Individual and team sports athletes
in the transition from junior to senior sports
Halmstad University
School of Social and Health Sciences
Sport Psychology, 91-120 points, spring 2009
Supervisor: Natalia Stambulova
Co-supervisor: Fredrik Weibull
Examiner: Urban Johnson
Author: Alina Franck
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Franck, A. (2009). Individual and team sports athletes in the transition from junior to senior
sports. (Essay in sport psychology 91-120 hp) School of Social and Health Sciences.
Halmstad University.
Abstract
This quantitative study deals with the transition from junior to senior sports comparing
individual (ISA) and team (TSA) sports athletes in terms of: (a) differences between transition
and personal variables, (b) relationships between transition and personal variables, (c)
contributions of some transition and personal variables into the quality of adjustment on the
senior level of sport. There were 195 participants, ISA (n = 49) and TSA (n = 146). Four
instruments were used: the Transition Monitoring Survey, the Athletic Identity Measurement
Scale, the Task and Ego Orientation in Sport Questionnaire and the Physical Self Perception
Profile (revised). Thirty significant differences in the transition and personal variables were
found. There was a common pattern in the correlations between transition and personal
variables and specific patterns for ISA and TSA. Coping strategies, body attractiveness,
athletic identity and physical self-value appeared to be predictors for the quality of adjustment
for ISA and coping strategies, ego orientation and physical self-value for TSA. The results are
discussed in relation to theoretical frameworks and previous research.
Keywords: Individual sports athletes, team sports athletes, transition from junior to senior
sports
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Franck, A. (2009). Individuella och lag sports idrottare i övergången från junior till senior
idrott. (Magisteruppsats Idrottspsykologi 91-120 hp) Sektionen för Hälsa och Samhälle.
Högskolan i Halmstad.
Sammanfattning
Den här kvantitativa studien handlar om övergången från junior till senior idrott och jämför
individuella idrottare (II) och lag idrottare (LI) i: (a) skillnader i övergångs och personlighets
variabler, (b) relationerna mellan övergångs och personlighets variabler, (c) hur några
övergångs och personlighets variabler bidrar till idrottarnas anpassning till senior nivån. I
studien deltog 195 idrottare, II (n = 49) och LI (n = 146). Fyra mätinstrument användes:
Enkäten Karriärövergången från Junior- till Senioridrott, the Athletic Identity Measurement
Scale, the Task and Ego Orientation in Sport Questionnaire and the Physical Self Perception
Profile (revised). Trettio signifikanta skillnader i övergångs och personlighets variabler
hittades. Det fanns ett gemensamt mönster i korrelationerna mellan övergångs och
personlighets variablerna och de specifika monstrena för II och LI. Coping strategier,
kroppsattraktivitet, idrottsidentitet och fysiskt självvärde verkade förutspå hur anpassade II
var till senior nivån och coping strategier, ego motivation och fysiskt självvärde till hur
anpassade LI var till senior nivån. Resultaten diskuterades med hjälp av teoretiskt referensram
och tidigare forskning.
Nyckelord: Individuella idrottare, lag idrottare, övergången från junior till senior idrott
4
Introduction
When I was collecting the data for this study I had a talk with the coach for the girls handball
team that is participating in the study (Personal communication, March 3, 2009). He shared
his thoughts on individual and team sport athletes, and this is what he said:
I am a team athlete and have always been. Recently I started with golf together with a
friend of mine who is an individual athlete. When I am going to hit the ball I always find
it hard to focus because everyone is looking, and if I make a bad hit it’s my own fault.
But my friend has no problem focusing even though people are talking around him. I
think this has to do with our backgrounds in sport. I am a coach for a girl’s team in
handball and I can see that no one wants to be an individualist, but I think even in team
sports it’s important to have athletes who are more individualist and who can take the
final shot without hesitating.
Ludmila Engquist explained the difficulties she had to adjust to team sport which lead to a
crisis. This is her comment on individual and team sport athletes: “I have always been an
individual athlete with full control over everything…Now I have to work in the team and I
totally lost this control. My part has not felt important…” (in Stambulova, 2003, p.108).
These are two perspectives on individual and team sport athletes, both showing that there are
differences between individual and team sports. Research on athletes, nonathletes, individual
sport athletes and team sport athletes started in the 1970s (Weinberg & Gould, 2003). These
studies could not find any personality profile that distinguished athletes from nonathletes.
However, when looking at individual and team sport there were differences between the
athletes personalities. Other studies have showed that many athletes withdraw from sport
around the time of the transition from junior to senior sport (Vanden Auweele, De Martelaer,
Rzewnicki, De Knop, & Wylleman, 2004; Butcher, Lindner, & Johns, 2002). Knowing all
this, it is important to examine how individual and team sport athletes perceive demands,
resources, barriers, coping strategies in the transition process from junior to senior sport
(Stambulova, Johnsson, Hinic, & Weibull, 2008). This is important so that trainers, coaches
and other sport leaders know how to assist athletes in the transition process.
Key terms of athletes’ career transitions
Athletic career
“Athletic career is a term for a multiyear sport activity, voluntarily chosen by the person
aimed at achieving his or her individual peak in athletic performance in or several sport
events” (Alfermann & Stambulova, 2007, p.713). The word “career” refers only to
competitive sports, on all levels. When the career starts and ends depend highly on the sports
event. Some sports have an early career, as for example gymnastics, while other sports like
marathon have a late career. Another view on athletic career is that it contains different stages
from when the athlete starts to when the athlete ends his or her career (Wylleman & Lavallee,
2004).
Career transition
Transition is a result from one or more events and is defined as a process (Wylleman &
Lavallee, 2004). “ Transitions come with a set of specific demands related to practice,
competitions, communication, and lifestyle that athletes have to cope with in order to continue
successfully in sport or to adjust to the post career” (Alfermann & Stambulova, 2007, p.713).
The transitions that athletes face can be divided into two categories, normative and nonnormative transitions. A normative transition means that the transition is a part of the career
development and can be predicted in advance; this can be the transition from junior to senior
Macro
5
level and the termination of the career. This gives the athlete a chance to be prepared. Nonnormative transition, on the other hand, gives the athlete no predictability before the transition
occurs; for example, an injury or change of a coach.
Individual and team athlete
Individual sport athletes practice in groups or individually. They compete individually and
have individual results, which can be a part of a team result. Team sport athletes practice
mostly in groups and they compete with a team and the team shares the results (Lindwall,
Johnson & Åström, 2002).
Theoretical frameworks
Different models can be used to explain the athletic career transitions (Alfermann &
Stambulova, 2007). The Ecological model of human development (Bronfenbrenner, 1979)
gives a good overview of how environmental factors affect an individual’s development. The
Developmental model of transition faced by athletes (Wylleman & Lavallee, 2004) is a
descriptive model of the different stages during the athletic career. This type of model
explains the transitions in a holistic view; the model describes the normative transitions that
an athlete faces but does not explain the specific transition processes that the athlete goes
through. To explain the process of a transition, the Athletic career transition model developed
by Stambulova (2003) can be used. This model explains a transition process for example the
transition from junior to senior level, from amateur to professional sport, and how an athlete
copes with the transition.
The Ecological Model of Human Development
The Ecological Model of Human Development was devised by Bronfenbrenner (1979). The
ecology of human development depends on two main things: the development of the
individual and the changes in the environmental settings around the individual. An individual
is affected by both individual growth and environmental factors separately but also by the two
combined. The model divides environmental factors into different levels such as macro-, exo-,
meso- and microlevel. The macrolevel is a system containing the other levels, including
culture and ideologies of the settings where the individual lives, economic situations, political
aspects and major organizations. Different countries have different traditions which affect the
individual’s development and the opportunities to play different sports depending on
popularity and conditions for various sports in the country. The exolevel includes settings that
are important to the individual although the individual is not personally involved in the
settings. A sport federation is a good example of this level. It has a major role in the
individual’s sport and development, but the individual is not active in the federation and has a
little or no influence on the federation. The mesolevel refers to the local environment of the
individual. It is the neighborhood, sport events, school environment, and the different settings
in which the individual has an active role of participation. Another important part of the
mesolevel is the interaction between the different settings and how an individual handles
different settings at the same time. The microlevel is the environment closest to an individual,
including parents, siblings, other family members, coaches, teachers and others. Situations
where an individual interacts with these people can be in his or her home, school, playground,
sport arena, etc. The relationships and the settings that the individual experience will
influence the individual’s growth and development.
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The Developmental Model of Transition Faced by Athletes
This model, developed by Wylleman and Lavallee (2004), gives an overview of the normative
transitions an athlete faces during the athletic career, in a holistic perspective (see Figure 2).
The age categories may differ between individuals depending on an individual’s abilities and
development in and outside the sport. The model is divided into four levels: athletic,
psychological, psychosocial and academic. In the athletic level the career is divided into
different stages from the initiation stage when the athlete enters the sport, until the athlete
ends his/her career in the discontinuation stage. The development stage is when the athletes
become more dedicated to their sport and the amount of training and the level of
specialization are increased. The mastery stage is when athletes reach their highest level of
athletic performance. In the psychological level athletes go through three phases: childhood,
adolescence and adulthood. During adolescence the individuals mature and develop a stronger
identity. Adulthood comes with more responsibility for the athlete both in and outside the
sport. The psychosocial level describes the importance of parents, siblings, peers, coaches etc.
during the different stages, and the educational development is shown in the academic level.
Here the model shows where the athlete is in the educational system during the different
stages of the athletic career.
Age
Athletic
Level
10
Initiation
Psychological
Level
Childhood
Psychosocial
Level
Parents
Peers
Siblings
Coach
Peers
Parents
Primary Secondary
Education Education
Academic
Level
15
20
Development Mastery
Adolescence
25
30
35
Discontinuation
Adulthood
Partner
Coach
Higher
Education
Family
(Coach)
Vocational training
Professional occupation
Figure 2: A Developmental model of transition faced by athletes (Wylleman & Lavallee, 2004).
The Athletic Career Transition Model
The Athletic Career Transition Model developed by Stambulova (2003) focuses on demands,
resources, barriers, coping strategies and the outcome in a transition (see Figure 3). This
model may explain different transitions during the athletic career, one of which is the
transition from junior to senior sport. The model shows how an athlete copes with the
demands of the transition. How effectively an athlete copes with demands depends on the
resources and barriers. Athletes’ resources can be personal factors like motivation and
knowledge while the environmental factors for example can be social support. The barriers
can also be personal for example a lack of motivation or low self-esteem and environmental,
for example, a lack of social support and difficulties combining sport with work. Athletes can
prepare for the demands that a normative transition might require, this means that the athlete
can develop resources before the transition, so that he/she can use the resources to cope
effectively with the transition demands. The model shows two main outcomes depending on
how the athlete copes with the demands of the transition. The first outcome is a successful
transition, which means that the athlete copes with the demands on his/her own. The other
outcome is a crisis transition, which means that the athlete has coping difficulties, and
therefore is in need for external help. If the intervention has a positive effect, the athlete will
7
have a successful but delayed transition. If the intervention does not have a positive effect, the
athlete will face negative consequences, such as premature dropout or neuroses.
Transition Demands
Crisis
Prevention
interventions
Dynamic balance between
coping resources & barriers
Coping
Effective
(= successful transition)
Psychological
crisis-coping
interventions
Ineffective
(= crisis-transitions)
Need interventions
Effective
Dealing – with –
consequences
interventions
Ineffective or no
intervention
”costs” for failure to
cope with the
transition
Figure 3: The Athletic Career Transition Model (Stambulova, 2003).
Previous research
Individual vs. Team sports
Individual and team sport athletes have different personal characteristics (Weinberg & Gould,
2003). If different personalities are drawn to certain sports or if the sport environment creates
different personalities are not clear (Eagleton, McKelvie, & De Man, 2007). Based on the
study of Russian athletes, Stambulova (2006) summarized differences between individual and
team sports athletes. The environmental setting in individual and team sport differs and
therefore gives the athletes different conditions to develop as athletes.
Individual sport athletes are more introverted, have more individual goals, are more
independent and competition between the individual athletes is more common. These athletes
have the possibility to control different situations, for example, trainings and competitions and
they have higher responsibility over the results. In individual sports the athletes have a closer
contact with the coach and parents are more often involved. ISA experience more stress over
fear of overtraining, combining sport with studies, difficulties to perform and different
psychological barriers. When looking at the athletic career, individual sport athlete’s
transitions are from one level of competitions to another and they need to adapt to higher
levels of training and competitions (Stambulova, 2006).
