Research
Research Groups
Contact: Marion Sulprizio
The research group “Coaching and Psychological Care” deals with the process of sports psychology care and counseling for athletes, coaches and teams with regard to different topics (such as motivation, stress, emotion, social processes).
The aims of the research group are (1) to identify current competitive sports and socio-politically relevant topics in the sports psychology care process, to take a more differentiated approach to the coaching and care process, and to develop recommendations for different target groups (e.g. sports psychologists, coaches, athletes, teams). In addition, the working group aims to (2) strengthen the position of sports psychology in Germany, support regional sports psychology initiatives at the federal level, and thus achieve optimal provision of sports psychology care for the various target groups by 2028.
In order to achieve the first goal, the working group is focusing on the questions (a) Where can sports psychology help in the process of influencing and developing the performance, personality and mental health of athletes and coaches? and (b) How can the various topics be successfully addressed and influenced in sports psychology care? In answering the first question, the working group aims to identify the specific situations in which the various target groups require support in the field of sports psychology and to further define the terminology used in the care setting (e.g. what is an athletic crisis? What is failure?). In addition, when answering the first question, it is also important to consider how sport psychology work in competitive sports differs or changes both between different types of sports and in terms of gender and age. The aim of answering the second question is to develop, describe and recommend theory-based sport psychology methods and strategies that can be used effectively and efficiently for specific sport psychology support issues. In addition, guidelines are to be developed regarding the frequency, intensity and duration of the use of sport psychology techniques and methods, which will provide sports psychologists and coaches with clear guidance on how these methods can best be implemented.
The second goal of supporting sports psychology and providing optimal care for athletes, coaches and teams by 2028 is to be achieved through increased lobbying work for the field of sports psychology. In addition to various publications, this also includes the presentation of sports psychology initiatives and sports psychology work in general at conferences for coaches, association meetings, etc. in the form of lectures, working groups and workshops.
Contact:Dr. Hanna Raven, Juliane Mackenbrock
Although the health benefits of regular physical activity are well known, these known benefits are often not enough to sustain motivation for sports, exercise, or physical activity in the long term. A wide range of often contradictory and complex reasons motivate people to exercise, cause them to stop abruptly, or drive them to start again after a relapse. An insight into these reasons and their changeability over time and the associated motivational dynamics is useful for designing sports-related intervention programs.
Our research focuses on motivation and physical activity in the following contexts: health, recreational sports, competitive sports, work, and school.
The topics of interest include both the motivation to participate in sports among different groups of people and more complex relationships between certain forms of motivation and their effects on physical activity. In addition to cross-sectional research, changes investigated in longitudinal research designs are also of particular interest. Furthermore, methodological questions regarding the operationalization and conceptualization of motivation are the focus of the working group. This working group meets at least once a month and as needed to discuss current topics, publications, tasks, or proposals. In this way, experiences on the topic of motivation in the various projects of the group members can be exchanged and mutual support can be provided for the respective tasks.
The theoretical basis of the working group takes into account personal and interpersonal resources from a salutogenic perspective, with the self-determination theory of motivation, according to Deci and Ryan (2000), playing a central role. Cognitive appraisal processes such as self-efficacy expectation and locus of control are examined in the context of physical activity in the above-mentioned contexts. The classification of motivational and volitional processes in interventions is also being investigated.
Overall, our research has practical implications for health and recreational sports, physical education in schools, and competitive sports. In the context of physical education in schools, for example, seminars and teaching modules are (further) developed for students and teachers in training. Materials are developed for everyday physical education in schools that can support physical education teachers in designing motivational lessons.
Contact:Dr. Fabian Pels
Relevance. Groups and group action are significant components of various life domains, be it in sports, at work, or in the area of education and training. On the one hand, this significance arises from the frequency of their occurrence and, on the other hand, from the diversity of their occasions, which can vary depending on the domain. Groups and group action contribute, for example, to the achievement of goals through the joint accomplishment of tasks, the transfer and acquisition of knowledge or simply to the satisfaction of basic psychological needs such as the need for relatedness.
