Christopher Spray - Academia.edu (original) (raw)
Papers by Christopher Spray
International Journal of Research Studies in Education
Recent years have seen increased government funding into resilience-building programmes in school... more Recent years have seen increased government funding into resilience-building programmes in schools. However, practitioners are unable to assess the efficacy of interventions due to the lack of an available measure of academic resilience. The aim of this review is to provide an overview of the methods investigators have employed to measure academic resilience. A computerised literature search was conducted to identify journal articles where academic resilience was either; a) inferred through assessment of risk and positive adaptation or b) assessed using a measurement scale comprising protective factors. Results demonstrated significant variability in the factors utilised to represent risk and positive adaptation, and an inconsistent use of measurement scales. Different approaches to measuring academic resilience across studies leads to inconsistencies when estimating prevalence of the concept and the impact of resilience-based interventions. A discussion of the psychometric rigor of approaches to assessment is provided, with specific recommendations for future development of a measurement of academic resilience.
Taylor, I., Ntoumanis, N., Standage, M. and Spray, C., 2008. Motivational predictors of students&... more Taylor, I., Ntoumanis, N., Standage, M. and Spray, C., 2008. Motivational predictors of students' leisure time physical activity and general physical self concept in physical education: A multilevel growth curve analysis. In: North American Society for the Psychology of Sport and Physical Activity, 4-8 June 2008, Niagra Falls. ... Taylor, I., Ntoumanis, N., Standage, M. and Spray, C.
Psychology of Sport and Exercise
Abstract The present study firstly establishes physical education (PE) teachers’ motivational pro... more Abstract The present study firstly establishes physical education (PE) teachers’ motivational profiles based on their autonomous motivation, controlled motivation and amotivation and, secondly, investigates how different PE teachers’ motivational profiles differ in terms of certain maladaptive antecedents (i.e. psychological need frustration, pressures perceived at work and burnout). It also addresses the differences in their students’ perception of autonomy support, psychological need satisfaction and autonomous motivation. A total of 105 PE teachers and their 2164 students completed validated questionnaires. Four profiles were retained in the cluster analysis. Results showed that teachers who were high on autonomous motivation displayed the most optimal pattern of outcomes, whereas teachers who were high on amotivation showed the opposite pattern. Analysis of the established profiles suggested that the experience of controlled motivation was linked with maladaptive outcomes among both teachers and students. Implications for educational policy and practice are discussed.
European Physical Education Review
Daily stressors, or hassles, refer to the everyday environmental demands that constitute a threat... more Daily stressors, or hassles, refer to the everyday environmental demands that constitute a threat or challenge, or exceed an individual’s biological or psychological capacities. Increasing evidence suggests that daily stressors have a significant impact on adolescents’ educational outcomes, for example, performance, wellbeing and negative attitudes toward school; however, there is limited research examining the concept of common stressors in physical education (PE) lessons. As early adolescence is a developmental period associated with decreased engagement in PE, it is important to identify the environmental stressors that may be associated with increased disengagement. The study included 54 secondary school students and six PE teachers from five schools in the English Midlands. Semi-structured interviews and focus groups were conducted and a thematic analysis was applied to the interview transcripts. Three higher order themes were identified from the data: the social environment; t...
Journal of Applied Sport Psychology
This study evaluated the effectiveness of a novel online education program for British tennis par... more This study evaluated the effectiveness of a novel online education program for British tennis parents and their experiences of engaging in the program. Using a convergent parallel mixedmethods design, 13 parents completed pre-and post-program online questionnaires, while a subset of 9 participants also shared their experiences via an asynchronous email interview. Quantitative findings revealed positive directional changes for almost all of the variables in relation to emotional experiences, goal orientations, tennis parent efficacy, and general parenting efficacy. The contribution of the combined quantitative and qualitative findings and their practical implications are discussed.
