A iniciação esportiva tem sido foco de diversos estudos nas áreas das Ciências do Esporte e da Psicologia do Esporte. A aquisição de habilidades, como uma área específica, também tem concentrado esforços de diversos pesquisadores. A Análise do Comportamento aplicada a estes campos tem muito por oferecer. Estudos sobre comportamento verbal, especificamente, podem contribuir substancialmente para a solução de problemas na relação entre professores/ treinadores e iniciantes. Um procedimento, frequentemente utilizado e descrito na literatura específica é a auto-fala, que consiste em verbalizações emitidas para um falante, tendo ele mesmo como ouvinte. Ambientes esportivos costumam ser complexos, no que se refere à disponibilidade de estímulos, proporcionando dificuldades relacionadas à concentração. A auto-fala, como descrita e explicada na literatura, acaba tendo a função de auxiliar o atleta a selecionar estímulos relevantes para as tarefas esportivas, facilitando o estabelecimento de discriminações. O presente estudo investigou o efeito isolado de procedimentos de auto-fala sobre a aquisição de habilidades em modalidades esportivas simuladas, com sete adolescentes sem experiência prévia em treinamento com as modalidades e/ou com o equipamento. Foi utilizado o console de videogame Wii, no treinamento das habilidades de rebatida no beisebol, e lançamento da bola no boliche. Os dados obtidos sugeriram que os participantes, que utilizaram os procedimentos verbais, apresentaram desempenhos superiores, em comparação aos que não o fizeram. Também foi realizada uma comparação entre dois tipos de procedimentos de auto-fala: reforçada diferencialmente e instruída. Foram encontradas diferenças de desempenho, porém não tão significativas quanto às diferenças entre os participantes que se valeram dos procedimentos verbais e os que não o fizeram / The sport initiation has been the focus of several studies in the areas of Sports Science and Sports Psychology. The acquisition of skills, such as a specific area, has also concentrated efforts of many researchers. Behavior Analysis applied to these fields have much to offer. Studies on verbal behavior, specifically, can contribute substantially to the solution of problems in the relationship between teachers / trainers and beginners. A procedure often used and described in specific literature is self-talk, which consists of verbalizations issued for a speaker, and he himself as a listener. Sporting environments are usually complex, with regard to the availability of stimuli, providing difficulties related to concentration. Self-talk, as described and explained in literature, just having the function of helping the athlete to select relevant stimuli for sports tasks, facilitating the establishment of discrimination. The present study investigated the effect of isolated self-talk procedures on the acquisition of skills in simulated sports with seven adolescents with no prior experience in training with the simulated sports and / or equipment. We used the video game console Wii in skills training in baseball batting, and throwing the ball in bowling. The data suggested that participants who used the verbal procedures, showed superior performance compared to those who did not. We also performed a comparison between two different procedures for self-talk: differentially reinforced and instructed. We found differences in performance, but not as significant as the differences between the participants who took advantage of verbal procedures and those who did not

A series of four studies examined the emotional climate of elite sport, and tested the utility of an emotional disclosure intervention during sport injury rehabilitation. Overall, results from the investigations indicated that athletes' usual coping mechanism during injury rehabilitation was to inhibit and suppress felt emotions, while displaying mock emotions that were considered acceptable within their sport climate. Pennebaker's (1989) written disclosure paradigm was shown to address athletes' emotionally inhibitive coping style and encourage psychological and physical well-being. It was found to be a viable alternative to psychotherapy within the sport injury context. Athletes showed improvements in stress and mood disturbance, and fewer grief responses towards their injury. Affective and cognitive linguistic markers also showed changes during the 3-day intervention period, leading to the informed assumption that there was a likely association between changes in athletes' psychological responses to injury post-intervention and changes among the linguistic markers of interest. Results were discussed in the context of the broader sport psychology of injury research and limitations of the present investigations were discussed. Recommendations were made for future research into intervention research targeting the psychological experience of long-term injury.

