| 1. |
- Gustafsson, Henrik, et al.
(författare)
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Hope and athlete burnout : Stress and affect as mediators
- 2013
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Ingår i: Psychology of Sport And Exercise. - : Elsevier. - 1469-0292 .- 1878-5476. ; 14:5, s. 640-649
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Tidskriftsartikel (refereegranskat)abstract
- ObjectiveIn this study we examined the relationship between trait hope and burnout in elite junior soccer players and whether stress and positive and negative affect mediated this relationship.MethodsParticipants were 238 Swedish soccer players (166 males, 71 females; one did not indicate gender) aged 15–19 years who completed questionnaires measuring trait hope, perceived stress, positive and negative affect, and athlete burnout (i.e., emotional/physical exhaustion, a reduced sense of accomplishment, and sport devaluation).ResultsBivariate correlations were consistent with hope theory contentions indicating significant negative relationships between hope and all three burnout dimensions. The relationship between hope and emotional/physical exhaustion was fully mediated by stress and positive affect. For sport devaluation and reduced sense of accomplishment, stress and positive affect partially mediated the relationship with hope. In contrast, negative affect did not mediate the relationship between hope and any of the burnout dimensions.ConclusionThe results support earlier findings that hope is negatively related to athlete burnout. Support was also found for the hypothesis that high hope individuals would experience less stress and therefore less burnout. Promoting hope may be relevant in reducing the likelihood of this detrimental syndrome.
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| 2. |
- Gustafsson, Henrik, et al.
(författare)
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Athlete burnout : an integrated model and future research directions
- 2011
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Ingår i: International Review of Sport and Exercise Psychology. - : Routledge Taylor and Francis Group. - 1750-984X .- 1750-9858. ; 4:1, s. 3-24
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Tidskriftsartikel (refereegranskat)abstract
- Athlete burnout is a multifaceted phenomenon. As a consequence, several attempts have been made to describe it from both a process and a state perspective. A number of theories and models exist that deal with the process of burning out and/or its antecedents. When viewed separately, the presented findings may be perceived as contradicting each other, or at best as confusing. To advance the field, we offer a comprehensive review of what is presently known within the area of athlete burnout and what new knowledge is needed. Furthermore, we suggest an integrated model of athlete burnout. This model includes major antecedents, early signs, consequences, and factors related to personality, coping and the environment. Our purpose is not to present the definitive model but to create a conceptual understanding of the field as it is seen today, and thereby stimulate empirical research to further advance the knowledge base.
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| 3. |
- Gustafsson, Henrik, et al.
(författare)
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Mindfulness and Its Relationship With Perceived Stress, Affect, and Burnout in Elite Junior Athletes
- 2015
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Ingår i: Journal of Clinical Sport Psychology. - : Human Kinetics. - 1932-9261 .- 1932-927X. ; 9:3, s. 263-281
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to examine the relationship between dispositional mindfulness and burnout and whether this relationship is mediated by perceived stress, negative affect, and positive affect in elite junior athletes. Participants were 233 (123 males and 107 females) adolescent athletes, ranging in age from 15-19 years (M = 17.50; SD = 1.08).Bivariate correlations revealed that mindfulness had a significant negative relationship with both perceived stress and burnout. To investigate mediation, we employed nonparametric bootstrapping analyses. These analyses indicated that positive affect fully mediated links between mindfulness and sport devaluation. Further, positive affect and negative affect partially mediated the relationships between mindfulness and physical/emotional exhaustion, as well as between mindfulness and reduced sense of accomplishment. The results point toward mindfulness being negatively related to burnout in athletes and highlight the role of positive affect. Future research should investigate the longitudinal effect of dispositional mindfulness on stress and burnout.
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| 4. |
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| 5. |
- Haraldsen, Heidi M. M., et al.
(författare)
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An exploration of reciprocity among teacher and students in female pre-professional ballet education : a shared reality theory perspective
- 2023
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study was to explore perceptions of shared reality in teacher-student partnerships in ballet, and how these perceptions were related to experiences of quality in the relationship and well-being. A longitudinal qualitative study design was adopted, with three female ballet students and their teacher participating in three semi-structured interviews each over an eight-month period. Data were analyzed using a combination of thematic and narrative analysis. Findings indicated that across the teacher-student relationships there were perceptions of a shared reality only on the professional and distanced level and not on a relational and personal level. This was achieved by a common experience of what matters in the world of ballet education as well as students finding their teacher as trustworthy. Furthermore, it appeared that the authoritarian apprenticeship culture in ballet, where the teachers give clear instructions and feedback, and where the student role is to listen and adapt to the teacher's instructions, was a barrier to fully achieving a shared reality on a personal and deeper level. In turn, this influenced the quality of the relationship and the wellbeing of both teacher and students. The present study offers critical reflections on the cultural backdrop of teaching and learning in ballet and highlights the importance of teachers to facilitate a supportive, unconditional, and trustworthy relationship so that they can work together in a more productive manner.
