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This study aimed to explore the longitudinal trajectories of teacher burnout and vigour across the school year and whether teacher emotional intelligence (EI) at the beginning of the school year would predict membership in the trajectories. A sample of 311 school teachers (M[subscript age] = 42.40 years ± 9.64 years, aged: 24-61) reported their burnout and vigour at three measurement times during the year and their EI levels at the first measurement time. Analyses revealed two to four trajectories, highlighting the heterogeneity in teacher longitudinal burnout and vigour across the school year. Moreover, a predictive role of EI was found and confirms the major role of emotional resources in teacher wellbeing. These findings provide theoretical direction for further studies in the teacher wellbeing domain (e.g., use of person-centred and longitudinal designs) and suggestions for practical perspectives (e.g., monitoring, development of intrapersonal and interpersonal EI in teacher training).

School closure and distance learning during the COVID-19 lockdown had the potential to affect teachers' perception of their well-being and of the school climate. Within the teaching community, physical education (PE) teachers particularly redesigned their activities during school closures, posing both opportunities and threats. The study aim was to contribute to the understanding of the teachers' well-being experiences (burnout and engagement) and school climate perceptions during the lockdown for PE teachers in comparison with those of teachers of other subjects. The results from 188 teacher questionnaire responses revealed better psychological experiences among PE teachers in 2020 compared to those in a traditional year and compared to those of teachers of other subjects. School closure was related to higher collaboration, vigor scores and lower levels of physical fatigue for PE teachers. These positive effects for the PE teachers suggest using some profits of the COVID-19 period in normal teaching conditions

Although relative age effects in sports have been studied worldwide, the underlying mechanisms are still under debate. This study adds to the existing knowledge by providing a further exploration of the within-year and between-year effects and their possible interaction in an individual skill/technique based sport: table tennis. Data of male and female elite players across ages (U15, U18, U21, and senior) were collected from the ranking lists in international (world and Europe) and national contexts (France and the Netherlands). A multi-way frequency analysis per subsample revealed (1) no interaction effects; (2) significant within-year and between-year effects for the U15 players in the international context and male French players; (3) a significant within-year effect in the French U18 category; (4) a significant within-year effect in female European U21; and (5) no within-year effects in the senior category. Table tennis seems to be at risk for within-year and between-year effects specifically within the context of high competitive level for younger players (U15, males, and females), but not for interactions between these effects. Future research should reveal the development of the RAEs over time in a longitudinal study, evaluate influencing constraints, and innovative prevention solutions in a more comprehensive way.

Jigsaw is an attractive cooperative method for implementing physical education (PE). However, Jigsaw is a demanding method for students and teachers and requires time. Thus, the time required for the implementation of Jigsaw is important with respect to its potential effects on students. Previous findings regarding the effects of Jigsaw on students' learning in the educational field have been inconsistent, and the consequences of the method on students' engagement remain understudied. In PE, differences between boys and girls are well known, notably with respect to their engagement in physical activity (PA). The purpose of this study was to investigate the effect of Jigsaw on moderate to vigorous PA (MVPA) in PE classes in light of student sex and habituation (through one sequence and during several sequences). Overall, 254 secondary school students participated in the study. MVPA was measured during the third and sixth lessons of three different PE sequences during a school year. Linear mixed model analyses were performed while controlling for the type of activity taught in PE and the class. The results showed that the Jigsaw condition was associated with smaller sex differences than the control condition. Moreover, differences between the two conditions decreased with habituation through one sequence in favor of Jigsaw but not through three sequences. The results suggest that Jigsaw could be used to reduce inequalities between girls and boys in PE and that long sequences based on a specific activity seem to be preferable to successive sequences involving various activities. [ABSTRACT FROM AUTHOR]

This study aimed to design and evaluate an emotional intelligence (EI) training program for adolescents involved in intensive sport training centers. A total of 31 young elite table-tennis players received EI training through six sessions and a recall period across a competitive season. The athletes completed (1) a self-reported questionnaire at the beginning and at the end of the program to assess intra-individual and inter-individual EI; and (2) a logbook twice a month during a period of 6 months including emotion regulation strategies (ERS), cognitive appraisals, and discrete emotions. The results highlighted an increased level of intra-individual EI, especially for understanding and regulation dimensions. Moreover, multilevel growth curve analyses (MGCAs) revealed adaptive changes for the reported levels of acceptance, refocus on planning, positive reappraisal, average less-adaptive ERS, self-blame, and catastrophizing strategies. These findings support a beneficial effect of the program on ERS. However, the analyses revealed limited results for discrete emotions. Finally, MGCAs also revealed adaptive trajectories in the scores of cognitive appraisals and thus provided further evidence of the benefits of the EI program on threat, challenge, and loss levels. In sum, this interventional study adds to a growing body of EI literature by proposing a theoretically based intervention for adolescents involved in a competitive and emotionally demanding environment. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the longitudinal profiles of sport motivation using a 3-wave design (beginning, middle, and end of the season) among a sample of 736 adolescent athletes involved in intensive training centers. The authors explored whether several subgroups of athletes representing distinct motivation profiles emerged from the analyses and whether athletes reporting various scores of satisfaction and thwarting of basic psychological needs (BPNS and BPNT) at time 1 (T1) belonged to distinct motivational profiles at T1, T2, and T3. Results of latent profile transition analyses showed 4 different profiles: highly self-determined, self-determined, moderate autonomous and controlled motivation, moderately self-determined (T1 and T2), and high autonomous and controlled motivation (T3) profiles. Moreover, the likelihood of belonging to particular profiles was significantly predicted by athletes' BPNS and BPNT scores assessed at T1. Thus, a motivational profile approach may prove useful in understanding sport motivation as a dynamic system. [ABSTRACT FROM AUTHOR]

