Esfandiari, A; Broshek, D K; Freeman, J R
Psychiatric and neuropsychological issues in sports medicine Journal Article
In: Clinics in Sports Medicine, vol. 30, pp. 611–627, 2011, ISSN: 0278-5919.
Abstract | Links | BibTeX | Tags: Aggression Education, Sport Psychology
@article{Esfandiari2011,
title = {Psychiatric and neuropsychological issues in sports medicine},
author = {Esfandiari, A and Broshek, D K and Freeman, J R},
doi = {10.1016/j.csm.2011.03.002},
issn = {0278-5919},
year = {2011},
date = {2011-01-01},
journal = {Clinics in Sports Medicine},
volume = {30},
pages = {611--627},
abstract = {This article reviews psychiatric/psychological issues in the athletic training room, including recognition of these issues and a framework for management. Because the majority of research has been conducted in college settings, most of the issues discussed are presented in the context of college sports, although the results generalize to other athletic arenas. Greater awareness of psychological issues, empirical research, and education about mental health issues in the sports medicine community are clearly needed.},
keywords = {Aggression Education, Sport Psychology},
pubstate = {published},
tppubtype = {article}
}
Hutchison, Michael; Mainwaring, Lynda M; Comper, Paul; Richards, Doug W; Bisschop, Sean M
Differential emotional responses of varsity athletes to concussion and musculoskeletal injuries Journal Article
In: Clinical Journal of Sport Medicine, vol. 19, pp. 13–19, 2009.
Abstract | BibTeX | Tags: Aggression Education, Sport Psychology
@article{Hutchison2009,
title = {Differential emotional responses of varsity athletes to concussion and musculoskeletal injuries},
author = {Hutchison, Michael and Mainwaring, Lynda M and Comper, Paul and Richards, Doug W and Bisschop, Sean M},
year = {2009},
date = {2009-01-01},
journal = {Clinical Journal of Sport Medicine},
volume = {19},
pages = {13--19},
address = {Faculty of Physical Education and Health, University of Toronto, Ontario, Canada. michael.hutchison@utoronto.ca},
abstract = {OBJECTIVE: To determine if athletes with concussion and those with minor musculoskeletal injuries experienced differential emotional response to injury. DESIGN: A prospective longitudinal cohort study. SETTING: University of Toronto, Ontario, Canada. PARTICIPANTS: Thirty-four injured athletes from Canadian Interuniversity Sport (CIS) and 19 healthy, physically active undergraduate students participated in the study. INTERVENTION: All participants completed the Profile of Mood States (POMS; short version) on 3 nonconsecutive days during a 2-week period after a baseline test. MAIN OUTCOME MEASURES: Emotional responses were assessed using the POMS. The 7 main outcome measures assessed by POMS were tension, depression, anger, vigor, fatigue, confusion, and total mood disturbance. RESULTS: After injury, concussion produced an emotional profile characterized by significantly elevated fatigue and decreased vigor. In contrast, athletes with musculoskeletal injuries displayed a significant increase in anger that resolved to a pre-injury level within 2 weeks. CONCLUSIONS: The results revealed that both injured groups experienced emotional disturbance after injury. More importantly, the findings strongly suggest that the emotional reaction after concussion is different from that of musculoskeletal injury. Therefore, we concluded that assessing emotional reactions to concussion is particularly important and recommend that sports medicine professionals assess and monitor emotional functioning as well as somatic complaints and neurocognitive changes during recovery.},
keywords = {Aggression Education, Sport Psychology},
pubstate = {published},
tppubtype = {article}
}
Hogeveen, Bryan R
Teaching and learning guide for youth (and) violence Journal Article
In: Sociology Compass, vol. 2, pp. 2074–2082, 2008.
