Ginastica artistica feminina e historia oral : a formação desportiva de ginastas brasileiras participantes de jogos olimpicos (1980-2004)

Universidade Estadual de Campinas . Faculdade de Educação Física

Transferencia em jogo : considerações psicanaliticas sobre o 'inter-dito' em pedagogia do esporte

Universidade Estadual de Campinas. Faculdade de Educação Física

Counseling Self-Efficacy and the Relational Efficacy Model

Relation-inferred self-efficacy (RISE), a relatively new concept, is defined as a target individual’s beliefs about how an observer, often a relationship partner, perceives the target’s ability to perform certain actions successfully. Along with self-efficacy (i.e., one’s beliefs about his or her own ability) and other-efficacy (i.e., one’s beliefs about his or her partner’s ability), RISE makes up a three part system of interrelated efficacy beliefs known as the relational efficacy model (Lent & Lopez, 2002). Previous research has shown this model to be helpful in understanding how relational dyads, including coach-athlete, advisor-advisee, and romantic partners, contribute to the development of self-efficacy beliefs. The clinical supervision dyad (i.e., supervisor-supervisee), is another context in which relational efficacy beliefs may play an important role. This study investigated the relationship between counseling self-efficacy, RISE, and other-efficacy within the context of clinical supervision. Specifically, it examined whether supervisee perceptions about how their supervisor sees their counseling ability (RISE) related to how supervisees see their own counseling ability (counseling self-efficacy), and what moderates this relationship. The study also sought to discover the degree to which RISE mediated the relationship between supervisor working alliance and counseling self-efficacy. Data were collected from 240 graduate students who were currently enrolled in counseling related fields, working with at least one client, and receiving regular supervision. Results demonstrated that years of experience and RISE predicted counseling self-efficacy and that the relationship between RISE and counseling self-efficacy was, as expected, moderated by other-efficacy. Contrary to expectations, however, counseling experience and level of client difficulty did not moderate the relationship between RISE and counseling self-efficacy. These findings suggest that the relationship between RISE and counseling self-efficacy was stronger when supervisees saw their supervisors as capable therapists. Furthermore, RISE was found to fully mediate the relationship between supervisor working alliance and counseling self-efficacy. Future research directions and implications for training and supervision are discussed.

Coaches' use of and impressions of computer-mediated communication (CMC) media /

The study examined coaches' usage of text-based computer-mediated communication (CMC) media (e.g., text-messaging, email) in the coach-player relationship. Data were collected by surveying Ontario-based male baseball coaches (n = 86) who coached players between 15 and 18 years old. Predictions were made regarding how demographic factors such as age and coaching experience affected coaches' CMC use and opinions. Results indicated that over 76% of respondents never used any CMC media other than email and team websites in their interactions with players. Results also revealed that coaches' usage rates contrasted with their opinion of the usefulness of the media, and their perception of players' use of the media. Coaches characterized most CMC media as limited, unnecessary, and sometimes inappropriate. Additional research should explore players' CMC usage rates and possible guidelines for use of the new media in authority relationships. Academia needs to keep pace with the developments in this area.

A Dimensão do Sucesso em Coaching - uma análise do contexto brasileiro

Nos últimos anos, a comunidade acadêmica e os profissionais interessados em Coaching mostram-se cada vez mais aplicados em avançar na correta interpretação das abordagens, dos paradigmas e dos caminhos que levam aos resultados esperados pelos clientes. Todos buscam entender como evitar situações indesejáveis e, ainda mais, quais os segredos para transformar aquele processo em uma intervenção bem sucedida. Multiplicam-se os estudos e as pesquisas; reformulam-se os modelos teóricos e empíricos que tentam explicar a essência do relacionamento entre quem orienta o processo (coach) e o seu cliente (coachee). Porém, nestes tempos modernos, a expectativa que mais frequentemente está presente é a de como alcançar o sucesso e avaliar os resultados. Existirá um modelo especial que possa responder a esses exigentes requisitos? Pesquisas divulgadas, no Brasil e exterior, reconhecem que diferenças culturais e sociais podem interferir no processo de Coaching. O que nos leva, já de início, a depender de uma conceituação, ou seja, como definir o “sucesso em Coaching”. São restritos os estudos com ampla amostra para análise e escassos os trabalhos centrados no contexto brasileiro. Poucos estudos têm foco na avaliação de fatores e/ou de indicadores (por vezes, nominados critérios) presentes no “sucesso em Coaching”. A nossa motivação foi a de encaminhar um estudo que é, ao mesmo tempo, empírico e exploratório, com a pretensão de enfrentar e, se possível, superar as limitações citadas. Idealizamos e conduzimos um trabalho que tem resultado validado sob a perspectiva estatística e adequado ao contexto brasileiro. O planejamento cercou-se de cuidados na obtenção de dados, parte deles utilizada para além das fronteiras desta dissertação, contribuindo com o acadêmico e o praticante interessado em Coaching. Ao final desta dissertação, temos a convicção de que teremos uma adequada resposta para a pergunta de pesquisa: no Brasil, como as pessoas que passaram pelo processo de Coaching explicam essa sua experiência e definem o que é alcançar o sucesso?