Goals. The work group “Social Processes” pursues goals in both scientifically and socially relevant areas. In terms of science, the primary aim is to (further) develop theories and methods and to research the fundamental mechanisms of social processes. In terms of societal aspects, there is a particular emphasis on the usability of research results. For example, by developing intervention programs based on experimental findings, the research results should be usable for individual groups or life domains, but also for society in general.
Contents. The specific contents of the work group “Social Processes” arise from phenomena as well as research- or practice-related problems, which may be interrelated. For example, the underlying processes and mechanisms of motivational gains or losses in groups and group flow are examined. Central research tasks of the work group relate, for example, to methodological challenges such as the (further) development of experimental paradigms for the investigation of group phenomena. Central practice-related topics arise primarily from the needs of sports psychology, health psychology, and work and organizational psychology practice. This includes the (further) development of diagnostic methods for use in practice (e.g., team diagnostics) or the development and testing of interventions in the field.
Work and thinking philosophy. The work of the group “Social Processes” is theory-based. Interpersonally oriented theories are the basis for the formation of (new) theoretical approaches and models, the derivation of new research questions, and the (further) development of diagnostics and intervention. The interpersonally oriented theories include, for example, the approaches of the Self-Determination Theory, the Balance Theory or the Collective Effort Model. The empirical investigations of the Social Processes working group are primarily experimentally oriented. Both laboratory and field experimental approaches are pursued. The working results of the Social Processes working group are to be continuously made visible to science and the general public in publications.
Contact: Dr. Johanna Belz
In our daily lives, we are exposed to a variety of stresses. Chronically high stress levels combined with inadequate coping strategies and a lack of recovery can lead to impairments in physical and mental health as well as a drop in performance in various areas of life (e.g. work, studies or sports). Thus, it is of great relevance to deal with stress, recovery and coping strategies and their significance in terms of mental health in different life contexts.
The working group's considerations and research projects are based, among other things, on Lazarus' transactional stress model and Antonovsky's salutogenic approach. On the one hand, it is assumed that stress arises from an evaluation process of the personal significance of situational conditions and the available coping options. On the other hand, it is assumed that, in Antonovsky's sense, protective resistance resources help to cope with stress. Accordingly, the working group not only considers physical, psychological and psychosocial stressors and risks, but also protective factors (e.g. recovery, stress management behavior) that are essential for the health and well-being of individuals.
The research work of this working group is designed both cross-sectionally and longitudinally, as well as in the form of intervention and experimental studies. They mainly deal with the investigation of stress, recovery and coping strategies and mental health in the contexts of school, university, health and competitive sports. The research work currently focuses on the following target groups: sports teachers, competitive athletes and sports students.
The research results of this working group serve as a basis for imparting knowledge and developing skills in the various target groups. For example, (1) intervention tools (e.g. setting up a stress laboratory, developing teaching/learning modules) for sports teachers to learn how to deal with stress better, (2) workshops on the topic of stress and recovery for adolescent competitive athletes and (3) recommendations for action, counseling and workshops on the topic of physical and mental stress in college for physical education students. The aim is to evaluate the feasibility of implementation and the effectiveness of developed intervention modules.
This working group meets at least once a month to exchange information on relevant current research projects and proposals, publications, events and best practice models, and to support each other in our respective tasks. In doing so, we benefit from the individual skills of the members of the working group in order to strengthen the research process in the area of stress and mental health in the long term.
Ongoing Projects
The influence of aggression reduction through emotion regulation on athletic performance: the significance of physiological markers
Project manager: Dr. Uirassu Borges (u.borges@dshs-koeln.de)
Project staff: Dr. Fabian Pels, Prof. Dr. Jens Kleinert, Florian Schwalb, Christopher Ismar
Funding: Internal university research funding
Duration: 03/2024 - 02/2025
Project description:
Aggression is a significant phenomenon in sports (1). Depending on the type of sport and situation, aggression can have a beneficial or detrimental effect on athletic performance (2). For this reason, it is essential for athletes to be able to regulate aggressive behavior in competitive situations (3,4). Impulsive aggressive behavior is associated with poor emotion regulation (5). This raises the question, which has not been sufficiently researched to date, of whether the application of reappraisal as an emotion regulation strategy to reduce aggression and thereby improve performance in certain athletic abilities. The present research project investigates this question and compares the strategy of reappraisal with that of suppression as a control condition. The project goes beyond the current approach of considering only one psychophysiological mechanism behind aggression. In the present project, neuroendocrine (cortisol and testosterone), autonomic (cardiac vagal and cardiac sympathetic activity) and behavioral measures are used to address this question. The project investigates a simple and cost-effective intervention method for reducing aggression in sports situations based on emotion regulation, whereby sports situations are considered in a differentiated and theory-based way.