Mental toughness is accepted to be an important component of sporting performance, especially so in the domain of cricket. It has been called many names, such as Big Match Temperament, bottle, and mettle and it is widely believed that it plays a role in how successful a cricketer may be, although very difficult to define and explain. James Loehr described it as one’s ability to consistently perform to the upper limit of your talent and skill and numerous researchers have since tried to define the construct based on more empirical research. This research project consists of three articles on mental toughness. The first focuses on the consideration of extra-personal influences on the development and implementation of mental toughness programmes. The second focuses on examining the psychometric properties of the paper-and-pencil versions of the Sports Mental Toughness Questionnaire (SMTQ) and the Psychological Performance Inventory-Alternative (PPI-A). The third examines the differences in the demographic characteristics of a sample of cricketers on the online versions of the SMTQ and the PPI-A. The results suggest that extra-personal influences are exceptionally important in the development and implementation of mental toughness programmes for school level cricketers, especially motivational climate and social support. While the PPI-A and the SMTQ displayed some promising psychometric properties in the current study, researchers should apply these mental toughness inventories with circumspection, taking into account questions regarding dimensionality, item formulation and variation in sample characteristics (e.g., age and sporting code), until more research can be conducted using these inventories with larger and more varied samples and the understanding of the mental toughness construct improves. The examination of the demographic differences on scores of the SMTQ and PPI-A revealed inconclusive results on age, sex, and ethnicity, while competitive level was the only distinguishing characteristic in which respondents at high levels produced higher mental toughness scores. The three studies comprising this “by articles” format PHD dissertation will be referred to as Article 1, Article 2, and Article 3 and can be found in Chapters, 2, 3, and 4 respectively. / Psychology / D.Phil. (Psychology)

SOUZA , Ricardo Angelo de Andrade. Afetividade de adolescentes praticantes de atividades esportivas com relação ao seu bairro. 2009. 93f. Dissertação (Mestrado em Psicologia) – Universidade Federal do Ceará, Departamento de Psicologia, Programa de Pós-Graduação em Psicologia, Fortaleza-CE, 2009. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-05-08T18:45:01Z No. of bitstreams: 1 2009_dis_RAASOUZA.pdf: 1056187 bytes, checksum: da7b1e49e34bfb511aabeefdca3cfb64 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-06-15T16:14:29Z (GMT) No. of bitstreams: 1 2009_dis_RAASOUZA.pdf: 1056187 bytes, checksum: da7b1e49e34bfb511aabeefdca3cfb64 (MD5) / Made available in DSpace on 2012-06-15T16:14:29Z (GMT). No. of bitstreams: 1 2009_dis_RAASOUZA.pdf: 1056187 bytes, checksum: da7b1e49e34bfb511aabeefdca3cfb64 (MD5) Previous issue date: 2009 / Sport and/or sportive activities as a whole should be accepted not only as a possibility of improving socio-economic conditions but also as instruments that trigger ever-increasing affects within individual-object relationship. Affective map (BOMFIM 2003) was the instrument this study used to analyze how affects arise in individual-sport-environment relationship. The research used a survey of nineteen 12-to-17 years-old teenagers who practice sportive activities and attend to a NGO (non governmental organization) named ARCA (Associação Recreativa e Esportiva para Crianças e Adolescentes). Therefore the sense of this study was verifying how sport arises at the neighborhood through Affective map gathering information from teenagers who practice systematic sportive activities. The work focused sportive experience related to the neighborhood from affective axe. Thus such concept was theoretically based on Lane and Sawaia (1994) Sawaia (2000, 2004) and also on Sport psychology (SAMULSKI 2002 WEINBERG & GOULD 2001). As results the research found that the most part of teenagers suggested both in qualitatively part and in Likert