Abstract | BibTeX | Tags: Aggression Education, Education Sport Psychology
@article{Hogeveen2008,
title = {Teaching and learning guide for youth (and) violence},
author = {Hogeveen, Bryan R},
year = {2008},
date = {2008-01-01},
journal = {Sociology Compass},
volume = {2},
pages = {2074--2082},
abstract = {By reflecting on violence in its many manifestations this course is intended to problematize youth's relationship to violence. Not only will it underscore how \& why violence is perpetrated by young people, but, perhaps more important, how young people are affected. Students will reflect on how violence impacts \& enters their own lives -- sometimes in very inauspicious ways. Much of what counts as entertainment is laden with, \& centres on, violence. For example, Grand Theft Auto is a popular video game wherein game players assume the role of a wannabe gangster whose rise though the criminal underworld is predicated upon his thieving \& murderous efficiency. Similarly, the movie Never Back Down follows a young male as he attempts to fight his way into the vaunted inner circle of his high school's 'in' group. Marred by \& revered for his reputation as a 'tough guy', the protagonist is forced, in a cntradiction that only makes coherent sense in the context of the pervasive violent masculinity which buoys the film, to fight his way clear of this foul reputation. Human intersections with violence are undeniably \& unexpectedly complicated. We are fascinated \& our lives are directly affected by violence regardless of proximity. Significantly, violence -- both the Hollywood version \& that which is 'real' --affects each \& all. Fears of violence, whether they are informed by official statistics, crime-based dramas, the 6 o'clock news or reality television, contour our existence in very definite ways. Our temporal \& spatial movement through urban space, our understandings of law \& governance strategies, our relations with 'others' -- significant \& otherwise -- are conditioned by tangential, lived, experienced \& witnessed violence. It alters our way of being, where we choose to live, \& how we conduct, protect \& entertain orselves. No one is immune. Human experience is contoured irrevocably by violence. At issue is our inconsistent \& contradictory relationship to youth violence. Parents applaud young people's violence -- especially their sons' -- as they 'duke it out' on the football field \& in the hockey arena \& urge them to 'get' or 'kill' the other team. At the same time, young people are overrepresented as victims of violence especially our daughters. This course provides an opportunity to explore \& analyze how youth [\&] violence is braided into the fabric of Western culture.},
keywords = {Aggression Education, Education Sport Psychology},
pubstate = {published},
tppubtype = {article}
}
Ntoumanis, N; Biddle, S
The relationship between achievement goal profile groups and perceptions of motivational climates in sport Journal Article
In: Scandinavian Journal of Medicine & Science in Sports, vol. 8, pp. 120–124, 1998.
Abstract | BibTeX | Tags: Aggression Education, Sport Psychology
@article{Ntoumanis1998,
title = {The relationship between achievement goal profile groups and perceptions of motivational climates in sport},
author = {Ntoumanis, N and Biddle, S},
year = {1998},
date = {1998-01-01},
journal = {Scandinavian Journal of Medicine \& Science in Sports},
volume = {8},
pages = {120--124},
address = {School of Education, University of Exeter, UK.},
abstract = {The purpose of the present study was to expand on previous research that has found compatibility between individuals' views on achievement and the type of achievement that was promoted in the sport environment they belonged to. However, this line of research has ignored the fact that the two main goal orientations are largely independent and that their impact in combination is often different from their effects examined separately. The present study, therefore, examined which combinations of goal orientations are compatible with perceptions of mastery and performance climates in a sample of 146 British university students. With regard to mastery climate, the analysis showed that the critical factor was the degree of task orientation since those with high scores in this factor (irrespective of the degree of their ego orientation) perceived the climate as more mastery-oriented than those with low scores in task orientation. This was substantiated by the large differences in effect sizes between the high- and low-task groups. As far as performance climate was concerned, the most negative perceptions of climate were held by those who were rated both low in task orientation and high in ego orientation. A general inference from these results is that high task orientation is motivationally adaptive, whereas high ego orientation is not motivationally detrimental as long as it is accompanied by a high task orientation. These findings are in contrast with previous suggestions that have called for the enhancement of task orientation with the concurrent suppression of ego orientation. Our results are, however, consonant with studies which have employed a goal profiles analysis in sport and in physical education, and with empirical evidence from real sport settings.},
keywords = {Aggression Education, Sport Psychology},
pubstate = {published},
tppubtype = {article}
}
Esfandiari, A; Broshek, D K; Freeman, J R
Psychiatric and neuropsychological issues in sports medicine Journal Article
In: Clinics in Sports Medicine, vol. 30, pp. 611–627, 2011, ISSN: 0278-5919.