Team sports athletes goals are both individual and team goals and they also have less control
over sport when situations because one athlete can not determine the outcome of trainings or
competitions, it’s a result of the whole teams effort. This means that the whole team shares
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the responsibility of training and competition. TSA have a closer relationship to their
teammates and the athletes experiences more stress over; fear of making mistakes, conflict
between their individual goals and the team goals, higher fear of injuries and conflicts in the
team. Team sport athlete’s transition is from one team to another and their adaptation is more
psychosocial because they need to find their place in the team both in and outside the sport
(Stambulova, 2006). TSA compared with nonathletes have less abstract reasoning, are more
extroverted and less ego orientated. Studies has also found that they are more anxious but less
imaginative than individual sport athletes (Weinberg & Gould, 2003). They also have higher
self-referenced competency, affiliation with peers, competitive excitement, positive parental
involvement and enjoyment compared with individual sport athletes (McCarthy, Jones &
Clark-Carter, 2008). It has also been shown that team sport athletes are more accepting with
cheating and gamesmanship than individual athletes (Lee, Whitehead, & Ntoumanis, 2007).
International research on career transition
Adolescence itself can be challenging with higher education and more influence of friends,
for an athlete the sport context brings more issues for example injuries, higher levels of
training and competition and more responsibility increase the demands for the athlete
(Pearson & Petitpas, 1990; Wylleman & Lavallee, 2004). A study on Belgian track and field
athletes (n = 167) of 14-18 years old who were champions in their age category and event
(Vanden Auweele, De Martelaer, Rzewnicki, De Knop, & Wylleman, 2004). The results
showed that 17 % of the athletes made it to the senior level, 31 % stagnated, 28 % performed
irregularly and 24 % of the athletes dropped out. The transition from junior to senior sport is
described as the most difficult one and has a very critical role in the athletic career and is the
start of the perfection or mastery stage of the career (Stambulova, 1994, 2009). Athletes have
to adapt to new demands in the transitions from junior to senior sport. These can be balancing
sport goals with other life goals, finding his/her own path to succeed in their sport, to cope
with pressure of selections, the need to win prestige among teammates/peers/judges and to
cope with a potential relationship problem: athlete-coach, athlete-parents. If the athlete is
unable to adjust to the demands this will lead to lower self-esteem, different forms of
emotional discomfort, increased sensitivity to failures, increase the number of psychological
barriers and disorientation in decision-making and behavior (Stambulova, 2000). Therefore an
athlete is in need for psychological assistance.
To be able to cope with the demands of the transition athletes need external resources for
example their parents’ emotional support (Wylleman, De Knop, Ewing, & Cumming, 2000;
Wuerth, Lee, & Alfermann, 2004). Parents play a significant role in their child’s participation
in sport and it is important for the parents to find the right balance between pressure and
support. The relationship between the athlete and his/her parents might be more important to
the athlete’s career than the relationship between the athlete and the coach. However, most
parents have an optimal parental involvement in their child’s sport but a minority of parents is
under involved, indifference or pressuring (Gould, Lauer, Rolo, Jannes, & Pennisi, 2008).
Parents with a positive influence emphasized the child’s total development and gave their
child emotional, financial and other support. The parents who had a negative influence were
overly involved, had high demands, focused on the result and also made the coach’s work
more difficult by interfering with decisions and activities. Athlete-coach-parent is a unit that
must work for the athlete to develop and succeed (Salmela, Young, & Kallio, 2000). The
parent’s role in the athlete’s career change from being supportive to be more active help to the
athlete so that the athlete can reach his/her goals. Bruner, Munroe-Chandler and Spink (2008)
study on rookie hockey players’ (n = 8) transitions to elite levels showed that the transition
depended on two main outcomes: on-ice issues and off-ice issues. On-ice issues were the
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importance of the coach and the coach’s support. Off-ice issues were the importance of
veterans’ and rookie team mates’ support. The veterans could provide support from their own
experiences, which was perceived as very helpful.
How well an athlete is able to combine sport with other activities depends on how the other
settings such as school and other activities are willing to help with planning the athlete’s time
(Pummel, Harwood, & Lavallee, 2008). Young event riders (n = 10) in the within-career
transition from the developmental stage to the mastery stage felt support from their school but
some of the riders felt it was difficult to combine schoolwork and sport. Sport organization
could also be a source of stress; the riders felt a lack of training opportunities and a lack of
communication with the organization. If the athlete continues involvement in high-level sport
through his/her adolescence, the athlete may be less likely to explore other careers,
educations, and lifestyles (Wylleman & Lavallee, 2004). There is a negative correlation
between high athletic identity and experiencing and coping with career termination
(Alfermann & Stambulova, 2007). The retired athletes experience more negative emotions
and traumatic incidents if their athletic identities are high. Erpic, Wylleman and Zupancic
(2004) showed that athletes with high athletic identity had more trouble adjusting to their
post-sports career. The athletes experienced the most difficulties in the psychosocial level
with the lifestyle of being an athlete. Missing sports-related social activities and friends were
the most difficult situations. Stephan and Brewer (2007) studied the athletes’ identification
with their athletic roles and they found that the athletes remained focused on sport related
goals. To maintain the self-definition several personal and social factors are important, among
the social factors, media could enhance their feeling of being athletes. The participants in
Lally’s study (2007) used a number of coping strategies and managed to avoid both the
identity crisis and its emotional impact. The athletes decreased their identification with the
athletic role and focused on their academic studies and career interests. They also involved
themselves in other physical activities. Van Raalte and Andersen (2007) stated that the lack of
motivation seems to be the most obvious factor in quitting sports. The social context needs to
be motivational, because the social environment affects the goal achivement (Papaioannou,
Ampatzoglou, Kalogiannis & Sagovits, 2008).
Swedish research on the transition from junior to senior sports
Several studies on the transition from junior to senior has been conducted in Sweden, the first
one was made on elite tennis players, the study showed that parents who support their child in
a positive way helped the child to develop (Carlson, 1988). Support can be helpful but when
the support turns into pressure the athlete has more difficulties to develop and to perform.
Other studies that have been done are Ekengren’s (2002) study on handball players (n = 20)
transition, Mavroidis (2005) study that focused on the role of coaches (n = 10) in the
transition of male football players and Vujic (2004) made two case studies with one
successful and one non-successful transition in swimming. In 2007 Cacija made a study on
basketball players (n = 9) and Jorlén made a study on golf players (n = 9) transition from
junior to senior sport. All studies showed that the transition from junior to senior sport include
non-sport related factors. These studies also confirm that support from family and friends are
important resources for the athlete. Training and competition levels increased and other
demands that the athletes faced were more responsibility, combining sport with other
activities like friends and schoolwork. To cope with these demands athletes used different
coping strategies; having clear goals, planning sport and other activities and sometimes
prioritize sport over other activities. All of these studies have been made with a qualitative
approach a first study using a quantitative approach was made by Franck and Tuovila (2008).
This study showed that athletes in the beginning and athletes in the middle of the transition
10
from junior to senior sport had differences in demands, coping strategies, resources and
perceived stress. For example the results showed that athletes in the middle of the transition
felt that recovery was less important than athletes in the beginning of the transition. Athletes
in the middle of the transition felt that the demands improving technical skills, planning for
recovery between practices, recovery after competition/game and the relationship with coach,
and with sport peers were less demanding than what athletes in the beginning perceived them
to be. The athletes in the beginning of the transition also used the coping strategies: I try to
give 100 % in each practice and competition, I focus on my recovery/energy restoration, I try
to be patient and to see my progress as step-bystep process more than athletes in the middle of
the transition. Athletes in the middle of the transitions also showed more adaptation to the
transition process then athletes in the beginning (ibid).
Summary
The transition from junior to senior sport is one of the most important steps in an athlete’s
career but the transition is also viewed as the most difficult transition. The athlete needs both
environmental as well as personal resources to cope with the new demands that the transition
requires. It is therefore important to gain more knowledge about the transition process from
junior to senior sport so that the athletes can receive the proper assistance to help them cope
with the transition. Previous research has also shown that individual and team sport athletes
are different. So, do they experience the same things during the transition from junior to
senior sport? This is what this study is about, to find out if there are common pattern and
specific patterns for the two groups of athletes. Most of the previous studies done on the
transition from junior to senior sports have been done with qualitative methodology and
therefore quantitative studies are important, to help explain the transition process.
Objectives
This study deals with the transition from junior to senior sports comparing individual (ISA)
and team (TSA) sports athletes in terms of:
(a) differences between transition and personal variables;
(b) relationships between transition variables and between transition and personal variables;
(c) contributions of some transition and personal variables into the quality of adjustment on
the senior level of sport.
Method
Participants
The participants were 195 athletes recruited from different sports clubs in the southwest of
Sweden, some of the participants were also students of sport high schools in Gothenburg and
Halmstad. In the study there were 49 individual sports athletes (ISA), to participate in the
study the athletes had to have started or in the near future going to start competing on the
senior level of their sport. There were 146 team sports athletes (TSA), to participate in the
study the team sport athletes had to have started or in the near future going to start practicing
with a senior team. In the whole sample there were 135 males and 60 females, with the mean
age of 16.80 years (SD = 1.22).
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Table 1
Descriptive statistics for individual sports athletes (n = 49)
Age
Mean,
Standard
deviation
Frequency
Gender
Competition level
Start of the
transition
Training
hours
School
Work
Male
(31)
Local Level
(14)
Yes
(7)
National Level
(8)
Less than 14
hours
(23)
More than
14 hours
(26)
Yes
(48)
Female
(18)
Less than
12 months
(13)
More than
12 months
(34)
No
(1)
No
(42)
16.92
(1.24)
Frequency
Frequency
International
Level
(27)
Table 1 shows that more than half of the ISA were on the international level and started their
transition more than twelve months ago. The individual sports athletes represented: golf, table
tennis, swimming, tennis, taekwondo, gymnastic, climbing, figure skating and track and field.
All, except one athlete, were students, and the majority did not work.
Table 2
Descriptive statistics for team sport athletes (n = 146)
Age
Mean,
Standard
deviation
Frequency
Frequency
Frequency
Gender
Competition level
Start of the
transition
Training
hours
School
Work
Male
(104)
Local Level
(43)
Yes
(15)
National Level
(45)
Less than 14
hours
(76)
More than
14 hours
(70)
Yes
(144)
Female
(42)
Less than
12 months
(62)
More than
12 months
(58)
No
(2)
No
(131)
16.76
(1.22)
International
Level
(58)
Table 2 shows that the TSA were equally distributed on the different levels of competition
and almost half of the athletes had started their transition more than twelve months ago. The
team sports athletes represented: ice-hockey, soccer, handball and volleyball. All athletes,
except two, were students, and the majority did not work.
Instruments
Participants were presented with a package of four instruments (see Appendix 1). The
Transition Monitoring Survey (TMS; © Stambulova, Weibull, Franck & Tuovila, 2008; see in
Franck & Tuovila, 2008) is used to measure different transition variables. To measure
personal variables three instruments will be used: the Athletic Identity Measurement Scale
(AIMS; Brewer, Van Raalte & Lindner, 1993), the Task and Ego orientation in Sport
Questionnaire (TEOSQ; Duda, 1989) and the Physical Self-Perception Profile – Revised
(PSPP-R; Lindwall, Hagger & Asci, 2007).
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The Transition Monitoring Survey (TMS; © Stambulova, Weibull, Franck & Tuovila,
2008; see in Franck & Tuovila, 2008)
The TMS is based on the Athletic Career Transition Model (Stambulova, 2003), the
Developmental model of transition faced by athletes (Wylleman & Lavallee, 2004) and
previous qualitative research on the transition from junior to senior sports conducted at
Halmstad University. The TMS was tested by Franck and Tuovila (2008), and it showed
acceptable psychometric values. The TMS is structured in three parts briefly described below.
In the first part, called Introduction, the questions examine general background information,
such as age, gender and sport event. For the level of competition, the athlete could chose
between local/district, national or international levels. There are four alternatives on how long
ago the athlete started the transition: less than 6 month ago, between 6 and 12 months ago,
between 1 and 2 years ago, more than 2 years ago. On the questions about how many hours
per week the athlete spend on their sport, there are four options; less than 10 hours, between
10 and 14 hours, between 15 and 18 hours, more then 18 hours per week. There is also a
possibility for the athlete to state if the hours they spend on their sport are different from how
they usually spend their time. There is a “yes” or “no” question if the athlete is a student and
also a question if the athlete is working and, if so, how many hours per week.
