Self -Confidence in Young Athletes: A Protective Factor Against Perfectionism and Anxiety in Competitive Grassroots Sport.

Perfectionism includes various dimensions focused on different planes of psychological functioning, with both positive and negative elements that influence adaptation to the pursuit of achievement and personal satisfaction with efforts and their attainment. We examined participants' levels of perfectionism and the relationship between perfectionism and anxiety in young athletes, and we described the mediating factor of self-confidence as a determinant of sport performance. We utilized a non-experimental, descriptive, and transversal research design. A total of 263 Spanish young athletes (M age = 15.79 years; SD = 1.07) who belonged to different sports clubs and engaged in different sports completed the Frost Multidimensional Perfectionism Scale (FMPS) and the Competitive Anxiety Inventory (CSAI-2R). Our results confirmed our belief that self-confidence was a protective factor for diminishing the negative relationships between perfectionism, anxiety, and sport performance. Regarding the predictive power of these variables, the construction of exaggerated achievement expectations (or personal standards) by combining functional and dysfunctional resources was reflected in cognitive anxiety (dysfunctional) and was mediated by self-confidence (functional). Application of these elements into training via well planned communication may allow coaches to enhance young athletes' resources for mental and behavioral adjustment toward their sporting goal. In addition, this training approach may underscore athletes' self-perceived competence and enhance their self-confidence.

Basic Psychological Needs in the Face of Achievement Vulnerability: A Study in Young Team Athletes.

The susceptibility of athletes to experience of emotional and psychological difficulties arising from the pressure and expectations associated with achieving and maintaining high performance can become a vulnerability in the desire to achieve success in sport. This study aims to investigate the protective value in the perception of satisfaction in basic psychological needs against the vulnerability that perfectionism generates in the appearance of reactivity linked to fear of failure. A cross-sectional, relational, and semi-randomized research design was used, applying perfectionism, fear of failure, and basic psychological needs measures adapted to both the competitive sports context and the Spanish language in a sample of 372 young Spanish athletes, under descriptive analyses and predictive models. The results showed that as the age of the participants increased, the indicators of perfectionism and fear of failure decreased, with no gender differences. The results offer and confirm the positive relationships between the dimensions of perfectionism and fear of making mistakes (where processes such as self-devaluation and fear of failing the people that participants deemed as important to them are intertwined). The perception of satisfaction of the basic psychological needs of autonomy, social relationships, and competence emerges as protective factors that mediate the perfectionism-fear of failure relationship. On the other hand, discrepancies are shown between the perfectionist dimensions concerning the relationships with the BPNs, describing certain sources of vulnerability, although there are adjustments of mental effort and discomfort in the young athletes. The conclusions offer the opportunity to investigate the aspects that facilitate the emergence of fear of failure in young athletes, mainly the performance of coaches connected to the emergence of patterns in pursuit of perfection.

The Mediating Role of Cardiorespiratory Fitness in the Association between a Negative Lifestyle and Poor Mental Health in Chilean Schoolchildren.

BACKGROUND: A negative lifestyle has a reported relationship with psychological problems and deteriorated well-being. However, there is little information regarding the mediating role of cardiorespiratory fitness (CRF) in this relationship. OBJECTIVES: The objectives of the present study are twofold: first, to investigate the association between negative lifestyle, physical self-concept (PSC), and depression, and second, to assess the potential mediating role of CRF in this complex relationship. METHODS: This cross-sectional study included 612 schoolchildren aged between 9 and 14 years from the Araucanía region (southern Chile). CRF was measured using the Leger test, and lifestyle, depression, and PSC were measured using validated questionnaires. RESULTS: A negative lifestyle reported an inverse association with PSC (p < 0.001) and a positive association with depression levels (p < 0.001). The mediation analysis showed that CRF was positively related to PSC (p < 0.001) and inversely related to depression (p = 0.001); besides, the indirect effect CRF acted as a partial mediator in the association between a negative lifestyle and PSC (indirect effect = -1.15; SE = 0.01; 95% CI, -1.87, -0.55) and depression levels (indirect effect = 0.22; SE = 0.08; 95% CI, 0.08, 0.38). CONCLUSION: In conclusion, CRF in schoolchildren played a potential mediating role in the association between a negative lifestyle and depression and PSC.

Exploring the mediating role of promoting school physical activity on the relationship between low socioeconomic status and academic achievement and school climate: evidence from 4,990 Chilean schools.

