Coaches’ Perspectives of the Influence of Safe Sport-Related Education

Authors: Anthony Battaglia1, Ph.D., Gretchen Kerr2, Ph.D., and Stephanie Buono2, Ph.D.

Corresponding Author:

Anthony Battaglia, Ph.D., CMPC 

Faculty of Kinesiology and Physical Education 

University of Toronto 

55 Harbord Street, ON, Canada, M5S 2W6 

Email: [email protected] 

Anthony Battaglia, Ph.D., CMPC is a Postdoctoral Fellow and lecturer in the Faculty of Kinesiology & Physical Education at the University of Toronto. His research interests focus on youth athletes’ sport experiences, relational dynamics in sport, athlete maltreatment, and strategies for advancing developmentally appropriate and safe sport.  

Gretchen Kerr, Ph.D. is a Full Professor and Dean of the Faculty of Kinesiology and Physical Education at the University of Toronto. She is also a co-Director of E-Alliance, the Canadian Gender Equity in Sport Research Hub.

Stephanie Buono, Ph.D. is a research associate in the Faculty of Kinesiology & Physical Education at the University of Toronto and an instructor in the Department of Applied Psychology & Human Development at the University of Toronto.

Coaches’ Perspectives of the Influence of Safe Sport-Related Education 

ABSTRACT

To combat growing concerns of sport being unsafe for athletes, compulsory safe sport education has been developed worldwide. Much of this education has focused on the role of the coach, largely due to their position of power, prevalence rates that highlight coaches as common perpetrators of harm, and their direct contact with athletes. However, there is a lack of research examining the impact of such education for coaching-related outcomes. The purpose of this study was to explore the influences of safe sport training on coaches’ knowledge and confidence, efficacy to support others, stress about athlete well-being, and stress related to safe sport issues. In an online survey, 1365 coaches reported completion of any of 12 possible safe sport training courses and their knowledge and confidence, efficacy to support others, stress about athlete well-being, and stress related to safe sport issues. Regression analyses indicated that completing any of the 12 safe sport-related training courses was related to perceived increased efficacy to support others. Completing a higher number of safe sport training courses was related to perceived increases in efficacy to support others and knowledge and confidence, but not stress related to safe sport or athlete well-being. All 12 courses were related to increased knowledge and confidence, and several courses were related to increased efficacy to support others and reduced safe sport stress, while one course was related to reduced stress about athlete-well-being. Future research is needed to examine whether improvements in coaching outcomes associated with safe sport training translate into practice.

Key Words: Safe Sport; Coaches; Education; Coaching Outcomes;

Over the last several years, numerous reports of concerning behaviors in sport, such as maltreatment have emerged worldwide (15, 25). Maltreatment, which refers to “volitional acts that result in or have the potential to result in physical injuries and/or psychological harm” (12, p. 3), which include psychological, sexual, physical abuse, and neglect, harassment, bullying, and discrimination. To combat such concerns, policies and educational initiatives have been developed and implemented under the term ‘safe sport’ (26). The term safe sport initially emerged in response to scandals involving sexual abuse but has since expanded to refer to participation in sport free from all forms of violence, abuse, discrimination, and harassment (21, 39). More recently, broader conceptualizations of safe sport have also considered issues of environmental and physical safety (e.g., dysfunctional equipment, performance enhancing drugs), and the optimization of the sport experience (i.e., inclusive, accessible, growth-enhancing, and rights-based participation for all) (18). To advance safe sport, compulsory education has been developed; examples of existing safe sport education programmes include Australia’s Play by the Rules, U.S. Center for SafeSport Training, and the UK’s Child Protection in Sport Unit (24, 26).

Although safe sport education is needed for all sport stakeholders, including athletes, coaches, parents, administrators, officials and support staff, to-date, education has focused largely on coach-athlete dynamics, addressing issues such as harmful coaching practices, power relations, and duty to report harm (24, 26). There is a strong rationale for safe sport training focused on coaches. Consistent across many bodies of research in sport is acknowledgement of the presence and effects of the position of power and authority held by coaches over stakeholders in the sport ecosystem, including subordinate coaches, parents, athletes, and administrators (23, 38). When used inappropriately, these positions of power leave others vulnerable to experiences of harm. For example, psychological abuse (or what some refer to as psychological violence), the most prevalent form of athlete maltreatment, is most often perpetrated by coaches (42, 45, 48). Given their direct contact with other coaches, support staff, athletes and/or teams daily, coaches also significantly impact the type of culture promoted (e.g., win-at-all-costs versus caring or athlete-centred) and the nature and quality of athletes’ experiences (32). Coaches who are provided professional development and educational opportunities regarding positive sport practices are more likely to create environments where athletes experience enjoyment, competence, meaningful relationships, learning, satisfaction, reduced anxiety, and sport maintenance (6, 16, 36).

Although growing awareness of athlete maltreatment and the role of the coach in preventing these experiences has resulted in the proliferation of safe sport education initiatives for coaches globally, little research exists on the impact of such education for coaching-related outcomes (24, 26). In 2013, McMahon (28) investigated how a narrative pedagogical approach (i.e., athletes’ stories) might help swim coaches from amateur and elite levels understand the welfare implications for athletes subjected to emotionally or physically abusive coaching practices. Findings revealed that coaches gained increased empathy and undertook a more athlete-centered approach to coaching post-education, however, dominant cultural ideologies (e.g., winning) persisted in the coaches’ thinking and practice. Likewise, in 2018, Nurse (30) examined child sexual abuse prevention training for adults who work with children in schools, churches, and athletic leagues; with regards to coaches specifically, the training improved coaches’ knowledge on the topic and increased their confidence in their ability to identify abuse. These preliminary findings highlight the potential benefits of training for coaches; however, it is important to note that the education programmes were restricted to specific populations, sports, forms of harm, small sample sizes, and the effects of long-term behavioral change remained unclear. Further research examining the impact of safe sport training for coaches is required.

In Canada, the country of interest in this study, safe sport educational modules (e.g., NCCP Make Ethical Decisions, Safe Sport Training) (7, 9) have been developed by the Coaching Association of Canada (CAC), which is responsible for certifying and educating coaches across Canada. The CAC has also promoted safe sport standards and expectations for organizations and its coaches, including the Responsible Coaching Movement- a pledge to learn and apply consistent safety principles. The pillars of the Responsible Coaching Movement include the Rule of Two, which attempts to ensure all interactions and communications are in open, observable, and justifiable settings; background screening; and ethics training (8). In the province of Ontario, the Coaches Association of Ontario- an independent, non-profit organization that supports coaches from community level to high performance across all sports in Ontario- has adopted similar safe sport efforts and developed resources, such as Safe Sport 101 and the Ontario Coaches Conference (10). The goals of such initiatives include but are not limited to improving the knowledge of coaches with respect to safe sport, increasing their confidence in enacting desirable coaching behaviors, creating positive sport climates, and facilitating the holistic development of athletes. To-date, the extent to which these educational initiatives meet these goals for Canadian coaches has not been examined.

While safe sport education for coaches has commonly focused on enhancing knowledge of harmful or prohibited conduct, enhancing confidence in using desired behaviors, and supporting stakeholders’ (e.g., athletes, coaches, support staff) development and well-being, there remains a lack of research examining the influence of safe sport training on coaching-related outcomes (24, 26). In this study, the constructs of knowledge, confidence, efficacy, and stress were of interest. Despite recognizing their influential role, many coaches admit inadequate knowledge to cultivate safe sport environments (25); as cultivating safe sport environments is also a collective effort, it remains important that coaches feel efficacious in their ability to support all participants (31). Given the prevalence of mental health challenges in sport, coaches have expressed stress related to supporting athletes’ mental well-being (1, 3). Further, in response to the public attention paid to cases of athlete maltreatment and the focus on coaches as perpetrators of harm, coaches have reportedly felt stress about potential false accusations; specifically, concerns of negative touch have been identified in research and practice, resulting in coaches and sport personnel being fearful and unsure of how to be around athletes with whom they interact (40).

The purpose of this study therefore to explore the influences of safe sport training on Ontario coaches’ knowledge and confidence, efficacy to support others, stress about athlete well-being, and stress related to safe sport issues. Specifically, the first objective was to examine whether safe sport training improved coaches’ knowledge and confidence, efficacy to support others, stress about athlete well-being, and stress related to safe sport issues. The second objective was to examine whether the effect of safe sport training on coaches increased with the number of safe sport training courses. The third objective was to examine whether certain courses were related to coaches’ knowledge and confidence, efficacy to support others, stress about athlete well-being, and stress related to safe sport issues.

