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Journal ArticleDOI: 10.1080/1612197X.2019.1655778

Can motivation and overtraining predict burnout in professional soccer athletes in different periods of the season

04 Mar 2021-International journal of sport and exercise psychology (Routledge)-Vol. 19, Iss: 2, pp 279-294
Abstract: Are motivation and overtraining reliable predictors of burnout in male professional soccer athletes over the course of the season? To answer this question, 32 Brazilian athletes from the same team ...

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Topics: Overtraining (66%), Athletes (63%), Burnout (54%)

9 results found

Open accessJournal ArticleDOI: 10.1590/S1980-65742021003121
Abstract: Aim: The present study aimed to investigate the indicators of burnout, to determine whether playing position affects the perception of syndrome dimensions, and to identify burnout prevalence in professional football players Methods: The participants were 100 professional football players (mean age 243 ± 46 years and meantime as a professional athlete of 92 ± 45 years) who were divided into three groups: 27 forwards, 34 midfielders, and 39 defenders The Athlete Burnout Questionnaire (ABQ) and a sociodemographic questionnaire were applied Results: The results show that a) the majority of athletes had low burnout indicators, b) there was no difference in the perception of burnout dimensions by playing position, and c) the prevalence of athletes with burnout, whether mild, moderate, or severe, was 13% Conclusion: The variable of playing position was not a determinant of perception of burnout dimensions among the forwards, midfielders, and defenders Nonetheless, the prevalence of burnout deserves attention, as the negative effects of this syndrome may exert impacts on health, well-being, and sports performance, making athletes more likely to abandon their sport

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Topics: Burnout (62%), Athletes (54%), Football (54%)

4 Citations

Open accessJournal ArticleDOI: 10.4025/JPHYSEDUC.V31I1.3160
Abstract: The aims of the current study were: (a) to construct a reference table for burnout in soccer athletes of the U-20 category and (b) to verify the individual oscillations in the perception of these athletes in relation to burnout over three periods of the sports season. In total, 53 U-20 soccer athletes participated. The Athlete Burnout Questionnaire, Brazilian version, was applied to athletes during training, competition, and vacation periods of the sports season. A reference table was built for under-20 soccer athletes for each assessment period. Fluctuations were observed in the mean values of the total burnout frequency of the athletes during the 3 periods: training (X¯=1.35 ± 0.13 andX¯=2.11 ± 0.19), competition (X¯=1.26 ± 0.13 and X¯=2.27 ± 0.24), and vacation (X¯=1.27 ± 0.14 and X¯= 2.18 ± 0.28). Based on this table and the individual classification of each athlete, it was observed that 32 athletes presented fluctuations in the perception of burnout during the sports season and 21 athletes did not present fluctuations in feelings of burnout during the three evaluation periods. The period with the highest number of athletes (n = 17) with a high level of burnout was the training period. It is concluded that it is not possible to establish a single and collective behavior regarding the fluctuations in burnout levels in athletes of the U-20 category during a sports season, and that the category reference table contributes to greater accuracy of the burnout evaluation in each period in the season.

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Topics: Athletes (59%), Burnout (55%)

