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The focus of this study was understanding the reasons for starting and adhering to competitive activity among young female athletes. The current study involved 889 girls who practice regularly in a competitive setting. The subjects, ranged in age from 8 - 17 years participated in 10 different individual and team sport disciplines. The young athletes' reasons for participation in sports were measured by a questionnaire. Results of factor analysis for participation motives to start competitive sport revealed five different interpretable factors: IM (intrinsic motivation), EM (extrinsic motivation), TM (team motivation), WM (win motivation), and HM (health motivation). A two-way ANOVA with repeated measures (5 factors × 3 age groups) revealed significant differences between the 5 factors within the young and middle groups. Post-hoc test with Bonferroni adjustments indicated that IM and WM were significantly different then EM and TM. When comparing between individual and team sport disciplines a two-way ANOVA (5 factors × 2 team/individual) revealed that the intrinsic, winning and health motivations were stronger in team sport compared to individual sport. Results of the factor analysis for participation motives to continue competitive sport revealed three motivational factors similarly to the motives regarding starting activity (IM, EM, TM) and another two different factors, CM (competitive motivation) and HM (hobby motivation). Post-hoc test with Bonferroni adjustment indicated on similar profile of the three age groups with dominant effect of IM and TM while some differences can be seen when comparing team and individual sports. The results should be shared with the coaching staff and club administration to improve the motivation of young female athletes to continue in competitive sport and to decrease the dropout rate from sport.

Psychological preparation (PP) is an essential fundamental factor of any sport training programme. This preparation is critical and influential in the athlete’s success. Periodization is a basic pr...

Sport science and sport media give special attention to professional coaches from individual and team sport. However, there is not a lot of knowledge on those two approaches: Science and media. Therefore, the purpose of this article was to present sport science approach oriented on research, and sport media approach based on description of “coach life stories”. In this article we describe five cases of individual and team coaches. Similarities and difference in these two approaches are discussed.

The purpose of this manuscript is to establish and compare the basic professional activities that are important for successful performance of taekwondo coaches from Poland and several other European countries. Fifty-nine high level taekwondo coaches were divided into two groups: Group A included 31 European coaches from seven countries and Group B included 28 Polish coaches. Participants were asked to respond by e-mail to a questionnaire that included a list of 20 basic coaches’ professional activities. Results revealed that managing physical and technical preparation and planning the process of preparing competitiors are important for suceess in taekwondo for both groups. Moreover, differences in professional coach’s activities are discussed.

Successful football referees should have an excellent ability to cope with competitive stress. Therefore, psychological preparation is a necessary component for improving referees’ professionalism and optimal performance. This paper focuses on two main objectives: (1) Developing a Psychological Preparation Program specifically for football referees; (2) Evaluating referees’ behavior in precompetitive routine and during a football match before and after exposure to the Psychological Preparation Program. Thirty football referees participated in a newly developed Psychological Preparation Program which included three parts: Educational (i.e., lectures and self-evaluation), Acquisition (i.e., individual meetings and development of preperformance routine), and Evaluation (i.e., self-evaluation and assessing referee’s activities during a match). As a result of the program and based on referees’ self-evaluation, it can be concluded that our Psychological Preparation Program has a positive impact on the self-confidence of referees and their ability to cope with competitive stress. Future directions and suggested topics are discussed.

The purpose of this study was threefold: (a) to describe the different types of knowledge, skills, and individual characteristics of highlevel coaches from individual and team sports, as perceived by the coaches themselves; (b) to assess the similarities and differences between high-level individual and team coaches; and (c) to reflect on possible ways to improve the educational coaching programs for individual and team sports. Thirty-five high-level coaches from individual and team sports completed a questionnaire consisting of three parts: Knowledge, skills, and individual characteristics. Results revealed differences and similarities between team sport coaches (TSC) and individual sport coaches (ISC) in each of the three questionnaire components. It is recommended that coaches’ educational programs consider the research findings between ISCs and TSCs in their efforts to improve coaches’ knowledge and skills.

Background Exercise is important for health and well-being. The aim of this study was to investigate the effect of physical training on general well-being and self-image in older people with intellectual disability. Methods This study evaluated older adults with intellectual disability in residential care in Israel. The concept of well-being perceived by the participants was measured by direct interview with a questionnaire consisting of 37 structural statements. The physical training programme was conducted three times a week for 10 consecutive months. Results Statistical analyses suggested a positive relationship between perceived well-being and physical training between the experimental and control group. Conclusions This positive relation supports the important role of physical training to improve perceived well-being among older adults with intellectual disability.

Since the first Paralympics in 1960 there has been an increase in social and scientific interest in Paralympic athletes’ personality, their preparation, and their sport results. During the last 20 yr, researchers and practitioners have been focused on psychological-skills programs for athletes with disabilities. The purpose of this article was to describe a psychological-preparation program for Israeli Paralympic athletes. Two subprograms, the learning-modification-application approach and the Simulation Training Exercise Program, were adapted to athletes’ disability and sport demands. Two case studies, from table tennis and sailing (Sonar 3-person keelboat), are described to demonstrate how systematic sport psychology preparation can be effectively integrated into the training process of Paralympic athletes. Some recommendations for Paralympic athletes are presented.

This study aimed to investigate the influence of an attribution training program for learners who attribute their sport performance to dysfunctional attributions. Participants were 35 college beginner tennis players who were oriented to attribute their performance in a tennis skill task to controllable, unstable factors; uncontrollable, stable factors; or no specific factors. Participants received fictitious failure feedback over 10 trial blocks administered during four sessions. Dependent variables included attributions, expectations, emotions, persistence, and performance. MANOVA analyses revealed that it is possible to modify attributions in regard to a tennis performance task. More importantly, the new attributions were consistent up to 3 weeks postintervention and were generalized to a different tennis task. In addition, participants who changed their attributions to more functional ones had higher expectations for future success and experienced positive emotions.

There is a shortage of research in which the effect of attribution training interventions on sport performance has been investigated. Therefore, the primary goal of this study was to determine the influence of an attribution training program on individuals who attribute their sport performance to dysfunctional attributions. Sixty college recreational basketball players were oriented to perceive their performance in a basketball skill task as due to (a) controllable, unstable factors, (b) uncontrollable, stable factors, or (c) no specific factors. Dependent variables included attributions and performance time. Using MANOVA and repeated measures factorial ANOVAs, results revealed that it is possible to modify attributions and performance in regard to a basketball performance task. The data are supportive of the potential influence of attribution training in a sport setting and the use of a controllable, unstable dimensional orientation as a means to improve performance.