@article{Esfandiari2011,
title = {Psychiatric and neuropsychological issues in sports medicine},
author = {Esfandiari, A and Broshek, D K and Freeman, J R},
doi = {10.1016/j.csm.2011.03.002},
issn = {0278-5919},
year = {2011},
date = {2011-01-01},
journal = {Clinics in Sports Medicine},
volume = {30},
pages = {611--627},
abstract = {This article reviews psychiatric/psychological issues in the athletic training room, including recognition of these issues and a framework for management. Because the majority of research has been conducted in college settings, most of the issues discussed are presented in the context of college sports, although the results generalize to other athletic arenas. Greater awareness of psychological issues, empirical research, and education about mental health issues in the sports medicine community are clearly needed.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Hutchison, Michael; Mainwaring, Lynda M; Comper, Paul; Richards, Doug W; Bisschop, Sean M
Differential emotional responses of varsity athletes to concussion and musculoskeletal injuries Journal Article
In: Clinical Journal of Sport Medicine, vol. 19, pp. 13–19, 2009.
@article{Hutchison2009,
title = {Differential emotional responses of varsity athletes to concussion and musculoskeletal injuries},
author = {Hutchison, Michael and Mainwaring, Lynda M and Comper, Paul and Richards, Doug W and Bisschop, Sean M},
year = {2009},
date = {2009-01-01},
journal = {Clinical Journal of Sport Medicine},
volume = {19},
pages = {13--19},
address = {Faculty of Physical Education and Health, University of Toronto, Ontario, Canada. michael.hutchison@utoronto.ca},
abstract = {OBJECTIVE: To determine if athletes with concussion and those with minor musculoskeletal injuries experienced differential emotional response to injury. DESIGN: A prospective longitudinal cohort study. SETTING: University of Toronto, Ontario, Canada. PARTICIPANTS: Thirty-four injured athletes from Canadian Interuniversity Sport (CIS) and 19 healthy, physically active undergraduate students participated in the study. INTERVENTION: All participants completed the Profile of Mood States (POMS; short version) on 3 nonconsecutive days during a 2-week period after a baseline test. MAIN OUTCOME MEASURES: Emotional responses were assessed using the POMS. The 7 main outcome measures assessed by POMS were tension, depression, anger, vigor, fatigue, confusion, and total mood disturbance. RESULTS: After injury, concussion produced an emotional profile characterized by significantly elevated fatigue and decreased vigor. In contrast, athletes with musculoskeletal injuries displayed a significant increase in anger that resolved to a pre-injury level within 2 weeks. CONCLUSIONS: The results revealed that both injured groups experienced emotional disturbance after injury. More importantly, the findings strongly suggest that the emotional reaction after concussion is different from that of musculoskeletal injury. Therefore, we concluded that assessing emotional reactions to concussion is particularly important and recommend that sports medicine professionals assess and monitor emotional functioning as well as somatic complaints and neurocognitive changes during recovery.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Hogeveen, Bryan R
Teaching and learning guide for youth (and) violence Journal Article
In: Sociology Compass, vol. 2, pp. 2074–2082, 2008.
