeply informed by Hobbesian imagination. First, Freud accepted a Hobbesian vision of social antagonism into his political theory; second, he formulated a deeper, more efficient defence mechanism against mob violence with his notion of psychical guilt; third, Freud’s fears penetrated his metapsychology. Suffering from anti-Semitism, Freud was not only quick to accept a Hobbesian perspective – he also reconstructed it to a degree that radically changed its meaning. Freud’s third and most pervasive manoeuvre destabilized one of Hobbes’s fundamental theoretical tenets by suggesting that the Hobbesian State of Nature is inherently a non-human reality.     

Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training

ObjectivesGrounded in Self-Determination Theory, this study examined whether physical education (PE) teachers' psychological need satisfaction experienced during continuous professional development (CPD) on need-supportive teaching predicted changes in their effectiveness and feasibility beliefs regarding the proposed teaching approach, as well as their intentions to apply this approach and subsequent changes in their self-reported in-class behaviors.MethodsPrior to the training, a sample of 80 PE teachers (57.5% men, Mage = 42.70 ± 10.15 years) reported on their effectiveness and feasibility beliefs regarding autonomy-supportive and structuring teaching strategies and their in-class application of these strategies. Immediately following the training, these beliefs were assessed again and participants reported on their psychological need satisfaction experienced during the training and their intentions to apply the proposed strategies. Finally, two weeks after the training, participants' self-reported in-class application of the teaching strategies was measured for the second time.ResultsPsychological need satisfaction experienced during the training related to a change in effectiveness and feasibility beliefs regarding autonomy support and structure, and to teachers' intentions to apply the proposed strategies as reported immediately after receiving the training. In addition, teachers' intentions related to a change in their self-reported in-class application of structuring, but not autonomy-supportive, teaching strategies.ConclusionsExperiences of psychological need satisfaction during CPD can help to increase the likelihood that teachers become more convinced about the effectiveness and feasibility of the proposed change and can produce greater intentions toward change, which may relate to actual (albeit) self-reported behavior change.     

Autonomy support from parents and coaches: Synergistic or compensatory effects on sport-related outcomes of adolescent-athletes?

ObjectivesThis study examined how autonomy support from parents and autonomy support from coaches are associated with sport-related outcomes of adolescent-athletes. Two alternative hypotheses were proposed: (a) a synergistic socialization interaction in which high levels of autonomy support provided by parents and coaches are both needed to obtain the most positive sport-related outcomes, (b) a compensatory-protective interaction in which coaching autonomy support is more important for sport-related outcomes in athletes perceiving lower levels of parental autonomy support.DesignTwo studies using prospective designs.MethodStudy 1 was conducted with adolescent soccer players (N = 46) and Study 2 was conducted with gymnasts (N = 85). In both studies, athletes reported the extent to which they perceived their parents and coaches provided autonomy support. Athletes also completed scales assessing their motivation toward sport (Studies 1 and 2), situational motivation prior to and following a competition (Study 2), and need satisfaction (Study 1). Sport achievement and performance were also assessed in the form of goal attainment (Study 1), self-reported achievement following the competition (Study 2), and flow states (Study 2). Hierarchical moderated regressions were conducted in order to test our competing hypotheses.ResultsAnalyses provided support for the compensatory-protective interaction hypothesis. Coaching autonomy support was more strongly related to sport motivation, need satisfaction, sport achievement, and flow in athletes who perceived lower level of parental autonomy support.ConclusionsThis research program provided support for the study of the interactive effect of perceived autonomy support from distinct socialization agents (i.e., parents and coaches) and its impact on adolescent-athletes.     

