O sinal da cruz feito sobre o peito ao entrar no local de disputa sempre com o pé direito; dedos apontados para o céu enquanto uma reza ou oração é proferida antes da partida, ou em agradecimento por um gol ou ponto marcado, enfim, pela vitória, pela medalha pendurada no pescoço. Conseguimos encontrar com muita facilidade inúmeras manifestações cotidianas de religiosidade no meio esportivo. Essas crenças pessoais e o esporte podem conviver em paz e harmonia na vida de um atleta por toda sua carreira em total simbiose. Todavia, ambos, esporte e religiosidade podem se chocar e promover momentos de crise entre a religião professada, crenças pessoais e a carreira esportiva. Alguns exemplos disso podem ser percebidos nos conflitos envolvendo a observação de jejuns obrigatórios impostos pela religião durante competições, guarda de dias sagrados, abstenção e recusa em receber prêmios em bebida alcóolica, uso de uniformes com slogans contrários à crenças ou que mostram o corpo de forma imprópria, entre muitos outros. Como estes processos são percebidos na carreira de atletas olímpicos? Será que o esporte pode ser visto, de alguma forma, como um substituto, parceiro ou inimigo da religião para alguns atletas? Como a religião poderia influenciar os processos de treinamento e as competições? E ao mesmo tempo, como o esporte poderia influenciar as práticas religiosas cotidianas? Assim, quais as relações que os atletas percebem entre o esporte e suas crenças? Como os atletas enxergam e administram tais relações? Assim, foi objetivo desta pesquisa investigar, comparar e analisar as possíveis relações das vivências esportivas e da religiosidade de atletas olímpicos mediante entrevistas semiestruturadas baseadas no Discurso do Sujeito Coletivo (DSC) e Método de História Oral. Participaram deste estudo cinco atletas do sexo feminino e idade entre 27 e 56 anos, competidoras na última edição dos Jogos Olímpicos realizado no Brasil no ano de 2016 considerando a representatividade de tais atletas no cenário nacional nas modalidades Rugby, Luta (Wrestling), Remo, Taekwondo e Tiro Esportivo. Neste estudo exploratório descritivo de natureza qualitativa foram realizadas entrevistas semiestruturadas baseadas nos métodos de História Oral Temática e os dados analisados a partir do DSC. Os resultados mostraram que a influência religiosa percebida diretamente na vivência esportiva é fraca: pontual - somente para determinados fins e esporádica - apenas em alguns momentos, estando sempre relacionada à superação de desafios e conquista de objetivos. A crença em Deus das atletas pesquisadas, embora sofra influência da religião familiar predominante, é exercida a sua maneira, subjetiva e individualmente e fornece suporte psicológico para a maioria das atletas ao ajudar a lidar com os constantes desafios da carreira esportiva promovendo resiliência, autoconfiança e esperança. Enquanto que a não crença é vista como um forma de ter mais autonomia no esporte, mais autonomia para agir no mundo sem precisar prestar conta ou esperar pela intervenção de um ser superior. As tendências de comportamentos das atletas, envolvidas com as orientações religiosas, são tão plurais quanto suas crenças, uma vez que a bricolagem de crenças e religiões é feita mais individualmente e menos coletivamente / The sign of the cross made on the chest when entering the place of dispute always with the right foot; fingers pointed to the sky while a prayer or prayer is given before the game, or in thanks for a goal or point marked, finally, by the victory, by the medal. We have been able to find with ease many daily manifestations of religiosity in the sport. These personal beliefs and sport can live in peace and harmony in the life of an athlete throughout his career in total symbiosis. However, both sport and religiosity may clash and promote moments of crisis between professed religion, personal beliefs and sports career. Some examples of this can be seen in conflicts involving the observance of mandatory fastings imposed by religion during competitions, sacred day keeping, abstention and refusal to receive alcoholic prizes, wearing uniforms with slogans that are contrary to beliefs or that show the body, among many others. How are these processes perceived in the career of Olympic athletes? Can sport be seen in any way as a substitute, partner, or enemy of religion for some athletes? How could religion influence training processes and competitions? And at the same time, how could sport influence everyday religious practices? So, what relationships do athletes perceive between sport and its beliefs? Thus, it was the objective of this research to investigate, compare and analyze the possible relationships of sporting experiences and the religiosity of Olympic athletes through semi-structured interviews based on the Discurso do Sujeito Coletivo (DSC) and Oral History Method. Participating in this study five female athletes, 27 until 56 years old, who competed in the last edition of the Olympic Games in Brazil 2016, considering the representation of such athletes in the national scenario in the Rugby, Wrestling, Taekwondo and Shooting. The results showed that the religious influence perceived directly in the sporting experience is weak: punctual - only for certain purposes and sporadic - only in some moments, being always related to overcoming challenges and achieving goals. The athletes\' belief in God while influenced by the predominant family religion, is exercised in their own way, subjectively and individually, and provides psychological support for most athletes by helping to deal with the constant challenges of a sports career by promoting resilience, self-confidence, and hope. While non-belief is seen as a way to have more autonomy in sport, more autonomy to act in the world without someone to care with or wait for the intervention. Athletes\' behavioral tendencies, involved with religious orientations, are as plural as their beliefs, since the bricolage of beliefs and religions is made more individually and less collectively