@article{Hogeveen2008,
title = {Teaching and learning guide for youth (and) violence},
author = {Hogeveen, Bryan R},
year = {2008},
date = {2008-01-01},
journal = {Sociology Compass},
volume = {2},
pages = {2074--2082},
abstract = {By reflecting on violence in its many manifestations this course is intended to problematize youth's relationship to violence. Not only will it underscore how \& why violence is perpetrated by young people, but, perhaps more important, how young people are affected. Students will reflect on how violence impacts \& enters their own lives -- sometimes in very inauspicious ways. Much of what counts as entertainment is laden with, \& centres on, violence. For example, Grand Theft Auto is a popular video game wherein game players assume the role of a wannabe gangster whose rise though the criminal underworld is predicated upon his thieving \& murderous efficiency. Similarly, the movie Never Back Down follows a young male as he attempts to fight his way into the vaunted inner circle of his high school's 'in' group. Marred by \& revered for his reputation as a 'tough guy', the protagonist is forced, in a cntradiction that only makes coherent sense in the context of the pervasive violent masculinity which buoys the film, to fight his way clear of this foul reputation. Human intersections with violence are undeniably \& unexpectedly complicated. We are fascinated \& our lives are directly affected by violence regardless of proximity. Significantly, violence -- both the Hollywood version \& that which is 'real' --affects each \& all. Fears of violence, whether they are informed by official statistics, crime-based dramas, the 6 o'clock news or reality television, contour our existence in very definite ways. Our temporal \& spatial movement through urban space, our understandings of law \& governance strategies, our relations with 'others' -- significant \& otherwise -- are conditioned by tangential, lived, experienced \& witnessed violence. It alters our way of being, where we choose to live, \& how we conduct, protect \& entertain orselves. No one is immune. Human experience is contoured irrevocably by violence. At issue is our inconsistent \& contradictory relationship to youth violence. Parents applaud young people's violence -- especially their sons' -- as they 'duke it out' on the football field \& in the hockey arena \& urge them to 'get' or 'kill' the other team. At the same time, young people are overrepresented as victims of violence especially our daughters. This course provides an opportunity to explore \& analyze how youth [\&] violence is braided into the fabric of Western culture.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Ntoumanis, N; Biddle, S
The relationship between achievement goal profile groups and perceptions of motivational climates in sport Journal Article
In: Scandinavian Journal of Medicine & Science in Sports, vol. 8, pp. 120–124, 1998.
@article{Ntoumanis1998,
title = {The relationship between achievement goal profile groups and perceptions of motivational climates in sport},
author = {Ntoumanis, N and Biddle, S},
year = {1998},
date = {1998-01-01},
journal = {Scandinavian Journal of Medicine \& Science in Sports},
volume = {8},
pages = {120--124},
address = {School of Education, University of Exeter, UK.},
abstract = {The purpose of the present study was to expand on previous research that has found compatibility between individuals' views on achievement and the type of achievement that was promoted in the sport environment they belonged to. However, this line of research has ignored the fact that the two main goal orientations are largely independent and that their impact in combination is often different from their effects examined separately. The present study, therefore, examined which combinations of goal orientations are compatible with perceptions of mastery and performance climates in a sample of 146 British university students. With regard to mastery climate, the analysis showed that the critical factor was the degree of task orientation since those with high scores in this factor (irrespective of the degree of their ego orientation) perceived the climate as more mastery-oriented than those with low scores in task orientation. This was substantiated by the large differences in effect sizes between the high- and low-task groups. As far as performance climate was concerned, the most negative perceptions of climate were held by those who were rated both low in task orientation and high in ego orientation. A general inference from these results is that high task orientation is motivationally adaptive, whereas high ego orientation is not motivationally detrimental as long as it is accompanied by a high task orientation. These findings are in contrast with previous suggestions that have called for the enhancement of task orientation with the concurrent suppression of ego orientation. Our results are, however, consonant with studies which have employed a goal profiles analysis in sport and in physical education, and with empirical evidence from real sport settings.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Esfandiari, A; Broshek, D K; Freeman, J R
Psychiatric and neuropsychological issues in sports medicine Journal Article
In: Clinics in Sports Medicine, vol. 30, pp. 611–627, 2011, ISSN: 0278-5919.
