Yes / In recent years, constructionist methodologies such as discursive psychology (Edwards & Potter, 1992) have begun to be used in sport research. This paper provides a practical guide to applying a discursive psychological approach to sport data. It discusses the assumptions and principles of discursive psychology and outlines the stages of a discursive study from choice of data through to transcription and analysis. Finally, the paper demonstrates a discursive psychological analysis on sport data where athletes are accounting for success and failure in competition. The analysis demonstrates that for both success and failure, there is an apparent dilution of personal agency, to either maintain their modesty in the case of success or to manage blame when talking about failure. It is concluded that discursive psychology has much to offer sport research as it provides a methodology for in-depth studies of supporting interactions.

The major theme of the current thesis was the definition, measurement, and development of perfectionism in elite junior sport. The first purpose was to examine the psychometric properties associated with Hewitt and Flett’s (1991) Multidimensional Perfectionism Scale (MPS-HF) when complete by a sample of elite junior athletes. In study one, a confirmatory factor analysis failed to support the original structure of 45-item MPS-HF. Subsequent exploratory and confirmatory factor analyses revealed a more parsimonious 15-item factor structure representing self-oriented (SOP), socially prescribed (SPP), and other-oriented perfectionism (OOP). Having established a reconstituted version of the MPS-HF, a second purpose of the research programme was to consider the origins of perfectionism in elite junior athletes using a cross-sectional design. Initially, in study two a social learning model was supported, with 18%-26% of variance in athletes’ perfectionism predicted by parents’ perfectionism. Building upon this finding in study three, a structural equation model revealed that parenting styles, including empathy and psychological control, mediated the parent-athletic child SPP relationship. In study four, a significant pathway emerged between parents’ achievement goals and athletes’ dispositional perfectionism, offering support for a social expectations model of perfectionism development. Specifically, parents’ task and ego orientations were positively associated with athletes’ SOP. In contrast, athletes’ SPP was predicted by parents’ ego orientation. Study four also demonstrated the nature and form of motivational regulation associated with athletes’ SOP and SPP. That is, a pathway emerged between athletes’ SPP and controlled forms of regulation, while athletes’ SOP was correlated with self-determined and controlled motivation. Finally, in study five, the coach-created motivational climate accounted for approximately 19% of variance in athletes’ perfectionistic cognitions, highlighting the role of additional social agents in the development of athletes’ perfectionism. The results of this research programme contribute to existing knowledge of perfectionism by forwarding reliable measures of SOP and SPP for employment in sport, and revealing a complex array of pathways that underpin the development of perfectionism in elite junior athletes. Ultimately, by preventing the occurrence of such pathways, athletic children may be protected from the perils of perfectionism.

Made available in DSpace on 2016-04-28T20:56:23Z (GMT). No. of bitstreams: 1 Rodrigo Paiva.pdf: 957174 bytes, checksum: 1742bb3db00daa23b7367e56aa9c2c57 (MD5) Previous issue date: 2011-05-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The sport is one of the most important and complex international phenomenon of the last centuries. A nation´s success in sports altogether with its own political, ideological and financial system resulted in international manifestos for a reinterpretation of the sport. In this context, the so called dimensions of the sport gave rise to an understanding of ii asboth as income, education and leisure. The educational sport (ES) must be understood as the educational practice of the sports aiming a person´s whole development and the exercise of citizenship However, since the emergence of this concept there has been little progress in developing effective methodologies that insert the practice of the sport into a person´s universal rights.. The development of ES copes with several challenges ; however, it is the assumption of this research that numbers of contributions made to education by the Experimental Analysis of Behavior (EAB) may also contribute to overcoming these challenges and build methodological assumptions that guide the capacitation and action of teachers in the educational dimension of sport. The objectives of this study were: 1. To trace down the of the themes Sport Psychology (SP), and EAB - SE. To spot possible EAB´s contributions for the construction of pedagogical guidelines to serve as reference for institutions and professional acting in sport and education and who wish to work in the educational dimension of sport. To do so, 2.266 articles and abstracts published between 2000 and 2010 in journals of physical education, SP and EAB were analyzed. The results showed that less than 5% of the articles´content were related to the SP and less than 0.5%, to SP. No publication promoted discussions regarding EAB´s contributions to both ACS SE and SP. The book Technology of Teaching, by BF Skinner (1968/1972), served as a reference for methodologies leading to the application of the knowledge produced by EAB, in educational settings, to overcome the challenges that stand to development of SE. The constitution of what is intended to be called as Educational Sport Psychology based on the Experimental Analysis of Behavior is a story yet to be told / O esporte é um dos mais importantes e complexos fenômenos internacionais dos últimos séculos. A associação do sucesso esportivo de uma nação ao seu sistema político/financeiro/ideológico resultou em manifestos internacionais para uma ressignificação da prática esportiva. Surgem, neste contexto, as chamadas dimensões do esporte em que este fenômeno passa a ser compreendido como rendimento, lazer e educação. Por esporte educacional (EE) compreende-se aquele voltado para a formação integral dos alunos, para o exercício da cidadania. Desde o surgimento deste conceito houve pouco avanço no desenvolvimento de metodologias eficazes que possibilitem a universalização do direito à prática esportiva. Há diversos desafios que se interpõem ao desenvolvimento do EE, no entanto, a hipótese levantada nesta pesquisa é de que as inúmeras contribuições oferecidas à educação pela Análise Experimental do Comportamento (AEC) podem contribuir para a superação destes desafios e a construção de pressupostos metodológicos que orientem a formação e atuação de professores na dimensão educacional do esporte. O objetivos deste estudo foram:1. Identificar se/como tem ocorrido a intersecção dos temas Psicologia do esporte (PE), EE e AEC; 2. Identificar/apresentar as contribuições da AEC para a constituição de orientações pedagógicas que sirvam como referencial para instituições e profissionais do esporte e da educação que pretendam atuar na dimensão educacional do esporte. Foram analisados 2266 artigos e resumos publicados, entre os anos 2000 e 2010, em periódicos de Educação Física, PE e AEC. Os resultados demonstraram que menos de 5% desta produção diz respeito à PE e menos de 0,5% ao EE. Nenhuma publicação promoveu discussões conjuntas referentes às contribuições da AEC à PE e EE. O livro Tecnologia de Ensino, de BF SKINNER (1968/1972), serviu de referencial teórico básico para a proposição de metodologias que possibilitem a aplicação dos conhecimentos produzidos em AEC, no âmbito da educação, para a superação dos desafios que se interpõem ao desenvolvimento do EE. A constituição do que se pretende chamar de Psicologia do Esporte Educacional advinda da Análise Experimental do Comportamento é uma história que ainda não foi, mas deve ser escrita