Zach Root

Bio: Zach Root is an academic researcher from Nipissing University. The author has contributed to research in topics: Social identity theory & Prosocial behavior. The author has an hindex of 2, co-authored 4 publications receiving 93 citations.

Examining social identity and intrateam moral behaviours in competitive youth ice hockey using stimulated recall.

Abstract: Social identity – identity formed through membership in groups – may play an important role in regulating intrateam moral behaviour in youth sport (Bruner, M. W., Boardley, I., & Cote, J. (2014). Social identity and prosocial and antisocial behavior in youth sport. Psychology of Sport and Exercise, 15(1), 56–64. doi:10.1016/j.psychsport.2013.09.003). The aim of this study was to qualitatively examine this potential role through stimulated recall interviews with competitive youth-ice-hockey players. Twenty-three players (Mage = 13.27 years, SD = 1.79) who reported engaging in high, median or low frequency of antisocial teammate behaviour (determined through pre-screening with the Prosocial and Antisocial Behaviour in Sport Scale [Kavussanu, M., & Boardley, I. D. (2009). The prosocial and antisocial behavior in sport scale. Journal of Sport and Exercise Psychology, 31(1), 97–117. doi:10.1123/jsep.31.1.97]) were recruited from eight youth-ice-hockey teams in Canada. Interviews involved participants r...

Examining the role of descriptive norms in the social identity and moral behaviour relationship in youth sport

Abstract: In youth sport settings, social identity (i.e., identification with a team) and descriptive norms (i.e., standards of acceptable behaviours) have been linked to moral behaviour (e.g., Bruner et al., 2014; Shields et al., 2005). In recent work, norms have demonstrated a stronger association with behaviour when the group is personally meaningful (Spink et al., 2013). Thus, we investigated whether descriptive group norms influenced the relationship between social identity and moral behaviour. Male and female athletes (N = 378) from 28 competitive youth ice hockey teams completed measures of social identity (ingroup ties [IGT], cognitive centrality [CC], ingroup affect [IGA]; Bruner et al., 2014) and self-reported prosocial and antisocial behaviour toward teammates and opponents (PABBS; Kavussanu & Boardley, 2009). Team norms represented perceptions that teammates performed the moral behaviours assessed in the PABBS. Multilevel analyses revealed a significant interaction between IGA and team norms for prosocial behaviour toward teammates (PBT; p = 0.01). Simple slopes analysis revealed when team norms for PBT were high, those with high IGA (i.e., positive feelings toward the team) reported greater frequency of PBT than those with low IGA (p = 0.02). There was no relationship between IGA and athletes' PBT when team norms were low (p = 0.48). No interactions for social identity by team norms for prosocial opponent behaviour or antisocial behaviours toward teammates and opponents were found. The findings highlight the potential salient role of group norms to further understand the social identity - moral behaviour relationship in a youth sport setting.Acknowledgments: SSHRC Insight Development Grant (#430-2013-000950)

Exploratory Analysis of the Relationship between Social Identification and Testosterone Reactivity to Vicarious Combat.

Abstract: Testosterone (T) fluctuates in response to competitive social interactions, with the direction of change typically depending on factors such as contest outcome. Watching a competition may be sufficient to activate T among fans and others who are invested in the outcome. This study explores the change in T associated with vicarious experiences of competition among combat sport athletes viewing a teammate win or lose and assesses how individual differences in social identification with one’s team relates to these patterns of T reactivity. Twenty-six male combat athletes completed a social identity questionnaire on a neutral day. Later, salivary samples (assayed for T) were obtained before and after athletes viewed a video of a teammate engaged in a formal contest. T reactivity to viewing a teammate compete varied among participants in both the magnitude and direction of change, independent of contest outcome. Individual differences in cognitive centrality, a core feature of social identification, showed a strong positive relationship with T reactivity, particularly if their teammate won. Initial findings suggest that dominance-linked androgen responses associated with watching a teammate win a competition might depend on the belief that team membership is central to one’s own identity. These exploratory results in a small sample of combat athletes should be interpreted with caution. Uncovering the role of social group dynamics in influencing T responses to competition is particularly important in light of the evolutionary history of coalitional combat in humans.

How Can Physical Activity Be Promoted Among Children and Adolescents? A Systematic Review of Reviews Across Settings.

Abstract: Introduction: A vast majority of children and adolescents are physically inactive. As a result, high obesity rates and related diseases have made physical activity promotion a politically relevant topic. In order to form the basis for political decision making, evidence is required regarding the efficacy and effectiveness of interventions for physical activity promotion. In contrast to previous research, this systematic review of reviews targets three key settings (family and home, childcare, school), and is among the largest to have been conducted. Methods: A systematic review of reviews was conducted as part of a large-scale project to develop national recommendations for physical activity promotion in Germany. Six electronic databases were searched and inclusion criteria were defined. Two independent reviewers screened the titles and abstracts of potentially relevant literature. 213 reviews were identified and categorised by target group. A total of 74 reviews were identified dealing with children and adolescents. Each review underwent a quality assessment. Results: 39 reviews with the highest quality and relevance were analysed. Three reviews focused on the family and home setting, 4 on the childcare setting, 28 on the school setting and 4 on other settings. Evidence revealed the key role played by parents in promoting physical activity in children within each setting. Furthermore, evidence pointed toward the efficacy of multi-component interventions in the childcare and school setting. Several evidence-based intervention strategies were identified for childcare facilities and schools. Discussion: The review of reviews identified a number of promising strategies for PA promotion among children and adolescents. Among reviews, multi-component interventions in childcare facilities and schools stand out prominently. At the same time, the review of reviews indicated that there is still a lack of studies on the efficacy of interventions that go beyond the individual level. We recommend that future research should also target community and policy level interventions and interventions other than the school setting. In order to make more specific recommendations regarding the scale-up of promising intervention strategies, further knowledge about the effectiveness, health equity and cost effectiveness of interventions is needed.

Perceptions of Cohesion by Youth Sport Participants

Abstract: Cohesion is an important small group variable within sport. However, the conceptualization and examination of cohesion have predominately been oriented toward adult populations. The purpose of the current study was to garner an understanding of what cohesion means to youth sport participants. Fifty-six team sport athletes (Mage = 15.63 ± 1.01 years) from two secondary schools took part in focus groups designed to understand participants’ perceptions of (a) the definition of cohesion and indicators of cohesive and noncohesive groups and (b) methods used to attempt to develop cohesion in their groups. Overall, the responses to part (a) yielded 10 categories reflecting a group’s task cohesion and 7 categories reflecting a group’s social cohesion. Finally, participants highlighted eight general methods through which their groups developed cohesion. Results are discussed in relation to a current conceptualization of cohesion and affiliation considerations within a youth sport environment.