scale of affective maps contrasts images pleasure pertinence and destruction. In both analyses the contrasts image showed the highest mean according to descriptive statistics. Findings are evidence that sport even quoted in constrasting images is entailed to positive esteem since qualitative analysis of affective maps points that such practices arise as counterparts of negative aspects concerning to the neighborhood as violence drugs and pollution. Besides frequencies obtained with Likert scale of pleasure and pertinence suggest that sportive practice can generate other positive affects related to the neighborhood. Hence the study stresses that sport as a whole can lead teens not only to the highest place of a podium but also to an improvement in the relationship with their place of living aiding to establish new possibilities within the new horizon opened around them. Still psychology specifically Environmental Psychology can also help in this way this challenge this new environment that sport represents / O esporte e/ou as atividades esportivas como um todo deveriam ser vistos não somente como possibilidade de melhora de condições sócio-econômicas mas também como instrumentos geradores de afetos potencializadores na relação pessoa-ambiente. Para a realização desta pesquisa foi utilizado o instrumento gerador do Mapa afetivo (BOMFIM 2003) que possibilita ao investigador analisar como os afetos surgem na relação sujeito-esporte-ambiente. A pesquisa utilizou-se de um censo constituído por 19 adolescentes na faixa etária de 12 à 17 anos de idade praticantes de atividades esportivas e que freqüentam uma ONG (Organização-Não-Governamental) chamada ARCA (Associação Recreativa e Esportiva para Crianças e Adolescentes). Neste sentido, o eixo de minha dissertação foi procurar verificar como o esporte surge no bairro a partir do instrumento do mapa afetivo (BOMFIM 2003) por adolescentes praticantes de atividades esportivas sistemáticas. Foi analisada a vivência esportiva relacionada ao bairro por intermédio do eixo da afetividade. Para tanto esse conceito foi enfocado dentro de um posicionamento fundamentado em Lane e Sawaia (1994) Sawaia (2000 2004) e também na psicologia do esporte (SAMULSKI 2002 WEINBERG & GOULD 2001). Como resultado da pesquisa observou-se que a maior parte dos entrevistados sugeriu tanto na parte qualitativa quanto na escala likert dos mapas afetivos imagens de contraste agradabilidade pertinência e destruição. Sendo que em ambas as análises a imagem de contrastes obteve uma maior média segundo a estatística descritiva. Os resultados indicam que o esporte mesmo sendo citado em imagens contrastantes está vinculado com estima positiva pois na análise qualitativa dos mapas afetivos percebe-se que estas práticas surgem em contraposição aos aspectos negativos relacionados ao bairro tais como violência drogase poluição. Além disso a freqüências obtidas na escala Likert de imagens de agradabilidade e pertinência sugerem que a prática esportiva também pode ser geradora de outros afetos positivos em relação ao bairro. Dessa forma foi verificado que o esporte como um todo tem a possibilidade de levar os adolescentes não somente ao lugar mais alto de um pódio mas sim à uma melhora na relação com seu local de moradia ajudando a estabelecer novos vínculos e novas possibilidades diante do horizonte que se abre a sua volta e que a Psicologia mais especificamente a Psicologia Ambiental também pode ajudar nesse caminho nesse desafio nesse novo ambiente que seria o esporte

Orientador: Pedro José Winterstein / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-16T13:33:04Z (GMT). No. of bitstreams: 1 Mattos_BrunoJosede_M.pdf: 836831 bytes, checksum: 49bd482fd9b15fb65cbd8d96642b9c69 (MD5) Previous issue date: 2010 / Resumo: Os objetivos desta pesquisa foram compreender e refletir sobre o serviço de atenção psicológica prestado por um psicólogo, que se orientou pelos pressupostos da Abordagem Centrada na Pessoa, numa equipe de futebol durante os períodos de preparação e disputa da Copa São Paulo de Futebol Júnior. O referencial teórico utilizado foi o da Psicologia Humanista de Carl Ransom Rogers, a Abordagem Centrada na Pessoa. O presente estudo aplicou-se num Clube de Futebol do Estado de São Paulo, que disputou uma das edições da Copa São Paulo