Using self-determination theory to promote adolescent girls' physical activity: Exploring the theoretical fidelity of the Bristol Girls Dance Project

ObjectivesTo report the theory-based process evaluation of the Bristol Girls' Dance Project, a cluster-randomised controlled trial to increase adolescent girls' physical activity.DesignA mixed-method process evaluation of the intervention's self-determination theory components comprising lesson observations, post-intervention interviews and focus groups.MethodFour intervention dance lessons per dance instructor were observed, audio recorded and rated to estimate the use of need-supportive teaching strategies. Intervention participants (n = 281) reported their dance instructors' provision of autonomy-support. Semi-structured interviews with the dance instructors (n = 10) explored fidelity to the theory and focus groups were conducted with participants (n = 59) in each school to explore their receipt of the intervention and views on the dance instructors' motivating style.ResultsAlthough instructors accepted the theory-based approach, intervention fidelity was variable. Relatedness support was the most commonly observed need-supportive teaching behaviour, provision of structure was moderate and autonomy-support was comparatively low. The qualitative findings identified how instructors supported competence and developed trusting relationships with participants. Fidelity was challenged where autonomy provision was limited to option choices rather than input into the pace or direction of lessons and where controlling teaching styles were adopted, often to manage disruptive behaviour.ConclusionThe successes and challenges to achieving theoretical fidelity in the Bristol Girls' Dance Project may help explain the intervention effects and can more broadly inform the design of theory-based complex interventions aimed at increasing young people's physical activity in after-school settings.     

Theory of Mind and Children's Trait Attributions about Average and Typically Stigmatized Peers

Previous research indicates that children hold negative beliefs about peers with foreign accents, physical disabilities, and people who are obese. The current study examined skills associated with individual differences in children's social judgements about these typically stereotyped groups. Theory of mind, memory, and cognitive inhibition were assessed in 3‐ to 6‐year‐olds. Then, children were asked to make trait attributions and behavioural predictions about story characters' willingness to help a peer. Results indicated that better theory of mind skills were related to greater positive trait attributions and behavioural predictions about typically stereotyped characters. Younger children made fewer positive behavioural predictions as compared to older children, but both age groups made positive trait attributions. Overall, memory and inhibition had little to no influence on children's responses, although the results varied by story type. Copyright © 2015 John Wiley & Sons, Ltd.     

Aboriginal Health Care and Bioethics: A Reflection on the Teaching of the Seven Grandfathers

Contemporary bioethics recognizes the importance of the culture in shaping ethical issues, yet in practice, a process for ethical analysis and decision making is rarely adjusted to the culture and ethnicity of involved parties. This is of a particular concern in a health care system that is caring for a growing Aboriginal population. We raise the possibility of constructing a bioethics grounded in traditional Aboriginal knowledge. As an example of an element of traditional knowledge that contains strong ethical guidance, we present the story of the Gifts of the Seven Grandfathers. We note a resemblance of this Ojibway teaching to virtue ethics in European traditions, but we suggest that there are also important differences in how these two traditions are currently presented. We hope that further engagement with a variety of indigenous moral teachings and traditions could improve health care involving Aboriginal patients and communities, and enrich the discipline of bioethics.     

Intra- and inter-subject variation in lower limb coordination during countermovement jumps in children and adults

The purpose of the present study was to investigate the coordination pattern and coordination variability (intra-subject and inter-subject) in children and adults during vertical countermovement jumps. Ten children (mean age: 11.5 ± 1.8 years) and ten adults (mean age: 26.1 ± 4.9 years) participated in the experiment. Lower body 3D-kinematics and kinetics from both legs were obtained during 9 vertical jumps of each subject. Coordination pattern and coordination variability of intra-limb and inter-limb coupling were established by modified vector coding and continuous relative phase. The adult group jumped higher and with less performance variability compared to the children. Group differences were mainly observed in the right–left foot coupling. The intra-subject coordination variability was higher in coupling of proximal segments in children compared to adults. No group differences were observed in inter-subject variability. Based on these results, it was concluded that the same movement solutions were available to both age groups, but the children were less able to consistently utilize the individually chosen coordination pattern. Thus, this ability appears to be developed through normal ontogenesis.