There is evidence that promoting school physical activity (PSPA) benefits children and adolescents, but little is understood about how this promotion may relate to academic achievement and school climate across varying levels of socioeconomic status (SES). Hence, the study aimed to address this knowledge gap by examining two main objectives: (1) determining the association between PSPA and academic achievement and school climate according to schools' SES and (2) exploring the potential mediating role of PSPA in the relationship between schools' SES and academic achievement and school climate. This cross-sectional study at the school level focused on 4,990 schools (including public, subsidized, and private schools) that participated in the National Educational Study 2018 (Chile), which was applied to primary schoolchildren (4th grade, aged 8-10 years). Schools were divided into non-PSPA (n = 4,280) and PSPA (n = 710) during the year 2018. Changes in academic achievement from 2017 to 2018 and school climate were considered. PSPA was associated with improvements in maths (low-SES OR: 1.80, p < 0.001) and reading (middle-SES OR: 1.45, p = 0.029; low-SES OR: 1.47, p < 0.001). The indirect effect (IE) showed that PSPA partially mediated the relationship between SES and academic achievement in reading (IE = 1.017; SE = 0.12; 95%CI, -1.27, -0.77), maths (IE = -1.019; SE = 0.12; 95%CI, -1.25, -0.78), and school climate (IE = -0.46; SE = 0.52; 95%CI, -0.56, -0.35). In conclusion, PSPA was linked to positive changes in academic achievement, especially among low SES, and PSPA presented a potential mediating role in the relationship between SES of schools and academic achievement and school climate.

Analysis of Spatial Offensive Performance in Handball: Differences between Men's and Women's Senior World Championships.

The aim of this study was to carry out a descriptive analysis of the main performance variables of national teams that competed in the Men's (Germany-Denmark 2019) and Women's (Germany 2017) senior handball World Cups, and to compare the spatial offensive performance indices of laterality and depth according to the gender of players, considering for this purpose the total number of throws made according to the finishing area. A documentary study was carried out based on the total number of throws made in 192 male and 154 female games of 48 national teams belonging to 33 countries, which participated in previous World Cups. The data were collected from the International Handball Federation (IHF) statistics. The results showed that the areas from which the highest number of shots were taken in both World Cups were the central and shallow areas of the field. Several gender differences were observed. More specifically, male teams made much more attempts from the left side area than female teams (data), who finished from the right side (data). The depth index reflected that, although the dominant execution by gender was from deep offensive zones, men's teams finished more often from the 1st offensive line, while female teams finished from the 2nd offensive line. This information will be useful for coaches in designing training tasks and for players in improving decision making.

Body Mass Index: Influence on Interpersonal Style, Basic Psychological Needs, Motivation, and Physical Activity Intention in Physical Education-Differences between Gender and Educational Stage.

The present research study's main objective was to find out whether there is a relationship between the body mass index (BMI) and the psychological aspects related to motivation, needs such as autonomy, competence, and social relationships, and the intention of being physically active in Physical Education students in Primary and Secondary Education. To achieve this, a total of 574 students (mean = 13.66; standard deviation = 1.96) participated in this study, to whom a series of questionnaires was administered once permission had been obtained from the centers the students attended, alongside the latter's acceptance to participate in the study. The main results showed that the students with a higher BMI were those who had lower self-determined motivation values with regard to the three basic psychological needs observed and the intention of physical activity. In turn, our differential analysis identified that the students attending Primary Education had lower values of BMI, motivation, and intention to be physically active than the students attending Secondary Education, without finding differences based on the gender of the participants. The need to keep on investigating this topic is consequently gathered, using direct techniques for measuring BMI or proposing mixed research designs.

Effect of a Physical Education Teacher's Autonomy Support on Self-Esteem in Secondary-School Students: The Mediating Role of Emotional Intelligence.

The purpose of this study was to analyse the effect of emotional intelligence between the perception of autonomy support from physical education teachers and self-esteem (positive and negative) in secondary-school physical education students. The study design was observational, descriptive, and cross-sectional. In total, 1069 secondary-school physical education students participated (Mage = 14.55; SD = 1.54) (51.2% female; 48.8% male). The following scales were used: The Learning Climate Questionnaire adapted to Physical Education (i.e., autonomy support), the Trait Meta-Mood Scale-24 (i.e., emotional attention, emotional clarity, and emotional repair), and the Rosenberg Self-Esteem Scale (positive self-esteem, negative self-esteem). A structural equation model was performed with the latent variables controlled by age, sex, and the students' educational centre. The main results indicate that the explained variance was 37% for positive self-esteem and 26% for negative self-esteem. In addition, autonomy support directly predicts emotional intelligence (p < 0.05) and positive self-esteem (p < 0.001). On the other hand, all indirect effects of autonomy support on self-esteem across emotional intelligence were significant at p < 0.001. Finally, emotional clarity and emotional repair had a mediating effect on self-esteem, and it improves the total effect of autonomy support on positive self-esteem with values of ß = 0.14 and ß = 0.19, respectively, and a value of ß = -0.07 and ß = -0.06 for negative self-esteem. The findings reveal the necessity to improve emotional clarity and emotional repair in secondary-school students in improving positive self-esteem through the perception of autonomy support from the physical education teacher.