Methods

Procedures

This study was conducted in partnership with the Coaches Association of Ontario (CAO). CAO is an independent, non-profit organization that supports coaches across all levels and sports in Ontario. Ontario has the largest population of all provinces in Ontario with over 15 million people and one in four Ontarians have coached in their lifetime (10). The CAO selected the safe sport-related courses of interest for evaluation (see Table 1). As such, within the context of the current study, a broad perspective of safe sport (i.e., from injuries to drug-free sport, planning appropriate practices, and maltreatment) was adopted. Upon receiving approval from the University of Toronto Health Sciences Research Ethics Board, coaches were contacted through the Coaches Association of Ontario (CAO) email listserv and social media posts (Facebook, Instagram, Twitter). Recruitment communication provided details about study eligibility/requirements, the purpose of the study, the voluntary nature of the study, confidentiality and anonymity, and the link to the online survey. The survey was administered with RED Cap electronic data capture. Participants were required to meet the following eligibility criteria to complete the online survey: 1) Ontario resident; 2) over the age of 16; and 3) had coached in the last two years. Following the confirmation of eligibility, participants were able to complete the survey, which took approximately 15-25 minutes (M=19.25) to complete.

Table 1. An overview of the Safe Sport Education modules evaluated in the current study.

CourseOverview
NCCP Emergency Action Planning https://coach.ca/nccp-emergency-action-planUpon completion of this module, coaches will be able to: describe the importance of having an EAP; identify when to activate the EAP; explain the responsibilities of the charge person and call person when the EAP is activated; and create a detailed EAP that includes all required information for responding to an emergency.
NCCP Planning a Practice https://coach.ca/nccp-planning-practiceUpon completion of this module, coaches will be able to: explain the importance of logistics in the development of a practice plan; establish an appropriate structure for a practice; and identify appropriate activities for each part of the practice. To receive full credit for this module, coaches must also complete NCCP Emergency Action Planning.
NCCP Making Head Way https://coach.ca/nccp-making-head-way-sportUpon completion of this module, coaches will understand how to: prevent concussions; recognize the signs and symptoms of a concussion; what to do when they suspect an athlete has a concussion; and ensure athletes return to play safely.
NCCP Leading Drug-Free Sport https://coach.ca/nccp-leading-drug-free-sportUpon completion of this module, coaches will be able to: understand and demonstrate their role in promoting drug free sport; assist athletes to recognize banned substances and the consequences as identified by the Canadian Centre for Ethics in Sport; reinforce the importance of fair play and the NCCP Code of Ethics; educate and provide support to athletes in drug testing protocols; and inform athletes on nutritional supplements.
NCCP Prevention and Recovery https://coach.ca/nccp-prevention-and-recoveryUpon completion of this module, coaches will be able to: identify common injuries in sport, prevention and recovery strategies; design and implement programs/activities to optimize athlete training, performance and recovery; and support athletes’ return to sport through awareness and proactive leadership.
Commit to Kids https://protectchildren.ca/en/get-involved/online-training/commit-to-kids-for-coaches/Upon completion of this module, coaches will be able to: understand and recognize child sexual abuse and the grooming process; ways in which to handle disclosures of sexual abuse; the implications of sexual abuse; how to create a child protection code of conduct; and ways in which to enhance child and youth safety in sport.
Standard First Aid and CPR https://www.redcross.ca/training-and-certification/course-descriptions/first-aid-at-home-courses/standard-first-aid-cprUpon completion of this module, coaches will be able to: understand and apply vital life-saving knowledge/skills essential for meeting a variety of workplace/professional requirements.
HeadStartPro https://headstartpro.com/coach-course/Upon completion of this module coaches will be able to: understand and develop a set of coaching tools to improve team performance and injury-prevention; and assist athletes and/or teams in achieving their full potential with performance-driven injury prevention training.
NCCP Making Ethical Decisions https://coach.ca/nccp-make-ethical-decisionsUpon completion of this module coaches will be to: analyze challenging situations and determine the moral, legal, or ethical implications; and apply the NCCP Ethical Decision-Making Model to respond in ways that are consistent with NCCP Code of Ethics.
NCCP Empower+ (Creating Positive Sport Environments) https://coach.ca/nccp-creating-positive-sport-environmentUpon completion of this module, coaches will be able to: describe the characteristics and benefits of participant-centered coaching; explain the types of harm that may occur when a coach misuses their power; respond to suspicions or knowledge of maltreatment; and implement positive coaching strategies to foster learning, performance, and create a safe sport environment.
CAC Safe Sport https://coach.ca/safe-sport-trainingUpon completion of this module, coaches will be able to: understand the critical role of all stakeholders in promoting safe sport, how the misuse of power leads to maltreatment, and principles of the Universal Code of Conduct; understand types of maltreatment and how to recognize signs and symptoms; and respond when maltreatment is suspected and create a safe sport culture for all participants.
Respect in Sport https://www.respectgroupinc.com/respect-in-sport/Upon completion of this module, coaches will be able to: recognize, understand, and respond to issues of bullying, abuse, harassment, and discrimination.

Note. For further detail on course descriptions and/or objectives see the corresponding webpages indicated in the table.

Participants

Participants were 1365 coaches from the Coaches Association of Ontario (CAO). Of the respondents, 61% identified as men (n=823), 38% identified as women (n=514; n=28 did not disclose), 86% identified as White (n=1087), while 4% (n=53) identified as Black, 4% (n=51) identified as East/Southeast Asian, 2% (n=31) identified as Indigenous, and less than 2% identified as Latinx (n=19), South Asian (n=18), Middle Eastern (n=16), or another race category (n=27). Coaches reported working in a variety of contexts including grassroots (e.g., recreational, community sport, house league, intramural; n=273, 22%), school sports (e.g., primary and secondary school; n=141, 11%), development (e.g. competitive, club, travel, city, all-star; n=600, 49%), post-secondary (e.g., Support, CCAA, OUA, Inter-university; n=74, 6%), provincial (e.g., Canada Games, National Championships, OHL; n=90, 7%), international (e.g., International Competitions, Worlds, Pan Am, Commonwealth, Olympics; n=36, 3%), and masters or professional (e.g., Senior, NHL, NBA, CEBL; n=20, 2%). Coaches’ tenure in their current position ranged from 1-10 years (n=804, 65%), 11-20 years (n=238, 19%), and more than 20 years (n=194, 16%). Training in safe sport was required for 78% of coaches (n=782) and provided free of cost for 51% of coaches (n=535).

Measures

Safe sport training was measured with a “yes” or “no” response from coaches to indicate whether they had taken each of the following courses: NCCP[1] Emergency Action Planning, NCCP Planning a Practice, NCCP Making Head Way, NCCP Leading Drug Free Sport, NCCP Prevention and Recovery of Injury, Commit to Kids, Standard First Aid and CPR, HeadStart, NCCP Make Ethical Decisions, NCCP Empower+ (Creating Positive Sport Environments), CAC Safe Sport Training, Respect in Sport.

Knowledge & confidence to create a safe sport environment was measured using a 3-item scale (a=.7), which asked coaches about their knowledge of safe sport concepts and their confidence in creating a safe sport environment. Example items included, “I am confident in my abilities to create a safe sport environment” and “I am familiar with the responsible coaching movement.” Coaches responded to each item on a scale from 1 (strongly disagree) to 5 (strongly agree).

Safe sport stress was measured using a 3-item scale (a=.68), which asked coaches about the stress they experience over creating a safe sport environment. An example item includes, “I often stress about being the subject of a harassment or abuse claims”. Coaches responded to each item on a scale from 1 (strongly disagree) to 5 (strongly agree).

Stress about athlete well-being was measured with 2 items (a=.59): “I often stress about my ability to manage athletes’ mental well-being”, and “I often stress about my ability to manage athletes’ physical well-being.” Coaches responded to each item on a scale from 1 (strongly disagree) to 5 (strongly agree).

Efficacy to support others was measured using a 5-item scale (a=.87), which asked coaches about how confident they feel in their ability to support athletes and other coaches. An example item includes “I am confident in my abilities to support my athletes with performance issues”. Coaches responded to each item on a scale from 1 (strongly disagree) to 5 (strongly agree).



[1] NCCP refers to the National Coaching Certification Program offered by the Coaching Association of Canada.

Safe sport stress was measured using a 3-item scale (a=.68), which asked coaches about the stress they experience over creating a safe sport environment. An example item includes, “I often stress about being the subject of a harassment or abuse claims”. Coaches responded to each item on a scale from 1 (strongly disagree) to 5 (strongly agree).

Stress about athlete well-being was measured with 2 items (a=.59): “I often stress about my ability to manage athletes’ mental well-being”, and “I often stress about my ability to manage athletes’ physical well-being.” Coaches responded to each item on a scale from 1 (strongly disagree) to 5 (strongly agree).

Efficacy to support others was measured using a 5-item scale (a=.87), which asked coaches about how confident they feel in their ability to support athletes and other coaches. An example item includes “I am confident in my abilities to support my athletes with performance issues”. Coaches responded to each item on a scale from 1 (strongly disagree) to 5 (strongly agree).