- Coulomb-Cabagno G, Rascle O. Team sports players' observed aggression as a function of gender, competitive level, and sport type. J Appl Soc Psychol [Internet]. 2006 Aug [cited 2021 Sep 19];36(8):1980–2000. Available from:
- Glover C, McCarthy P, Burns L, McCann B. Does an athlete's anger differ by sport type and gender? Int J Sport Psychol. 2022;53(6):507–24.
- Kieran K, Kylis MW. Getting a grip on emotion regulation in sport: conceptual foundations and practical application MARK A . UPHILL , PAUL J . MCCARTHY AND. Adv Appl Sport Psychol A Rev [Internet]. 2008 Dec 10 [cited 2022 Nov 7];172–204. Available from: https://www.taylorfrancis.com/chapters/edit/10.4324/9780203887073-11/getting-grip-emotion-regulation-sport-conceptual-foundations-practical-application-mark-uphill-paul-mccarthy
- Lazarus RS. How emotions influence performance in competitive sports. Sport Psychol. 2000;14:229–52.
- Davidson RJ, Putnam KM, Larson CL. Dysfunction in the neural circuitry of emotion regulation--a possible prelude to violence. Science [Internet]. 2000 Jul 28 [cited 2022 Nov 4];289(5479):591–4. Available from:https://pubmed.ncbi.nlm.nih.gov/10915615/
Scientific coordination: Prof. Dr. Jens Kleinert, Dr. Julia Mierau
Project collaborator from the GuS department: Juliane Mackenbrock
Funding: Federal Ministry of Education and Research (BMBF)
Duration: 09/2023 - 02/2026
Project description
In the ComᵉSport competence network, eleven universities from four federal states are working together to promote and sustainably secure digital and digitally supported teaching in schools and further education in the subject of sports. The focus is on the systematization, qualitative assurance and (further) development of digitally oriented further and continuing education offers in the thematic complex of “mediation, education and learning in and through sport” as well as their sustainable implementation via the expansion of existing networks and (digital) infrastructures.
More information
Project staff from the GuS department: Dr. Hanna Raven, Ulrike Hartmann
Funding: Ministry of Culture and Science of the State of North Rhine-Westphalia
Duration: 09/2023 - 03/2026
Project description:
People in North Rhine-Westphalia are currently facing enormous challenges. The economic, cultural, social, religious and political situation offers great potential for dividing and isolating parts of the population from each other. The social discourses circulating in digital formats should not be underestimated in this context. These are accompanied by high potentials for alienation, segregation, aggression and violence, which threaten peaceful and democratic coexistence. In university and school contexts, too, there is a growing dissatisfaction with authoritarian, undemocratic and anti-democratic power and decision-making structures that are no longer in keeping with the times. Many university teachers and students would like to see their work oriented and designed in a more appreciative, healthy, diverse, inclusive, participatory, democratic, public-interest-oriented and sustainable way.
The interdisciplinary project “Developing Democracy” takes these needs seriously, pools existing experiences, strengthens the scientific basis and develops practical, evidence-based educational and development opportunities for this.
Objective:
The project “Developing Democracy” will make a significant contribution to the development of the following democratic skills:
Strengthening personal responsibility
Self-reflection on one's own educational experiences
· Participation and co-determination in the educational process, which should be designed in a person-oriented way and aligned with the individually experienced reality of those involved.