de Futebol Júnior. Participaram da pesquisa os jogadores e a comissão técnica da equipe. A pesquisa é de natureza qualitativa e o seu caminhar metodológico se deu pela abordagem fenomenológica. Utilizou-se a técnica da Narrativa para relatar as vivências psicológicas dos participantes. O proponente inseriu-se na condição de Observador Participante, uma vez que foi o psicólogo do time de futebol e também pesquisador. Justifica-se a importância deste estudo pela possibilidade que os leitores terão de conhecer o que é vivenciado dentro de um ambiente esportivo de alto rendimento, tão fechado e peculiar; dessa forma poderão discutir com mais propriedade sobre o papel da atenção psicológica no Esporte. Nos resultados foram apresentados os relatos dos atendimentos psicológicos prestados, a compreensão e reflexão do pesquisador por cada um deles, as suas percepções e os seus sentimentos diante dos fenômenos que surgiam. Foi salutar refletir na discussão dos resultados que o encontro da Abordagem Centrada na Pessoa e o Esporte exigem um novo paradigma ao olhar o atleta. A pessoa atleta não é um ser acabado; determinado pelo meio; ou passível de rótulo, fruto de perfis psicológicos. A melhor forma de ajudar a pessoa atleta é promover o seu desenvolvimento global. A pessoa atleta é autodeterminada, tem potencial para se autocompreender, é consciente e livre. Sua opinião deve ser valorizada na periodização da equipe / Abstract: The objectives of this research were to understand and reflect on the psychological care service provided by a psychologist, who was guided by the assumptions of the Person Centered Approach, a soccer team during the periods of preparation and the Copa São Paulo de Futebol Júnior. This theoretical framework was the humanistic psychology of Carl Ransom Rogers, the Person Centered Approach. This study applied a Football Club of São Paulo, who played one of the editions of the Copa São Paulo de Futebol Júnior. Study participants included the players and technical team. The research is a qualitative methodology and its walk was because of the phenomenological approach. We used the technique of narrative to relate the psychological experiences of the participants. The bidder was part of the status of observer participant, since the psychologist was on the football team and also a researcher. Justifies the importance of studying the possibility that readers need to know what is experienced within a sports environment for high yield, so close and peculiar, so they can discuss in more property on the role of psychological attention in Sports. Results were presented in the reports of psychological care provided, the researcher's understanding and reflection by each of them, their perceptions and their feelings about the phenomena that arose. It was salutary to reflect the discussion results of the meeting of the Person Centered Approach and Sport require a new paradigm to look at the athlete. The person being an athlete is not finished; determined by using, or likely to label the result of psychological profiles. The best way to help the individual athlete is promoting its global development. The athlete is self-determined person, has the potential to they understand themselves, is conscious and free. His opinion should be valued in the strategic planning of the team / Mestrado / Educação Fisica e Sociedade / Mestre em Educação Física

Les athlètes qui reprennent le sport après avoir subi une commotion cérébrale sont considérés comme « prêts » lorsqu'ils ont complété un processus de six étapes qui augmente l'effort physique et cognitif. Cependant, ce processus néglige largement les facteurs psychosociaux impliqués dans le retour au sport après une commotion cérébrale. Cette étude qualitative a utilisé une méthodologie narrative et une position philosophique constructiviste pour explorer les perceptions de 12 (n = 6 femmes) étudiants-athlètes universitaires canadiens ayant subi une commotion dans la préparation psychologique pour reprendre le sport. Les participants étaient âgés de 18 à 25 ans au moment de leur commotion et ont été absents du sport pendant au moins un mois. Chaque athlète a participé à deux entrevues via Zoom (entrevue 1 : M = 103 min ; entrevue 2 : M = 88 min). Les données ont été analysées en utilisant la non-fiction