Psychological Antecedents of Italian Sport Coaches' Coaching Behaviors: The Role of Basic Psychological Needs, Motivation and Subjective Vitality.

The extant literature has identified some variables that are associated with sport coaches' coaching style, like their basic psychological need satisfaction, their motivation for coaching, and their psychological well-being. Framed from a conceptual framework based on Self-Determination Theory applied to sport coaches, the current study explored how sport coaches' basic psychological needs are associated with their motivation (intrinsic vs. external), subjective vitality, and coaching behaviors (autonomy-supporting vs. need-thwarting). Participants were 184 Italian sport coaches (males = 65%, Mage = 40.22, SD = 11.55, age range 19-74 years) from the "Centro CONI" project. They were requested to fill out online self-report questionnaires assessing the study variables. Structural equation modeling analyses suggested that sport coaches' satisfaction of basic psychological needs was associated with higher levels of intrinsic motivation to train as well as with higher levels of vitality that, in turn, were associated with coaching behaviors supporting athletes' autonomy. Moreover, sport coaches' frustration of basic psychological needs was associated with higher levels of external motivation to train that, in turn, were associated with higher levels of a need-thwarting coaching style. Overall, the findings provided additional support for understanding how sport coaches' basic psychological needs relate to their coaching styles.

Motivated and without Fear of Failure: The Strength of Basic Psychological Needs in Youth Spanish Athletes in Team Sports.

Connecting desires for achievement, the satisfaction of basic psychological needs and the perception of fear of failure is one of the most relevant questions in the understanding of negative mental responses in youth athletes. How to act with less fear is what every athlete seeks to feel to enhance their performance actions. This paper aims to shed light on a sample of 681 members of sports teams belonging to different Spanish clubs (391 boys and 290 girls), with a mean age of 16.2 years, and a high sports dedication (75.5% > 5 years of experience; 96.3% > two training sessions/week; 90.3% > 3 hours of training/week). The collected data used self-reports based on the tenets of achievement motivation, Self-Determination Theory, and fear of failure. Those aspects linked to task involvement were positively close to Basic Psychological Needs (BPNs), while those related to ego involvement moved away from task involvement and BPNs. Fear was associated positively and significantly only with ego, and negatively with the rest of the constructs. In the standardized direct effect, positive and significant associations were observed among all constructs except between an ego-involving climate and basic psychological needs satisfaction. The association between a task-involving climate and BPNs was significant in fostering relationships among group members, as well as in improving interpersonal cohesion, empathic understanding processes, and reducing fear of failure in youth athletes.

Personal and Social Responsibility Model: Differences According to Educational Stage in Motivation, Basic Psychological Needs, Satisfaction, and Responsibility.

The purpose of this study was to apply the Personal and Social Responsibility Model (TPSR) and verify its effects on responsibility and motivation according to educational stage. For this, teachers from Physical Education and other subjects were trained and a pre-test and a post-test were carried out. The intervention was carried out over five months. The total sample comprised 408 students after the inclusion criteria were applied to the initial sample of 430, including being 192 students from 5th and 6th grade of Elementary (M 10.16; SD = 0.77) and 222 from Secondary (M = 12.86; SD = 0.70), with a confidence level of 95% and 5% error margin. The total number of students in the experimental group was 216, with 192 in the control group. The results reflected improvements in the experimental group in terms of experience motivation, identified regulation, amotivation, autonomy, competence, social responsibility, SDI, and BPNs (p < 0.05 and d Cohen > 0.2). The control group did not present differences in any variable. Considering the differences according to stage, the Elementary school group obtained values of p < 0.05 and d > 0.02 in experience motivation, amotivation, autonomy, competence, personal and social responsibility, SDI, and BPNs, which was not found in the Secondary school group. It is concluded that the TPSR may be applicable in both Elementary and Secondary schools to improve the motivation and responsibility of students, with the most favorable results for Elementary education students.

Effects on Children's Physical and Mental Well-Being of a Physical-Activity-Based School Intervention Program: A Randomized Study.