These competencies should be taught as cross-cutting issues in the first phase of pedagogical training and in further training formats in North Rhine-Westphalia. A central research question of the interdisciplinary, transcultural research project will deal with the culturally sensitive integration of an understanding of the basal significance of emotional, relationship-oriented, value-based, self-reflective and commitment-promoting personality development in educational science. The aim here is to tie in with current educational discourses, e.g. on violence prevention, health promotion, diversity, integration, participation, gender equality, social-emotional learning, education for sustainability and civic engagement.
Project network and actors:
The project integrates these teaching and research priorities of the following actors:
- Project coordination and administration (ZfTI: Lisa Brammertz, Nele Meier-Krüger, Center for Studies on Turkey and Integration Research)
- Transcultural integration and democracy research, violence prevention (ZfTI: Dr. Köksal Caliskan, Prof. Dr. Haci-Halil Uslucan, Center for Studies on Turkey and Integration Research)
- Nonviolent communication (Fötev-Nds: Yelda Balkuv, Federation of Turkish Parents' Associations in Lower Saxony)
- Personality development, especially stress regulation, compassion, trauma sensitivity, ESD, and participatory organizational and cultural development in universities and schools (KEM: Dr. Nils Altner, Ann-Kristin Krings, Kliniken Essen-Mitte/University of Duisburg-Essen)
- Education of the heart, trans-religious education and school pastoral care (Sabine Lindemeyer, Paed.-Theol. Institute (PTI) of the Ev. Church in the Rhineland & Prof. Marion Keuchen PTI/Uni Paderborn)
- Personality development, burnout prevention, physical activity and democracy promotion in physical education teacher training (German Sport University Cologne: Dr. Hanna Raven, Ulrike Hartmann, Psychological Institute, Department of Health and Social Psychology)
Democracy-promoting implementation:
In the course of project planning and design, the experiences, needs and wishes of target group representatives are collected, structured and taken into account. In addition, links to current German and international educational discourses are identified. The aim is to strengthen an understanding of education that recognizes the democratic ability and practice of democracy in the real everyday lives of people in North Rhine-Westphalia's cities and communities, and also recognizes it in local educational institutions as educational goals that can be achieved by many people in a timely manner.
The interdisciplinary and transcultural project team takes on the challenge of finding viable ways of educating democratic competence between, on the one hand, an academic, cognitive-theoretical understanding of education and science that is distant from the lived world and the daily life of real people and, on the other hand, an unreflective individualistic subjective perspective. In doing so, we take a scientifically sound approach and strive for acceptance by the scientific community. For education practitioners in universities, schools and ggs. also in vocational schools, the educational offer should be appealing, understandable, meaningful and feasible. The aim is to develop a scientifically sound and implementable (continuing) education program to promote the democratic abilities of university educators, students, and school educators with and for head, heart, and hand in the field of tension between diversity, normativity, maturity, and democratic common good.
Project manager:
Dr. Fabian Pels
Project participants:
Prof. Dr. Jens Kleinert, Dr. Rune Giske (external project partner)
Homepage:
Website of the research project
Funding:
Self-financed
Duration:
unlimited
Project description:
Background. The phenomenon of individual flow (sensu Csikszentmihalyi (1975)) has been extensively researched in recent decades. Various anecdotal descriptions of the phenomenon (e.g., Sato, 1988) and general findings from social psychology research (cf. Walker, 2010) also suggest that a special form of flow experience – called group flow – can occur in group tasks. However, in contrast to individual flow, group flow has so far hardly been systematically examined scientifically; also, the existing definitions and theoretical approaches to group flow are very heterogeneous, which consequently also applies to the empirical studies of group flow conducted to date.
Aim. The overarching aim of the project is a comprehensive investigation of the phenomenon of group flow. To this end, a theoretical model of group flow is to be developed based on a clarification of the concept. This will be followed by the development of measurement instruments and various empirical studies.
Work program.
(1) Scoping review
(2) Delineation and description of the phenomenon
(3) Development of a theoretical model
(4) Development of measurement instruments
(5) Empirical studies on (a) causes, (b) consequences and (c) correlates
(6) Theory-based development and evaluation of interventions
Publications:
Pels, F., Kleinert, J., & Mennigen, F. (in revision). Group flow: A scoping review of definitions, theoretical approaches, measures and findings.