Data Analysis

To investigate the first research objective, an initial correlation analysis was conducted to examine whether having any safe sport training was related to increases in coaching outcomes. The safe sport training variable was transformed so that coaches who answered “yes” to completing any of the safe sport training courses were coded as 1 and coaches who had answered “no” to completing all the safe sport training courses were coded as 0 (i.e., no SS training=0, any SS training=1). This variable was included in a correlation analysis with all coaching outcomes: knowledge & confidence, safe sport stress, stress over athlete well-being, and efficacy to support others. To investigate the second research objective, four separate linear regression models were constructed with the sum of completed safe sport training courses (range =1-12) as the independent variable, and the following coaching outcomes as respective dependent variables: knowledge & confidence, safe sport stress, stress about athlete well-being, and efficacy to support others. In all four models, the coaching context, whether training was required (0=no, 1=yes), and whether training was free (0=no, 1=yes) were included as covariates. To address the third research objective, ANOVAs were conducted with individual safe sport courses as independent variables, and the following coaching outcomes as dependent variables: knowledge & confidence, efficacy to support others, safe sport stress, stress about athlete well-being and efficacy to support others. All analyses were conducted using IBM SPSS Statistics (Version 28) (20).

Results

Safe Sport Training & Coaching Outcomes

Range, mean, and standard deviation scores for all variables included in subsequent analyses are included in Table 2. Of the coaches in this sample, 65% (n=890) reported completing at least one of the education courses, while 35% (n=475) reported not having taken any of the education courses. Results of the correlation analysis (Table 3) demonstrate that having any safe sport training was significantly related to increases in efficacy to support others, but not knowledge and confidence, safe sport stress, or stress about athlete well-being.

Table 2. Descriptive statistics for all variables

RangeMeanSD
Coaching Context (0=Grassroots)0-71.811.37
Training Required (0=No)0-1.59.49
Training Free (0=No)0-1.49.50
Any Safe Sport Training0-1.6.13
Number of Safe Sport Training0-123.643.42
Knowledge & Confidence-4-201
Safe sport stress-4-201
Stress over athlete well-being-4-201
Efficacy to Support-4-201
n=1365   
Table 3. Correlations between any safe sport training and coaching outcomes
Any Safe Sport TrainingKnowledge ConfidenceSafe Sport StressAthlete WB StressEfficacy to Support
Any Safe Sport Training1.00.06*.04.002-.03
Knowledge Confidence.06*1.00-.02.00.29**
Safe Sport Stress.04-.021.00.34**-.09**
Athlete WB Stress.002.00.34**1.00-.20**
Efficacy to Support-.03.29**-.09**-.20**1.00
**. Correlation is significant at the 0.01 level
*. Correlation is significant at the 0.05 level

Number of Safe Sport Training & Coaching Outcomes

Figure 1 demonstrates the number of safe sport courses taken by coaches in this sample based on influential covariates such as coaching context, training requirement, and training accessibility (i.e., whether the training was provided free of cost). Significantly more safe sport courses were completed by coaches in Post-Secondary, Provincial, International, Masters and Professional contexts, and by coaches for whom training and education is required and free. 

Initial correlation analysis (Table 4) demonstrated being a coach at a high level of competition (e.g., provincial, international) was related to taking more safe sport courses, higher knowledge and confidence, and higher efficacy to support others. Having access to free training was related to taking more safe sport courses and higher knowledge and confidence. Finally, taking more safe sport training courses was related to higher knowledge and confidence and efficacy to support others. Safe sport stress and stress about athlete well-being were not related to any of the independent variables.

Table 4. Correlations between number of safe sport training courses, covariates and outcome variables
Coaching ContextTraining RequiredTraining FreeSafe Sport TrainingKnowledge ConfidenceSafe Sport StressAthlete WB StressEfficacy to Support
Coaching Context1.00-.04-.03.11**.07**.01.00.08**
Training Required-.041.00.11**-.02.08**.06.03-.05
Training Free-.03.11**1.00.09**.08*.00-.06.01
Safe Sport Training.11**-.02.09**1.00.26**.05.01.10**
Knowledge Confidence.07**.08**.08*.26**1.00-.02.00.29**
Safe Sport Stress.01.06.00.05-.021.00.34**-.09**
Athlete WB Stress.00.03-.06.01.00.34**1.00-.20**
Efficacy to Support.08**-.05.01.10**.29**-.09**-.20**1.00
**. Correlation is significant at the 0.01 level
*. Correlation is significant at the 0.05 level

The results of the first regression analysis (Table 5) demonstrated that the number of safe sport training courses coaches completed was related to increases in knowledge and confidence and efficacy to support others, when training requirements, access to training, and context of the sport environment were held constant. The number of safe sport training courses coaches took was not related to safe sport stress or athlete well-being stress.

Table 5. Linear Regression Analyses for General Coach Training
Knowledge & ConfidenceSafe Sport StressAthlete WB StressEfficacy to Support
BSEBSEBSEBSE
Coaching Context.03.02.01.02.00.02.08*.02
Training Required.09*.07.06.07.03.07.04.08
Training Free.08*.06.01.06.06.06.001.06
Safe Sport Training.31**.01.05.01.003.01.12**.01
  
Adj. R-Square.12.01.00.03 
n=1365
**Coefficient is significant at the 0.01 level
*Coefficient is significant at the 0.05 level

Individual Safe Sport Courses and Coaching Outcomes

The results of the final analysis demonstrated that all courses were significantly related to improved knowledge and confidence. NCCP Emergency Action Planning, NCCP Leading Drug Free Sport, Commit to Kids, HeadStartPRO, and NCCP Empower+ (Creating Positive Sport Environments) were significantly related to reduced safe sport stress. Commit to Kids was significantly related to reduced athlete well-being stress. Finally, NCCP Planning a Practice, NCCP Leading Drug-free Sport, NCCP Prevention and Recovery, Commit to Kids, HeadStartPRO, NCCP Empower+ (Creating Positive Sport Environments), and CAC Safe Sport were significantly related to efficacy to support others (Table 6).

Table 6. Effects of Individual Safe Sport Courses
Knowledge ConfidenceSafe Sport StressAthlete WB StressEfficacy to Support Others
FSig.FSig.FSig.FSig.
NCCP Emergency Action Planning60.97<.0015.67.0171.45.2293.75.053
NCCP Planning a Practice53.82<.001.13.722.44.5097.23.007
NCCP Making Head Way64.15<.001.10.754.08.772.35.557
NCCP Leading Drug-free Sport72.82<.0015.65.018.25.61822.49<.001
NCCP Prevention and Recovery47.18<.0013.29.070.08.77714.21<.001
Commit to Kids35.88<.0015.16.0238.91.00311.29<.001
Standard First Aid and CPR17.96<.001.31.580.69.4069.73.002
HeadStartPRO7.08.00810.31.002.06.8149.15.003
NCCP Making Ethical Decisions22.26<.001.17.680.01.931.01.91
NCCP Empower+ (Creating Positive Sport Environments)15.21<.0017.92.04.315.57516.42<.001
CAC Safe Sport89.17<.001.16.6903.91.5328.41.004
Respect in Sport32.62<.001.07.797.07.7973.64.056
n=1365

Discussion

The purpose of this study was to explore the influences of safe sport training on sport coaches’ knowledge and confidence, safe sport-related stress, efficacy to support others, and stress about athlete well-being. Specific focus was directed towards examining the relationship between the number of safe sport courses completed and the effects of specific safe sport courses for these coaching outcomes. The results of this study demonstrated that having any training or education was related to increased efficacy to support others. Having completed a higher number of safe sport training courses was related to increased efficacy to support others and knowledge and confidence, and all safe sport courses were related to increased knowledge and confidence.  

Although a plethora of safe sport education exists to-date, a prominent criticism has been the lack of empirical evaluations examining the impact or effectiveness of such training (24, 26). The findings of the current study help to address this knowledge gap by providing preliminary, empirical evidence regarding the influence of safe sport education. According to the results, coaches in more professional contexts took more safe sport training courses, which supports the notion that at elite levels of sport, coaches may have more access to professional development opportunities and/or devote more time improving their coaching skills (11, 27). Coaches who were provided access to free training in the current study also took more safe sport courses. These findings suggest that when provided the opportunity, coaches engage in professional development, however, as issues of cost and accessibility remain prevalent barriers, the advancement and development for many coaches remains limited (19, 43. Online modalities have been advocated as a cost-effective, time efficient, and readily accessible way to educate coaches (13, 14) yet, for many coaches, online professional development opportunities still present financial demands. For example, of the twelve courses examined in the current study, only three (e.g., NCCP Emergency Action Planning, CAC Safe Sport, NCCP Making Headway) are listed as online and free for coaches; in the current study, it was not known if affiliated organizations where coaches instruct reimbursed education/training and, if so, for which courses. Access or lack thereof to safe sport-related education may impact the extent to which safe, inclusive, and welcoming spaces are promoted by all coaches (22, 47). This is particularly important for coaching at the youth sport level where the delivery of sport programmes is highly dependent on volunteers who, despite recognizing their critical role for nurturing developmentally appropriate and safe environments, often lack the requisite knowledge to do so (2, 44, 46).