In the second part, entitled Current situation in sport and life, the athletes have to evaluate
how important, and how satisfied they are with different spheres of their current life (e.g.,
sport, family, friends, schoolwork) and sport situations (e.g., sport practice, recovery etc.) On
both importance and satisfaction the scale ranges from 1-10 where 1 = very low and 10 = very
high. If any aspect was not relevant to the person the option n/a (not applicable) could be
used.
In the third part, entitled The Transition process, different aspects of a transition process are
presented as the following separate subscales: transition demands, coping strategies,
environmental support, environmental pressure, personal resources, current stress level and
current need for additional help/support. Transition demands subscale (question 14) consists
of 17 items, and the athlete must evaluate to what extent he/she currently needs to improve in
various areas (e.g., “physical abilities and self-control during competition) in order to adjust
on the senior level. The scale ranges from 1-10, where 1 = no need and 10 = very strong need.
Coping strategies (question 15) consists of 21 items and the athlete has to evaluate to what
extent he/she is currently using coping strategies, for example “I have clear goals in sport”
and “I try to learn from others”. A scale from 1-10 is used, where 1 = not at all and 10 = use it
very much. Environmental support (question 16) consists of 7 items and the athlete is
supposed to evaluate how much support he/she receives from, for example family, coach and
teammates on a scale from 1-10, where 1 = very low and 10 = very high. Environmental
pressure (question 17) consists of 7 items, for example pressure from family, coach and
teammates. Personal resources (question 18) consist of 12 items (e.g., sport motivation and
self-confidence). Questions 17 and 18 have the same structure as the question 16. In question
19, the athlete should estimate to what extent he/she currently feels adjusted on the senior
level in sport on a scale from 0-100 %, where 0 = not at all adjusted and 100 = completely
adjusted. Current stress level and current need for additional help/support (question 20) has
two subscales, first the athlete shall evaluates how he/she perceive stress in different spheres
of sport and life on a scale from 1-10, where 1 = very low and 10 = very high. Then the
athlete evaluates how much additional help/support he/she needs to cope with the stress on a
scale from 1-10, where 1 = no need and 10 = very strong need. The TMS ends with two
questions about received or desired help from a sport psychologist. In the subscales on
13
transition demands, environmental support, environmental pressure, personal resources and
current stress level and current need for additional help/support the athlete can choose the
option (not applicable) if he/she feels that an item is not relevant.
The Athletic Identity Measurement Scale (AIMS; Brewer, Van Raalte & Lindner, 1993)
The AIMS has ten items that measure a person’s identification with the athlete role. The items
are evaluated on a seven-point scale, one item example is “Most of my friends train/exercise”.
High scores on the AIMS indicates high athletic identity. The Swedish version of AIMS has
been used in several studies (e.g., Gestranius, 2006, Richard, 2008) and showed acceptable
psychometric values.
The Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duda, 1989)
The TEOSQ has 13 items that indicate Task or Ego orientation. Six of the items indicate Ego
orientation, for example, “The other are not as good as me”. Seven items indicate Task
orientation, for example, “I learn something that is fun to do”. The athlete evaluates the items
on a five-point scale. The Swedish version of TEOSQ has been used in several studies (e.g.,
Gestranius, 2006) and showed acceptable psychometric values.
The Physical Self-Perception Profile – Revised (PSPP-R; Lindwall, Hagger & Asci, 2007)
The PSPP-R has 74 items and measures five factors such as sport competence, strength,
condition, body attractiveness and physical self-value. To these five factors there are also five
additional factors that evaluate how important the athlete perceives these factors. Each factor
is covered by six items which athletes rate from 1-4 reflecting on how much the item is true
for them. “I am very satisfied with how my body looks” is one example of the items in the
PSPP-R. The PSPP-R also measures global self-esteem, and “Generally I am very satisfied
with my self” is one item example for global self-esteem. The Swedish version of the PSPP
has been used in previous studies (e.g., Lindwall, 2004, Gestranius, 2006) and showed
acceptable psychometric values.
Procedure
With organizational support from Hallands Idrottsförbund the participants were located. First,
a representative from of The Hallands Sport Federation provided the contact information for
several sport clubs/sport highs schools in the southwest of Sweden. Second, the clubs/schools
were contacted and informed about the study, the clubs/schools that were interested to
participate provided contact information for the trainer/principal of the team/group that could
be of interest for the study. Third, trainers/principals were contacted and if the interest was
shown, time and date were decided for a meeting with the researcher. The trainers/principals
were informed about the key aspects of the study, and they provided their informed consent
for the athletes to participate. The author was present during the meetings with the athletes
and informed them about the study and related ethical issues (e.g., confidentiality and their
right to withdraw from the study at any time). Each package of the research instruments had
an informed consent form attached to the written information about the study and ethical
issues that the participants signed before conducting the survey (see Appendix 1). If athletes
had any question about the survey/questionnaires they could ask the author. The data
collection was organized before, during or after the athletes’ training/class.
Data analysis
The data collected was brought into SPSS. Data analysis was made in five steps with SPSS
16.0 having the objectives for the study in mind.
14
Step 1: Descriptive statistics were computed on the background information from the first part
of the TMS, for the whole sample and also for the two groups, such as ISA and TSA.
Descriptive statistics (means and standard deviations) were computed for all items of the
TMS, for AIMS total, the two subscales of TEOSQ and the eleven subscales of PSPP-R for
the whole sample (see Appendix 2) and for the two groups (ISA and TSA).
Step 2: The means were calculated for all TMS subscales (the abbreviations used in the
correlation tables are showed in the parenthesis): importance of different spheres of life and
sport (Importance life and sport), satisfaction with different spheres of life and sport
(satisfaction life and sport), transition demands (demands), coping strategies, environmental
support (support), environmental pressure (pressure), personal resources, quality of
adjustment to the senior level of sport (adjustment), current stress level (stress) and current
need for additional help/support (help/support).
Step 3: ANOVA-tests were performed on the two groups of ISA and TSA on the items in the
TMS, AIMS total, the two subscales (task total and ego total) of TEOSQ and for all eleven
subscales of PSPP-R. The differences were considered significant if the p-value was under
0.05.
Step 4: Correlation analyses, Persons r, were conducted in order to examine the relationships
between the different subscales of the TMS and AIMS total, TEOSQ (task total and ego total)
and the 11 factors of the PSPP-R. Correlation analysis, Persons r, were also conducted to
examine the relationship between: importance of different spheres of life and sport,
satisfaction with different spheres of life and sport, transition demands, coping strategies,
environmental support, environmental pressure, personal resources, quality of adjustment to
the senior level of sport, current stress level and current need for additional help/support. The
different correlation analyses were made for the whole sample as well as for the two groups
(ISA and TSA). The correlations were considered significant if the p-value was under 0.05.
Step 5: Multiple regression analyses using Backwards was made to test if the predictors, such
as coping strategies (subscale mean), environmental support (subscale mean), AIMS total,
TEOSQ (task total and ego total), sport competence, strength, condition, body attractiveness,
physical self-value and self-esteem can predict the criterion variable “quality of adjustment on
the senior level of sport” for the two groups of individual and team sports athletes. The
regressions were considered significant if the p-value was under 0.05.
Results
Summary of transition and personal variables for the whole sample
The descriptive statistics for the whole sample can be found in Appendix 2. It shows that the
athletes in this study value sport, family and friends to be the most important spheres of their
life and these are also the spheres of their lives that they are most satisfied with. Sport practice
and competition are the two aspects of their sport life that are the most important to the
athletes, and these are also the two aspects that the athletes are the most satisfied with. The
athletes felt that they needed to improve physical condition, mental skills and performance in
competition the most in order to adjust on the senior level of sport. The three coping strategies
that the athletes used the most were as follows: “I try to keep good relationship with people
around me”, “I try to give 100 % in each practice and competition”, “I persist in my tasks in
spite of fatigue, pain or failure”. The athletes felt the most support from their family and
teammates, and the most pressure from their coach and the financial situation. The athlete’s
15
strongest personal resources were self-expectations and sport motivation. The mean for
quality of adjustment on the senior level of sport was 63.44 (SD = 22.90). Athletes perceived
injury rehabilitation to be the most stressful and also the aspect they needed assistance with.
The athletes had high athletic identity (M = 5.51, SD = 1.10) and they had higher task
orientation (M = 4.15, SD = 0.61) than ego orientation (M = 3.23, SD = 0.79). Self esteem (M
= 3.35, SD = 0.60) was also high for the athletes.
The correlation test showed that the different subscales of the TMS correlated with at least
one of the subscales from AIMS, TEOSQ and PSPP-R (see Appendix 3). The majority of
correlations were between personal variables and transition variables, such as coping
strategies, environmental support, environmental pressure and personal resources.
Differences in the transition and personal variables between individual and team sports
athletes
To compare the two groups of ISA and TSA on the transition variables one-way ANOVA was
used. The results are presented in Table 3.
Table 3
Means, standard deviations and F-values for the transition variables in individual and team
sports athletes (only significant differences are shown)
Individual Sport
Athletes
(n =49)
Team Sport
Athletes
(n = 146)
F-value
Importance of different spheres of
life
Sport
8.38 (1.89)
9.18 (1.54)
8.87**
Satisfaction with different spheres
of life
Sport
Studies
7.83 (2.14)
6.42 (2.23)
8.59 (1.79)
5.42 (2.52)
5.80*
5.72*
Importance of different aspects in
sport
Sport practice
Competition
Recovery
8.50 (1.61)
8.35 (2.02)
7.64 (2.26)
9.12 (1.44)
9.25 (1.41)
8.34 (1.78)
6.27*
11.38**
4.59*
Satisfaction with different aspects in
sport
Sport practice
Competition
7.69 (2.16)
7.61 (2.15)
8.61 (1.66)
8.81 (1.85)
9.14**
13.05**
5.85 (2.46)
4.93 (2.72)
4.24*
5.77 (2.49)
7.43 (1.89)
4.52 (2.60)
6.00 (2.68)
8.28**
11.39**
Variables
Transition demands
Preparation for a
competition/game
Self-control during competition
Performance in competition
16
Coping Strategies
I have clear goals in sport
I prioritize sport goals
I try to give 100% in each
practice and competition
I try to learn from others
6.71 (1.99)
6.33 (2.51)
7.98 (1.91)
7.67 (2.38)
7.54 (2.26)
8.85 (1.56)
6.38*
9.90**
10.04**
7.57 (1.84)
8.20 (1.83)
4.22*
Environmental support
Family
8.33 (2.29)
9.08 (1.67)
6.15*
Environmental pressure
Coach
Teammates
Club/Federation
6.27 (1.88)
5.59 (2.45)
5.51 (2.42)
7.47 (1.83)
7.16 82.02)
6.42 (2.64)
15.59**
16.91**
4.13*
Personal resources
Sport motivation
Self-expectations
Current physical conditions
Current mental abilities
Former injuries
7.53 (2.14)
7.82 (1.91)
6.57 (2.11)
6.25 (1.96)
3.62 (2.60)
8.51 (2.11)
8.74 (1.80)
7.26 (1.89)
6.97 (2.03)
5.46 (2.77)
7.80**
9.39**
4.61*
4.77*
13.77**
Current stress level
Sport recovery
3.10 (2.16)
3.95 (2.49)
4.51*
56.84 (19.68)
65.71 (23.54)
5.61*
Quality of adjustment to the senior
level of sport
Note: Df = 1; *p<.05; **p<.01
The results showed 26 significant differences in the transition variables between ISA and
TSA. These differences were found in all subscale in the TMS except for current need in
additional help/support.
In the, Current situation in sport and life, the results showed that the TSA viewed sport to be
more important than ISA and they also were more satisfied with sport than the ISA. However,
individual sport athletes were more satisfied with their studies. Team sport athletes viewed
sport practice, competition and recovery to be more important than individual sport athletes.
They were also more satisfied with sport practice and competition than individual sport
athletes.
In the, The Transition process, ISA perceived preparation for a competition/game, selfcontrol during competition and performance in competition to be more challenging than the
TSA. Significant differences were also found on the coping strategies, such as I have clear
goals, I prioritize sport goals, I try to give 100 % in each practise and competition and I try to
learn from others. TSA used these coping strategies more actively ISA athletes. ISA received
less support from their family than TSA, however, TSA felt more pressure from their coach,
teammates and the club/federation. Sport motivation, self-expectations, current physical
conditions, current mental abilities are the personal resources that were stronger for TSA.
However, TSA have had more difficult injuries than the ISA. The TSA also experienced
17
higher stress related to sport recovery. The TSA had also higher quality of adjustment on the
senior level of sport than ISA.
To compare: individual and team sports athletes on personal variables one-way ANOVA was
used. The results are presented in Table 4.