Fifteen female subjects ages 13-16 were recruited to determine if differences exist in knee joint proprioception, with and without application of a neoprene knee sleeve (NKS), when performing reproduction of target angle test (RTA), movement sensation test (MS) using a Biodex testing machine, and single leg standing test. Ten subjects had not worn a NKS and five subjects had worn a NKS. After completing all IRB approved documentation subjects underwent a test trial of each of the three testing methods. Subjects were randomly assigned a number that determined if the subject began the test trial with or without a NKS. Three starting angles were identified for the MS and the RTA tests; error was used to determine accuracy in both tests. The single leg stand tests consisted of the test subject closing her eyes and standing for as long as possible, no longer than five minutes, on her dominant leg.

The purpose of this project was to review the literature associated with the social and psychological adjustments freshmen and transfer intercollegiate athletes face as they transition into college and create a mandatory course to assist them through their transition into California Polytechnic State University. This project led to the creation of an academic course that will be offered at California Polytechnic State University in the near future. This course could serve as an impetus for coaches, faculty, and administrators at other universities to develop similar courses, or reevaluate established course offerings, and to develop follow-up course training for intercollegiate athletes that will contribute to their positive growth throughout the course of their college careers.

<p>The aims of this study was to examine the perceived transition demands, resources, barriers, coping strategies, and consequences for two cases of transition, one successful and one unsuccessful transition – from junior to senior level in swimming. A qualitative study was executed on two swimmers from southern of Sweden. The instrument was a semi structured interview guide with the Sport Transition Career model as framework. The results showed that the athlete copes better with a balance between resources and demands exist and has a successful transition from junior to senior level. An unsuccessful transition were more likely to occur when the athlete had poor resources (internal and external), and the intervention with a therapist became ineffective. A further study is needed to find out if there are differences between the resources and the demands and the coping skills between female and male athletes.</p>

A female athlete who identifies as lesbian possesses multiple identities that exist within a heterosexist and homonegative climate. The primary objective of this research was to provide a voice to a marginalized group by describing and to understand the experiences of athletes who identify as lesbian. Phenomenological interviews were conducted with 11 women who identified as athletes and lesbian. An overall thematic structure containing a ground and three figural themes, supported by participant quotations, was developed to represent the lesbian athletes’ experiences. The ground was my own process. The three figural themes that emerged were support, homophobia, and emotions. Further research on athletes who identify as lesbian, and each theme presented in the present study, is necessary to combat the heterosexist and homonegative climate of sport. Furthermore, psychologists, coaches, athletic trainers, sport psychology consultants, and others working with athletes who identify as lesbian may utilize this information to enhance their understanding of the experiences of lesbian athletes. Continued professional and personal dialogue, research, and practical recommendations regarding lesbian athletes are encouraged to promote change.

The aims of this study was to examine the perceived transition demands, resources, barriers, coping strategies, and consequences for two cases of transition, one successful and one unsuccessful transition – from junior to senior level in swimming. A qualitative study was executed on two swimmers from southern of Sweden. The instrument was a semi structured interview guide with the Sport Transition Career model as framework. The results showed that the athlete copes better with a balance between resources and demands exist and has a successful transition from junior to senior level. An unsuccessful transition were more likely to occur when the athlete had poor resources (internal and external), and the intervention with a therapist became ineffective. A further study is needed to find out if there are differences between the resources and the demands and the coping skills between female and male athletes.