The completion of more safe sport training courses and all courses examined in the current study was related to enhanced coaches’ knowledge and confidence. Exposing coaches to diverse topics which include but are not limited to safety, positive development, harmful practices, and mental health, are critical to improving coaches’ awareness and ability to create safe sport environments (6, 28, 30). The coaches also reported increased knowledge of the Rule of Two and the Responsible Coaching Movement; these safe sport efforts provide additional safety principles for Ontario and Canadian coaches more broadly on background screening, appropriate interactions, and ethics training (8). Findings may be interpreted to suggest that not only does safe sport education positively influence coaches’ knowledge and confidence to create safe environments but also facilitates greater awareness of safe sport efforts in the Canadian sport context, thus providing coaches with a more comprehensive perspective on ways to stimulate safer sport.

Nurturing athletes’ holistic development is a key responsibility of coaches; however, coaches may not have the necessary education and training to adequately support their athletes (41). The current findings indicate that the completion of more safe sport education as well as specific courses (e.g., NCCP Empower+, CAC Safe Sport) may nurture coaches’ expertise and confidence to actively support their athletes with personal and performance challenges. The extent to which athletes report positive coach-athlete dynamics and feel supported in their relationships with coaches has been known to influence whether they experience learning, growth, and safe sport environments (32). Safe sport training also influenced coaches’ confidence to support coaching peers/support staff with personal and performance issues; these findings are particularly important as learning by doing, having a coach mentor, and observing others are important sources of knowledge and development for coaches (43). Collectively, the improvements in coaches’ efficacy to support others (athletes and coaches) suggests that safe sport training may serve as an effective mechanism through which knowledge dissemination and learning amongst stakeholders is achieved.

Many coaches (uninformed on the benefits of positive touch) have adopted a risk-averse perspective when interacting with athletes (i.e., “no touching”) to avoid being accused of misconduct or having their behaviors misconstrued as harmful (33, 34). In the current study, no significant relationship resulted between the number of safe sport training courses completed and coaches’ perceived safe sport stress (e.g., fear of maltreatment allegations). Specific courses were identified as decreasing safe sport stress, however, some of the courses (e.g., NCCP Emergency Action Planning, HeadStartPro, NCCP Leading Drug-free Sport) focus on physical injury prevention and/or drug-free sport and do not necessarily provide broader content on maltreatment that might warrant the reported lower coach stress regarding potential accusations of harm or safe sport issues. Although coaches have commonly reported concerns about touching in sport (33), there has also been growing awareness of psychological harm and toxic cultures in sport (38, 48). The lack of reported stress regarding safe sport concerns may be reflective of coaches being less fearful of false accusations related to psychological forms of harm as opposed to sexual harms. As the survey questions referred to coach stress in relation to abuse and harassment claims broadly, further research attention is needed to assess whether education may impact coaches’ safe sport stress differently depending on the form of harm (e.g., sexual versus psychological).

It is also interesting that while safe sport education was related to coaches’ improved efficacy to support athletes with personal and performance issues, the number of completed courses was not significantly related to stress about managing athlete physical and mental well-being. Only one course (Commit to Kids) reduced coaches’ perceived stress for managing athlete well-being. Commit to Kids focuses exclusively on providing education on sexual harms; while education on sexual harms is needed to advance safe sport, psychological harm and neglect are reported far more frequently by athletes (25, 48) and thus coaches’ perceptions of their ability to manage athletes’ well-being may be limited in scope.

            NCCP Empower+ (Creating Positive Sport Environments) was associated with enhanced knowledge and confidence, improved efficacy to support others, and lower safe sport stress, whereas CAC Safe Sport Training was linked to improved knowledge and confidence and efficacy to support others. Interestingly, Commit to Kids was the only course to positively impact all coaching outcomes, despite focusing exclusively on sexual harms. As sexual harm continues to receive the most media and research attention (4, 25), education on sexual harms may be interpreted by coaches and those in the sport community to be most relevant and important for creating safe sport. Further, in Ontario and Canada more broadly, sport organizations frequently identify course equivalents where coaches may complete different courses, including CAC Safe Sport Training, Respect in Sport, NCCP Empower+, and Commit to Kids but still satisfy the safe sport-related requirements needed to instruct. The lack of an integrated approach and the various safe sport education options available may expose coaches to different experiences and levels of learning, thus providing a plausible explanation for the reported influences on coaching outcomes in the current study. To advance safe sport,evidence-informed education for coaches and stakeholders more broadly is needed (5, 47).

Limitations and Future Directions

Although this study contributes to research and practice in safe sport by providing insights into the reported benefits of safe sport education for coaches, the findings must be interpreted within the context of the current study. Considering the CAO selected the safe sport-related courses of interest for evaluation, a broad perspective of safe sport (i.e., injuries, drug-free sport, planning appropriate practices, maltreatment) was required. The data were also collected from coaches in a specific geographic region (Ontario, Canada) and thus many of the safe sport courses evaluated were exclusive to this coaching sample. The courses evaluated in the current study should not be considered an exhaustive list of all safe-sport courses; for example, since the completion of the study, several courses (e.g., Support Through Sport, Safe Sport 101 Playbook) have been revised and/or developed. Additionally, as the sport domain has been referred to one that reinforces toxic cultures, there are several education courses in Ontario and Canada more broadly on creating positive culture and inclusive environments (e.g., NCCP Coaching Athletes with a Disability), that were not included and require future consideration regarding their impact on coaches and advancing safe sport. 

The study findings highlighted a relationship between safe sport education and improvements in coach knowledge and confidence and efficacy to support others, suggesting that practitioners should explore ways to make safe sport education free of cost and accessible. However, as this study did not assess knowledge translation, future research is needed to examine if coaches’ improved knowledge, confidence and efficacy from education contributes to behavior change and the use of more developmentally appropriate and safe coaching practices. Organizational influence also remains an area of interest; for example, it would be beneficial to explore how an organization’s cultural values, priorities (e.g., win-at-all-costs vs holistic development), and support (e.g., free training), may impact coach education uptake and subsequently the effectiveness of safe sport education on coaching outcomes. Future researchers may consider a case study approach to examine the impact of safe sport education for coaches within a specific organization; for example, Likert-scales may be used to assess attitudes, beliefs, and perceptions, semi-structured interviews may help to gain deeper insights on coaches’ interpretations regarding safe sport courses, and participant observation may shed light on issues of coach behavior change resulting from safe sport education.

Conclusion

Safe sport education for coaches has been consistently advocated as a recommendation for advancing safe, inclusive, and welcoming environments, however, the influence of safe sport education remains largely unknown (24, 26). The current study contributes to the sport literature by providing an examination of the influences of safe sport training for coaches. Findings revealed a relationship between the number of safe sport training courses coaches completed and increases in their knowledge and confidence and efficacy to support others. However, the number of safe sport training courses completed was not associated with stress related to safe sport matters or athlete well-being. All safe sport courses were reportedly associated with improved coach knowledge and confidence. Several training courses were also linked to improvements in coaches’ efficacy to support others and reductions in their safe sport stress, with only one course contributing to coaches’ reduced stress related to athlete-well-being. Although the findings suggest favorable influences of safe sport training for coaches, the current study did not assess behavioral change. Future research is needed to explore whether reported improvements (e.g., knowledge and confidence) associated with safe sport education translates to coaching practice.

Applications in Sport

Safe sport education in the current study was reportedly associated with enhanced coach knowledge and confidence to create safe environments and efficacy to support athletes and other coaches/support staff. Unfortunately, as a large portion of the sport sector is run by a volunteer workforce (e.g., volunteer coaches), sport organizations remain reluctant to enforce training requirements for fear of further burdening these coaches who frequently report stress and burnout (2, 35). However, the extent to which sport organizations and their leaders prioritize and support safe sport, has been shown to impact the effectiveness of safe sport efforts (17, 37, 49). In some cases, merely having safe sport education initiatives may have little impact on creating and sustaining safer environments and appear as superficial gestures towards change, further reproducing harms (29, 31). Sport and coaching organizations are confronted with the challenge of maintaining low time and cost demands for many volunteer coaches while also providing adequate education for volunteer (and paid) coaches (19, 46).

Acknowledgements

The authors would like to thank the coaches who participated in this study along with Coaches Association of Ontario who contributed to the design and recruitment of this study.