Table 4
Means, standard deviations and F-values for personal variables in individual and team sports
athletes (only significant differences are shown)
Variables
AIMS
Athletic Identity
PSPP-R
Importance of sport competence
Importance of perceived condition
Importance of perceived strength
Note: Df = 1; *p<.05; **p<.01
Individual Sport
Athletes
(n =49)
Team Sport
Athletes
(n = 146)
F-value
5.00 (0.98)
5.68 (1.08)
14.58**
2.52 (0.48)
3.22 (0.47)
2.31 (0.58)
2.89 (0.69)
3.40 (0.53)
2.61 (0.73)
12.42**
4.18*
6.94**
The results showed four significant differences between individual and team sport athletes in
the personal variables. Both individual and team sport athletes had high athletic identity,
however, team sport athletes had significantly higher athletic identity than individual sport
athletes. TSA perceived their sport competence, condition and strength as being higher than
ISA.
Relationships between the transition variables for individual and team sport athletes
Correlation tests were made to examine relationships between the different subscales of the
TMS for individual and team sports athletes. The test showed 22 correlations that were similar
for the two groups (see Appendixes 4-5). The correlations were found between all subscales
except for the subscales “transition demands” and “current stress level”.
Five correlations were specific for individual sports athletes. One negative correlation was
found between importance of different aspects of sport and stress level. Satisfaction with sport
showed positive relationship with the quality of adjustment on the senior level of sport and
satisfactions with different aspects of sport also showed a negative relationship with stress
level. Both environmental support and pressure had positive correlations with transition
demands.
Fifteen correlations were specific for team sports athletes. Importance of different spheres of
life had positive correlations with satisfaction with different aspects of sport, coping strategies
and environmental support and it had a negative correlation with stress level. Satisfaction of
different spheres of life had positive correlations with both environmental support and
pressure. There were also positive correlations between demands and stress level and the need
for additional help/support.
Relationships between the transition and personal variables for individual and team sports
athletes
18
Correlation tests were made to examine relationships between the subscales of the TMS and
the AIMS, the two subscales of TEOSQ and the eleven subscales of PSPP-R for individual
and team sports athletes (see Appendixes 6 & 7). The correlation tests showed that there were
26 correlations that were similar for individual and team sport athletes. Both groups had
positive relationships between athletic identity and different subscales of the TMS. Task
orientation also showed similar correlations for individual and team sport athletes. There were
positive relationships between sport competence, perceived condition, body attractiveness,
perceived strength, physical self-value and personal resources for individual and team sport
athletes. Self-esteem of individual and team sport athletes related to their satisfaction with
different spheres of life, satisfaction with different aspects in sport and personal resources.
There were three correlations between quality of adjustment on the senior level of sport and
the personal variables such as athletic identity, sport competence and perceived strength that
were shared by individual and team sports athletes. No personal variables correlated with
transition demands for neither individual nor team sports athletes.
Eleven correlations were specific for individual sports athletes. Athletic identity showed a
positive relation with how satisfied the athletes were with different spheres of life. There was
also a relationship between satisfaction with different spheres of life and task orientation, but
no significant relationships for ego orientation were found. The subscales of importance of
sport competence, body attractiveness, importance of body attractiveness and importance of
strength showed relationships with the quality of adjustment on the senior level.
There were 51 correlations found that were specific for team sports athletes. Athletic identity
showed positive relationship with importance of different spheres of life, environmental
pressure and the need for additional help/support. There was also a positive correlation
between task orientation and importance of different spheres of life and environmental
support. Positive correlations was also found between ego orientation and importance of
different aspects of sport, satisfaction with different aspects of sport, coping strategies,
environmental support, environmental pressure, personal resources and quality of adjustment
on the senior level of sport. Most of the correlations between the subscales of TMS coping
strategies, environmental support and environmental pressure showed majority of the
correlation with the subscales of PSPP-R. Self-esteem also showed positive relationship with
several subscales of the TMS.
Contribution of the transition and personal variables to the quality of adjustment on the
senior level in individual and team sports
Multiple regression analyses was used to test if the predictors, such as coping strategies,
environmental support, AIMS total, TEOSQ (task total and ego total), sport competence,
strength, condition, body attractiveness, physical self-value and self-esteem can explain the
criterion variable “quality of adjustment on the senior level of sport” for individual and team
sports athletes.
For individual sports athletes the results showed a significant relationship between the
criterion variable “quality of adjustment on the senior level of sport” and the predictors
(coping strategies, athletic identity, body attractiveness and physical self-value), R2 adj. =
0.34, F (2.42) = 6.95, p = 0.001. The significant predictors were body attractiveness (Beta =
0.649, p = 0.001), physical self-value (Beta = -0.438, p = 0.025) and athletic identity (Beta =
0.282, p = 0.41). This means that the predictors explain 34 % of the quality of adjustment on
the senior level of sport and the higher body attractiveness, lower physical self-value and
higher athletic identity the more ISA feel adjusted on the senior level in their sports.
19
For team sports athletes the results showed significant relationship between the criterions
variable “quality of adjustment on the senior level of sport” and the predictors (coping
strategies, ego orientation and physical self-value), R2 adj. = 0.086, F (3,136) = 5.35, p =
0.002. The significant predictor was ego orientation (Beta = 0.256, p = 0.006). This means
that the predictors explains 8.6 % of the quality of adjustment on the senior level of sport and
the higher ego orientation in TSA the more they feel adjusted on the senior level in their
sports.
Discussion
The objectives of the study were to compare individual and team sports athletes in terms of:
(a) differences between the transition and personal variables, (b) relationships between the
transition variables and between transition and personal variables, (c) contributions of some
transition and personal variables into the quality of adjustment on the senior level of sport.
The results showed both a common pattern and two specific patterns: one for ISA and the
other for TSA.
Common pattern in the transition from junior to senior sport
A half of the athletes in the two groups (ISA and TSA) had started their transition more than
twelve months ago and most of the athletes were students and a few of them were working.
The athletes valued sport to be very important part of their current life and the athletes had
high athletic identity, which also showed positive relationship with sport importance and
satisfaction. Task orientation also had positive relationships with different aspects of the
transition process, such as, how important and satisfied the athletes are with sport and also
how athletes use coping strategies and personal resources. The self-esteem had positive
relationship with how satisfied the athletes were with both their current life and sport
situation. There was a relationship between the athlete’s self-esteem level and their personal
resources: the higher self-esteem the more their personal resources can facilitate their
transition. Athletic identity, sport competence and perceived strength have positive
relationships with the quality of adjustment on the senior level of sport, and coping strategies
can help to predict how the athlete will adjust on the senior level of sport, the better the
athletes use coping strategies the better he/she will adjust to the senior level. Physical selfvalue is another predictor for the quality of adjustment on the senior level of sport for the two
groups, however, for ISA physical self-value has a negative relationship and for the TSA it
has a positive relationship. There were several relationships between the different parts of the
TMS that were similar for ISA and TSA.
Specific pattern in the transition from junior to senior sport for ISA
More than a half of the athletes were on international level, which meant that the level of the
athletes were quite high. They felt that sport was a very important part of their life and they
were also satisfied with their sport. School were also a part of their lives that they were
satisfied with more than TSA.
The athletes perceived demands in the transition from junior to senior sport to be aspects
related to competition, such as, preparation for a competition/game, self-control during
competition and performance in competition. The athletes may perceive these aspects to be
demanding in higher levels of competition that they need to perform in to make it as a senior
sport athlete. They used coping strategies but not to the same extent as the TSA and they also
felt lower support from their families than TSA. But on the other hand the athletes felt lower
pressure from their coach, teammates and club/federation than the TSA. Personal resources
20
were relatively high for the athletes and they had few previous injuries which will facilitate
their transitions as well as their personal resources. The personal resources also had several
positive relationships with the personal characteristics: athletic identity, sport competence,
perceived condition, body attractiveness, perceived strength, physical self-value and selfesteem. Interestingly the ISA showed several relationships between task orientation and
satisfactions with their current life and several other aspects of the transition but there were no
relationships found between ego orientation and the transition variables.
The athletes evaluated themselves to be more than 50 % adjusted on the senior level and there
were relationships found for quality of adjustment on the senior level of sport and importance
of sport competence, body attractiveness, importance of body attractiveness and importance
of strength. What interesting is that most of the relationships were with the importance of
personal characteristics and not with how the athlete perceived their personal characteristics.
Athletic identity and body attractiveness are predictors specifically for the ISA quality of
adjustment on the senior level, this means that high athletic identity and body attractiveness
can help to predict how an ISA feel adjust as a senior. Physical self-value was another
predictor but it had a negative correlation which means that high physical self-value will
make the athletes feel less adjusted on the senior level in their sport. The athletes also showed
negative relationships between importance/satisfaction with different aspects of sport and
their stress level and there were positive relationships between support/pressure and demands.
Specific pattern in the transition from junior to senior sport for TSA
The TSA were equally distributed on the different levels local, national and international. This
shows that there was a bigger spread in the level for TSA then in the ISA. The athletes valued
sport to be more important than ISA and they were also more satisfied with their sport. The
athletes also felt that sport practice, competition and recovery were more important than the
ISA.
Demands related to competition were not as challenging as the ISA felt, this can be because
the TSA can rely on their teammates and therefore they don not have the same responsibility
as the ISA has for their performance. They also used coping strategies more than the ISA,
they had more clear goals in sport and they prioritized the sport goals. They also felt that they
gave 100 % in both practice and competition, this can be because they need to stand out from
their teammates. At the same time they learned from others as a way of coping with the
transition from junior to senior sport. The athletes also felt high support from their family
which can facilitate their transitions but the athletes felt pressure from their coach, teammates
and club/federation which can make the transition more difficult. They felt that they had high
sport motivation and self-expectations as well as other personal resources, this can also
facilitate their transition. The athletes had more difficult injuries compared to the ISA and
they also perceived more stress because of sport recovery. They also had high athletic identity
and they felt that sport competence and perceived condition were important.
There were a lot more correlations between transition and personal variables for the TSA than
for ISA. A reason can be the fact that they are three times as many as the ISA. There were
positive relationships between athletic identity and the importance of different aspects of life
and pressure. Task orientation also showed positive relationships with the importance of
different aspects of life and support. The interesting part here is the relationships between ego
orientation and seven of the transition subscales. Most of the personal characteristics had
relationships with coping strategies, support and pressure. Ego orientation and the importance
of sport competence had positive relationship with the quality of adjustment on the senior
21
level of sport. Ego orientation and physical self-value can help to predict the quality of
adjustment for TSA. The higher ego orientation and physical self-value the more athletes feels
adjusted on the senior level of their sports. For the relationships between the different parts of
the TMS the athletes had specific relationships between demands and stress level as well as
with the need for additional help/support. Their stress level correlated negatively with the
importance of different aspects of their life and also positively with pressure.
Results related to the theoretical frameworks
The correlations tests showed relationships between most of the subscales of the TMS, these
results support the Athletic career transition model (Stambulova, 2003). For example demands
had relationships with the support and pressure that the athletes perceived as well as their
current stress level and need for additional help/support. The pressure that the athletes
perceive can affect the level of transition demands, the athletes may feel pressure to perform
and therefore perceive it more difficult to perform during competition. This can also show that
the higher levels of transition demands require more support from family, coach, teammates
etc, for the athlete to be able to cope with the challenges. To cope with the transition athletes
also need to rely on their personal resources. In this study sport motivation and selfexpectations were their strongest personal resources. Coping strategies that the athletes in this
study used the most were: “I try to give 100 % in each practise and competition”, “I persist in
my tasks in spite of fatigue, pain or failures” and “I try to learn from others”. The higher level
of coping and personal resources the higher the quality of adjustment on the senior level of
sports. Coping strategies (the subscale mean) was also a predictor for the athlete’s quality of
adjustment on the senior level.
There were positive relationships between importance of different spheres of life and the
satisfaction of different spheres of life and the importance of different aspects of sport. The
athlete’s also perceived transition demands both in and outside the sport, such as improving
physical condition and combining sport with school/work. This shows that it is important to
view the transition from junior to senior sport in a holistic perspective, which is supportive to
Developmental model of transition faced by athletes (Wylleman & Lavallee, 2004). Different
personal variables showed relationships with the athlete’s satisfaction with life and sport and
also with the importance of different aspects of sport. These personal characteristics were
athletic identity, task orientation, sport competence and global self-esteem. All of the relations
were positive, which means that the higher levels of these personal characteristics the more
satisfied the athletes were with sport and life. For example the personal characteristic athletic
identity can also help to predict the quality of adjustment on the senior level of sport for ISA.