Climas motivacionales, liderazgo y cohesión grupal en contexto deportivo universitario

Objetivos: Conocer las interacciones entrenador-atleta y comprender las practicas de liderazgo, de generación de climas motivacionales y de comunicación entre líderes deportivos y jugadores. Metodología: Metodología de cohorte mixto. Se realizó correlación de variables cuantitativas y se analizaron las experiencias y los sentidos del contexto deportivo con una aproximación cualitativa. Se aplicaron a 31 deportistas universitarios los instrumentos: Clima Motivacional Percibido en el Deporte (PMCSQ-2), Clima en el Deporte (SCQ) y Orientación al Ego y a la Tarea en el Deporte. Para profundizar la información obtenida, se realizaron entrevistas semi-estructuradas a 6 deportistas y 2 entrenadores universitarios. RESULTADOS: Que el deportista sienta confianza en su entrenador se encuentra asociado a que se sienta comprendido y aceptado por él. Que el entrenador genere un clima motivacional orientado hacia el ego está relacionado con que los deportistas tengan orientaciones de meta ego. Los entrenadores utilizan dos estilos de liderazgo opuestos: liderazgo democrático (entrenamientos) y liderazgo autocrático (competiciones) Conclusiones: Cuando el atleta confía en la persona que lo dirige deportivamente, presenta mayor satisfacción deportiva. También, que el entrenador fomente un ambiente de comparación social propicia que los deportistas rivalicen con compañeros de equipo y basen su rendimiento en resultados deportivos obtenidos

Climas motivacionales, liderazgo y cohesión grupal en contexto deportivo universitario

Objetivos: Conocer las interacciones entrenador-atleta y comprender las practicas de liderazgo, de generación de climas motivacionales y de comunicación entre líderes deportivos y jugadores. Metodología: Metodología de cohorte mixto. Se realizó correlación de variables cuantitativas y se analizaron las experiencias y los sentidos del contexto deportivo con una aproximación cualitativa. Se aplicaron a 31 deportistas universitarios los instrumentos: Clima Motivacional Percibido en el Deporte (PMCSQ-2), Clima en el Deporte (SCQ) y Orientación al Ego y a la Tarea en el Deporte. Para profundizar la información obtenida, se realizaron entrevistas semi-estructuradas a 6 deportistas y 2 entrenadores universitarios. RESULTADOS: Que el deportista sienta confianza en su entrenador se encuentra asociado a que se sienta comprendido y aceptado por él. Que el entrenador genere un clima motivacional orientado hacia el ego está relacionado con que los deportistas tengan orientaciones de meta ego. Los entrenadores utilizan dos estilos de liderazgo opuestos: liderazgo democrático (entrenamientos) y liderazgo autocrático (competiciones) Conclusiones: Cuando el atleta confía en la persona que lo dirige deportivamente, presenta mayor satisfacción deportiva. También, que el entrenador fomente un ambiente de comparación social propicia que los deportistas rivalicen con compañeros de equipo y basen su rendimiento en resultados deportivos obtenidos

Climas motivacionales, liderazgo y cohesión grupal en contexto deportivo universitario

Objetivos: Conocer las interacciones entrenador-atleta y comprender las practicas de liderazgo, de generación de climas motivacionales y de comunicación entre líderes deportivos y jugadores. Metodología: Metodología de cohorte mixto. Se realizó correlación de variables cuantitativas y se analizaron las experiencias y los sentidos del contexto deportivo con una aproximación cualitativa. Se aplicaron a 31 deportistas universitarios los instrumentos: Clima Motivacional Percibido en el Deporte (PMCSQ-2), Clima en el Deporte (SCQ) y Orientación al Ego y a la Tarea en el Deporte. Para profundizar la información obtenida, se realizaron entrevistas semi-estructuradas a 6 deportistas y 2 entrenadores universitarios. RESULTADOS: Que el deportista sienta confianza en su entrenador se encuentra asociado a que se sienta comprendido y aceptado por él. Que el entrenador genere un clima motivacional orientado hacia el ego está relacionado con que los deportistas tengan orientaciones de meta ego. Los entrenadores utilizan dos estilos de liderazgo opuestos: liderazgo democrático (entrenamientos) y liderazgo autocrático (competiciones) Conclusiones: Cuando el atleta confía en la persona que lo dirige deportivamente, presenta mayor satisfacción deportiva. También, que el entrenador fomente un ambiente de comparación social propicia que los deportistas rivalicen con compañeros de equipo y basen su rendimiento en resultados deportivos obtenidos

Climas motivacionales, liderazgo y cohesión grupal en contexto deportivo universitario