Qualitative Research in Sport, Exercise and Health
Journal of Clinical Sport Psychology
Coping with stress is an important element in effective functioning at the elite level in sports,... more Coping with stress is an important element in effective functioning at the elite level in sports, and fear of failure (FF) is an example of a stressor that athletes experience. Three issues underpin the present preliminary study. First, the prevalence of problems attributed to FF in achievement settings. Second, sport is a popular and significant achievement domain for children and adolescents. Third, there is a lack of research on FF in sport among this population. Therefore, the objectives of the study were to examine the effects of FF on young athletes and to find out their coping responses to the effects of FF. Interviews were conducted individually with nine young elite athletes (5 males, 4 females; ages 14–17 years). It was inferred from the data that FF affected the athletes’ well-being, interpersonal behavior, sport performance, and schoolwork. The athletes employed a combination of problem-focused, emotion-focused, and avoidance-focused coping strategies, with avoidance str...
Qualitative Research in Sport, Exercise and Health
This study examined the effectiveness of an evidence-based sport parent education programme desig... more This study examined the effectiveness of an evidence-based sport parent education programme designed to meet the stage-specific needs of British tennis parents. Using an organisational action research framework, six workshops were run over a 12-week period for tennis parents with children between the ages of 5 and 10 years. Workshops took place in three high performance tennis centres and had an average attendance of 22 parents. Data were collected using participant diaries, emails, social validation feedback forms, reflective diaries, and post-programme focus groups (n=19). The impact and effectiveness of the programme was evaluated qualitatively using a thematic analysis. Results indicated that the programme was effective in enhancing tennis parents' perceived knowledge, affective states, and skills across a range of learning objectives. Results also provide a unique understanding of parents' experiences of participating in a sport parent education programme. Insights are provided for practitioners in relation to the design, content, and delivery of future sport parent education programs.
Psychology in the Schools
Drawing from theory and research into social comparison processes, the present study sought to de... more Drawing from theory and research into social comparison processes, the present study sought to determine children's motives for comparison in addition to the coexistence of class and individual comparisons in school physical education. The main and interactive effects of these types of comparisons were examined in relation to pupils’ physical self-concept, as well as self-reported behavioral engagement and disaffection in class. In total, 545 children (Mage = 13.89 years, SD = 1.57 years) from two schools in England completed the questionnaire. Moderated hierarchical regression analysis demonstrated that the higher a child's perception of his or her ability was compared with his or her classmates, the greater the level of engagement and physical self-concept and the lower the level of disaffection. Interaction analysis showed that when perceived ability with reference to the class was low, a downward comparison with an individual enhanced engagement, but this was not the case when perceived ability was high. Findings suggest that further research into social comparison processes in this setting is warranted.
Journal of Sport and Exercise Psychology, 2005
Journal of Sport and Exercise Psychology, 2005
Journal of Sport and Exercise Psychology, 2005
Journal of sport & exercise psychology, Jan 26, 2016
The current study explored coaches' interpersonal behaviors as a mechanism for well- and ill-... more The current study explored coaches' interpersonal behaviors as a mechanism for well- and ill-being contagion from coach to athlete, and vice versa. Eighty-two coach-athlete dyads from individual sports completed self-report measures before and after a training session. Structural equation modeling supported three actor-partner interdependence mediation models, in which coaches' pre-session well- and ill-being were associated with changes in athletes' well- and ill-being over the course of the session. These relationships were mediated by athletes' perceptions of their coaches' interpersonal styles during the session. The reciprocal transfer from athlete to coach was not fully supported. Nonetheless, coaches' perceptions of their own interpersonal behavior were associated with changes in their post-session well- and ill-being. Overall, evidence is provided for the contagion of affect from authority figures to those under their instruction, but not vice versa.
International Journal of Research Studies in Education, 2016
We examined different methods of assessing individual-level stability and change in goal adoption... more We examined different methods of assessing individual-level stability and change in goal adoption within the context of school physical education (PE) over the transition from primary to secondary school and between school years in Key Stage 3. We assessed whether implicit theories of ability and gender were associated with individual-level change and ipsative continuity. Data from two longitudinal samples in which pupils completed self-reports of achievement goal adoption and implicit theories of ability are presented. Across both samples there was evidence of both goal stability and change across the key transition periods and some evidence for the role of implicit theories of ability in goal stability and change at the individual-level. Pupil gender was not associated with stability and change in goals in a consistent manner. Implications for future research are discussed.