During the transition from junior to senior sport athletes perceive both resources and barriers
from the environment around them, these are called micro, meso and exo levels in the
Ecological model of human development (Bronfenbrenner, 1979). The athletes in the
transition from junior to senior sports felt support from their family and teammates the most
and they also felt support from their coach. These are important resources in the transition
from junior to senior sports which facilitate the transition for the athletes. The athletes felt the
highest pressure from their coach and they also felt pressure from teammates, club/federation
and their financial situation. These environmental pressures made the transition more difficult
for the athletes.
Common pattern in the transition from junior to senior sport for ISA and TSA related to
previous research
22
Most of the athletes were both athletes and students and a few of them were athletes, students
and had a work. It is therefore important to consider all aspects both in and outside sport for
the athletes in the transition from junior to senior sports (Franck & Tuovila, 2008). The
athlete’s life outside sport affects their sport life, and vice versa. The athletes experienced
demands both in and outside the sport, this supports the previous research (e.g., Stambulova,
1994; Stambulova, 2009). Previous studies on career termination (e.g., Alferman &
Stambulova, 2007; Erpic et al., 2004) have showed that athletes with high athletic identity
have more difficulties with dealing with the termination. For the transition from junior to
senior sport this is the opposite, athletes with high athletic identity show positive correlation
with how important and satisfying sport is. Athletic identity has also positive correlation with
how the athletes cope with the transition and their personal resources. Previous research has
also showed that athletic identity can help athletes to stay focused on their sport goals
(Stephan & Brewer, 2007). Self-esteem also has a positive relationship with how satisfied
they are with their current life and sport.
No previous study has tested if personal factors or transition variables can predict the quality
of adjustment to the senior level of sport. However, the results showed that coping strategies
could help to predict the adjustment for both ISA and TSA. Previous studies (Stambulova,
2009) have showed that coping is important in the transition from junior to senior sport.
Specific pattern in the transition from junior to senior sport for ISA related to previous
research
The ISA felt that they were satisfied both with sport and with school. It is important that
different aspects of an athlete’s life work together for the athlete to be able to deal with the
transition from junior to senior sport (Pummel et al., 2008; Vujic, 2004). Because almost a
half of the participants are from sport highs schools, it can indicate that attending a sport high
school can be helpful when trying to combine school with sport in the transition from junior
to senior. These can be one reason to why the ISA are satisfied with their studies.
The athletes experienced the demands, such as preparation for a competition/game, selfcontrol during competition and performance in competition. Previous research has showed
that athletes have the possibility to control different situations such as competition
(Stambulova, 2006). But this control may decrease when the athlete face higher demands for
example to perform on a higher level than the athlete is used to. In the transition from junior
to senior sports the level of competition increases and as well as the demands (Jorlén, 2007).
This can make the athletes feel that they have lost part of their control and therefore
experience this as demanding. The ISA felt support from their family, which is an important
environmental resource in the transition from junior to senior sport (Carlson, 1988). However,
the athlete’s support from their families was lower than TSA and for ISA there was also
relationship between support and demands and between demands and pressure. This is similar
to what has been showed in other studies (e.g., Carlson, 1988; Gould et al., 2008) that support
is helpful but sometimes support can lead to pressure which in return can turn into higher
demands.
Interesting results in this study are the positive relationships between task orientation and
different aspects of the transition, such as, satisfaction with different spheres of life,
importance of different aspects of sport, satisfaction with different aspect of sport, coping
strategies and personal resources for ISA and especially a lack of relationship between ego
orientation and aspects of the transition. This differs from previous research that shows that
individual sports athletes are more ego orientated (Weinberg & Gould, 2003),
23
Specific pattern in the transition from junior to senior sport for TSA related to previous
research
The athletes experienced the demands, such as preparation for a competition/game, selfcontrol during competition and performance in competition as less challenging than the ISA.
They might not feel the same responsibility as the ISA feel when it comes to performance,
because they always have the backup of their team. The TSA also used coping strategies more
than the ISA, which can also be a reason to why they felt the demands less challenging. The
athletes used the coping strategies: more clear goals in sport and they prioritised the sport
goals. The also felt that they gave 100 % in both practise and competition and they learned
from others.
The athletes also need personal and environmental resources to cope with the transition
(Ekengren, 2002; Mavroidis, 2005). The athletes had good support from their family but felt
pressure from their coach, teammates and club/federation. The pressure from teammates can
be a result of the competition inside the team, because a team sport athlete need to show
his/her qualities to make it in a team or to move up to another team it is likely that it will
increase the competition inside the team. Competition within the team can be a positive aspect
if the athlete copes with it well. To cope with the transition athletes are also in need for their
coach support (Bruner et al., 2008). The TSA in this study felt pressure from their coach,
which will have negative effects on the transition. The athletes had high personal resources,
but they have had more difficult injuries than the ISA and they were also more stressed over
sport recovery.
Another interesting result is several relationships between goal orientations and the different
transition aspects. Previous studies have showed that team sport athletes are more task
orientated than ego orientated. But if comparing the two groups in this study the TSA are
more ego orientated than the ISA which is in disagreement with previous findings (e.g.,
Weinberg & Gould, 2003). Ego orientation can also help to predict the quality of adjustment
on the senior level for TSA.
Methodological reflections
A quantitative approach was chosen for this study because there is a lack of quantitative
studies in the field of the transition from junior to senior sport. The advantages with using a
quantitative approach are that is possible to test a larger group of participants and get more
statistical answers. However, with a qualitative approach it is possible to get more in-depth
answers. This study had a cross-sectional design where the two groups of individual and team
sports athletes were compared. The advantage of a cross-sectional approach is the time
aspects and there was not possible to make a longitudinal study because of the time limit. The
limitation of using a cross-sectional approach is that it is difficult to know how the
participants’ previous experiences affected the results.
The TMS is the main survey used. It has been used in a previous study and has shown good
psychometric values (Franck & Tuovila, 2008). However, the TMS showed few correlations
between the transition demand subscale and the other subscales of the TMS, this can indicate
that the questions should be revised to improve the comprehension. It would also be
interesting to include questions in the Introduction part about the athlete’s goals. Some of the
athletes in this study could not have the interest to become senior athletes which could affect
24
the results. AIMS, TEOSQ and PSPP-R made a good complement to the TMS and to explain
more about the participants personal characteristics.
The participants in the study where chosen through a convenience selection procedure which
means that the participants were located through different contacts, in this study it was a
representative of Hallands Sport Federation who provided the contact information for the
different clubs and sport high schools. The benefit of this selection method is that the
participants can be found relatively easy without thinking of how they represent the
population. The limitation of using this selection method is the possibility to generalize the
results to other populations that are different from the ones used. The number of participants
(n = 195) in the study is an advantage because it makes the results more reliable and not as
sensitive to extreme values, however, the number of individual (n = 49) and team (n = 146)
sports athletes was uneven, and this could affect the results of the study.
Applications
The results from this study can help sport psychology consultants and coaches/principals in
assisting both individual and team sports athletes in the transition from junior to senior sport.
The results from this study show that it’s important to know that individual and team sports
athletes perceive the transition in different ways. The sport psychology consultants can help
ISA to develop their coping strategies and improve their self-control during trainings and
competitions. Sport psychology consultants can help to assist TSA with strengthen their
copings strategies and improve the relationships between the athlete, coach and team mates.
It is important for the trainers/principals to help individual sports athletes with their
preparations before competitions and also to be supportive during the competitions though the
ISA perceived this to be challenging. When it comes to the TSA it is important to improve the
climate in the team so that the athletes don’t feel pressured. The trainers/principals should also
try to help the TSA with their sport recovery and try plan trainings to prevent injuries. Both
groups need support both from their families as well as from their trainer.
Future research
There is a need for more quantitative and longitudinal studies on the career transition from
junior to senior sport (Alfermann & Stambulova, 2007). The TMS is an adequate instrument
to use in a longitudinal study. This study can be considered as a preparation stage for the
longitudinal study that is planned to start in the autumn 2009 at the Centre for Wellfare,
Health and Sport Research at Halmstad University. The study will give information about
gender differences and sport event differences during different phases of the transition
process. Another interesting future research would be to do an international study to test
athletes in different cultures to see if there are cultural differences in the transition from junior
to senior sport.
Acknowledgements
The work that I have done on this project would not have been possible without the help from
others. First I would like to thank my supervisor Natalia Stambulova for all supervision and
all her good ideas for the project, I also want to thank my co-supervisor Fredrik Weibull for
all his help with the project. Thanks also to Hansi Hinic, Peter Karlsson, Magnus Lindwall
and Tobias Richard for the help they provided me with regarding the statistical analyses.
Thanks to Johan Ekengren and Ingeborg Kreuze for helping collecting the data. I also want to
thank my friend Frida Tuovila for her company when I have been writing on the project, in
the computer room late in the evening and on the weekends. I also want to thank all
trainers/principals and the athletes who gave their time to participate in the study.
25
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Information och Informerat Samtycke: Studie för övergången från junior till senior idrott
Hej, jag läser idrottsvetenskap med inriktning psykologi. Denna studie är en longitudinell
studie om övergången från junior till senior idrott för Centrum för Forskning om Välfärd,
Hälsa och Idrott på Högskolan i Halmstad. Kärriärövergångar inom idrotten har stor betydelse
för hur individer utvecklas som idrottare. Denna studie fokuserar på övergången mellan junior
till senior idrott för att se hur individer hanterar övergången. Syftet med studien är att följa en
grupp idrottare för att undersöka hur de upplever övergången och att undersöka om det finns
skillnader/likheter mellan killar/tjejer och lag-/individuella idrottare i övergång processen.
Detta kommer göras med instrumenten:
o Enkäten Karriärövergången från Junior- till Senioridrott (EKJS; Stambulova, Weibull,
Franck & Tuovila, 2008)
o The Athletic Identity Measurement Scale (AIMS; Brewer, Van Raalte & Linder, 1993)
o The Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duda, 1989)
o The Physical Self-Perception Profile - Revised (PSPP-R; Lindwall, Hagger, & Asci,
2007)
Dessa enkäter kommer att fyllas i en gång under våren 2009, sedan fylls EKJS i under hösten
2009; samtliga enkäter fylls i igen under våren 2010 och EKJS på hösten 2010. Slutligen fylls
samtliga enkäter i under våren 2011. Varje enkät har ett kodnummer för att jag skall veta vem
som lämnat in enkäten och för att senare kunna göra de uppföljande undersökningarna. Den
information som samlas in kommer att bearbetas och redovisas på gruppnivå. Utomstående
kan inte identifiera dina svar när studien redovisas. Endast ansvariga för studien kommer att
veta vilka personer som har besvarat enkäten och har tillgång till kodnummerlistan.
Kodnummerlistan kommer att förvaras inlåst. Du har rätt arr dra dig ur studien när som helst
utan att behöva ange skäl och du har även möjlighet att ställa frågor om du undrar över något.
Informerat Samtycke
Jag__________________________________bekräftar att:
-
Jag har blivit informerad om hur mina svar kommer behandlas.
Jag kan dra mig ur studien när som helst.
Jag har möjlighet att ställa frågor.
Jag är villig att delta i denna studie för att undersöka övergången mellan junior- till
senioridrott.
Namnteckning:_________________________________Datum:________________
Namnförtydligande: ________________________________
Om du som deltagare i studien är intresserad av att komma i kontakt med en
idrottspsykologisk rådgivare så vänligen uppge din e-mail adress nedan. Om du inte är
intresserad så ange inte någon e-mail adress. Kostnader för att arbeta med en
idrottspsykologisk rådgivare står ej studien för.E-mail adress:_________________________
Enkäten Karriärövergången från Junior till Senioridrott
(© Stambulova, Weibull, Frank & Tuovila, 2008)
Den här enkäten är designad att utvärdera idrottares övergångsprocess från junior till senioridrott.
Om du går med på att delta, var vänlig och besvara frågorna nedan. Dina svar kommer att behandlas
konfidentiellt.
I. Introduktion
1. Personlig kod:________
2. Datum: __________
3.
Ålder: __________
4. Kön: □ Man □ Kvinna
5. Idrott: □ Individuell □ Lag
Var vänlig och specificera vilken idrott du utövar: ______________________________
6. Var vänlig och markera den högsta tävlingsnivån du har deltagit på som junioridrottare:
□ Lokal (t.ex. distrikt, region tävlingar)
□ Nationell (t.ex. nationella tävlingar)
□ International (t.ex. internationella tävlingar)
7. För hur länge sedan började du delta i tävlingar på seniornivå i din idrott eller spela matcher
med ditt seniorlag?