Pels, F., & Kleinert, J. (2017). Team flow in different contexts: A systematic review with particular focus on well-being. In S. Gangyan, J. Cruz, & J. C. Jaenes (Eds.), Sport Psychology: Linking theory to practice (p. 139). Sevilla: ISSP.
Development, revision and validation of instruments to measure group cohesion
Project staff (contact):
Prof. Dr. Jens Kleinert, Dr. Jeannine Ohlert (j.ohlert@dshs-koeln.de), Dr. Chloé Chermette
Duration:
since 2008
Project description:
Theoretical approach
Group cohesion is one of the most important social psychological phenomena in sport. However, for the German-speaking area, there are only insufficiently applicable and/or validated instruments that enable studies in Germany or intercultural studies. The theoretical model of group cohesion by Carron and colleagues serves as a background.
Aim/question
Development, revision and validation of questionnaires and observation systems to measure group cohesion in different contexts (competitive sports, recreational and health sports, youth sports, school sports).
Method (procedures, sample)
In several subprojects, the existing questionnaires are first translated and then revised in several stages, adapted to the theory and validated.
(Interim) results
Questionnaires for competitive sports (KIT-L), leisure and health sports (KIT-FG), and youth sports (KIT-J) have already been translated and evaluated. Theoretical adjustments have been made for the KIT-FG and the KIT-L, and a school sports version (KIT-S) is in the works.
Transfer
By creating questionnaires for different contexts, research on group cohesion in Germany is promoted.
Publications on the questionnaires:
Ohlert, J., Kleinknecht, C. & Kleinert, J. (in preparation). Social cohesion reworded – measuring social cohesion in sport during practice sessions. Social psychological and personality science.
Kleinknecht, C., Kleinert, J. & Ohlert, J. (in review). Erfassung von “Kohäsion im Team von Freizeit- und Gesundheitssportgruppen” (KIT-FG). Zeitschrift für Gesundheitspsychologie.
Ohlert, J. (2012). “Kohäsionsfragebogen für Individual- und Teamsport - Leistungssport (KIT-L)”: A German-language instrument for measuring group cohesion in individual and team sports. International Journal of Sport & Exercise Psychology, 10, 39-51.
Ohlert, J., Kleinknecht, C. & Kleinert, J. (2011) Ein Fragebogen zur Gruppenkohäsion im Jugendleistungssport: Validierung des KIT-J. In J. Ohlert & J. Kleinert (Hrsg.).Sport vereinT – Psychologie und Bewegung in Gesellschaft (S. 101). Hamburg: Feldhaus.
Ohlert, J., Kleinknecht, C. & Kleinert, J. (2010). Erfassung von Gruppenkohäsion im Gesundheitssport: eine kritische Betrachtung des PAGEQ. In G. Amesberger, T. Finkenzeller & S. Würth (Hrsg.): Psychophysiologie im Sport - zwischen Experiment und Handlungsoptimierung (S. 143). Hamburg: Feldhaus.
Ohlert, J., Kleinknecht, C. & Kleinert, J. (2009). Erfassung von Gruppenkohäsion im Freizeit- und Gesundheitssport: Der KIT-FG. In I. Pfeffer & D. Alfermann (Hrsg.).Menschen in Bewegung. Sportpsychologie zwischen Tradition und Zukunft (S. 115). Hamburg: Czwalina.
Further publications on the topic of group cohesion:
Eys, M. A., Ohlert, J., Evans, B., Wolf, S., Martin, L., VanBussel, M., & Steins, C. (in review). Cohesion and performance for female and male sport teams. Group Dynamics.
Kleinert, J., Ohlert, J., Carron, B., Eys, M., Feltz, D., Harwood, C., Linz, L., Seiler, R. & Sulprizio, M. (2012). Group dynamics in sport: An overview and recommendations on diagnostic and intervention. The Sport Psychologist, 26, 412-434.
Ohlert, J. (2012). Relationship between cohesion and subjective and objective performance in German tennis teams. Journal of Sport & Exercise Psychology, 34 (Supplement June 2012), S266.