This study aimed to evaluate the effectiveness of physically active breaks of a total duration of 10 min a day, introduced during curricular lessons, together with a 10 min physical activity intervention during the daily school recess period on obesity prevention, fitness, cognitive function, and psychological well-being in school-aged children. A sample of 310 children (139 boys vs. 171 girls), aged between 8 and 10 years (9.82 ± 0.51), was selected. Our strategy was implemented over a 6-month period and the participants were randomly assigned to either the intervention group (n = 157) or the non-intervention (control) group (n =153). In the intervention group, a significant decrease (p < 0.05) in body mass index, waist circumference, waist-height ratio, and relative body fat mass was achieved after the intervention (T1) compared to the values measured before intervention (T0); in the control group, no differences emerged between T0 and T1 for any of the parameters considered. We found a significant increase in the intervention group in standing long jump, Ruffier, and sit and reach test scores (p < 0.001 for all). At T0, cognitive test scores did not differ between the girls and boys or between the intervention and control groups; instead at T1, significant differences were observed in the two groups regarding the total number of responses and the concentration performance scores (p < 0.001). Consistently, in the intervention group, well-being levels significantly increased between T0 and T1 (p < 0.001). Finally, the intervention had significant effects on the children regardless of gender. We may therefore conclude that schools should create more opportunities for teachers and students to introduce intervention strategies to promote regular PA during school recess.

The Mediating Role of the Muscle Quality Index in the Relation of Screen Time and Abdominal Obesity with Health-Related Quality of Life in Chilean Schoolchildren.

Screen time (ST) and abdominal obesity have a negative effect on health-related quality of life (HRQoL). However, there is little information regarding the mediating role of the muscle quality index (MQI) in these relationships. The aim of the present study was to investigate the association between HRQoL, physical status (i.e., anthropometrics and fitness), lifestyle (i.e., ST and physical activity), and the MQI, and then to determine the potential mediating role of the MQI in the relation of ST and abdominal obesity with HRQoL in Chilean schoolchildren. The cross-sectional study included 750 schoolchildren (girls, n = 332 and boys, n = 418) aged between 10 and 14 years (11.73 ± 1.08 y). MQI, lifestyle, fitness parameters, waist-to-height ratio (WtHR) and HRQoL were measured. HRQoL presented a significant correlation with WtHR (r: -0.19), VO2max (r: 0.20), physical activity after school (r: 0.26), ST (r: -0.26) and MQI (r: 0.15). According to MQI, the high-MQI group reported higher HRQoL than the low-MQI group (low MQI: 36.10 ± 3.63 vs. high MQI: 37.43 ± 4.00, p < 0.001). In the mediation model, ST and abdominal obesity were negatively linked to HRQoL; the indirect effect confirmed that MQI is a partial mediator in the relation between ST and HRQoL (indirect effect = -0.04; SE = 0.02; 95% CI: -0.09, -0.01) and in the relation between abdominal obesity and HRQoL (indirect effect = -1.81; SE = 0.83; 95% CI: -3.41, -0.40). In conclusion, MQI is related to better HRQoL in schoolchildren, and the negative relation of ST and abdominal obesity with HRQoL is mediated by MQI.

A cluster analysis of high-performance female team players' perceived motivational climate: Implications on perceived motor competence and autonomous behaviour.

High performance sport for females is an area which is gaining more and more relevance today, but which hasn't received the same research interest as sport for males. The aim of the present study was to analyse the motivational climate perceived by high performance female athletes and the implications on perceived motor competence and autonomous behaviour and check the differences according category, sport experience and training hours in performance and master climate. The participants were 615 female athletes who practice top level team sports, with ages comprised of 16 to 38 (M = 22,10; SD = 4,91). The sample consisted of two different categories: junior (n = 242) and senior (n = 373). These players participated in different team sports, specifically football, handball, basketball and volleyball, training between 6 and 24 hours a week (M = 8,34; DT = 4,33). The variables measured were: perceived motivational climate in sport, autonomous behaviour and perceived motor competence. A cluster analysis was carried out using, as a variable, the perceived motivational climate, and showing the existence of two profiles, one related to ego and the other to task. The multivariate analysis showed that the profile orientated towards the task had significant differences compared to the autonomous behaviour (M = 4.66 vs M = 3.41). At the same time an analysis was carried out looking at different social demographic variables, revealing how there were differences in the sports experience (those participants with more than ten years' experience were more orientated towards ego, compared to those with less than ten years' experience) and the category (junior athletes were more orientated towards the task, compared to senior athletes). It was concluded that a greater orientation towards the task can lead to an improvement in the perception of motor competence, with the youngest and least experienced athletes being the most prominent in this category.

Exploration of the Shoulder Internal Rotation's Influence on Throwing Velocity in Handball Players: A Pilot Study.