Objetivos: Conocer las interacciones entrenador-atleta y comprender las practicas de liderazgo, de generación de climas motivacionales y de comunicación entre líderes deportivos y jugadores. Metodología: Metodología de cohorte mixto. Se realizó correlación de variables cuantitativas y se analizaron las experiencias y los sentidos del contexto deportivo con una aproximación cualitativa. Se aplicaron a 31 deportistas universitarios los instrumentos: Clima Motivacional Percibido en el Deporte (PMCSQ-2), Clima en el Deporte (SCQ) y Orientación al Ego y a la Tarea en el Deporte. Para profundizar la información obtenida, se realizaron entrevistas semi-estructuradas a 6 deportistas y 2 entrenadores universitarios. RESULTADOS: Que el deportista sienta confianza en su entrenador se encuentra asociado a que se sienta comprendido y aceptado por él. Que el entrenador genere un clima motivacional orientado hacia el ego está relacionado con que los deportistas tengan orientaciones de meta ego. Los entrenadores utilizan dos estilos de liderazgo opuestos: liderazgo democrático (entrenamientos) y liderazgo autocrático (competiciones) Conclusiones: Cuando el atleta confía en la persona que lo dirige deportivamente, presenta mayor satisfacción deportiva. También, que el entrenador fomente un ambiente de comparación social propicia que los deportistas rivalicen con compañeros de equipo y basen su rendimiento en resultados deportivos obtenidos

Pédagogie Sportive et Conditions D'Apprentissage

In the last few years, studies in sport pedagogy have supplied data on the learning conditions provided to young athletes during training sessions and games. From the results of these studies, we learned that, in general, the coach spends most of his/her time observing and organizing rather than teaching. Results also show that the motor engaged time of a participant represents only one third of the training session. Based on the data available, training programs for coaches is one way to improve the learning conditions of youth sports.

Accuracy of SRM and power tap power monitoring systems for bicycling

Purpose: Although manufacturers of bicycle power monitoring devices SRM and Power Tap (PT) claim accuracy to within 2.5%, there are limited scientific data available in support. The purpose of this investigation was to assess the accuracy of SRM and PT under different conditions. Methods: First, 19 SRM were calibrated, raced for 11 months, and retested using a dynamic CALRIG (50-1000 W at 100 rpm). Second, using the same procedure, five PT were repeat tested on alternate days. Third, the most accurate SRM and PT were tested for the influence of cadence (60, 80, 100, 120 rpm), temperature (8 and 21degreesC) and time (1 h at similar to300 W) on accuracy. Finally, the same SRM and PT were downloaded and compared after random cadence and gear surges using the CALRIG and on a training ride. Results: The mean error scores for SRM and PT factory calibration over a range of 50-1000 W were 2.3 +/- 4.9% and -2.5 +/- 0.5%, respectively. A second set of trials provided stable results for 15 calibrated SRM after 11 months (-0.8 +/- 1.7%), and follow-up testing of all PT units confirmed these findings (-2.7 +/- 0.1%). Accuracy for SRM and PT was not largely influenced by time and cadence; however. power output readings were noticeably influenced by temperature (5.2% for SRM and 8.4% for PT). During field trials, SRM average and max power were 4.8% and 7.3% lower, respectively, compared with PT. Conclusions: When operated according to manufacturers instructions, both SRM and PT offer the coach, athlete, and sport scientist the ability to accurately monitor power output in the lab and the field. Calibration procedures matching performance tests (duration, power, cadence, and temperature) are, however, advised as the error associated with each unit may vary.

Pédagogie Sportive et Conditions D'Apprentissage

In the last few years, studies in sport pedagogy have supplied data on the learning conditions provided to young athletes during training sessions and games. From the results of these studies, we learned that, in general, the coach spends most of his/her time observing and organizing rather than teaching. Results also show that the motor engaged time of a participant represents only one third of the training session. Based on the data available, training programs for coaches is one way to improve the learning conditions of youth sports.

The Relationship between athlete motivation, strategies used to cope with stress and affective outcomes in Canadian University athletes

Motivation to perform and coping with stress during performance are key factors in determining numerous outcomes of sporting performance. However, less evidence is in place assessing their relationship. The aim of this investigation was to assess the relationship between athlete motivation and the coping strategies used to deal with stress during their sporting performance, as well as the relationship between motivation and affect and coping and affect. One hundred and forty five university athletes completed questionnaires. Regressions revealed that two of the three self determined levels of motivation, identified and integrated regulation, predicted increased task-oriented coping strategies. Two of the three non-self determined levels of motivation, amotivation and external regulation, significantly predicted disengagement-oriented coping. Additionally, intrinsic motivation and task-oriented coping predicted increase positive affect. Increased disengagement-oriented coping predicted decreased positive affect. Disengagement-oriented coping significantly predicted increased negative affect. These findings increase understanding of motivations role in predicting athletes coping.

Leaving the Court, But Never the Team: Legendary coach Dick Whitmore retires after 40 years, but his relationship with his "basketball people" endures

Legendary coach Dick Whitmore retires after 40 years, but his relationship with his “basketball people” endures.