This study aimed to examine the factor structure, the simplex structure, and the self-determination continuum of the Youth Behavioral Regulation in Sport Questionnaire (YBRSQ); to test longitudinal invariance of the YBRSQ and to examine differential item functioning in the YBRSQ responses as a function of sex, type of sport, and competitive level; and to explore the dynamics of change and stability of motivational regulation across the competitive season in a sample of 736 adolescent athletes involved in intensive training settings across 3 measurement points (beginning, middle, and end). Results provided evidence of a simplex structure of YBRSQ scores and revealed differences between self-determination-theory-based measures of motivation in various contexts. Results revealed partial strict temporal invariance of the YBRSQ and did not reveal differential item functioning. Finally, the results demonstrated an increase in amotivation and external regulation and a decrease in intrinsic motivation across the season, probably because of daily pressures. [ABSTRACT FROM AUTHOR]

The aim of this study was to set up an intervention program promoting a need-supportive style for elite coaches, and to evaluate its effects on athletes' emotional and motivational outcomes during the competitive season. Seven coaches of 16 elite table tennis players from two intensive training centers received a need-supportive intervention, comprising an initial theoretical session and video analyses of coaching sessions. The athletes reported their self-determined motivation (i.e., intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation), basic psychological need satisfaction (BPNS, for autonomy, competence, and relatedness) and thwarting (BPNT, for autonomy, competence, and relatedness), and positive and negative emotions (i.e., anxiety, anger, excitement, dejection, and happiness) in a logbook twice a month during the intervention period. Multilevel growth curve analyses revealed a decrease in the BPNT levels for autonomy and competence and an increase in BPNS for autonomy. Moreover, the results also showed improved trajectories for emotional outcomes including anxiety, anger, excitement, and happiness. Altogether, these findings complement the body of knowledge on Self-Determination Theory (SDT) in intensive training settings. Moreover, the motivational and emotional trajectories support the possibility of promoting elite athletes' outcomes with targeted sessions that are suitable for the competitive environment. Despite the absence of a control group, the program provides additional knowledge about the effects of longitudinal and practical need-supportive interventions comprising reflective practice analysis of coaching in intensive training centers. Lay summary: This study explored the effects of a need-supportive intervention on athletes' psychological experiences in intensive training centers. The intervention was targeted at the coaches and comprised theoretical knowledge and practical analyses. The results revealed an improvement in some motivational and emotional experiences of the athletes. Motivational and emotional experiences of young athletes can be improved with a need-supportive intervention. Practical analyses of coaches, based on the Self-Determination Theory, represent an opportunity to foment a need-supportive climate. A need-supportive climate can be promoted in intensive training centers with short targeted interventions. [ABSTRACT FROM AUTHOR]

The present study aimed to explore the relationships between emotional intelligence (EI), athletes' everyday cognitive appraisal, flow state and subjective performance across a competitive season. A sample of 32 young volley-ball players completed EI questionnaire at the beginning of the season and reported their experiences of everyday cognitive appraisal, flow, and performance across a competitive season. A series of hierarchical linear modelling analyses (HLM) were performed to explore the overtime associations between the selected variables. Then, a cluster analysis was computed to determine the EI profiles of the athletes and the HLM analyses were repeated for the different EI profiles. HLM results showed that (a) flow was positively predicted by challenge and negatively by loss; (b) flow positively predicted subjective performance. Sobel tests revealed that flow mediates the relationships between appraisals and performance. Moreover, cluster analyses revealed two EI profiles (high EI profile and low EI profile) with different overtime relationships between appraisals, flow, and performance. To conclude, the present study sheds light on the emotional antecedents of flow experience and highlighted the consequences of this optimal functioning in a competitive sport context (i.e., subjective performance). More precisely, trait-EI and cognitive appraisal (challenge and loss) were revealed as flow determinants whereas the subjective performance represented a consequence of flow and appraisals. This study notably supports that the outcomes of the cognitive appraisals and the relationship between flow and sport performance is depending on the individual resources. Finally, the implementations of future applied studies of these findings were discussed. [ABSTRACT FROM AUTHOR]

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