International Journal of Research Studies in Education
Recent years have seen increased government funding into resilience-building programmes in school... more Recent years have seen increased government funding into resilience-building programmes in schools. However, practitioners are unable to assess the efficacy of interventions due to the lack of an available measure of academic resilience. The aim of this review is to provide an overview of the methods investigators have employed to measure academic resilience. A computerised literature search was conducted to identify journal articles where academic resilience was either; a) inferred through assessment of risk and positive adaptation or b) assessed using a measurement scale comprising protective factors. Results demonstrated significant variability in the factors utilised to represent risk and positive adaptation, and an inconsistent use of measurement scales. Different approaches to measuring academic resilience across studies leads to inconsistencies when estimating prevalence of the concept and the impact of resilience-based interventions. A discussion of the psychometric rigor of approaches to assessment is provided, with specific recommendations for future development of a measurement of academic resilience.
Taylor, I., Ntoumanis, N., Standage, M. and Spray, C., 2008. Motivational predictors of students&... more Taylor, I., Ntoumanis, N., Standage, M. and Spray, C., 2008. Motivational predictors of students' leisure time physical activity and general physical self concept in physical education: A multilevel growth curve analysis. In: North American Society for the Psychology of Sport and Physical Activity, 4-8 June 2008, Niagra Falls. ... Taylor, I., Ntoumanis, N., Standage, M. and Spray, C.
Psychology of Sport and Exercise
Abstract The present study firstly establishes physical education (PE) teachers’ motivational pro... more Abstract The present study firstly establishes physical education (PE) teachers’ motivational profiles based on their autonomous motivation, controlled motivation and amotivation and, secondly, investigates how different PE teachers’ motivational profiles differ in terms of certain maladaptive antecedents (i.e. psychological need frustration, pressures perceived at work and burnout). It also addresses the differences in their students’ perception of autonomy support, psychological need satisfaction and autonomous motivation. A total of 105 PE teachers and their 2164 students completed validated questionnaires. Four profiles were retained in the cluster analysis. Results showed that teachers who were high on autonomous motivation displayed the most optimal pattern of outcomes, whereas teachers who were high on amotivation showed the opposite pattern. Analysis of the established profiles suggested that the experience of controlled motivation was linked with maladaptive outcomes among both teachers and students. Implications for educational policy and practice are discussed.
European Physical Education Review
Daily stressors, or hassles, refer to the everyday environmental demands that constitute a threat... more Daily stressors, or hassles, refer to the everyday environmental demands that constitute a threat or challenge, or exceed an individual’s biological or psychological capacities. Increasing evidence suggests that daily stressors have a significant impact on adolescents’ educational outcomes, for example, performance, wellbeing and negative attitudes toward school; however, there is limited research examining the concept of common stressors in physical education (PE) lessons. As early adolescence is a developmental period associated with decreased engagement in PE, it is important to identify the environmental stressors that may be associated with increased disengagement. The study included 54 secondary school students and six PE teachers from five schools in the English Midlands. Semi-structured interviews and focus groups were conducted and a thematic analysis was applied to the interview transcripts. Three higher order themes were identified from the data: the social environment; t...
Journal of Applied Sport Psychology
This study evaluated the effectiveness of a novel online education program for British tennis par... more This study evaluated the effectiveness of a novel online education program for British tennis parents and their experiences of engaging in the program. Using a convergent parallel mixedmethods design, 13 parents completed pre-and post-program online questionnaires, while a subset of 9 participants also shared their experiences via an asynchronous email interview. Quantitative findings revealed positive directional changes for almost all of the variables in relation to emotional experiences, goal orientations, tennis parent efficacy, and general parenting efficacy. The contribution of the combined quantitative and qualitative findings and their practical implications are discussed.