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| 6. |
- Hassmén, Peter, et al.
(författare)
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Burnout symptoms and recovery processes in eight elite soccer coaches over 10 years
- 2019
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Ingår i: International journal of sports science & coaching. - : Sage Publications. - 1747-9541 .- 2048-397X. ; 14:4, s. 431-443
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Tidskriftsartikel (refereegranskat)abstract
- Elite sport can be stressful, which increases the risk for burnout symptoms to develop. Especially when not balanced with sufficient recovery. To study the burnout–recovery process, eight elite soccer coaches were followed for 10 years. All eight were active elite coaches at the inception of this study and reported elevated emotional exhaustion scores on Maslach’s Burnout Inventory Educators Survey (MBI-ES). The coaches completed MBI-ES three additional times (year 3, 7, and 10), and they were also interviewed on the same occasions. At the 3-year follow-up, seven of the eight coaches reduced their exhaustion scores. The coach presenting with unchanged scores both at the 3 - and 7-year follow-up was the only one still coaching at the elite level. All coaches revealed during the interviews that they struggled to manage their work–life balance well; some worked too many hours, some experienced difficulty in managing conflicting role-demands, and some wrestled with external pressures. Their approach to recovery was, however, similar. Apart from moving away from coaching at the elite level, they unanimously mentioned that they changed their approach to coaching to make recovery possible. They achieved the latter by, for example, increasing control and delegating responsibility. According to our longitudinal results, burnout frequently regarded as an end-state can decrease over time. Provided that decisive action is taken to change situational factors and personal demands. This frequently meant withdrawing from coaching, which in turn explains why coach retention remains a serious challenge for most organizations with teams/athletes competing at the elite level. © The Author(s) 2019.
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| 7. |
- Hassmén, Peter, et al.
(författare)
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Praktisk idrottspsykologi
- 2009
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- De flesta idrottare vet att bra prestationer kräver målmedveten fysisk träning. Men långt ifrån alla arbetar lika målinriktat med den mentala träningen. I Praktisk idrottspsykologi får framför allt coachen men även idrottaren konkreta råd om hur man med mental träning både ökar välbefinnandet och förbättrar idrottsprestationen. Boken består av fyra delar. Del ett introducerar viktiga begrepp inom idrottspsykologi samt tydliggör varför mental träning är något som alla, oavsett nivå och ambitioner, kan och bör ägna sig åt. Del två fokuserar på coachen, individen och teamet. Del tre tar upp psykologiska färdigheter som teoretiskt och praktiskt visat sig vara avgörande för goda prestationer. Här berörs områden som mål och motivation, koncentration och självförtroendeträning. I bokens fjärde del beskrivs förberedelserna inför en prestation, betydelsen av balans och hur du uppnår den optimala prestationszonen. Praktisk idrottspsykologi är kurslitteratur på Grundtränarutbildningen, (GTU), steg2.(Text från SISU Idrottsböcker)
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| 8. |
- Hassmén, Peter, et al.
(författare)
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Praktisk idrottspsykologi
- 2011. - 1
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Ingår i: Vinnare i långa loppet. - Stockholm : SISU Idrottsböcker. - 9789186323141 ; , s. 40-71
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Kenttä, Göran, 1965-, et al.
(författare)
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Burnout from working life to sporting life.
- 2013
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Ingår i: Proceedings from The 13th European Congress of Psychology (ECP 2013). Stockholm, Sweden. - : European Federation of Psychologists’ Association.
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Konferensbidrag (refereegranskat)
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| 10. |
- Klockare, Ellinor, et al.
(författare)
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An interpretative phenomenological analysis of how professional dance teachers implement psychological skills training in practice
- 2011
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Ingår i: Research in Dance Education. - : Informa UK Limited. - 1464-7893 .- 1470-1111. ; 12:3, s. 277-293
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine how dance teachers work with psychological skills with their students in class. Semi-structured interviews were conducted with six female professional teachers in jazz, ballet and contemporary dance. The interview transcripts were analyzed using interpretative phenomenological analysis (Smith 1996). Results revealed that all teachers used psychological skills training techniques such as goal setting and imagery and worked toward the following outcomes: group cohesion, self-confidence, and anxiety management. They strove to create a task-involving climate in their classes and the students were encouraged to participate in, for instance, the goal setting process and imagery applications. The teachers also placed significant emphasis on performance preparation, evaluation, and feedback, although some found it difficult to give positive feedback. Many of the findings can be associated with contemporary theories in sport psychology. However, the dance teachers had almost no formal training in performance psychology, but had instead developed their teaching methodology through their own experiences. Further skills development and suggestions for future research are discussed.
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