<p> Over two-thirds of youth participate in a structured sport, making it a vital context in which transactional relations with cognitive development can occur. Yet, little is known about how these constructs inform one another across childhood. Most previous studies have focused on health benefits of sport participation, or on demographic and family characteristics as predictors of participation. Though some previous literature has explored the cognitive impacts of sport participation during childhood, as well as whether early cognitive skills may predict later sport participation, critical gaps remain. Specifically, there is a need to investigate the extent to which there are longitudinal relations between these constructs as well as the nature of those associations throughout childhood. Thus, this dissertation examines whether: (1) participating in sports during preschool predicts kindergarten cognitive outcomes (i.e., executive functioning, math, language, literacy), (2) executive functioning and pre-academic skills (i.e., math, language, literacy) at 54 months predict participating in a structured sport (open-skilled, closed-skilled) in third and fifth grade, and (3) if there are bidirectional relations between executive functioning and academic outcomes (i.e., math, language, literacy) and structured sports (open-skilled, closed-skilled) in third and fifth grade. Findings from this dissertation indicated that associations between sport participation and cognition in children are complex, such that the direction of these associations likely depend on developmental period and conceptualization of sport. In particular, there may be positive transactional relations between early sport and cognitive skills, but not in middle childhood. Further, the results suggest that there may be bidirectional relations between open-skilled sport participation and executive functioning across childhood. In addition, almost all associations between closed-skilled sport participation and cognitive skills were nonsignificant. Thus, open-skilled sport participation may demand more cognitive resources than closed-skilled sport participation. Results from this dissertation reinforce the need to use intensive longitudinal data analysis to continue exploring transactional relations between sport participation, executive functioning, and academic skills. Finally, it is vital to reconsider how we evaluate sport participation in children and to include context-specific measures of participation that likely influence relations between these constructs. </p>

<p dir="ltr">Resilience processes, which are largely communicative in nature, are vital to the wellbeing and success of athletic personnel and organizations both individually and collectively. However, the communicative components of resilience-building have been largely ignored in sport scholarship and in practice. This dissertation seeks to bridge that gap by developing an in-depth understanding of how collegiate athletes and coaches on the same team experience resilience, including how they talk about, understand, and enact resilience. Recognizing the lack of explicit attention paid to the function of communication in resilience-building, this dissertation uses the communication theory of resilience and language convergence/meaning divergence theory as sensitizing concepts to understand communicative resilience processes and uncover illusions of shared meaning about resilience-building in athletics. This dissertation adopts an interpretive-constructivist approach, examining resilience as communicatively and collectively constructed. The data for this dissertation was collected through semi-structured in-depth interviews with members of a Division I college baseball team and analyzed using thematic co-occurrence analysis. Findings indicate that collegiate athletes and coaches experience resilience as either a trait or a process involving the possession or development of mental toughness (i.e., persistence and discipline) and resourcefulness (i.e., social support, vulnerability, (self-)reflection, and positive self-talk). Findings also revealed three meaningful relationships between co-occurring themes. First, participants who focused on the process of persistence and detached from the results of their efforts developed greater (self-)awareness and found better solutions to the issues they faced. Second, providing social support to other network members motivated participants to regulate their own emotions and to be more disciplined amid adversity. Third, participants who communicated their vulnerability were empowered to actively seek out social support as a partial solution to disruptive events. Finally, findings revealed illusions of shared meaning related to participants’ understandings of the process-based orientation to resilience and the term persistence. In both cases, divergences of meaning centered on participants’ emphasis on versus detachment from results. These findings demonstrate the communicative and collective nature of resilience processes and inform suggestions for resilience-building in athletics.</p>