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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2024-06-20T12:01:59-05:00June 21st, 2024|General, Research, Sport Education, Sports Coaching, Sports Exercise Science|Comments Off on Coaches’ Perspectives of the Influence of Safe Sport-Related Education

Male Competitive Powerlifters relationship with Body Image: Utilising the Multidimensional Body Image Self Relations Questionnaire (MBSRQ)

Authors: Dr. Mark Chen1, Dr. Andrew Richardson2

1School of Health and Life Sciences, Teesside University, UK (corresponding author)
2Population and Health Sciences Unit, Newcastle University UK

Corresponding Author:

Corresponding Author: Mark Chen
Campus Heart, Southfield Road, Middlesbrough
TS1 3BX, Tees Valley
[email protected]

Dr Mark Chen is a Senior Lecturer in Sport and Exercise Science at Teesside University and is a Chartered Psychologist with the British Psychological Society (BPS). Dr Chen’s research interests include psychological consequences of sports injury and attentional aspects of sports performance.

Dr. Andrew Richardson is a Chartered Heath and Activity Practitioner with the Chartered Institute for the Management of Sport and Physical Activity (CIMSPA) and is currently a Research Associate within the Population and Health Sciences Institute at Newcastle University. Andrew’s other research interests include body image, performance enhancing drugs, transgender sport, esports and public health..

Male Competitive Powerlifters relationship with Body Image: Utilising the Multidimensional Body Image Self Relations Questionnaire (MBSRQ).

ABSTRACT

Purpose: There is growing evidence to suggest that competitive male athletes in aesthetic sports that scrutinize their body image may experience undesirable mental health outcomes. However, there is limited research to address these issues in strength sports, particularly the sport of Powerlifting. Methods: This study employed the Multidimensional Body Image Self Relations Questionnaire (MBSRQ), which recruited 365 male participants across the following subgroups. Powerlifters (P) (n = 133), Active Subjects (AS) (n = 79), Appearance Based Sports (ABS) (n = 68), Strength Sports (SS) (n = 47) and Other Sports (OS) (n = 38). Results: One–way ANOVA showed significant (p < 0.05) results between all groups across six of the nine MBSRQ subscales. Post hoc comparisons found nine significant results with the powerlifting group achieving two of them against OS (p < 0.01) and AS (p < 0.01) groups respectively. Conclusions: Overall, the results showed that male powerlifters expressed their bodies-as-function rather than their bodies-as-object with regard to health evaluation and fitness orientation. This is supported by their stable and balanced scores across the MBSRQ subscales which indicates they have healthier and lower perceptions of negative body image concerns. The powerlifters results implied that a focus on objective performance improvement and maintaining a healthy body to prevent injury had body image benefits. Applications in Sport: The study concludes that male powerlifters present healthy body image perceptions compared to the other males in their respective sports and focus on their body functionality objectively rather than the subjective perception and presentation of their body image.

Keywords: Powerlifting, Body Image, Weight Classed Sports

INTRODUCTION

For this paper, the definition of Body image is referred to as “relating to a person’s perceptions, feelings and thoughts about his or her body, and is usually conceptualized as incorporating body size estimation, evaluation of body attractiveness and emotions associated with body shape and size” [1-2]. There has been extensive work conducted on the influence of body image in the media [3], in Western culture [4] and job roles such as the fitness industry [5]. Other comparisons include comparing body image within a range of demographic factors such as between athletes and non-athletes [6], age [7], nationality and ethnicity [8]. Cash and Pruzinsky [9] have defined five dimensions of body image, which work together to create an overall body image. However, these dimensions fails to mention the broader cultural and social contexts that influence body image [10]. They suggested that athletes dealing with sporting and societal pressures may experience adverse outcomes such as eating disorders or a negative perception of their body image. Such factors may lead to these pressures as a result of media and advertisements [11], supplements [12] and the use of image and performance-enhancing drugs [13].

Background of Powerlifting

Powerlifting athletes are scored on objective performance measures rather than appearance evaluations. Powerlifting tests athletes on their objective strength and has traditionally been male-dominated [14]. However, in the last twenty years, female participation has significantly increased [15]. Richardson and Chen [16] state that powerlifting is a competitive strength sport comprising three techniques: the Squat, the Bench Press and the Deadlift [17-18]. The aim is to lift the most weight across the three movements for nine attempts [18]. Sports similar to powerlifting that heavily rely upon strength include Olympic weightlifting [19], strongman [20], highland games [21] and the shot–put [22], to name but a few examples. Not all of these sports mentioned have a weight class or a weight requirement, but for those that do, depending on the rules of the competition, this weight requirement may be evaluated within twenty-four or even forty-eight hours prior to the event [23]. Weight classes help ensure fairness in competition and increase the pre-competition demands of participants to enter the weight category that maximizes their advantages. Experts argue that making weight places psychological demands on athletes who may be inclined to make drastic weight cuts to gain a competitive advantage [24]. However, as powerlifters are evaluated on the amount of weight lifted, the training is based on objective scoring criteria. As scoring is objectively determined, and not a third party as in aesthetic sports, this has important implications for positive psychological adaptations [25].

Theoretical models and frameworks

Theoretical models of body image, such as Objectification theory, focus on the impact on men of a culture that increasingly objectifies men’s bodies. It suggests that men, like women, may experience self-objectification [26]. For men, the dual focus on both leanness and muscularity characterizing the male body ideal may motivate a particularly maladaptive set of behaviors designed to achieve these goals, such as rigid exercise routines, hidden use of image and performance-enhancing drugs (IPEDs) [27]. Subsequently, the literature has claimed that men may suffer from body image concerns and dysfunctional behavior [28]. Some research argues that young men experience societal pressure to achieve the muscular mesomorphic body shape, and this behaviour leads to a drive for muscularity [29].

Further, studies have demonstrated that sociocultural pressures mediated by social comparisons and internalization of muscular and low-fat ideals are associated with men’s body dissatisfaction and drive for muscularity, which might lead to disordered eating [30]. Most research has focused on aesthetic sports such as bodybuilding [31-32]. These explanations fail to consider how individuals think, feel and behave concerning their body functionality [33]. How powerlifters think, feel, and behave about their body functionality in a sport concerned with achieving objective demands is essential to achieving a more complete and holistic understanding of body image in this context [34].

Theoretically, the subjective perception of muscularity depends on the individuals’ perception of body image, which for powerlifting tends toward a functional muscularity rather than aesthetic muscularity due to the sport’s rules. Critically, the self-objectification model does not consider the functionally orientated nature of sporting competition and its impact on male psychology [35]. Therefore, the athletes have a strong sense of control and need to prepare, train and diet concerning maximizing objective performance criteria, not gaining approval from judges based on aesthetics. The environmental demand to achieve an objective standard has essential implications for broadening body image, as Ginis et al., [36] reported. They found that the idea of muscularity and physical competence in men [37] are central to their evaluations of their bodies.
According to Conceptualisation theory, men are socialized to focus more attention on their body functionality than body-as-object (image) [38]. Therefore, powerlifting males are likely to value the functionality of their body over appearance, not only due to socialization processes that favour the achievement of tangible performance-based outcomes [39-40] but also due to the specific environmental demands of powerlifting which reward objective performance results. In contrast, perceptions of leanness and body fat percentage are less relevant to powerlifters performance. Franzoi [38] defined body-as-process as comprising physical capabilities and internal processes, which is similar to body functionality. The demand for functionality adds sources of experience, such as training to execute specific external and internal demands, that requires knowledge of body functionality (movement) and is, therefore, adaptive for how male powerlifters individuals think and feel about their body image [38].

For example, Richardson and Chen [16] found that female powerlifters, despite presumably having been socialized to experience higher levels of self-objectification and greater body-as-object identification than men, as predicted by self-objectification theory, nevertheless enjoyed their appearance in their sporting environment, indicating that it was not a source of anxiety, presumably due to the enjoyable experience of functional powerlifting training and competition reward. This was evident in other studies using smaller sample sizes and qualitative interviews in the same sport and sex [14 & 41]. Bordo [42] found that individuals who presented with large muscular physiques symbolized strength and masculinity.

Competition achievement and social reward within a sport based on tangible athletic goals [43-44] and psychological characteristics such as aggression when preparing to lift [45] will strongly mitigate against excessive rumination around body appearance and identity. Further reasoning supports the powerlifting community’s emphasis on body functionality [46-47]. From this perspective, male powerlifters likely develop a functional appreciation of their body that is valued separately from its appearance. This construct of functionality appreciation has only recently been investigated in the context of positive body image. It is positively associated with positive body image facets, such as body appreciation [48].