Leineweber, H., Ohlert, J., Kleinknecht, C. & Kleinert, J. (2011). Motivation im Berufsschulsport: Zum Einfluss von Gruppenkohäsion und motivationalem Klima. In J. Ohlert & J. Kleinert (Hrsg.). Sport vereinT – Psychologie und Bewegung in Gesellschaft (S. 86). Hamburg: Feldhaus.
Leineweber, H., Ohlert, J., Kleinknecht, C. & Kleinert, J. (2011). (Mangelnde) Motivation zum Sportunterricht in der Berufsschule: Die Rolle von Gruppenprozessen. In H. Lange, G. Duttler, T. Leffler, A. Siebe & M. Zimlich (Hrsg.). Bewegungsbezogene Bildungskonzeptionen: Zur Trias Konzeption, Implementation und Evaluation (pp. 169-176). Hohengehren: Schneider.
Ohlert, J. & Kleinert, J. (2010). Alkoholkonsum bei Sportlern: Beeinflusst das Gruppengefüge die Rolle normsetzender Instanzen? In B. Strauß, B. Halberschmidt. & J. Schorer (Hrsg.). Höchstleistung in den Sportspielen – Vom Talent zur Expertise(S. 56). Münster: Westfälische Wilhelms-Universität.
Leineweber, H . & Ohlert, J. (2010). Vereinbarkeit von Schule und Leistungssport: Gruppenkohäsion, motivationales Klima und Stressempfinden in Sportinernaten. In B. Strauß, B. Halberschmidt. & J. Schorer (Hrsg.). Höchstleistung in den Sportspielen – Vom Talent zur Expertise (S. 54). Münster: Westfälische Wilhelms-Universität.
Kleinknecht, C., Kleinert, J., Ohlert, J. & Bjarnason-Wehrens, B. (2010). Herzlich vereint – Auswirkungen von Kohäsionswahrnehmung auf die Adhärenz in Herzsportgruppen. In G. Amesberger, T. Finkenzeller & S. Würth (Eds.): Psychophysiology in sports - between experiment and action optimization (p. 108). Hamburg: Feldhaus.
Kleinknecht, C., Ohlert, J. & Kleinert, J. (2010). Die ewigen Banksitzer – Kohäsionswahrnehmung von Schülern als Motivationshilfe im Schulsport? In G. Amesberger, T. Finkenzeller & S. Würth (Hrsg.): Psychophysiologie im Sport - zwischen Experiment und Handlungsoptimierung (S. 109). Hamburg: Feldhaus.
Ohlert, J., Heier, M. & Kleinert, J. (2009). Does gender influence the communication cohesion relationship in team sports? In A. Baria, E. Nabli, M. Madani, A. Essiyedal, M. Aragon & A. El Ouartassi (Hrsg.). The 12th World Congress of Sport Psychology (S. 102). Marrakesh: Moroccan Society of Sport Psychology.
Learning platform - protection concepts in voluntary work with children and adolescents
Project manager:
Prof. Dr. Jörg M. Fegert (Uniklinikum Ulm)
Project staff (contact):
Dr. Jeannine Ohlert, Clara Fabry (C.Fabry@dshs-koeln.de) & Uniklinik Ulm
Funding:
BMFSFJ
Duration:
07/21 - 11/24
Website of the research project:
www.engagement-schutzkonzepte.elearning-kinderschutz.de
Project description:
Creation of an online learning platform to raise awareness of risk factors for (sexualized) violence in the context of volunteering and to implement protection concepts in various areas of volunteering.
The project involves creating an online platform called “Protection concepts against (sexual) violence in volunteering” with three different offerings:
- Online course “Development of protection concepts for violence prevention in the volunteering context” for (volunteering) coordinators
- (approx. 15-20 hours)
- Online module “Prevention of Violence in the Voluntary Sector” for volunteers (approx. 4 hours)
- Information area on protection concepts in the voluntary sector.