Background. Despite on-going efforts to reduce bullying among adolescents, this phenomena remains a persistent public health problem (Espelage & Colbert, 2015). Positive youth development (PYD)-physical activity based programs have the potential to target health risk behaviors by focusing on positive psychological assets and promoting personal growth (Fraser-Thomas, Côté, & Deakin, 2005). Similarly, physical activity has been associated with physical and psychosocial benefits as it enhances the process of development, promote life skills, and foster personal and interpersonal skills through peers and non-parental adult interactions (Fraser-Thomas et al., 2005; Weiss, Smith, & Stuntz, 2008). While we know quite a bit about PYD programs and understand the importance of physical activity related to its influence on bullying behaviors, we know far less about the effectiveness of anti-bullying programs that combine both PYD with physical activity components. However, addressing this gap in the literature could inform prevention science research efforts as it would enhance understanding on how such interventions might decrease bullying in youth. This study aimed to evaluate the effectiveness of positive youth development (PYD) physical activity based interventions on bullying behaviors among pre- and young adolescents (8 - 14 years old). Methods. A systematic review was conducted and included a search of five databases (PsycINFO, PubMed, Cochrane Library, ERIC and CINAHL), and reference lists of included studies and reviews from 2003 to 2017. Additional information was requested from study authors. The study inclusion criteria included interventions that used both PYD and physical activity components, recruited participants who ranged in age from 8 to 14, and that targeted bullying behaviors (bullying, victimization, and bystander). Two independent reviewers assessed studies, and extracted data, and one reviewer evaluated risk of bias using the Cochrane risk of bias tool (Higgins, Sterne, Savović, Page, & Hróbjartsson, 2016). Studies were placed into two groups based on type of study (quasi-experimental and experimental). To determine effect sizes for the quasi-experimental designs and experimental designs, Pearson’s correlation coefficient (r) and standardized mean differences (SMD) were used, respectively. Results. Seven studies met the inclusion criteria, of which three were quasi-experimental and four were experimental studies. For bullying outcome, the quasi-experimental studies were found to have a small effect size (r = -.24 to -.22) while experimental designs had small, medium, and large effect size (SMD = -.68 to -.27). For victimization, a medium effect size was found in one study (SMD = -.53), and for bystander involvement, a medium effect size was found for unadjusted model (r = .37), and a small/negligent effect size was found for the adjusted model (r = -.05). Reductions in bullying and victimization, and increase in prosocial bystander behavior were found across the physical activity-based, PYD interventions, which utilized a combined approach of PYD components (e.g., caring, empathy, respect), and physical activity context, as well as the use of an interactive and supportive approach to deliver the program’s PYD component between the participants and staff. Selection bias, lack of blinding bias, attrition to follow-up bias, and failure to control for confounding were found across the studies, with experimental study designs reporting generally better quality than quasi-experimental. Conclusion. PYD-based, anti-bullying interventions with a physical activity component are promising in reducing bullying among adolescents. Findings revealed that the further interventions should be structured into a physical activity-based PYD setting that foster youth’s psychosocial development and provide them with opportunities to develop these PYD components in a mastery-oriented climate, which in turn may reduce problem behaviors The small number of studies identified strongly suggests that there remains a critical need for PYD-physical activity based interventions that target bullying behaviors.

Objectives: The aim in this thesis has been to generate information relevant for strategic positioning and future evaluations within the scientific field of sport and exercise psychology. This has been done by request, and in collaboration with The Group of Sport and Exercise Psychology at the Institution of Psychology at the University of Umeå. Research questions:  (1) How does the cognitive structure within the field of sport and exercise psychology take shape with respect to research topics in current sport-psychological research, i.e. the research front? (2) How does the social structure within the field of sport and exercise psychology take shape with respect to formal scientific collaboration? Data: 879 articles published between 2008-2011 were used in this study. The population of articles were collected from a set of 5 core journals: International Journal of Sport Psychology, Journal of Applied Sport Psychology, Journal of Sport and Exercise Psychology, The Sport Psychologist, Psychology of Sport and Exercise. The original set was expanded by collecting relevant sport psychology articles from Scandinavian Journal of Medicine &amp; Science in Sports and Journal of Sports Sciences. Methods: (1) The bibliometric indicator normalized bibliographic coupling combined with hierarchical agglomerative cluster analysis was used for mapping the research front. With this approach articles are basically clustered with respect to shared refererences, which in this context is understood as a measure of topical similarity. (2)  For the mapping of social structures a collaboration analysis was performed by extracting and visualizing social networks based on the bibliometric indicator coauthorship.     Results: (1) Identification and classification of 80 clusters based on topical similarity in collaboration with a subject expert. (2) Providing a map of formal scientific collaborations between countries based on coauthorship. (3) Providing a map of social networks based on coauthorships between individual researchers. (4) Identification and contextualization of central researchers based on production within the visualized coauthor network. The publications of each researcher were traced to corresponding clusters in the research front to gain information about in which subject areas and topics these central researchers publish. (5) Identification of research groups with high coauthor values, i.e. high intensity in their formal collaboration. Furthermore the publications from these groups were connected to corresponding clusters, i.e. giving information about in which subject areas and topics these groups publish.

<div> <div> <div> <p>The current study examines the relationships between frequency of yoga practice and outcomes of self-compassion, couple satisfaction, and family functioning. Yoga and other forms of Eastern medicine have become increasingly popular in Western culture. Not only has yoga become more appealing to the general population, it has also become more widely accepted and has been more frequently integrated into various mental health treatments. Using a cross-sectional design, this study analyzed data from an online questionnaire regarding systemic outcomes of yoga participants (N = 115). A three-step hierarchical regression analysis was completed to test significance between predictor and outcome variables. The results showed a significant relationship between social reason for practicing yoga and family functioning. This study indicates that families who practice yoga together may have healthier family functioning. The results highlight the potential of yoga as a therapeutic intervention for clinicians working with families.<br> </p> </div> </div> </div>