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Professional athletes achieve success while experiencing tremendous stress from their work and family domains. However, few studies have examined stress among professional athlete couples to explore how professional athletes' job stress and family demands influence their work-family interactions with their partners. The present study extends athlete stress research by exploring the specific stress events that interact with professional athletes' family demands to understand work-family and family-work conflict in sports and ways to generate cross over effect between these couples. Semistructured interviews were conducted. Data were collected from seven professional athletes and their romantic partners (7 couples). A thematic analysis was utilised to interpret the transcripts. According to the results, specific stress events (e.g., lost games, sports injuries, requested trades, and unexpected retirement) and family demands (e.g., family responsibilities, financial worries, and raising children) contribute to athletes' work and family role conflict. Moreover, this study interprets the dynamic process of cross over effects in professional athlete couples based on empathic reactions, common stressors, and family members' indirect influencing. The results provide insight into how professional athletes' work stress under unstable conditions influences both the interpersonal and intrapersonal levels. [ABSTRACT FROM AUTHOR]

The purpose of this study was to construct and validate a “Perceived Physical Literacy Instrument” (PPLI) for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA) item loadings ranged from 0.69 to 0.87, and Cronbach’s alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA) showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed. [ABSTRACT FROM AUTHOR]