créative. Six thèmes narratifs ont été interprétés à partir des données : confiance, peur, identité, soutien, pression et cas par cas. Deux récits composites ont été écrits pour illustrer les thèmes narratifs impliqués dans la préparation psychologique. L'histoire de Pierre-Olivier dépeint ses pensées, ses émotions et les interactions en tant que joueur de hockey universitaire masculin de deuxième année qui était prêt à retourner au sport et qui a connu des résultats positifs. L'histoire de Pierre-Olivier se concentre sur les jours précédant son retour au sport après avoir reçu l’autorisation médicale. L'histoire d'Andrea présente le portrait d'une capitaine d'une équipe féminine de rugby qui n'était pas prête à son retour et qui a connu des résultats négatifs. L'histoire d'Andrea est un retour sur son autorisation médicale lorsqu'elle parle avec son médecin, et ses interactions avec une ancienne co-équipière qui cherchent ses avis. Cette étude est l'une des premières à examiner la préparation psychologique des athlètes ayant subi une commotion cérébrale. Ces résultats indiquent la nécessité d'une évaluation plus globale des athlètes ayant subi une commotion cérébrale afin d'aider à déterminer qui est (et qui n'est pas) prêt à reprendre le sport après une commotion cérébrale. / Athletes returning to sport following a concussion are deemed ‘ready’ once they have completed a six-step process that increases in physical and cognitive exertion. However, this process largely overlooks psychosocial factors involved in returning to sport following a concussion. This qualitative study used a narrative methodology underpinned by a constructivist philosophical position to understand 12 (n = 6 females) formerly concussed Canadian university student-athletes’ perceptions of the factors they believed were involved in feeling psychologically ready to return to sport. Participants were aged 18 to 25 years during their concussion and experienced a minimum of one-month absence from sports. Each athlete participated in two Zoom interviews (interview 1: M = 103 min; interview 2: M = 88 min). The data was analyzed using creative non-fiction. Six themes were interpreted from the data: confidence, fear, identity, pressure, support, and case-by-case. Two composite narratives were written to depict the themes involved in psychological readiness. Pierre-Olivier’s story portrays the thoughts, emotions, and interactions of a second-year university men’s ice hockey player who was ready to return to sport and experienced successful outcomes. Pierre-Olivier’s story focuses on his growing readiness leading up to his first game following his medical clearance. Andrea’s story portrays a women’s rugby captain who was not ready to return to sport and experienced an unsuccessful return to sport. Andrea’s story depicts a flashback to a conversation with her doctor during her medical clearance and her interactions with a former teammate seeking advice. This study is among the first to examine psychological readiness among concussed athletes. These results indicate a need for a more holistic assessment of concussed athletes to help identify who is (and who is not) ready to return to sport following a concussion.

Une commotion cérébrale liée au sport (CCS) est une lésion cérébrale traumatique dont les athlètes du secondaire sont susceptibles de présenter des symptômes graves en raison de la maturation cognitive pendant l'adolescence. En utilisant le modèle « Capability Opportunity Motivation-Behaviour » (Michie et al., 2011), nous cherchions à comprendre les expériences des étudiants-athlètes d’écoles secondaires et de leurs entraîneurs par rapport aux comportements liés aux CCS. Nous avons mené des entrevues semi-structurées (M = 72 min) avec des athlètes (n = 10), des entraîneurs (n = 4) et des enseignants-entraîneurs (n = 2) d'une école secondaire impliqués dans le hockey sur glace, le basket-ball, le volley-ball et le rugby. Nous avons effectué une analyse dirigée de contenu en utilisant le modèle COM-B. Les athlètes et les entraîneurs ont décrit des expériences ayant eu un impact sur leur capacité à divulguer les symptômes (athlètes) et à gérer correctement la CCS (athlètes et entraîneurs). De plus, les participants ont décrit des facteurs qui ont influencé les opportunités à