Franzoi [38] proposed that individuals hold more positive attitudes toward their body functionality than their body image. Therefore, it can be predicted that males with this orientation will hold performance adaptive attitudes toward their bodies. Body conceptualization theory offers a rationale for the body functionality being adaptive and reflective of positive male body image and improved mental health, compared to a body image orientation. This theorizing gives scope that negative body image attitudes can be adaptive and motivational within a performance-based environment based on objective rather than subjective and image-based criteria. For the male powerlifters, this would be the performance their bodies execute to meet the environmental needs (e.g., the sporting demands of their event). For example, Gattario and Frisen [49] found that males stated that finding a social context in which they found belonging and acceptance that allowed them to develop agency and empowerment allowed them to move from a negative to positive body image. With this logic, it could be predicted that competitive powerlifters will differ in their positive body image compared to individuals who are active but don’t compete.

Nevertheless, functionality measures have focused predominantly on physical capacities and internal processes and have typically concerned physical strength and muscularity. These aspects of body functionality can be conflated with physical appearance and are accentuated by male appearance ideals and the male gender role emphasizing dominance, power, and strength [50-51]. There has been some research into the body image perceptions of athletes in strength sports. Goltz et al [52] divided 156 male athletes into weight-class sports, endurance sports and aesthetic criteria sports and found no differences in body shape concerning self-depreciation due to physical appearance. Richardson and Chen [16] found no association between negative perceptions of appearance for female powerlifters compared to aesthetic sports individuals. These results suggested that the powerlifting group had contentment with their appearance, perhaps due to the decreased emphasis on body image compared to the increased emphasis on body functionality and focus on improving their skills and strength for their sport.

Apart from these few studies, research has yet to be done on body image and functionality in male powerlifting. The association of the physical body with functional sporting competition achievement based on objective standards may reduce the potential for internalizing negative body image and lead to healthy adaptations based on physical demands. This research will explore what functionality means for male powerlifters and how this impacts body image and functionality. This study aims to compare the body image of male powerlifting athletes against other subgroups of male athletic participation. The aim is to examine if male powerlifting athletes express different body image satisfaction or dissatisfaction with their body image and weight compared to subgroups of active and or sporting males.

Aim and Objectives of the Study 

Aim

To compare the body image differences of male powerlifters against a range of male athletic subgroups. 

Objectives

● The first objective was to determine if the powerlifters have significantly lower scores regarding their bodyweight perception when compared to other male groups in the study.

● To determine if powerlifters present an emphasis on body-as-process rather than body-as-object.

METHODS

Participant Information

An opportunity sample of 365 males was recruited through Facebook and Instagram. The recruitment period lasted three weeks in length and generated the following subgroups. There were 133 Powerlifters (P), 79 Active Subjects (AS), 68 Appearance Based Sports (ABS) participants, 47 Strength Sports (SS) participants and finally, 38 Other Sports (OS) participants within their respective subgroups. The group sample means and standard deviations for their age were 28.65 (± 7.44), height was 178.58cm (± 13.3cm), and their weight was recorded at 89.99kg (± 18.20kg). 

Within Table 1.0, each subgroup’s means and standard deviations were recorded for their age, height, weight and the length of time they have spent training. The powerlifting (P) group mean age was 27.71 ± 6.86 years, the mean weight was 92.73kg ± 21.24kg, and the mean height was 176.67 ± 15.27cm. Appearance Based Sports (ABS) group mean age was 28.04 ± 7.59 years, mean weight was 86.89 ± 14.55kg, and height was 177.11 ± 12.32cm. The active Subjects (AS) group’s mean age was 30.30 ± 8.19 years, the mean weight was 84.99 ± 12.81kg, and the mean height was 179.85 ± 14.91cm. The strength Sports (SS) group’s mean age was 29.19 ± 7.26 years, the mean weight was 97.41 ± 20.11kg, and the mean height was 181.69 ± 7.02cm. In the final subgroup Other Sports (OS) group, the mean age was 28.95± 7.49 years, the mean weight was 87.19 ± 15.53kg, and the mean height was 181.47 ± 7.87cm. No ethnic identity data was recorded. The study was conducted after obtaining ethical approval from the Teesside University School of Social Science Business and Law Ethical Approvals Committee. 

Measures 

Multidimensional Body Self Relations Questionnaire (MBSRQ): The MBSQR measures Body Image divided into cognitive and behavioral components [53]. Items are ranked on a 1 to 5 Likert scale, where 1 = Definitely disagree, and 5 = Definitely agree. The MSBRQ subscales include Appearance Evaluation (AE), Appearance Orientation (AO), Fitness Evaluation (FE), Fitness Orientation (FO), Health Evaluation (HE), Health Orientation (HO), Illness Orientation (IO), Body Areas Satisfaction (BASS), Overweight Preoccupation (OWP) and Self-Classified Weight (SCW). Illness Orientation is not included as a separate subscale, as it is already reliably accounted for under Health Orientation. The MBSRQ is significantly evidenced in Body Image research [9 & 53] as a well-validated measure [54] through comparison with other tools of Body Image. The MBSRQ has a proven reliability and validity record for body image research [53]. The composite reliability was calculated using an SPSS Omega Macro [55] and is within the acceptable range (Cronbach’s omega = 0.79). The primary author constructed demographic questions to collect information about the participant’ background. These questions included (but were not limited to) sex, age, height, weight, and years spent training. 

Procedure

Both the MSBRQ and Demographic Questionnaire were developed using Google Documents. Data gathered was stored under the General Data Protection Act [56]. Participants were assigned to groups 1.00 (Powerlifters – P), 2.00 (Appearance Based Sports – ABS), 3.00 (Active Subjects – AS), 4.00 (Strength Sports – SS) and 5.00 (Other Sports – OS), based on their answers from the demographic questionnaire. Participants were given no monetary or external incentive to take part. Participants read the pre-questionnaire information, participant information form and questionnaire instructions. Once read, participants were prompted to check a box that confirmed their consent to the study. All participants completed the questionnaire individually and received no communication from the researcher during data entry. A glossary was provided for technical terminology. Demographic questions were formatted as short answers, rating scales, and multiple-choice. Participants were informed they could opt out anytime during the study for any reason. In total, the questionnaires took about 10-15 minutes to complete.

Data Analysis

An independent group design was used to investigate the differences between the MBSRQ scores of the four. The dependent variables measured the differences in body image between the groups across nine subscales. All data were analyzed using Microsoft Excel version 2016 and Statistical Package for Social Science (SPSS) Version 27. Means and Standard Deviations were calculated for all the subscales. Data were checked for equality of variance between groups and assumptions for the one–way ANOVA where the alpha value was set at 0.05. Post hoc tests were calculated to compare the powerlifting group with the other three groups across the MBSRQ subscales. The post hoc alpha values were corrected for type one error rates using p < 0.01. To estimate the effect size of post hoc mean differences between groups, the Cohens d statistic size was interpreted using the following guidelines: .00-.2 (small), .40-.79, (medium) and .80 + (Large) [57] and 95% Confidence Intervals (CI) were reported. The Hedges g statistic was used if one or both groups being compared had n < 20, otherwise, Cohens d was reported.

RESULTS

The descriptive statistics associated with the MBSRQ scores across the five groups are reported in Table 2.0. It can be observed that the powerlifting group was associated with higher, consistently stable and healthy body image scores in comparison to the other four male sub-groups. Six of the nine MBSRQ subscales reported p-values below 0.05.

The descriptive statistics associated with the MBSRQ scores across the five groups are reported in Table 2.0. It can be observed that the powerlifting group was associated with higher, consistently stable and healthy body image scores in comparison to the other four male sub-groups. Six of the nine MBSRQ subscales reported p-values below 0.05.

.

Below are the graphs of the nine subscales from the MBSRQ presented to showcase the differences in mean scores for each domain of body image.

DISCUSSION
This study aimed to compare the body image of male powerlifters with sporting and physically active males. There were multiple significant results across six of the nine MBSRQ subscales between the groups. Overall, the results of this study suggest that male powerlifters have a healthy relationship with their physical body when compared to all other groups. The powerlifters on average, evaluated both their health and fitness orientation were higher compared to both physically active males and males in other sports. Comparing the groups anthropometrics, all groups expressed similar heights, weights and mean age. Most participants from the powerlifting group were in the late twenties, average weight at 92.73kg and standing around 178cm in height. Nolan, Lynch and Egan [58] used a male sample that was comparable to the current study in size and age. Other studies recruiting male powerlifters all had smaller sample sizes and younger age ranges [59-60] compared to the current study.

The first objective was to determine if the powerlifters had significantly lower scores regarding their bodyweight perception when compared to other male groups in the study. There was no evidence to support this prediction, as the powerlifting group levels of overweight preoccupation and self-classified weight area satisfaction were not significantly different from the other groups. The Powerlifting group had scored 2.49 for the OWP subscale which was higher than both SS and OS groups but lower than AS was the powerlifting and ABS groups. This would appear to indicate that the male powerlifters either do not ruminate on their body-as-object to the detriment of their mental health or that the nature of engagement with the powerlifting competitive demands lends itself toward a functional conceptualization of the body over an image-based focus [61]. These results taken together do not imply that powerlifters demonstrated a negative perception of their body image. Rather, the results suggest that powerlifters link their body image toward objective performance related goals. Although, this is speculative, the intense regime of powerlifting training for competition would result to improved perceptions of body image due to perceived changes in strength over time.