□
□
□
□
Mindre än för 6 månader sedan
Mellan 6 och 12 månader sen
Mellan 1 och 2 år sedan
Mer än 2 år sedan
8. Hur många timmar per vecka lägger du vanligtvis ned på idrott (inkluderat idrottsträningar,
övrig träning och tävlingar)?
□
□
□
□
Mindre än 10 timmar per vecka
Mellan 10 och 14 timmar per vecka
Mellan 15 och 18 timmar per vecka
Mer än 18 timmar per vecka
9. Om du för tillfället lägger ned mindre tid på din idrott än vanligt t.ex. på grund av skada,
lågsäsong mm, var vänlig kryssa för här: □
Specificera, varför: _______________________
10. Går du i skola t.ex. gymnasiet eller universitet/högskola?
□ Ja
□ Nej
11. Om du arbetar, var vänlig kryssa för här: □
Specificera, timmar/vecka: _______________________
II. Nuvarande situation i idrott och ditt liv
12. Nedan finns en lista på olika områden i idrottande ungdomars liv. Var vänlig och gå igenom
listan i mittenkolumnen och utvärdera varje område två gånger. Utvärdera betydelsen varje
område har för dig i nuläget i den vänstra kolumnen; i den högra kolumnen anger du hur
tillfredställd du är med varje område. Använd en 10-gradig skala för båda utvärderingarna, där
1 = väldigt låg; 10 = väldigt hög. Använd alternativet i/a (inte aktuellt) om ett listat området inte
berör dig.
Betydelse
Väldigt
Väldigt
hög
låg
10 9 8 7 6 5 4 3 2 1 i/a
Idrott
Tillfredsställelse
Väldigt
Väldigt
låg
hög
i/a 1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1 i/a
Studier
i/a 1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1 i/a
Arbete
i/a 1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1 i/a
Familj
i/a 1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1 i/a
Vänner
i/a 1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1 i/a
Flick/pojkvän
i/a 1 2 3 4 5 6 7 8 9 10
13. Var vänlig och genomför utvärderingarna på samma sätt här som på nr. 12. Här handlar det om
olika delar av ditt idrottsliv. Använd alternativet i/a (inte aktuellt) om ett listat området inte
berör dig.
Betydelse
Väldigt
Väldigt
hög
låg
10 9 8 7 6 5 4 3 2 1 i/a
Idrottsträning
Tillfredsställelse
Väldigt
Väldigt
låg
hög
i/a 1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1 i/a
Tävlingar/matcher
i/a 1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1 i/a
Återhämtning
i/a 1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1 i/a
Relationer inom idrotten
i/a 1 2 3 4 5 6 7 8 9 10
III. Övergångsprocessen
14. Hur mycket behöver du i nuläget förbättra dig i följande områden för att anpassa dig till
seniornivån i din idrott? Använd en 10-gradig skala där 1 = inget behov; 10 = väldigt stort
behov. Använd alternativet i/a (inte aktuellt) om ett listat området inte berör dig.
Inget
behov
Väldigt
stort behov
Idrottsträning
o Tekniska färdigheter
i/a 1 2 3 4 5 6 7 8 9 10
o Fysiska förmåga
i/a 1 2 3 4 5 6 7 8 9 10
o Taktiska färdigheter
i/a 1 2 3 4 5 6 7 8 9 10
o Mentala färdigheter
i/a 1 2 3 4 5 6 7 8 9 10
o Kommunikationsfärdigheter
i/a 1 2 3 4 5 6 7 8 9 10
Tävlingar/matcher
o Förberedelse för en tävling/match
i/a 1 2 3 4 5 6 7 8 9 10
o Självkontroll under tävlingar
i/a 1 2 3 4 5 6 7 8 9 10
o Prestationer i tävlingar
i/a 1 2 3 4 5 6 7 8 9 10
o Analys efter tävling
i/a 1 2 3 4 5 6 7 8 9 10
Återhämtning/rehabilitering
o Återhämtning mellan träningar
i/a 1 2 3 4 5 6 7 8 9 10
o Återhämtning efter tävlingar/matcher
i/a 1 2 3 4 5 6 7 8 9 10
o Rehabilitering efter skada
i/a 1 2 3 4 5 6 7 8 9 10
o Rehabilitering efter överträning
i/a 1 2 3 4 5 6 7 8 9 10
Relationer/kommunikation
o Tränare
o Lagkamrater/partners/träningskompisar
i/a 1 2 3 4 5 6 7 8 9 10
i/a 1 2 3 4 5 6 7 8 9 10
Livsstil
o Kombinera idrott med skola/arbete
i/a 1 2 3 4 5 6 7 8 9 10
o Kombinera idrott med fritid
i/a 1 2 3 4 5 6 7 8 9 10
15. I vilken utsträckning använder du dig i nuläget av de copingstrategier (vad du gör för att
hantera övergången till senioridrott) i listan nedan för att anpassa dig till seniornivån i din idrott.
Var vänlig och använd en 10-gradig skala: 1 = inte alls; 10 = väldigt mycket.
Inte
Väldigt
alls
mycket
o Jag har klara mål i idrotten
1 2 3 4 5 6 7 8 9 10
o Jag har klara mål i livet utanför idrotten
1 2 3 4 5 6 7 8 9 10
o Jag prioriterar idrottsmålen
1 2 3 4 5 6 7 8 9 10
o Jag planerar min utveckling i idrotten
1 2 3 4 5 6 7 8 9 10
o Jag planerar min tid för varje dag
1 2 3 4 5 6 7 8 9 10
o Jag försöker hitta en bra balans mellan idrott och
1 2 3 4 5 6 7 8 9 10
andra områden i mitt liv
o Jag försöker bibehålla goda relationer med
1 2 3 4 5 6 7 8 9 10
människor omkring mig
o Jag försöker tänka positivt i alla situationer
1 2 3 4 5 6 7 8 9 10
o Jag försöker ge 100 % i varje träning och tävling
1 2 3 4 5 6 7 8 9 10
o Jag fokuserar på min återhämtning/återställa min
1 2 3 4 5 6 7 8 9 10
energi
o Jag fortsätter kämpa trots motgångar
1 2 3 4 5 6 7 8 9 10
o Jag försöker ha tålamod och se mina framsteg som
1 2 3 4 5 6 7 8 9 10
en stegvis process
o Jag förlitar mig mest på mig själv när det gäller att
1 2 3 4 5 6 7 8 9 10
lösa mina problem
o När jag befinner mig i svårigheter söker jag hjälp
1 2 3 4 5 6 7 8 9 10
hos andra
o Jag försöker förutse svårigheter och vara förberedd i 1 2 3 4 5 6 7 8 9 10
förväg
o Jag försöker lära mig från mina tidigare erfarenheter 1 2 3 4 5 6 7 8 9 10
i idrotten/livet
o Jag försöker lära från andra
1 2 3 4 5 6 7 8 9 10
o När jag befinner mig i en stressfull situation
1 2 3 4
uttrycker jag mina negativa känslor
o När jag befinner mig i en stressfull situation försöker 1 2 3 4
jag håll mig lugn och analysera situationen
o Jag sysselsätter mig med olika aktiviteter (t.ex.
1 2 3 4
musik, internet, shopping m.m. ) för att tänka mindre
på svårigheter i idrotten
o Jag försöker undvika svåra och stressfulla situationer 1 2 3 4
5 6 7 8 9 10
5 6 7 8 9 10
5 6 7 8 9 10
5 6 7 8 9 10
16. Nedan finns en lista av olika faktorer i omgivningen. Värderar faktorn t.ex. det stöd du får från
din tränare på en 10-gradig skala, 1 = Väldigt lite och 10 = Väldigt mycket. Använd alternativ i/a
(inte aktuellt) om ett listat område inte berör dig. När det gäller ”stöd”, var vänlig och förstå det
som både stöd i form av instruktioner och/eller emotionellt stöd från andra
människor/organisationer.
Tränarens stöd
Väldigt
Väldigt
lite
mycket
i/a 1 2 3 4 5 6 7 8 9 10
Familjens stöd
i/a 1 2 3 4 5 6 7 8 9 10
Lagkamraters stöd
i/a 1 2 3 4 5 6 7 8 9 10
Klubb/Förbunds stöd
i/a 1 2 3 4 5 6 7 8 9 10
Medias stöd
i/a 1 2 3 4 5 6 7 8 9 10
Förutsättningar för
träning
Sammanhållning
Väldigt
Mycket
dålig
bra
i/a 1 2 3 4 5 6 7 8 9 10
i/a 1 2 3 4 5 6 7 8 9 10
17. Nedan finns en lista av olika faktorer i omgivningen. Värderar faktorn t.ex. de krav du upplever
från din tränare på en 10-gradig skala, 1 = Väldigt lite och 10 = Väldigt mycket. Använd
alternativ i/a (inte aktuellt) om ett listat område inte berör dig. När det gäller ”press”, var vänlig
förstå det som både höga förväntningar och/eller kritiska kommentarer från andra människor.
Tränarens krav
Väldigt
Väldigt
lite
mycket
i/a 1 2 3 4 5 6 7 8 9 10
Familjens krav
i/a 1 2 3 4 5 6 7 8 9 10
Lagkamraters krav
i/a 1 2 3 4 5 6 7 8 9 10
Klubb/förbunds krav
i/a 1 2 3 4 5 6 7 8 9 10
Medias krav
i/a 1 2 3 4 5 6 7 8 9 10
Motståndares press
i/a 1 2 3 4 5 6 7 8 9 10
Finansiell situation
Väldigt
Väldigt
dålig
bra
i/a 1 2 3 4 5 6 7 8 9 10
18. Nedan finns en lista av olika personlighetsfaktorer och tidigare erfarenheter. Värderar
faktorn på en 10-gradig skala, 1 = Väldigt låg och 10 = Väldigt hög. Använd alternativet i/a (inte
aktuellt) om ett listat området inte berör dig.
Din idrottsmotivation
Dina förväntningar på dig
själv
Ditt självförtroende
Din nuvarande hälsa
Din nuvarande fysiska
form
Din nuvarande tekniska
förmåga
Din nuvarande taktiska
förmåga
Din nuvarande mentala
förmåga
Din nuvarande
kommunikationsförmåga
Dina tidigare idrottsliga
erfarenheter
Dina tidigare
livserfarenheter
Dina tidigare skador
Väldigt
Väldigt
låg
hög
i/a 1 2 3 4 5 6 7 8 9 10
i/a 1 2 3 4 5 6 7 8 9 10
i/a 1 2 3 4 5 6 7 8 9 10
Väldigt
Mycket
dålig
bra
i/a 1 2 3 4 5 6 7 8 9 10
i/a 1 2 3 4 5 6 7 8 9 10
i/a 1 2 3 4 5 6 7 8 9 10
i/a 1 2 3 4 5 6 7 8 9 10
i/a 1 2 3 4 5 6 7 8 9 10
i/a 1 2 3 4 5 6 7 8 9 10
i/a 1 2 3 4 5 6 7 8 9 10
i/a 1 2 3 4 5 6 7 8 9 10
Väldigt
Väldigt
lätta
svåra
i/a 1 2 3 4 5 6 7 8 9 10
19. I vilken utsträckning känner du dig i nuläget anpassad som en senioridrottare i din idrott?
Använd skalan från 0 till 100 %, där 0 betyder att du inte alls känner dig anpassad till
seniornivån i din idrott och 100 % betyder att du känner dig fullständigt anpassad.
0
10
Inte
anpassad
alls
20
30
40
50
60
70
80
90
100 %
Fullständigt
anpassad
20. Var vänlig, utvärdera följande områden av din idrott och ditt liv i den centrala kolumnen från två
perspektiv. Var vänlig utvärdera stressnivån som du för nuvarande upplever i varje område i den
vänstra kolumnen med en 10-gradig skala (1 = väldigt låg; 10 = väldigt hög). Var vänlig
utvärdera hur mycket extra hjälp /stöd du behöver i de listade områdena av idrott och liv i den
högra kolumnen med en 10-gradig skala (1 = inget behov; 10 = väldigt stort behov). Använd
alternativet i/a (inte aktuellt) om ett listat området inte berör dig.