Abstract | Links | BibTeX | Tags: Aggression Education, Sport Psychology
@article{Esfandiari2011,
title = {Psychiatric and neuropsychological issues in sports medicine},
author = {Esfandiari, A and Broshek, D K and Freeman, J R},
doi = {10.1016/j.csm.2011.03.002},
issn = {0278-5919},
year = {2011},
date = {2011-01-01},
journal = {Clinics in Sports Medicine},
volume = {30},
pages = {611--627},
abstract = {This article reviews psychiatric/psychological issues in the athletic training room, including recognition of these issues and a framework for management. Because the majority of research has been conducted in college settings, most of the issues discussed are presented in the context of college sports, although the results generalize to other athletic arenas. Greater awareness of psychological issues, empirical research, and education about mental health issues in the sports medicine community are clearly needed.},
keywords = {Aggression Education, Sport Psychology},
pubstate = {published},
tppubtype = {article}
}
Hutchison, Michael; Mainwaring, Lynda M; Comper, Paul; Richards, Doug W; Bisschop, Sean M
Differential emotional responses of varsity athletes to concussion and musculoskeletal injuries Journal Article
In: Clinical Journal of Sport Medicine, vol. 19, pp. 13–19, 2009.
Abstract | BibTeX | Tags: Aggression Education, Sport Psychology
@article{Hutchison2009,
title = {Differential emotional responses of varsity athletes to concussion and musculoskeletal injuries},
author = {Hutchison, Michael and Mainwaring, Lynda M and Comper, Paul and Richards, Doug W and Bisschop, Sean M},
year = {2009},
date = {2009-01-01},
journal = {Clinical Journal of Sport Medicine},
volume = {19},
pages = {13--19},
address = {Faculty of Physical Education and Health, University of Toronto, Ontario, Canada. michael.hutchison@utoronto.ca},
abstract = {OBJECTIVE: To determine if athletes with concussion and those with minor musculoskeletal injuries experienced differential emotional response to injury. DESIGN: A prospective longitudinal cohort study. SETTING: University of Toronto, Ontario, Canada. PARTICIPANTS: Thirty-four injured athletes from Canadian Interuniversity Sport (CIS) and 19 healthy, physically active undergraduate students participated in the study. INTERVENTION: All participants completed the Profile of Mood States (POMS; short version) on 3 nonconsecutive days during a 2-week period after a baseline test. MAIN OUTCOME MEASURES: Emotional responses were assessed using the POMS. The 7 main outcome measures assessed by POMS were tension, depression, anger, vigor, fatigue, confusion, and total mood disturbance. RESULTS: After injury, concussion produced an emotional profile characterized by significantly elevated fatigue and decreased vigor. In contrast, athletes with musculoskeletal injuries displayed a significant increase in anger that resolved to a pre-injury level within 2 weeks. CONCLUSIONS: The results revealed that both injured groups experienced emotional disturbance after injury. More importantly, the findings strongly suggest that the emotional reaction after concussion is different from that of musculoskeletal injury. Therefore, we concluded that assessing emotional reactions to concussion is particularly important and recommend that sports medicine professionals assess and monitor emotional functioning as well as somatic complaints and neurocognitive changes during recovery.},
keywords = {Aggression Education, Sport Psychology},
pubstate = {published},
tppubtype = {article}
}
Hogeveen, Bryan R
Teaching and learning guide for youth (and) violence Journal Article
In: Sociology Compass, vol. 2, pp. 2074–2082, 2008.