améliorer les connaissances en matière de CCS (athlètes et entraîneurs), de les déclarer (athlètes), de les gérer correctement (athlètes) et de les identifier (enseignants-entraîneurs). Enfin, les participants ont indiqué leurs motivations pour les décisions concernant le signalement des CCS (athlètes), le retrait du jeu (entraîneurs) et la bonne gestion des CCS (athlètes et entraîneurs). Les résultats de cette étude pourraient aider les chercheurs à intégrer la théorie du changement de comportement pour créer des interventions d'éducation sur les CCS. / Sport-related concussion (SRC) is a traumatic brain injury that has regrettably become prevalent in many contact or collision sports. High school athletes are more vulnerable to experiencing more severe symptomatology compared to adults due to the cognitive maturation that occurs throughout adolescence. Using the Capability Opportunity Motivation-Behaviour (COM-B) model, the innermost ring of the Behaviour Change Wheel (Michie et al., 2011), we sought to understand the experiences of high school athletes and coaches with concussion-related behaviours in their sports. We conducted qualitative semi-structured interviews (M = 72 min) with high school athletes (n = 10), coaches (n= 4), and teacher-coaches (n= 2) from a rural high school in New Brunswick, who were involved in ice hockey, basketball, volleyball, and rugby. We performed a directed content analysis of the interview transcripts using the COM-B model as pre-determined codes. Athletes and coaches described experiences that we felt impacted their capabilities for symptom disclosure (athletes), and for both athletes and coaches to properly manage SRC. Similarly, we interpreted that opportunities to improve SRC knowledge (athletes and coaches), to report SRC (athletes), to properly manage SRC (athletes) and to identify SRC (teacher-coach) were impacted by factors described in participants’ experiences. Lastly, participants described the motivational factors that impacted their SRC reporting (athletes), removal from play (coaches) and proper SRC management (athletes and coaches) behaviours. The findings from this study will ideally assist future researchers in designing more effective behavioural interventions to improve concussion safety among high school sport participants.

In dieser Dissertation wurde zur Untersuchung von Affekten und Emotionen als zentrales Phänomen im Sportunterricht ein Modell entwickelt, das das affektiv-emotionale Erleben im Sportunterricht aus Schülerinnen-Schüler-Perspektive als eigenständiges Phänomen betrachtet und in Bezug zu seinen Auslösern, Unterrichtsmaßnahmen und Konsequenzen setzt. Zur Beschreibung des affektiv-emotionalen Erlebens wurden Auslöser von Affekten und Emotionen in einer qualitativen Interviewstudie exploriert: Attraktivität der Aufgabe, Zugehörigkeit, Kompetenz und Autonomie erscheinen als entscheidende Auslöser des affektiv-emotionalen Erlebens aus Sicht der Schülerschaft. Daran anknüpfend wurden Kompetenz und Zugehörigkeit experimentell untersucht, um die Wirkung dieser Auslöser auf das affektiv-emotionale Erleben zu überprüfen. Eine positive bzw. negative Kompetenzbedingung führt zu einem positiven bzw. negativen Affekt und soziale Interaktion (Zugehörigkeitsbedingung) führt zu einem positiven Affekt bei den Schülerinnen und Schülern. Weiterführend wurden in einer systematischen Review Arbeit Unterrichtsmaßnahmen untersucht, die das affektiv-emotionale Erleben der Schülerinnen und Schüler im Sportunterricht effektiv beeinflussen können, indem sie die explorierten Auslöser anwenden. Dabei kann gezeigt werden: Autonomieunterstützende Unterrichtsmaßnahmen, die mit den identifizierten Auslösern zusammenhängen, können zu einem positiven affektiv-emotionalen Erleben bei den Schülerinnen und Schülern führen. Die identifizierten Auslöser des affektiv-emotionalen Erlebens und die effektiven Unterrichtsmaßnahmen werden in dieser Dissertation in ein heuristisches Modell zur Erklärung des affektiv-emotionalen Erlebens von Schülerinnen und Schülern im Sportunterricht integriert und hinsichtlich zukünftiger Forschungsansätze inhaltlich und methodisch diskutiert. Diese Dissertation schließt mit zukünftigen Forschungsfragen und praktischen Implikationen für die Bildungslandschaft. / This doctoral thesis