Bolter, Nicole D; Weiss, Maureen R
Coaching Behaviors and Adolescent Athletes' Sportspersonship Outcomes: Further Validation of the Sportsmanship Coaching Behaviors Scale (SCBS) Journal Article
In: Sport, Exercise, and Performance Psychology, 2012, ISSN: 2157-3913 2157-3905.
Abstract | Links | BibTeX | Tags: Aggression, Education Sport Psychology
@article{Bolter2012,
title = {Coaching Behaviors and Adolescent Athletes' Sportspersonship Outcomes: Further Validation of the Sportsmanship Coaching Behaviors Scale (SCBS)},
author = {Bolter, Nicole D and Weiss, Maureen R},
doi = {10.1037/a0029802},
issn = {2157-3913 2157-3905},
year = {2012},
date = {2012-01-01},
journal = {Sport, Exercise, and Performance Psychology},
abstract = {N. D. Bolter and M. R. Weiss (2012, Coaching for character: Development of the Sportsmanship Coaching Behaviors Scale (SCBS). Sport, Exercise, and Performance Psychology, 1, 73\textendash90) created and provided initial validity for the Sportsmanship Coaching Behavior Scale (SCBS) to assess adolescent athletes' perceptions of coaches' behaviors that promote or deter sportsperson-like behaviors. The present study provided additional factorial and criterion validity for the SCBS with a sample of 418 adolescents (211 female, 207 male) participating in a variety of team sports. Participants completed the SCBS and a measure of prosocial and antisocial behaviors toward teammates and opponents (M. Kavussanu and I. D. Boardley, 2009, The prosocial and antisocial behavior in sport scale. Journal of Sport and Exercise Psychology, 31, 97\textendash117). A confirmatory factor analysis established factorial validity and gender invariance for a 6-factor model of the SCBS. Criterion validity was shown in that four coaching behaviors (modeling, reinforcing, teaching, and prioritizing winning) were related to athletes' prosocial and antisocial behaviors in theoretically consistent ways. Unique findings emerged for boys and girls in the pattern of relationships between coaching behaviors and sportspersonship outcomes. Teaching and modeling were important coaching mechanisms for explaining girls' sportspersonship behaviors, whereas reinforcing and prioritizing winning were significantly related to boys' sportspersonship behaviors. Results provide support for a valid and reliable tool for assessing coaches' influence in promoting athletes' sportspersonship outcomes. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract)},
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}
}
Bolter, Nicole D; Weiss, Maureen R
Coaching Behaviors and Adolescent Athletes' Sportspersonship Outcomes: Further Validation of the Sportsmanship Coaching Behaviors Scale (SCBS) Journal Article
In: Sport, Exercise, and Performance Psychology, 2012, ISSN: 2157-3913 2157-3905.
@article{Bolter2012,
title = {Coaching Behaviors and Adolescent Athletes' Sportspersonship Outcomes: Further Validation of the Sportsmanship Coaching Behaviors Scale (SCBS)},
author = {Bolter, Nicole D and Weiss, Maureen R},
doi = {10.1037/a0029802},
issn = {2157-3913 2157-3905},
year = {2012},
date = {2012-01-01},
journal = {Sport, Exercise, and Performance Psychology},
abstract = {N. D. Bolter and M. R. Weiss (2012, Coaching for character: Development of the Sportsmanship Coaching Behaviors Scale (SCBS). Sport, Exercise, and Performance Psychology, 1, 73\textendash90) created and provided initial validity for the Sportsmanship Coaching Behavior Scale (SCBS) to assess adolescent athletes' perceptions of coaches' behaviors that promote or deter sportsperson-like behaviors. The present study provided additional factorial and criterion validity for the SCBS with a sample of 418 adolescents (211 female, 207 male) participating in a variety of team sports. Participants completed the SCBS and a measure of prosocial and antisocial behaviors toward teammates and opponents (M. Kavussanu and I. D. Boardley, 2009, The prosocial and antisocial behavior in sport scale. Journal of Sport and Exercise Psychology, 31, 97\textendash117). A confirmatory factor analysis established factorial validity and gender invariance for a 6-factor model of the SCBS. Criterion validity was shown in that four coaching behaviors (modeling, reinforcing, teaching, and prioritizing winning) were related to athletes' prosocial and antisocial behaviors in theoretically consistent ways. Unique findings emerged for boys and girls in the pattern of relationships between coaching behaviors and sportspersonship outcomes. Teaching and modeling were important coaching mechanisms for explaining girls' sportspersonship behaviors, whereas reinforcing and prioritizing winning were significantly related to boys' sportspersonship behaviors. Results provide support for a valid and reliable tool for assessing coaches' influence in promoting athletes' sportspersonship outcomes. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract)},
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}
}
Bolter, Nicole D; Weiss, Maureen R
Coaching Behaviors and Adolescent Athletes' Sportspersonship Outcomes: Further Validation of the Sportsmanship Coaching Behaviors Scale (SCBS) Journal Article
In: Sport, Exercise, and Performance Psychology, 2012, ISSN: 2157-3913 2157-3905.
Abstract | Links | BibTeX | Tags: Aggression, Education Sport Psychology
@article{Bolter2012,
title = {Coaching Behaviors and Adolescent Athletes' Sportspersonship Outcomes: Further Validation of the Sportsmanship Coaching Behaviors Scale (SCBS)},
author = {Bolter, Nicole D and Weiss, Maureen R},
doi = {10.1037/a0029802},
issn = {2157-3913 2157-3905},
year = {2012},
date = {2012-01-01},
journal = {Sport, Exercise, and Performance Psychology},
abstract = {N. D. Bolter and M. R. Weiss (2012, Coaching for character: Development of the Sportsmanship Coaching Behaviors Scale (SCBS). Sport, Exercise, and Performance Psychology, 1, 73\textendash90) created and provided initial validity for the Sportsmanship Coaching Behavior Scale (SCBS) to assess adolescent athletes' perceptions of coaches' behaviors that promote or deter sportsperson-like behaviors. The present study provided additional factorial and criterion validity for the SCBS with a sample of 418 adolescents (211 female, 207 male) participating in a variety of team sports. Participants completed the SCBS and a measure of prosocial and antisocial behaviors toward teammates and opponents (M. Kavussanu and I. D. Boardley, 2009, The prosocial and antisocial behavior in sport scale. Journal of Sport and Exercise Psychology, 31, 97\textendash117). A confirmatory factor analysis established factorial validity and gender invariance for a 6-factor model of the SCBS. Criterion validity was shown in that four coaching behaviors (modeling, reinforcing, teaching, and prioritizing winning) were related to athletes' prosocial and antisocial behaviors in theoretically consistent ways. Unique findings emerged for boys and girls in the pattern of relationships between coaching behaviors and sportspersonship outcomes. Teaching and modeling were important coaching mechanisms for explaining girls' sportspersonship behaviors, whereas reinforcing and prioritizing winning were significantly related to boys' sportspersonship behaviors. Results provide support for a valid and reliable tool for assessing coaches' influence in promoting athletes' sportspersonship outcomes. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract)},
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}
}