The purpose of this doctoral dissertation was to examine how high school sport can be framed as a context that facilitates positive youth development. Data were collected in two phases. In phase one, a case study of a high school ice hockey program recognised for focusing on youth development was conducted. One article was written, documenting the design of the program and its impact on student development. Results indicate that participants believed students were learning a wide range of life skills and values but that administrators and coaches faced many challenges in sustaining the program. In phase two, interviews were conducted with model high school coaches and their athletes and three articles were written (articles two, three, and four). The second article examines how model high school coaches teach students life skills and how to transfer these skills to other life domains. Results demonstrate that the model coaches prioritised development and had specifically designed strategies to help students learn and transfer life skills. The third article investigates how model high school coaches learn to facilitate positive youth development through sport. Results indicate that these coaches were lifelong learners who took advantage of learning situations in order to refine their skills and use sport as a tool for development. The fourth article examines the characteristics athletes prefer in high school coaches. Results indicate that most athletes prefer coaches who are supportive, knowledgeable, good motivators, and prioritise athlete development. Based on the results of the two phases of data collection, an article was written with the objective of providing coaches with strategies on how to facilitate positive youth development through sport. Strategies consist of: (a) developing a coaching philosophy, (b) developing relationships with athletes, (c) having developmental strategies, (d) making athletes practice life skills, and (e) teaching athletes about the transferability of life skills.

While there is voluminous research on the Black male athlete, the literature does not touch on the notion of social responsibility. Thus, the purpose of this study was to garner perceptions of Black male athlete social responsibility (BMASR) from an NBA franchise, with the ultimate goal of moving toward a framework for better understanding this concept. A qualitative case study design was employed, utilizing in person interviews, telephone interviews, as well as observations and document analysis. To garner initial themes, open coding was employed after which axial coding was used to configure more defined themes. Five central themes emanated from the analysis. The most significant theme was related to how participants defined Black male athlete social responsibility in comparison to how Archie Carroll defined corporate social responsibility (CSR). Second, the participants asserted that issues of race and racism continue to play an integral part today‘s society. For instance, participants gave examples of how racism permeates in the sport industry. Third, given many Black male athletes are in the public eye (e.g., media), participants felt Black male athletes should be role models. The role of the NBA served as the fourth theme, as participants suggested the National Basketball Association (NBA) move toward improving current efforts in assisting with social responsibility. For instance, the NBA has programs in place that position athletes to give back to their community, but the participants felt that these efforts should be extended. Lastly, the theme of Black male athletes as businesses emerged, as participants mentioned the athletes‘ salaries as one reason why these individuals are businesses in their own right. The implications communicated the need for the NBA and other stakeholders to pay more attention to issues of race and racism as it relates to the Black athletes. Also, the NBA should revisit current initiatives related to athlete social responsibility in view of past irresponsible acts of some athletes. Moreover, the implications of this study also pointed to Black male athletes employing good managers to assist the management of their careers. Limitations and future research directions are also discussed.

Female student-athletes are a growing population on most college campuses. While incorporated into a historically male model, their experiences and outcomes are unique. This report guides potential female student-athletes in the process of deciding to participate by providing information about the female student-athlete experience. Issues to be explored include decision-making, academics, health, and stress. Sports can be a rewarding experience despite the challenge of balancing academics with athletic commitments. / text

Athlete-centred coaching is proposed to enhance performance (Lyle, 2002), develop life skills (Kidman &amp; Lombardo, 2010), and prevent athlete maltreatment (Kerr &amp; Stirling, 2008). Despite the consistent recommendation, very little is known empirically about athlete-centred coaching, the extent to which it is implemented, or athletes&rsquo; experiences with this style of coaching. The purpose of this study therefore was to examine recently retired elite athletes&rsquo; perspectives on their most athlete-centred coach. Semi-structured interviews were conducted with eight male and female recently retired Olympians. The findings of this study provided mixed evidence for coaching behaviours characterized as athlete-centred coaching as defined within the literature. Specifically, at least half of the coaches did not use stimulating questions, one of the most central athlete-centred tenets. Explanations for the mixed findings are discussed and a continuum of athlete-centred coaching is proposed. Lastly, suggestions for future research and practical implications are presented.