Theoretically, powerlifters interpreting their body-as-process rather than the body-as-object is consistent with larger differences in Fitness Orientation, Health Evaluation and Overweight – Preoccupation compared to the sport male and physically active male groups. These subscales relate more to objective performance concerns, such as physical capacity, rather than the subjective interpretation of body image, thus appear to be accentuated by perceptions of power and strength [50-51]. Fitness orientation refers to, “Extent of investment in being physically fit or athletically competent. High scorers value fitness and are actively involved in activities to enhance or maintain their fitness. Low scorers do not value physical fitness and do not regularly incorporate exercise activities into their lifestyle” [53]. Richardson and Chen [16] found their sample of female powerlifters scored the highest out of this subscale when compared to other groups.

Health Evaluation is defined as, “Feelings of physical health and/or the freedom from physical illness. High scorers feel their bodies are in good health. Low scorers feel unhealthy and experience bodily symptoms of illness or vulnerability to illness” [53]. Richardson and Chen [16] found that their sample of female powerlifters scored the highest on this subscale compared to other sporting females.

Overweight preoccupation reflects “fat anxiety, weight vigilance, dieting, and eating restraint.” [53]. Richardson and Chen [16] found, for their powerlifting group, very stable scores around the normative values with little deviation from the mean, therefore indicating that the group were happy and content with their weight for the function of powerlifting. The Powerlifting group had higher OWP compared to the other two groups but not low enough to indicate extreme weight cutting, dieting or weight anxiety, Although, the nature of powerlifting does require some weight monitoring due to the weight classes requirement, the score was not concerning. An individual-by-individual analysis would need to be considered to accurately assess if an athlete is expressing extreme body weight anxiety or concerns.

Certainly, this does contrast with the findings of the Active subjects (AS) group who had a moderate effect size of greater overweight preoccupation (OWP) and self-classified weight (SCW) compared to Other Sports (OS) and Strength Sports (SS). These difference of the control group (AS) adds further weight for the difference between the powerlifters and the other groups body image. The active subjects were composed of individuals who don’t compete in any sport, but their recreational exercising still did not prevent them from having pre-occupation with their physique. Male exercisers can be as pre-occupied with outward appearance as women due to their motivation for muscularity [62] and also as non-athletes they may lack the functional body appreciation that male athletes possess [63].

The second objective was to determine if powerlifters present an emphasis on body-as-process rather than body-as-object. Theoretically, body functionality can be understood in contrast to appearance ideals and gender roles for men, which emphasise the importance of physical strength, prowess, and bodily control [64]. The absence of negative body image perceptions in the males only lends indirect evidence for a higher emphasis on functional cognitions related to objective performance. There were two significant differences between powerlifters with OS and AS in health evaluation and fitness orientation. There was a moderate effect size difference for health evaluation, with the powerlifting group showing more robust health behaviours than the other sports group.

The other sport group was the smallest group (n=31) and consisted of people who recreationally participated in a variety of sports of which Soccer, Cross fit and Athletics were the most numerous. The health cognitions of the powerlifters place an emphasis on being prepared to execute maximum effort in their training and respecting the possibilities and limit of what they can achieve [65]. Compared to sports such as Athletics and Soccer, which place more emphasis on diverse interceptive open skills in a changing environment and / or endurance, Powerlifting requires maximum and intense concentration to prepare for one explosive movement. Therefore, the powerlifters need to have a healthy attitude toward diet, for example, as performance is related to performing at their physical limits but is not essential for skilled footballers. These results contrast with Goltz et al., [52] who found no differences in self-depreciation due to physical appearance in comparing weight-class sports, endurance sports and aesthetic criteria sports.

The powerlifting group also showed stronger fitness orientation compared to the active subjects groups. This may mean that the powerlifters monitoring of their pre-performance health results in stronger fitness evaluations compared to individuals who only exercise and also individuals in sports with less physically explosive demands [65]. This seems to reinforce the first finding, that male powerlifters have a positive rather than negative view of their body image, in terms of the value they place on health and fitness related cognitions to help prepare for competition. The fitness-orientation aspect can be interpreted for body functionality qualities, as this subscale would support behaviours and cognitions conducive to maintaining good physical condition and a positive view of the body [66]. An explanation in terms of body conceptualization theory is that the functionality of powerlifting competition allows the participants to engage in a wider range of strategies to maintain fitness rather than being concerned with aesthetics, compared to individuals who only exercise [49].

Comparing this to the appearance-based sport (ABS) group, they too also undergo intense and regimented training, as competitors will need to ensure they are in the best condition for competition, although still based on aesthetics. However, where the ABS group differ from the powerlifters is a moderate effect size for overweight preoccupation compared to the OS group. There was also a moderate effect size for self-classified weight compared to the strength sports group. These two subscales are more in line with previous findings [67], in that aesthetic sport participants need to put more effort in body monitoring and judgements related to weight loss or gain. In powerlifting, research has shown that to overcome confounding issues that may affect athletic performance, athletes reported that the following factors help relieve or reduce competition day stressors include, the coach, mental attitudes, technical instruction, training partners and social isolation [67]. When comparing between sexes, the results revealed no fundamental difference in these confounding factors by male and female powerlifters [66]. Within both studies, it was noted that there was no mention of body image when competing to be a compounding factor, which supports the current findings. Nevertheless, the powerlifters body image or perception of their own image was not given as an option in their studies so results may have been different if participants had been given an option to select.

The AS group reported two medium effect sizes against the other sports group and strength sports group, which were in the overweight preoccupation and self-classified weight subscales, but the powerlifting group scored a moderate effect size against the AS group in fitness orientation. The reason for this can be linked to multiple variables. Firstly, the AS group participants as stated earlier in this manuscript are not training to improve their performance within a specific sport or event. They are active males who are training but with no sport specific goal in mind. Hence, these individuals may be more critical of themselves when it comes to focusing on their bodyweight. This can be easily demonstrated in the subscale of SCW where the AS group scored the lowest when compared to the OS and SS groups. As individual in these sports may compete at a weight they are comfortable at, this yields them the best performance advantages when in competition.

Notwithstanding, the AS group did score closer to a mean normative value for their OWP subscale and scored higher than both OS and SS groups. The reason may be that higher scores focus more on weight vigilance and weight anxiety. However, the OS and SS groups scoring lower than AS and having low OWP scores indicates that their sports don’t require, or these athletes didn’t express any worry about their weight when competing.

Nevertheless, there is research to suggest that those who train for body image and pursue masculine muscular ideals may be motivated for these appearances through unhealthy means. These include self – blame and or internalised shame as reported by Larison and Pritchard [68] found that men who scored higher on these variables also reported higher levels of eating disorder symptomology. Yet, in the same study, those same men who scored higher for internalised shame also scored higher on the drive to be more muscular. Finally, Swami and Bedford [69] found that men’s drive for muscularity was significantly predicted by neuroticism and their drive for body appreciated was significantly predicted by neuroticism and extroversion when considering BMI and subjective social status as drivers. However, in other studies the opposite findings have been reported. Reina et al., [67] also reported that males in non-aesthetic sports were more dissatisfied with their body image and were 1.5 times more likely to use exercise to lose weight than non-sport participants.

Limitations
The MBSRQ is a valid and reliable and well stablished body image assessment tool and is appropriate for out study [53]. Nevertheless, the MBSRQ does not measure disordered eating or specific ideals of muscularity as compared to other aforementioned assessment tools. The powerlifting group in this study as in the female study by Richardson and Chen [16] is centred around one sport and unlike the other groups they are made up of multiple sports. Ultimately, this will have impacted their scores within their groups and comparing between groups. The powerlifting group as a whole had more training experience than the other groups which is reflected in their larger sample size and more stable scores which has to be factored into the analysis.

CONCLUSIONS
In summary, the findings report the powerlifters presented with stable and positive outlooks and evaluations of their body image. This highlights a productive relationship with their own body image and their sport of powerlifting as a body-as-function role instead of body-as-object [47]. Comparing the powerlifters with other sport groups showed similar results. The powerlifters presented with significantly (p < 0.05) better scores for HE and FO subscales in the MBSRQ when compared to the AS and OS groups. The majority of the groups displayed stable MBSRQ subscale scores and healthy outlooks on their body image. The study found that powerlifters did not express or display any extreme perceptions of their body image despite them competing within a defined weight category. These results also find that the athletes recruited for the powerlifting group train for performance and are less concerned about their body image. By positioning their focus on objective performance (lifting as much weight as possible) this appears to have psychological benefits which helps negate negative body image as recorded in the female samples of Richardson and Chen [16] and Vargas and Winter [14]. Future research should focus on qualitative interviews with male powerlifters and additional sports to understanding the relationships between their body image and their sport.