focusses on affective and emotional states of students in the context of physical education (PE). Affects and emotions represent the theoretical framework. In order to investigate affects and emotions as a central phenomenon in PE, a model was developed that declares the affective and emotional states of students in PE to an independent phenomenon and relates this to its triggers, teaching styles and consequences. A qualitative interview study explored triggers of affects and emotions to describe the affective-emotional states: attractiveness of the task, belonging, competence, and autonomy appear to be decisive triggers of the affective-emotional states from the students' perspective. Based on this, competence and belonging were experimentally examined in order to successfully check the effect of these triggers on the affective and emotional states. A positive or negative trigger of competence influences students’ positive or negative affect and social interaction (belonging) influences students’ positive affect. In addition, teaching styles using the explored triggers were examined in a systematic review due to their influencing effects on the affective-emotional states of students in PE. It can be shown that autonomy-supportive teaching styles, which are related to the identified triggers, can positively influence the affective and emotional states of students. The identified triggers of the affective-emotional states and possible teaching styles are integrated into a heuristic model of affective-emotional states from students’ perspectives in PE. Based on this heuristic model, the contribution of this thesis will be critically reflected for further analysis of affective-emotional perception in future studies. Finally, the presented research is linked to future research questions. Practical implications are addressed for PE classes, schools, teacher training and general educational policy.

Syfte och frågeställningar Syftet med studien var att undersöka hur specialidrottslärare på RIG och NIU ger stöttning samt förmedlar strategier till elever kring mentala situationer under en rehabilitering. Frågeställningarna studien ska besvara är följande: Hur anpassas undervisningen för skadade elever på RIG och NIU i form av stöttning? Vilka metoder förekommer på gymnasier för att bidra till elevernas motivation till rehabilitering? Metod Datainsamlingen till studien gjordes i form av intervjuer utifrån en intervjuguide. Sex specialidrottslärare med olika idrotter intervjuades, fyra från NIU och två från RIG utspritt på tre olika skolor i Mellansverige intervjuades. Intervjuerna spelades in och transkriberades. Resultat Samtliga specialidrottslärare menade att motivation behövdes för att orka med att genomföra en rehabilitering och att de hade ett ansvar att finnas där som ett socialt stöd för de skadade eleverna. En motivation för eleverna blev att ta sig igenom delmål utifrån ett rehabiliteringsprogram. Specialidrottslärarna ville få eleverna att känna delaktighet under skadeperioden och de stöttades till att uppnå sina delmål. Specialidrottslärarna ansåg att stöttning var en självklar del av undervisningen, framför allt under en skadeperiod då positiv stöttning bör komma från alla håll och kanter. Det är lättare att ge stöttning till elever som är tillsammans med övriga i gruppen, då gruppdynamiken ger positiv inverkan mentalt på den skadade eleven. En del av specialidrottslärarna använder sig av en strategi med målsättningar, där de sätter upp delmål för att få en progression med rehabiliteringen. Slutsats Undervisningen anpassas så att skadade elever i största mån ska utöva sin rehabilitering i anslutning till gruppen för att den skadade eleven ska känna sig inkluderad. Detta också för att specialidrottsläraren ska kunna ge stöttning och feedback under lektionstimmarna i skolan. / <p>Ämneslärarprogrammet, Specialidrott</p>

In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, the practical significance of the study. Part of the research results is reflected in the article of the Higher Attestation Commission “Analysis of communicative strategies of personnel in roleplaying”, as well as at the conference “Psychology: from theory to practice”. / В работе исследуется взаимосвязь коммуникативных стратегий и игровой результативности хоккеистов