The content of the learning opportunities includes protection against (sexualized) violence in voluntary structures and how to deal with a (suspected) case of
(sexualized) violence, neglect or abuse. Text materials, video clips, animations or comics, among other things, are available to convey the learning content. The online platform is being developed and evaluated in intensive and participatory collaboration with experts from the field. A project advisory board of experts from cultural education for children and young people, youth association work and sports for young people is supporting the development of the learning platform.
MentalGestärkt
Project management:
Prof. Dr. Jens Kleinert; Marion Sulprizio
Project staff:
Paula Kremer (SHK)
Funding:
Verwaltungsberufsgenossenschaft (VBG), Robert-Enke-Stiftung, Vereinigung der Deutschen Vertragsfußballspieler (VDV)
Duration:
01/2024-12/2024 (continuously extended annually)
Further information at www.mentalgestaerkt.de
Project description:
MentalGestärkt is a decentralized institution of the German Sport University Cologne. One of the main objectives is to maintain and promote mental health in competitive sports. In addition, MentalGestärkt aims to prevent mental health issues such as excessive stress, depression or burnout in competitive sports, to recognize them at an early stage and to provide contacts for the right treatment.
Project manager:
Prof. Dr. Jens Kleinert, Dr. Johanna Belz
Project staff:
Jana Beckmann, Tatiana da Rocha Ferreira
Funding:
Sportstiftung NRW
Duration:
01/2007 - 12/2028
Website:
www.dshs-koeln.de/mentaltalent
Project description:
mentaltalent offers sports psychology support for young athletes in North Rhine-Westphalia. mentaltalent is funded by the NRW Sports Foundation. Since 2007, we have provided sports psychology support to over 3,000 young athletes in more than 800 workshops and 700 individual sessions. We aim to enable peak performance and dual careers through enjoyment and motivation in sports, personal development, and better management of stress and pressure.
We help athletes optimize their mental and athletic performance. In addition, the focus is on the personal development of the athletes as well as their mental and physical health. We also support athletes in mastering their dual career of training and competitive sports.
For more information, visitmentaltalent.de
Project leader:
Prof. Dr. Jens Kleinert
Project staff (contact):
Dr. Jeannine Ohlert (j.ohlert@dshs-koeln.de)
Funding:
Self-financed (The German Research Center for Performance Sports Cologne - momentum)
Duration:
not limited in time
Project description:
Theoretical approach
In the field of sports psychology, an increasing specification and differentiation of diagnostic procedures can be observed. A wide range of instruments – mainly questionnaires – have been developed for the most diverse sport-psychological constructs (e.g. motivation, anxiety before competitions, recovery), which enable a differentiated diagnosis and subsequent targeted interventions in the event of problems arising in athletes. A sport-psychological basic diagnosis that is as extensive as possible in the sense of a screening approach is not described in the literature.
Aim/research question
The aim of the project is to develop a sport-psychological assessment that can be routinely used in young competitive athletes in North Rhine-Westphalia for basic, problem-independent and far-reaching diagnostic purposes. The assessment involves checking basic functions across a range of sports and identifying any deficits.
Method (procedure, sample)
The development and continuous review and revision of the assessment represents a compromise between high practicality and conciseness on the one hand and appropriate quality and sufficient breadth on the other. In addition, both a plurality of methods (instrumental tests, behavioral observation, interview, questionnaire) and target group orientation (main area of application: elite athletes) are guaranteed. So far, about 600 athletes have completed the diagnostic process.
(Interim) results
The results of various analyses of young athletes show that perceived health problems or low self-confidence are not uncommon among young elite athletes. Coaches and support staff should therefore pay more attention to these and similar variables and take them into account in their training and support work.
Transfer (expectation)
The individual results of the BASISdiagnostik are reported back to the athletes. “Negative” values are labeled as “development potential”, which has a special function for optimizing one's own performance. In their individual training and competition work, the athletes thus have the opportunity to optimize their own performance on a sport-psychological level with the help of the results of the BASISdiagnostik.
Publications
Zepp, C., Ohlert, J. & Kleinert, J. (2013). Self-confidence, stress management behavior and the use of mental techniques in young athletes. In Stoll, O. & Lau, A. (Eds.). Angewandte Sportpsychologie. 45th annual conference of the German Society of Sport Psychology (asp) from May 9-11, 2013 in Halle (p. 201). Hamburg: Feldhaus.