The main objective of this study was to test the relationship between shoulder internal rotation strength and standing throwing velocity. A repeated measures cross-sectional study was conducted with 20 professional handball players (mean ± SD; age: 19.28 ± 2.55 years, weight: 81.52 ± 9.66 kg, height: 185 ± 6 cm, BMI: 23.74 ± 1.69). The participants were instructed to perform eight standing throws from the 7 m line of the handball court at maximum velocity to calculate the mean and maximum throwing velocity. An incremental test was performed to calculate the repetition maximum (1-RM) of internal rotation shoulder strength. A Pearson's correlation analysis with a 95% confidence interval (95% CI) was performed to determine whether correlations existed between dominant arm internal rotation strength characteristics and maximum and mean ball-throwing velocity. There is no correlation between the internal rotation strength of the throwing shoulder and the velocity of the ball in the standing handball throw.

Motor Coordination and Global Development in Subjects with Down Syndrome: The Influence of Physical Activity.

BACKGROUND: Many research studies have investigated motor impairments and delayed development in children with Down Syndrome (DS). However, very few studies detected these features in adults with DS. Hence, this study aimed to investigate the relationship between motor coordination and global development in subjects with DS, including adults. Furthermore, the second aim was to detect any differences in motor coordination and global development as a function of the practice of physical activity (PA) in this population. METHODS: Twenty-five participants with DS (10 f, 15 m), with a chronological mean age of 27.24 years and development mean age of cognitive area of 4.93 years, were enrolled and divided into a physically active group (PA-G; n = 15) and a physically inactive group (PI-G; n = 10). All participants performed the Movement Assessment Battery for Children (M-ABC) to assess fine and gross motor skills, while the Developmental Profile 3 (DP-3) checklist was administered to the parents in order to screen strengths and weaknesses of five developmental areas of their relatives with DS. RESULTS: Our results showed positive correlations between the following variables: global motor coordination and global development, global motor coordination and adaptive behavior development area, aiming and catching skills and global development, aiming and catching skills and adaptive behavior development area. As for the practice of PA, PA-G showed higher scores than PI-G in all the tasks of both the M-ABC and the DP-3, though significant differences were found only for the global motor coordination, for the aiming and catching skills, as well as for the physical development area. CONCLUSIONS: The findings of this study reinforce the need to implement and encourage the practice of PA in order to promote well-being and social inclusion in subjects with DS.

Perfectionism, Resilience and Different Ways of Experiencing Sport during COVID-19 Confinement.

The relationship between sports practice and physical and mental health became an important issue during the COVID-19 pandemic, where keeping fit and exercising was one of the best and most popular ways to cope with the confinement situation. The aim of this study was to determine the relationships between perfectionism and resilient resources with psychological well-being, differentiating sports category, gender and experience in a sample of athletes during confinement in different countries affected by the COVID-19 pandemic. An incidental and cross-sectional random sampling method was designed (n = 583). The sample was analysed with three different instruments, evaluating perfectionism, resilience and psychological well-being patterns and comparing three groups with different levels of practice due to confinement (full reduction, moderate reduction and only access restrictions). Results show that both male and senior athletes were more organized, resistant to changes and focused their attention and efforts on their demands and potential. They were stimulated by obstacles that required more effort compared to U23, who reported higher concerns and lower organisational scores. Athletes who completely interrupted their sports dynamics showed higher indicators of perfectionism and performed worse in resilience and well-being. Despite this, age and the variability of the athletes' experiences proved to be relevant factors in an athlete's trajectory, and continued to represent a certain degree of balance in the face of COVID-19.

Sports, Executive Functions and Academic Performance: A Comparison between Martial Arts, Team Sports, and Sedentary Children.

It is well known that curricular physical activity benefits children's executive functions and academic performance. Therefore, this study aimed to determine whether there is an influence of extracurricular sports on executive functions and academic performance. However, it is less known which specific types of the sport better enhance executive functions in children; to investigate this issue, this study compared the performance on executive functions tasks and academic performance in one hundred and two boys and girls with an average age of 11.84 years recruited from Italian schools and gyms (N = 102), who participated in martial arts or team sports or were sedentary children. Executive functions were measured with the tests: Attenzione e Concentrazione, Digit Span test, Tower of London, IOWA Gambling task BVN 5-11, and BVN 12-18. Results demonstrated that children practicing martial arts showed better executive functioning and higher school marks than those involved in team sports or not involved in any sports. Furthermore, participants aged 12 to 15 years old outperformed in cool and hot executive functions tasks and had a better academic performance. Thus, the present findings supported the view that regular practice of extracurricular sports enhances executive functions development and consequently influences academic performance.