Din upplevda stress
10 9 8 7 6 5 4 3 2 1
Idrottsträning
Ditt upplevda behov av extra
hjälp/stöd
Inget
Väldigt
behov
stort
behov
1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1
Idrottstävlingar/match
1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1
Återhämtning inom
idrott
1 2 3 4 5 6 7 8 9 10
Väldigt
hög
Väldigt
låg
10 9 8 7 6 5 4 3 2 1 i/a Rehabilitering av skada i/a 1 2 3 4 5 6 7 8 9 10
10 9 8 7 6 5 4 3 2 1
10 9 8 7 6 5 4 3 2 1
Relationer inom din
idrott
1 2 3 4 5 6 7 8 9 10
Kombinera idrott med
andra aktiviteter i ditt
liv
1 2 3 4 5 6 7 8 9 10
21. Har du fått någon hjälp av en idrottspsykologisk rådgivare under de senaste 6 månaderna? □ Ja
□ Nej
22. Om ja, var vänlig och utvärdera hur mycket arbetet med den idrottspsykologiska rådgivaren
hjälpte dig:
1 2 3 4 5 6 7 8 9 10
Inte alls
Väldigt
mycket
Athletic Identity Measurment Scale (AlMS)
Detta är ett frågeformulär som handlar om idrottsidentitet och hur DU ser på träning/motion. Var
vänlig ringa in den siffra för varje påstående som bäst överensstämmer med Dig. Glöm inte att svara
på ALLA påståenden. Det finns inga rätta eller felaktiga svar.
Stämmer
inte alls
Stämmer
precis
1. Jag betraktar mig själv som en
idrottare/träningstyp
1
2
3
4
5
6
7
2. Jag har många mål som har samband med
mitt tränande/idrottande
1
2
3
4
5
6
7
3. De flesta av mina vänner idrottar/tränar
1
2
3
4
5
6
7
4. Träning/idrott är den viktigaste delen av
mitt liv
1
2
3
4
5
6
7
5. Jag tänker mer på träning/idrott än på
någonting annat
1
2
3
4
5
6
7
6. Jag behöver kunna träna och tävla för att
känna mig nöjd med mig själv
1
2
3
4
5
6
7
7. Andra människor betraktar mig i
huvudsak som en träningstyp/idrottstyp
1
2
3
4
5
6
7
8. Jag känner mig missnöjd med mig själv
när jag presterar dåligt i min idrott
1
2
3
4
5
6
7
9. Träning/idrott är det enda viktiga i mitt
liv
1
2
3
4
5
6
7
10. Jag sku1le bli mycket deprimerad om jag
blev skadad så att jag inte kunde fortsätta
träna/idrotta
1
2
3
4
5
6
7
Motivationsfaktorer för idrottsdeltagande (TEOSQ)
J. DUDA & J. NICHOLLS
Översatt och bearbetat av: Björn Carlsson: Institutionen för tillämpad psykologi (ITP), -Lunds
Universitet & Centrum För Idrottsvetenskap (CIV),- Högskolan i Halmstad. ©1997.
Läs påståendena nedan och ange i vilken utsträckning du personligen håller med om varje påstående
genom att ringa in det alternativ som stämmer bäst in på dig.
När känner du dig framgångsrik idrott. Med andra ord, när känner du att en idrottsaktivitet har
gått riktigt bra för dig?
Jag känner mig mest framgångsrik i idrott när…
Tar helt
avstånd
Tar
avstånd
Neutral
Instämmer Instämmer helt
och hållet
1. Jag är den enda som klarar spelet
eller färdigheten.
--
-
0
+
++
2. Jag lär mig en ny färdighet och det får mig
att vilja träna mer.
--
-
0
+
++
3. Jag kan göra bättre ifrån mig än
mina kompisar.
--
-
0
+
++
4. De andra inte är lika bra som jag.
--
-
0
+
++
5. Jag lär mig något som är roligt att göra.
--
-
0
+
++
6. Andra gör bort sig men inte jag.
--
-
0
+
++
7. Jag lär mig något nytt genom att träna hårt.
--
-
0
+
++
8. Jag arbetar riktigt hårt.
--
-
0
+
++
9. Jag gör flest mål.
--
-
0
+
++
10.Något jag lär mig får mig att vilja träna mer.
--
-
0
+
++
11.Jag är bäst.
--
-
0
+
++
12.En färdighet jag lär mig känns helt rätt.
--
-
0
+
++
13.Jag gör mitt allra bästa.
--
-
0
+
++
Hur Är Jag?
(Fox & Corbin, 1989; Lindwall, Hagger, & Asci, 2007)
Här följer några påståenden som människor kan använda för att beskriva sig själva.
Var vänlig markera en utav rutorna under varje påstående för att visa hur mycket varje
påstående stämmer med dig och hur viktigt detta är för dig. Då vi alla är olika finns det
inga rätta eller felaktiga svar. Det är just Dina åsikter som är viktiga. Svara så ärligt och
spontant som Du kan. Det är mycket viktigt att Du svarar på ALLA frågor.
ÖVNINGSEXEMPEL
När det gäller idrott är jag mycket tävlingsinriktad.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
Hur viktigt är det för dig att vara tävlingsinriktad när det gäller idrott?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
KONTROLLERA ATT DU ENDAST KRYSSAT I EN RUTA PER FRÅGA
1. Jag är mycket bra i alla typer av idrott.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
2. Hur viktigt är det för dig att vara bra i alla typer av idrott?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
3. Jag är mycket självsäker på min kondition och hur vältränad jag är jämfört med andra.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
4. Hur viktigt är det för dig att vara fysiskt vältränad och ha bra kondition jämfört med andra?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
Stämmer
delvis in på
mig
Stämmer helt
in på mig
5. Jag har en attraktiv kropp jämfört med andra.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
6. Hur viktigt är det för dig att ha en attraktiv kropp jämfört med andra?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
Stämmer
delvis in på
mig
Stämmer helt
in på mig
7. Jag är fysiskt starkare än de flesta andra av samma kön.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
8. Hur viktigt är det för dig att vara fysiskt starkare än de flesta andra av samma kön?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
9. Jag är stolt över vem jag är och vad jag kan göra fysiskt.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
10. Hur viktigt är det för dig att vara stolt över dig själv fysiskt?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
11. Jag har negativa känslor för min förmåga gällande idrottsaktiviteter.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
12. Generellt sett är jag mycket nöjd med mig själv.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
13. Jag är överlag bättre än medel i idrott.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
14. Hur viktigt är det för dig att du överlag är bättre än medel i idrott?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
15. Jag ser till att jag håller på med någon form av regelbunden ansträngande motion/träning.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
16. .Hur viktigt är det för dig att hålla på med någon form av regelbunden ansträngande motion/träning?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
Stämmer
delvis in på
mig
Stämmer helt
in på mig
17. Jag har lätt att bibehålla en attraktiv kropp.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
18. Hur viktigt är det för dig att du tycker det är lätt att bibehålla en attraktiv kropp?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
19. Jag tror att mina muskler är mycket starkare än andra av samma kön.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
20. Hur viktigt är det för dig att dina muskler är starkare än andra av samma kön?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
21. Jag är nöjd med hur jag är och vad jag kan göra fysiskt.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
22. Hur viktigt är det för dig att vara nöjd med dig själv och vad du kan göra fysiskt?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
23. Jag tycker inte att jag är är vältränad och har bra kondition.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
24. Jag är nöjd med hur jag lever mitt liv.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
25. Jag är säker på mig själv när det gäller att kunna delta i idrottsaktiviteter, jämfört med andra.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
26. Hur viktigt är det för dig att du känner dig säker på dig själv när det gäller att kunna delta i idrottsaktiviteter,
jämfört med andra?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
27. Jag är normalt sett vältränad och har bra kondition.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
28. Hur viktigt är det för dig att du är vältränad och har bra kondition?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
29. Jag tycker att min kropp ser ok ut i baddräkt/badbyxor.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
30. Hur viktigt är det att din kropp ser ok ut i baddräkt/badbyxor?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
31. När det gäller situationer som kräver styrka är jag en utav de första att kliva fram.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
32. Hur viktigt är det för dig att du i situationer som kräver styrka är en utav de första att kliva fram?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
33. Jag känner mig mycket säker på mig själv fysiskt sett.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
34. Hur viktigt är det för dig att känna dig säker på dig själv fysiskt sett?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
Stämmer
delvis in på
mig
Stämmer helt
in på mig
35. Jag tycker inte att min kropp är särskilt fysiskt attraktiv.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
36. Generellt sett är jag mycket nöjd med mig själv som person.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
37. Jag tycker att jag är en utav de bästa när det gäller att vara med i idrottsaktiviteter.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
38. Hur viktigt är det för dig att vara en utav de bästa när det gäller att vara med i idrottsaktiviteter?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
39.Jag känner mig avslappnad när det gäller att vistas i träningsmiljöer, som t ex gym.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
40. Hur viktigt är det för dig att du känner dig avslappnad när det gäller att vistas i träningsmiljöer?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
41.Jag tror att jag ofta blir beundrad för min attraktiva kropp/figur.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
42. Hur viktigt är det för dig att bli beundrad för din kropp/figur?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
Stämmer
delvis in på
mig
Stämmer helt
in på mig
43. Jag är självsäker när det gäller min fysiska styrka.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
44. Hur viktigt är det för dig att vara självsäker när det gäller din fysiska styrka?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
45. Jag har positiva känslor gällande mig själv fysisk sett.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
46. Hur viktigt är det för dig att ha positiva känslor gällande dig själv fysiskt sett?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
47. Jag är inte särskilt självsäker när det gäller situationer som kräver fysisk styrka.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
48. Jag gillar den jag är.
Stämmer inte
alls in på mig
49. Jag är snabbare än de flesta andra när det gäller att lära sig nya färdigheter i idrott.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
50. Hur viktigt är det för dig att vara en utav de snabbaste när det gäller att lära sig nya färdigheter i idrott?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
51. Jag känner mig mycket säker på min förmåga att kunna fortsätta träna regelbundet och behålla en god
kondition.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
52. Hur viktigt är det för dig att känna dig säker på din förmåga att kunna fortsätta träna regelbundet och behålla
en god kondition?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
53. Jämfört med andra tycker jag att min kropp ser ut att vara i utmärkt form.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
54. Hur viktigt är det för dig att din kropp ser ut att vara i utmärkt form jämfört med andra?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
55. Jag tycker att jag är stark och har välutvecklade muskler jämfört med andra.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
56. Hur viktigt är det för dig att ha starka och välutvecklade muskler jämfört med andra?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
57. Jag har stor respekt för mig själv fysiskt sett.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
58. Hur viktigt är det för dig att ha respekt för dig själv fysiskt sett?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
Stämmer
delvis in på
mig
Stämmer helt
in på mig
59. Generellt sett är jag nöjd som jag är.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
60. Jag brukar vara en utav de första att delta när det gäller idrott.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
61. Hur viktigt är det för dig att vara en utav de första att delta i idrott?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
62. Jag tycker att jämfört med de flesta andra har jag alltid har en god form/kondition.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
63. Hur viktigt är det för dig att alltid bibehålla en god form/kondition?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
Stämmer
delvis in på
mig
Stämmer helt
in på mig
64. Jag är mycket nöjd med hur min kropp ser ut.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
65. Hur viktigt är det för dig att vara mycket nöjd med hur din kropp ser ut?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
66. Jag är bättre än andra av samma kön på att hantera situationer som kräver fysiskt styrka.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
67. Hur viktigt är det för dig att vara bättre än andra av samma kön på att hantera situationer som kräver fysiskt
styrka?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
68. Jag har inte särskilt positiva känslor för mig själv fysiskt sett.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
69. Jag är mycket nöjd med mig själv fysisk sett.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
70. Hur viktigt är det för dig att du är nöjd med dig själv fysiskt sett?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
71. Jag tror att min kropp skulle se bra ut i åtsittande shorts och T-shirt.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