3 Citations

Journal ArticleDOI: 10.1519/JSC.0000000000003997
Abstract: Fields, JB, Lameira, DM, Short, JL, Merrigan, JM, Gallo, S, White, JB, and Jones, MT. Relationship between external load and self-reported wellness measures across a collegiate men's soccer preseason. J Strength Cond Res 35(5): 1182-1186, 2021-Monitoring athlete training load is important to training programming and can help balance training and recovery periods. Furthermore, psychological factors can affect athlete's performance. Therefore, the purpose was to examine the relationship between external load and self-reported wellness measures during soccer preseason. Collegiate men soccer athletes (n = 20; mean ± SD age: 20.3 ± 0.9 years; body mass: 77.9 ± 6.8 kg; body height: 178.87 ± 7.18cm; body fat: 10.0 ± 5.0%; Vo2max: 65.39 ± 7.61ml·kg-1·min-1) participated. Likert scale self-assessments of fatigue, soreness, sleep, stress, and energy were collected daily in conjunction with the Brief Assessment of Mood (vigor, depression, anger, fatigue, and confusion). Total distance (TD), player load (PL), high-speed distance (HSD, >13 mph [5.8 m·s-1]), high inertial movement analysis (IMA, >3.5 m·s-2), and repeated high-intensity efforts (RHIEs) were collected in each training session using positional monitoring (global positioning system/global navigation satellite system [GPS/GNSS]) technology. Session rate of perceived exertion (sRPE) was determined from athlete's post-training rating (Borg CR-10 Scale) and time of training session. Multilevel models revealed the bidirectional prediction of load markers on fatigue, soreness, sleep, energy, and sRPE (p < 0.05). Morning ratings of soreness and fatigue were predicted by previous afternoon's practice measures of TD, PL, HSD, IMA, RHIE, and sRPE. Morning soreness and fatigue negatively predicted that day's afternoon practice TD, PL, HSD, IMA, RHIE, and sRPE. Morning ratings of negative mood were positively predicted by previous day's afternoon practice HSD. In addition, negative morning mood states inversely predicted HSD (p = 0.011), TD (p = 0.002), and PL (p < 0.001) for that day's afternoon practice. Using self-reported wellness measures with GPS/GNSS technology may enhance the understanding of training responses and inform program development.

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Topics: Morning (50%)

2 Citations

Open accessJournal ArticleDOI: 10.14198/JHSE.2021.164.10
Abstract: This study aimed to investigate burnout and coping throughout a year of competition as well as to analyse the relationship between dimensions of burnout and coping strategies. Brazilian high-level judo athletes (N = 20) completed questionnaires of burnout and coping. Data collection occurred four times throughout a sport season. Although the results showed no increase in burnout dimensions, the confidence/motivation coping strategy increased during the season. Moreover, burnout dimensions showed a moderate and inverse correlation to confidence/motivation throughout the season.

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Topics: Burnout (60%), Coping (psychology) (58%)

1 Citations

Open accessJournal ArticleDOI: 10.1590/S1980-65742021022221
Abstract: Aim: This study aimed to monitor the behavior of the overtraining and motivations dimensions, as well as to verify whether these dimensions correlate in the preparatory and competitive periods over the season. Methods: Professional soccer players (n = 32) answered the Stress and Recovery Questionnaire for Athletes (RESTQ-Sport 76) and the Sport Motivation Scale (SMS) during the preparatory and competitive periods. Results: Intrinsic amotivation and sport-specific recovery were lower in the competitive period than in the preparatory period. In the preseason, motivation presented a strong and negative correlation with overall recovery (p = 0.001; r = −0.75; r2 = 0.56) and sport-specific recovery (p = 0.001; r = −0.72; r2 = 0.52). The amotivation explained in 56% the variance of the results of the overall recovery and 52% of the sport-specific recovery. During the competitive phase, amotivation showed a strong and positive correlation with overall stress (p = 0.001; r = 0.70; r2 = 0.49) and sport-specific stress (p = 0.001; r = 0.79; r2 = 0.62). The amotivation accounted for 49% of the variance in the results of the overall stress and 62% of sport-specific stress in soccer players. Conclusion: There are associations between overtraining and motivation during the investigated periods. Through longitudinal monitoring in professional soccer, it was verified that the dimensions of amotivation, overall recovery, and sport-specific stress could be related to the prevention symptoms of overtraining in a professional soccer team.