Qualitative Research in Sport, Exercise and Health
Journal of Clinical Sport Psychology
Coping with stress is an important element in effective functioning at the elite level in sports,... more Coping with stress is an important element in effective functioning at the elite level in sports, and fear of failure (FF) is an example of a stressor that athletes experience. Three issues underpin the present preliminary study. First, the prevalence of problems attributed to FF in achievement settings. Second, sport is a popular and significant achievement domain for children and adolescents. Third, there is a lack of research on FF in sport among this population. Therefore, the objectives of the study were to examine the effects of FF on young athletes and to find out their coping responses to the effects of FF. Interviews were conducted individually with nine young elite athletes (5 males, 4 females; ages 14–17 years). It was inferred from the data that FF affected the athletes’ well-being, interpersonal behavior, sport performance, and schoolwork. The athletes employed a combination of problem-focused, emotion-focused, and avoidance-focused coping strategies, with avoidance str...
Qualitative Research in Sport, Exercise and Health
This study examined the effectiveness of an evidence-based sport parent education programme desig... more This study examined the effectiveness of an evidence-based sport parent education programme designed to meet the stage-specific needs of British tennis parents. Using an organisational action research framework, six workshops were run over a 12-week period for tennis parents with children between the ages of 5 and 10 years. Workshops took place in three high performance tennis centres and had an average attendance of 22 parents. Data were collected using participant diaries, emails, social validation feedback forms, reflective diaries, and post-programme focus groups (n=19). The impact and effectiveness of the programme was evaluated qualitatively using a thematic analysis. Results indicated that the programme was effective in enhancing tennis parents' perceived knowledge, affective states, and skills across a range of learning objectives. Results also provide a unique understanding of parents' experiences of participating in a sport parent education programme. Insights are provided for practitioners in relation to the design, content, and delivery of future sport parent education programs.
Psychology in the Schools
Drawing from theory and research into social comparison processes, the present study sought to de... more Drawing from theory and research into social comparison processes, the present study sought to determine children's motives for comparison in addition to the coexistence of class and individual comparisons in school physical education. The main and interactive effects of these types of comparisons were examined in relation to pupils’ physical self-concept, as well as self-reported behavioral engagement and disaffection in class. In total, 545 children (Mage = 13.89 years, SD = 1.57 years) from two schools in England completed the questionnaire. Moderated hierarchical regression analysis demonstrated that the higher a child's perception of his or her ability was compared with his or her classmates, the greater the level of engagement and physical self-concept and the lower the level of disaffection. Interaction analysis showed that when perceived ability with reference to the class was low, a downward comparison with an individual enhanced engagement, but this was not the case when perceived ability was high. Findings suggest that further research into social comparison processes in this setting is warranted.
Journal of Sport and Exercise Psychology, 2005
Journal of Sport and Exercise Psychology, 2005
Journal of Sport and Exercise Psychology, 2005
Journal of sport & exercise psychology, Jan 26, 2016
The current study explored coaches' interpersonal behaviors as a mechanism for well- and ill-... more The current study explored coaches' interpersonal behaviors as a mechanism for well- and ill-being contagion from coach to athlete, and vice versa. Eighty-two coach-athlete dyads from individual sports completed self-report measures before and after a training session. Structural equation modeling supported three actor-partner interdependence mediation models, in which coaches' pre-session well- and ill-being were associated with changes in athletes' well- and ill-being over the course of the session. These relationships were mediated by athletes' perceptions of their coaches' interpersonal styles during the session. The reciprocal transfer from athlete to coach was not fully supported. Nonetheless, coaches' perceptions of their own interpersonal behavior were associated with changes in their post-session well- and ill-being. Overall, evidence is provided for the contagion of affect from authority figures to those under their instruction, but not vice versa.
International Journal of Research Studies in Education, 2016
We examined different methods of assessing individual-level stability and change in goal adoption... more We examined different methods of assessing individual-level stability and change in goal adoption within the context of school physical education (PE) over the transition from primary to secondary school and between school years in Key Stage 3. We assessed whether implicit theories of ability and gender were associated with individual-level change and ipsative continuity. Data from two longitudinal samples in which pupils completed self-reports of achievement goal adoption and implicit theories of ability are presented. Across both samples there was evidence of both goal stability and change across the key transition periods and some evidence for the role of implicit theories of ability in goal stability and change at the individual-level. Pupil gender was not associated with stability and change in goals in a consistent manner. Implications for future research are discussed.