72. Hur viktigt är det för dig att din kropp ser bra ut i åtsittande shorts och T-shirt?
Inte alls
viktigt
Lite viktigt
Ganska
viktigt
Mycket
viktigt
Stämmer
delvis in på
mig
Stämmer helt
in på mig
Stämmer
delvis in på
mig
Stämmer helt
in på mig
73. Jag är inte särskilt stolt over mig själv fysisk sett.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
74. Vanligtvis är jag nöjd med hur jag gör saker och ting.
Stämmer inte
alls in på mig
Stämmer
bara lite in
på mig
Appendix 2
Table 1
Descriptive Statistic for the whole sample
Age
Mean,
Standard
deviation
Frequency
Frequency
Gender
Sport event
Competition level
Start of the
transition
Training
hours
School
Work
Male
(135)
Individual
Sport
Athletes
(49)
Team Sport
Athletes
(146)
Local Level
(57)
Less than
12 months
(74)
Less than 14
hours
(99)
Yes (192)
Yes
(22)
National Level
(53)
More than
12 months
(92)
More than
14 hours
(96)
No
(3)
No
(173)
16.80
(1.22)
Female
(60)
Frequency
International
Level
(85)
Table 2
Means and Standard deviation for all athletes
Variables
Importance of different spheres of life
Sport
Studies
Work
Family
Friends
Girl/Boyfriend
Athletes
8.98 (1.67)
7.79 (2.06)
6.46 (2.69)
9.19 (1.54)
9.02 (1.32)
7.93 (2.69)
Satisfaction with different spheres of life
Sport
Studies
Work
Family
Friends
Girl/boyfriend
8.41 (1.91)
5.66 (2.48)
5.39 (2.48)
8.73 (1.82)
8.85 (1.60)
7.80 (2.92)
Importance of different aspects in sport
Sport practice
Competition
Recovery
Relationship within sport
8.96 (1.50)
9.03 (1.62)
8.18 (1.93)
8.41 (1.83)
Satisfaction with different aspects in sport
Sport practice
Competition
Recovery
Relationship within sport
8.39 (1.83)
8.53 (1.98)
7.47 (2.15)
8.08 (1.99)
Table 3
Means and Standard deviation for all athletes
Transition demands
Technical skills
Physical condition
Tactical skills
Mental skills
Communication skills
Preparation for a competition/game
Self-control during competition
Performance in competition
After competition analysis
Recovery between practices
Recovery after competition/game
Rehabilitation after injury
Rehabilitation after overtraining
Relationship with coach
Relationship with sport peers
Combining sport with school/work
Combining sport with spare time
Athletes
5.78 (2.43)
6.72 (2.35)
5.69 (2.55)
6.26 (2.57)
4.92 (2.73)
5.16 (2.68)
4.83 (2.62)
6.36 (2.58)
5.61 (2.52)
5.34 (2.45)
5.22 (2.54)
5.94 (2.86)
5.59 (2.72)
5.18 (2.94)
4.92 (3.30)
5.85 (3.09)
5.49 (3.01)
Table 4
Means and Standard deviation for all athletes
Coping Strategies
I have clear goals in sport
I have clear goals in life
I prioritize sport goals
I plan my development in sport
I plan my time for every day
I try to find a good balance between sport and
other areas of my life
I try to keep good relationships with people
around me
I try to think positive in all situations
I try to give 100% in each practice and
competition
I focus on my recovery/energy restoration
I persist in my tasks in spite of fatigue, pain or
failures
I try to be patient and to see my progress as a
step-by-step process
I rely mostly on myself in solving my
problems
Being in a difficulty, I search for help of other
people
I try to anticipate difficulties and be prepared
in advance
I try to learn from my previous experiences in
Athletes
7.43 (2.32)
6.63 (2.36)
7.23 (2.38)
6.27 (2.72)
5.44 (2.95)
7.25 (2.21)
8.59 (1.61)
7.57 (2.11)
8.63 (1.69)
6.60 (2.27)
8.18 (2.02)
7.40 (2.29)
7.53 (2.02)
5.68 (2.46)
6.12 (2.20)
7.75 (2.01)
sport/life
I try to learn from others
Being in a stressful situation I express my
negative feelings
Being in a stressful situation, I am trying to
keep my head cool and to analyze the situation
I make myself busy with different activities
(e.g., music, internet, shopping) to think less
about difficulties in sport
I try to avoid difficulties and stressful
situations
8.04 (1.85)
5.78 (2.56)
6.27 (2.38)
6.11 (2.97)
6.55 (2.64)
Table 5
Means and Standard deviation for all athletes
Variables
Environmental support
Coach
Family
Teammates
Club/Federation
Media
Practice conditions
Climate in team
Athletes
7.47 (2.06)
8.89 (1.87)
8.00 (2.00)
6.67 (2.40)
4.97 (3.02)
7.87 (1.93)
7.95 (1.97)
Table 6
Means and Standard deviation for all athletes
Variables
Environmental pressure
Coach
Family
Teammates
Club/Federation
Media
Opponents
Financial situation
Athletes
7.16 (1.91)
5.78 (2.66)
6.82 (2.21)
6.19 (2.61)
4.76 (3.22)
5.60 (2.60)
6.94 (2.47)
Table 7
Means and Standard deviation for all athletes
Variables
Personal resources
Sport motivation
Self-expectations
Self-confidence
Current health
Current physical conditions
Current technical abilities
Athletes
8.26 (2.16)
8.51 (1.87)
7.07 (2.27)
7.70 (2.14)
7.09 (1.97)
7.20 (1.83)
Current tactical abilities
Current mental abilities
Current communication abilities
Former experiences in sport
Former experiences in life
Former injuries
7.13 (1.78)
6.79 (2.04)
7.66 (1.74)
7.57 (1.67)
7.39 (1.77)
5.04 (2.83)
Table 8
Means and Standard deviation for all athletes
Variables
Quality of adjustment to the senior level of
sport
Athletes
63.44 (22.90)
Table 9
Means and Standard deviation for all athletes
Variables
Current stress level
Sport practice
Sport competitions/games
Sport recovery
Injury rehabilitation
Relationships in your sport
Combining sport with other life activities
Current need of additional help/support
Sport practice
Sport competitions/games
Sport recovery
Injury rehabilitation
Relationships in your sport
Combining sport with other life activities
Athletes
4.31 (2.50)
4.98 (2.51)
3.73 (2.44)
5.64 (2.81)
3.78 (2.54)
4.77 (2.88)
4.48 (2.77)
4.70 (2.73)
3.92 (2.70)
5.98 (2.91)
3.91 (2.76)
4.19(2.88)
Table 10
Means and Standard deviation for all athletes
Variables
Athletic identity
TEOSQ; Ego
TEOSQ; Task
PSPP-R;
Sport competence
Importance of sport competence
Perceived condition
Importance of perceived condition
Body attractiveness
Importance of body attractiveness
Perceived strength
Importance of perceived strength
Athletes
5.51 (1.10)
3.23 (0.79)
4.15 (0.61)
3.06 (0.59)
2.80 (0.67)
3.18 (0.55)
3.35 (0.52)
2.79 (0.74)
2.82 (0.71)
2.65 (0.67)
2.54 (0.71)
Physical self-value
Importance of physical self-value
Global self-esteem
3.00 (0.61)
3.06 (0.60)
3.35 (0.60)
Appendix 3 Correlation matrix TMS and AIMS. TEOSQ and PSPP-R for the whole sample
Importance
in different
spheres of
life
Satisfaction
with
different
spheres of
life
Importance
in different
aspects in
sport
Satisfaction
with
different
aspects in
sport
Transition
demands
Coping
strategies
Environmental
support
Environmental
pressure
0.341**
Personal
resources
AIMS
0.196**
0.183*
0.479**
0.404**
0.495**
0.261**
TEOSQ.
Task
TEOSQ.
Ego
PSPP-R
0.296**
0.326**
0.405**
0.429**
0.303**
0.328**
0.205**
0.251**
0.186**
0.143*
0.155*
0.175*
0.221**
0.210**
0.316**
0.342**
0.211**
0.239**
0.465**
0.237**
0.364**
0.218**
0.152*
0.473**
0.186**
0.392**
0.191**
Sport
competence
Importance
of sport
competence
Perceived
condition
Importance
of condition
Body
attractiveness
Importance
of body
attractiveness
Perceived
strength
Importance
of strength
Physical self
value
Importance
of physical
self value
Global selfesteem
0.180*
-0.157*
0.355**
0.223**
0.231**
0.224**
0.267**
0.317**
0.161*
0.156*
0.223**
0.346**
Quality of
adjustment
to the
senior
level of
sport
0.264**
0.307**
0.217**
0.306**
0.142*
0.226**
0.310**
0.286**
0.258**
0.227**
0.219**
0.319**
0.181*
0.267**
0.316**
0.246**
0.355**
0.251**
0.353**
Note: Df = 1; *p<.05; **p<.01
0.225**
0.387**
0.301**
0.282**
Current
need for
additional
help/support
0.165*
0.284**
0.346**
0.308**
Current
stress
level
0.206**
0.180*
0.153*
0.306**
0.357**
0.386**
0.171*
0.175*
0.508**
0.261**
0.205**
0.457**
0.238**
0.186*
0.155*
-0.234**
-0.237**
0.150*
Appendix 4 Correlation for the TMS for individual sport athletes
Importance
life
Importance
life
Satisfaction
life
Importance
sport
Satisfaction
sport
Demands
Coping
strategies
Support
Pressure
Personal
resources
Adjustment
Stress
Help/
Support
Satisfaction
life
0.454**
Note: Df = 1; *p<.05; **p<.01
Importance
sport
0.453**
Satisfaction
sport
Demands
Coping
strategies
0.530**
0.599**
0.440**
0.811**
0.551**
Support
Pressure
Personal
resources
Adjustment
Stress
Help/
support
-0.327*
0.559**
0.322*
0.518**
0.531**
0.393**
0.314*
0.405**
0.301*
0.317*
-0.308*
0.529**
0.373*
0.666*
0.320*
-0.320*
0.380**
0.456**
0.353*
0.448**
Appendix 5 Correlation for the TMS for team sport athletes
Importance
life
Importance
life
Satisfaction
life
Importance
sport
Satisfaction
sport
Demands
Coping
strategies
Support
Pressure
Personal
resources
Adjustment
Stress
Help/
Support
Satisfaction
life
0.652**
Note: Df = 1; *p<.05; **p<.01
Importance
sport
0.384**
Satisfaction
sport
0.421**
0.291**
Demands
Coping
strategies
0.261**
Support
Pressure
Personal
resources
Adjustment
0.299**
0.518**
0.270**
0.302**
0.165*
0.366**
0.726**
0.449**
0.337**
0.261**
0.495**
0.444**
0.466**
0.244**
0.559**
0.386**
0.394**
0.456**
0.203**
0.359**
0.441**
0.419**
-0.182*
0.198*
0.277**
Stress
-0.171*
Help/
support
-0.208*
0.211*
-0.203*
0.349**
0.407**
0.190*
0.692**
Appendix 6 Correlation between TMS and AIMS, TEOSQ and PSPP-R for individual sport athletes
Importance
life
AIMS
TEOSQ,
Task
TEOSQ,
Ego
PSPP-R
Sport
competence
Importance
of sport
competence
Perceived
condition
Importance
of condition
Body
attractivene
ss
Importance
of body
attractivene
ss
Perceived
strength
Importance
of strength
Physical
self value
Importance
of physical
self value
Global selfesteem
Satisfacti
on life
0.296*
0.402**
0.379**
Importance
sport
0.547**
0.500**
Satisfaction
sport
0.477**
0.466**
Demands
Coping
strategies
0.429**
0.436**
Support
Pressure
0.338*
0.390**
Personal
resources
0.407**
0.319*
Adjustment
0.544**
0.323*
0.377**
0.415**
0.320*
0.291*
0.505**
0.407**
-0.355**
0.283*
0.344*
0.432**
0.314*
0.397**
0.311*
0.320*
0.496**
Note: Df = 1; *p<.05; **p<.01
0.336*
0.336*
0.367*
0.558**
0.362**
0.429**
Stress
0.393**
Help/
support
Appendix 7 Correlation between TMS and AIMS, TEOSQ and PSPP-R for team sport athletes
AIMS
TEOSQ,
Task
TEOSQ,
Ego
PSPP-R
Sport
competence
Importance
of sport
competence
Perceived
condition
Importance
of
condition
Body
attractivene
ss
Importance
of body
attractivene
ss
Perceived
strength
Importance
of strength
Physical
self value
Importance
of physical
self value
Global selfesteem
Importanc
e life
0.212*
0.324**
Satisfaction
life
Importance
sport
0.426**
0.391**
Satisfaction
sport
0.355**
0.429**
0.299**
0.199*
Demands
Coping
strategies
0.518**
0.273**
Support
Pressure
Adjustment
0.329**
Personal
resources
0.287**
0.287**
0.253**
0.400**
0.363**
0.232**
0.177*
0.228**
0.256**
0.278**
0.271**
0.384**
0.239**
0.256**
0.419**
0.191*
0.386**
0.173*
0.455**
0.370**
0.270**
0.220**
0.280**
0.308**
0.294**
0.260**
0.275**
0.314**
0.233**
0.335**
0.175**
0.220**
0.378**
0.307**
0.339**
0.163*
0.255**
0.348**
0.303**
0.328**
0.390**
0.361**
0.247**
0.362**
0.185*
0.273**
0.397**
0.306**
Note: Df = 1; *p<.05; **p<.0.01
0.271**
0.400**
0.330**
0.174*
Stress
0.194*
Help/
support
0.183*
0.165*
0.167*
0.386**
0.344**
0.208*
0.496**
0.182*
0.256**
0.346**
0.459**
0.260**
-0.255**