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Topics: Amotivation (62%), Overtraining (62%)

1 Citations


59 results found

Open accessBook
01 Jan 2000-
Abstract: Hot on the heels of the 3rd edition of Andy Field's award-winning Discovering Statistics Using SPSS comes this brand new version for students using SAS(R). Andy has teamed up with a co-author, Jeremy Miles, to adapt the book with all the most up-to-date commands and programming language from SAS(R) 9.2. If you're using SAS(R), this is the only book on statistics that you will need! The book provides a comprehensive collection of statistical methods, tests and procedures, covering everything you're likely to need to know for your course, all presented in Andy's accessible and humourous writing style. Suitable for those new to statistics as well as students on intermediate and more advanced courses, the book walks students through from basic to advanced level concepts, all the while reinforcing knowledge through the use of SAS(R). A 'cast of characters' supports the learning process throughout the book, from providing tips on how to enter data in SAS(R) properly to testing knowledge covered in chapters interactively, and 'real world' and invented examples illustrate the concepts and make the techniques come alive. The book's companion website (see link above) provides students with a wide range of invented and real published research datasets. Lecturers can find multiple choice questions and PowerPoint slides for each chapter to support their teaching.

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24,385 Citations

Open accessBook
01 Aug 1975-
Abstract: I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.

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19,762 Citations

Journal ArticleDOI: 10.1198/TECH.2007.S455
01 Feb 2007-Technometrics
Abstract: Chapter 3 deals with probability distributions, discrete and continuous densities, distribution functions, bivariate distributions, means, variances, covariance, correlation, and some random process material. Chapter 4 is a detailed study of the concept of utility including the psychological aspects, risk, attributes, rules for utilities, multidimensional utility, and normal form of analysis. Chapter 5 treats games and optimization, linear optimization, and mixed strategies. Entropy is the topic of Chapter 6 with sections devoted to entropy, disorder, information, Shannon’s theorem, demon’s roulette, Maxwell– Boltzmann distribution, Schrodinger’s nutshell, maximum entropy probability distributions, blackbodies, and Bose–Einstein distribution. Chapter 7 is standard statistical fare including transformations of random variables, characteristic functions, generating functions, and the classic limit theorems such as the central limit theorem and the laws of large numbers. Chapter 8 is about exchangeability and inference with sections on Bayesian techniques and classical inference. Partial exchangeability is also treated. Chapter 9 considers such things as order statistics, extreme value, intensity, hazard functions, and Poisson processes. Chapter 10 covers basic elements of risk and reliability, while Chapter 11 is devoted to curve fitting, regression, and Monte Carlo simulation. There is an ample number of exercises at the ends of the chapters with answers or comments on many of them in an appendix in the back of the book. Other appendices are on the common discrete and continuous distributions and mathematical aspects of integration.

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16,540 Citations

Journal ArticleDOI: 10.1006/CEPS.1999.1020
Richard M. Ryan1, Edward L. Deci1Institutions (1)
Abstract: Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed. ≈ 2000 Academic Press To be motivated means to be moved to do something. A person who feels no impetus or inspiration to act is thus characterized as unmotivated, whereas someone who is energized or activated toward an end is considered motivated. Most everyone who works or plays with others is, accordingly, concerned with motivation, facing the question of how much motivation those others, or oneself, has for a task, and practitioners of all types face the perennial task of fostering more versus less motivation in those around them. Most theories of motivation reflect these concerns by viewing motivation as a unitary phenomenon, one that varies from very little motivation to act to a great deal of it. Yet, even brief reflection suggests that motivation is hardly a unitary phenomenon. People have not only different amounts, but also different kinds of motivation. That is, they vary not only in level of motivation (i.e., how much motivation), but also in the orientation of that motivation (i.e., what type of motivation). Orientation of motivation concerns the underlying attitudes and goals that give rise to action—that is, it concerns the why of actions. As an example, a student can be highly motivated to do homework out of curiosity and interest or, alternatively, because he or she wants to procure the approval of a teacher or parent. A student could be motivated

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Topics: Self-determination theory (70%), Goal theory (69%), Overjustification effect (69%) ... show more

12,248 Citations

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