APPLICATIONS IN SPORT
The majority of previous research concerning male body image is associated with negative behaviour outcomes such as aggression, violence and or the use of PEDs [70]. This study has taken a different approach to show strength training for males has a positive outlook on their body image helping to create healthy and stable relationships with their mental health using an objective measurement. In this instance, it is the sport of powerlifting that focuses the athletes on the performance to lift as much weight as possible across three events.

Competing in a weight class sport does not necessarily produce extreme group scores and or undesirable behaviours concerning their bodyweight or body image. This implies that strength training methods such as powerlifting for males (and females as shown in Richardson and Chen [16] when seeking to improve their health and fitness are beneficial. The focus on objective strength gains via tracking their lifting through increments using progressive overload allows positive body appreciation. As a positive by-product, they will also develop improved physique through increased levels of physical activity and adherence to a training program. Furthermore, by seeing continued progressions through improving their technical proficiency doing the movements and increased muscle hypertrophy will lead to a better outlook on their mental health and body image. As they are viewing their body for its function not as an object they place less emphasis on subjective body image changes but rather on performance. In populations that include body image disorders and eating disorders, using this form of training will help support clinicians in helping return their patients to exercise routines to support a holistic recovery pathway [71].

Author roles
Dr. Mark Chen: Conceptualization, Methodology, Formal analysis, Writing – original draft, Writing – review & editing, Supervision, Project administration.

Dr. Andrew Richardson: Conceptualization, Methodology, Formal analysis, Data curation, Writing – review & editing, Project administration.

Conflict of Interest Statement:
The authors declare that have no conflict of interest when writing and or submitting this manuscript for peer review publication to The Sport Journal.

Funding
No funding was sought or requested for the formation of this manuscript

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2024-04-22T08:06:50-05:00April 20th, 2024|General, Research, Sport Training, Sports Exercise Science|Comments Off on Male Competitive Powerlifters relationship with Body Image: Utilising the Multidimensional Body Image Self Relations Questionnaire (MBSRQ)

Purposeful Practice: Constraints and Temperament Impact on Physical Performance of Collegiate Division II Soccer Athletes

Authors: Timothy Hinchman1, Carrie D. Taylor2, Eric J. Lange3, and Michael Meachum4

1 Department of Curriculum and Learning.  Midwestern State University, Wichita Fall, Texas, USA

2 Department of Counseling, Kinesiology, and Special Education, Midwestern State University, Wichita Fall, Texas, USA

3 Life Sciences Department, Tulsa Community College, Tulsa, Oklahoma, USA

4 Athletic Department, Midwestern State University, Wichita Fall, Texas, USA

Correspondence:

Timothy Hinchman
Midwestern State University
Gordon T. & Ellen West College of Education
3410 Taft Boulevard, Bridwell Hall, Office 330
Wichita Falls, Texas 76308-2099.
[email protected]

Dr. Timothy Hinchman is an Assistant Professor at MSU-Texas, where he has been since 2019. He imparts Science and Social Studies Methodology knowledge to aspiring elementary teachers. With an Ed.D. from the University of West Florida and academic roots in Florida State University, he brings a wealth of expertise. Dr. Hinchman’s interests focus on using constraints for increased productivity and creativity. He’s pioneering designed constraints to enhance NCAA Division II athletes’ performance. Collaborative across various fields, including education and art, his emphasis is on STEM/STEAM. Beyond academia, Dr. Hinchman’s passion for Batman and comic books shines. His goal is to present research at a major Comic-Con event. This reflects his dedication to education and diverse pursuits.

Purposeful Practice: Constraints and Temperament Impact on Physical Performance of Collegiate Division II Soccer Athletes

Abstract

This quantitative quasi-experimental study examined differences in mean and median differences of millennial soccer athlete’s performance.  Research indicates that millennials struggle with complex tasks due to their fear of failure. Individual productivity has been shown to be positively influenced by the use of designed constraints. The study employed the C-BMN framework and the GPAI to analyze data pertaining to constraint-type and its influence on the productivity of 18 soccer players.  Individual components teamwork and trapping showed statistical significance during the intervention, while positioning, passing, and dribbling did not.  The overall GPAI showed statistical significance between the control and both constraint types.  A two-mixed ANOVA showed no statistically significant interaction between constraints and temperaments however only 72% of participants completed the temperament assessment. 

Keywords:  Constraints, Temperament, Physical Performance, GPAI

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2023-09-08T11:01:36-05:00September 8th, 2023|Research, Sports Exercise Science, Sports Health & Fitness|Comments Off on Purposeful Practice: Constraints and Temperament Impact on Physical Performance of Collegiate Division II Soccer Athletes

Strength and Conditioning Practices among NCAA Place-Kickers

Authors: Dr. James A. Reid1, Todd Schaneville2, and Trey Schaneville3

1Assistant Professor of Physical Education, Tuskegee University, Tuskegee, AL, USA
2Physical Educator and Coach, Brevard Public Schools, Viera, FL, USA
3Graduate Student-Athlete, Appalachian State University, Boone, NC, USA

Corresponding Author:

James A. Reid, DA, NSCA, CSCS and CPT
509 Greentree Ter
Auburn, Alabama 36832
[email protected]
256-690-3581

University. Dr. Reid has been teaching exercise science and physical education in higher education since 2001. Dr. Reid was a place-kicker and punter at Tulane University and Auburn University. He played three years of semi-professional football as well. While serving as Assistant Professor in the Department of Health and Human Performance at the University of Tennessee at Martin, he served as a volunteer kicking coach for the football team. Dr. Reid also has worked as a kicking coach with Feely Kicking School in Tampa, Florida.

Strength and Conditioning Practices among NCAA Place-Kickers

ABSTRACT

The purpose of this study was to examine the strength and conditioning practices of NCAA Division I and II starting place-kickers. The hope is that this information will be valuable to football coaches and strength and conditioning professionals who oversee the offseason regiments of kickers. The researchers investigated the strength and conditioning practices over nine different categories of exercises. The instrumentation used was a survey, and the subjects were fifteen starting NCAA place-kickers at the Division I and II levels. The survey format was divided into nine sections, and respondents were asked to indicate any exercise from a list that the athlete performs regularly during off-season training. The findings from this research study show that there are a few exercise categories that seem to be used more frequently than others and that certain exercises provide greater benefits to a place-kicker’s performance. One hundred percent of respondents reported that they utilize the following exercise categories: core strength and endurance, assistance strength and endurance, power lifts, speed and agility, and flexibility. However, for place-kickers, flexibility and plyometric exercises seem to be the most beneficial for this specific type of athlete. This is most likely due to their need for explosive strength and power, as well as improved range of motion during kicking.

Key Words: flexibility, endurance, plyometrics, power, aerobic, strength, core

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2023-03-24T17:44:41-05:00March 24th, 2023|Research, Sport Education, Sport Training, Sports Exercise Science|Comments Off on Strength and Conditioning Practices among NCAA Place-Kickers

The Impact of Eating Disorder Risk on Sports Anxiety and Sports Confidence in Division III Female Athletes

Submission by JoAnne Barbieri Bullard1, Psy.D.*

1* Instructor, Health and Exercise Science Department, Rowan University,

JoAnne Barbieri Bullard is an instructor in the Health and Exercise Science Department at Rowan University. Bullard is also a Doctor of Sport Psychology and Performance and a Certified Strength and Conditioning Specialist.

ABSTRACT

Eating disorder risk is important to assess not only regarding possible impact on the performance ability of an athlete, but also for the health risks athletes could experience. The purpose of this study is to evaluate eating disorder risk and the impact on sports anxiety and sports confidence of Division III female student-athletes. The results were based off of the Eating Attitudes Risk-26 Questionnaire to examine eating disorder risk, the Sport Anxiety Scale-2 to examine trait anxiety in sport settings, and the Sources of Sport Confidence Questionnaire to examine sources of sport confidence. The methodology included an informed consent form, demographics questionnaire, Eating Attitudes Risk-26 Questionnaire, Sport Anxiety Scale-2, and the Sources of Sport Confidence Questionnaire. Analyses were completed utilizing bivariate correlations and regression analysis. The results of this study showed that eating disorder risk was significantly correlated with only one variable of sports confidence, labeled as physical self-presentation, and no variables of sports anxiety. Athletic departments, athletic trainers and coaching staffs can utilize these findings to effectively work with student-athletes in a preventative manner.

Key words: eating disorder risk, sports anxiety and sports self-confidence (more…)

2015-04-16T15:51:19-05:00April 1st, 2015|Sports Exercise Science, Sports Nutrition|Comments Off on The Impact of Eating Disorder Risk on Sports Anxiety and Sports Confidence in Division III Female Athletes
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