Abstract | BibTeX | Tags: Aggression Education, Education Sport Psychology
@article{Hogeveen2008,
title = {Teaching and learning guide for youth (and) violence},
author = {Hogeveen, Bryan R},
year = {2008},
date = {2008-01-01},
journal = {Sociology Compass},
volume = {2},
pages = {2074--2082},
abstract = {By reflecting on violence in its many manifestations this course is intended to problematize youth's relationship to violence. Not only will it underscore how \& why violence is perpetrated by young people, but, perhaps more important, how young people are affected. Students will reflect on how violence impacts \& enters their own lives -- sometimes in very inauspicious ways. Much of what counts as entertainment is laden with, \& centres on, violence. For example, Grand Theft Auto is a popular video game wherein game players assume the role of a wannabe gangster whose rise though the criminal underworld is predicated upon his thieving \& murderous efficiency. Similarly, the movie Never Back Down follows a young male as he attempts to fight his way into the vaunted inner circle of his high school's 'in' group. Marred by \& revered for his reputation as a 'tough guy', the protagonist is forced, in a cntradiction that only makes coherent sense in the context of the pervasive violent masculinity which buoys the film, to fight his way clear of this foul reputation. Human intersections with violence are undeniably \& unexpectedly complicated. We are fascinated \& our lives are directly affected by violence regardless of proximity. Significantly, violence -- both the Hollywood version \& that which is 'real' --affects each \& all. Fears of violence, whether they are informed by official statistics, crime-based dramas, the 6 o'clock news or reality television, contour our existence in very definite ways. Our temporal \& spatial movement through urban space, our understandings of law \& governance strategies, our relations with 'others' -- significant \& otherwise -- are conditioned by tangential, lived, experienced \& witnessed violence. It alters our way of being, where we choose to live, \& how we conduct, protect \& entertain orselves. No one is immune. Human experience is contoured irrevocably by violence. At issue is our inconsistent \& contradictory relationship to youth violence. Parents applaud young people's violence -- especially their sons' -- as they 'duke it out' on the football field \& in the hockey arena \& urge them to 'get' or 'kill' the other team. At the same time, young people are overrepresented as victims of violence especially our daughters. This course provides an opportunity to explore \& analyze how youth [\&] violence is braided into the fabric of Western culture.},
keywords = {Aggression Education, Education Sport Psychology},
pubstate = {published},
tppubtype = {article}
}
Ntoumanis, N; Biddle, S
The relationship between achievement goal profile groups and perceptions of motivational climates in sport Journal Article
In: Scandinavian Journal of Medicine & Science in Sports, vol. 8, pp. 120–124, 1998.
Abstract | BibTeX | Tags: Aggression Education, Sport Psychology
@article{Ntoumanis1998,
title = {The relationship between achievement goal profile groups and perceptions of motivational climates in sport},
author = {Ntoumanis, N and Biddle, S},
year = {1998},
date = {1998-01-01},
journal = {Scandinavian Journal of Medicine \& Science in Sports},
volume = {8},
pages = {120--124},
address = {School of Education, University of Exeter, UK.},
abstract = {The purpose of the present study was to expand on previous research that has found compatibility between individuals' views on achievement and the type of achievement that was promoted in the sport environment they belonged to. However, this line of research has ignored the fact that the two main goal orientations are largely independent and that their impact in combination is often different from their effects examined separately. The present study, therefore, examined which combinations of goal orientations are compatible with perceptions of mastery and performance climates in a sample of 146 British university students. With regard to mastery climate, the analysis showed that the critical factor was the degree of task orientation since those with high scores in this factor (irrespective of the degree of their ego orientation) perceived the climate as more mastery-oriented than those with low scores in task orientation. This was substantiated by the large differences in effect sizes between the high- and low-task groups. As far as performance climate was concerned, the most negative perceptions of climate were held by those who were rated both low in task orientation and high in ego orientation. A general inference from these results is that high task orientation is motivationally adaptive, whereas high ego orientation is not motivationally detrimental as long as it is accompanied by a high task orientation. These findings are in contrast with previous suggestions that have called for the enhancement of task orientation with the concurrent suppression of ego orientation. Our results are, however, consonant with studies which have employed a goal profiles analysis in sport and in physical education, and with empirical evidence from real sport settings.},
keywords = {Aggression Education, Sport Psychology},
pubstate = {published},
tppubtype = {article}
}