Zepp, C., Braun, H., Braunstein, B., Engelmeyer, E. & Kleinert, J. (2011). Nachwuchs-kaderathleten modifizieren ihre Alltags- und Trainingsgestaltung nach Erhalt der momentum Ergebnismappe. Unveröffentlichter Forschungsbericht. Deutsche Sporthochschule Köln.
Kleinert, J., Boss, M. & Breuer, S. (2010). How healthy do young athletes feel? Health-related self-assessment in competitive sports. momentum eJournal, 1, 43-50.
Kleinert, J., Heinen, T. & Lobinger, B. (2007). Development and testing of a cross-sport basic psychological diagnostic. In J. Beckmann & F. Ehrlenspiel (Eds.), Diagnostics and intervention: Bridging the gap. Munich: Eigenverlag.
Kleinert, J., Kleinknecht, C. & Anders, E. (2004). Zusammenhänge von Trainings- und Alltagsbelastungen mit der habituellen und aktuellen Befindlichkeit von U15-, U18 und U21-Landesauswahlspielerinnen im Fußball. Unveröffentlichter Forschungsbericht, Psychologisches Institut, DSHS Köln.
Lobinger, B. & Heinen, T. & Kleinert, J. (2007). Use and reliability of a German-language version of the PSIS.
Project leader:
Prof. Dr. Jens Kleinert
Project staff (contact):
Dr. Jeannine Ohlert (j.ohlert@dshs-koeln.de)
Funding:
Self-financed (The German Research Center for Performance Sports Cologne - momentum)
Duration:
Available at any time upon request
Project description:
Theoretical approach.
Team and relationship skills have a significant influence on the performance and thus the success of teams (cf. e.g. Carron, Hausenblas & Eys, 2005). While for several years now, there has been an increased emphasis on specific sports psychology diagnostics in the support of individual athletes in order to increase individual performance, a theory-based, differentiated diagnostics for complete teams has been completely lacking.
Aim/question.
The aim of the developed assessment is to examine fundamental social processes within a team, to uncover disturbances and potential for improvement on a socio-psychological level. During the development, importance was attached to the fact that the procedures used are both theoretically sound and validated, but at the same time are characterized by a high degree of practicality and economy, in order to keep the effort for the respective team manageable.
Method (procedures, sample).
Interviews, behavioral observations, and surveys (questionnaires, interviews) of team members as well as trainers and coaches are used. The diagnostic's area of application is not limited.
(Interim) results.
After the first successful implementation of TEAMdiagnostics, the methods and content are currently being further developed and optimized.
Transfer (expectation).
The results of TEAMdiagnostics are presented and explained to the team coaches in an individual feedback session. In this context, suggestions are also made for optimizing training and competition work in order to improve the team's performance through team and relationship skills.
Publications:
Ohlert, J. & Zepp, C. (in print). Group performance. In J. Schüler, M. Wegner & H. Plessner (Eds.), Textbook of Sports Psychology - Fundamentals and Applications. Heidelberg: Springer.
Ohlert, J. & Zepp, C. (2018). 13 leadership players are at least 10 too many: The momentum TEAMdiagnostik as a basis for team-developing measures in team sports. In U. Borges, L. Bröker, S. Hoffmann, T. Hosang, S. Laborde, R. Liepelt et al. (Eds.), Abstract volume of the 50th annual conference of the German Society of Sport Psychology (p. 142). Cologne: German Sport University Cologne.
Ohlert, J. & Zepp, C. (2016). Theory based team diagnostics and interventions. In M. Raab, P. Wylleman, R. Seiler, A.-M. Elbe & A. Hatzigeorgiadis (Eds.), Sport and exercise psychology research (pp. 347-370). London: Elsevier.
Zepp, C., Ohlert, J. & Kleinert, J. (2014). TEAMdiagnostik - Entwicklung und Einsatz einer sportpsychologischen Testbatterie im Mannschaftssport. In R. Frank, I. Nixdorf, F. Ehrlenspiel, A. Geipel, A. Mornell & J. Beckmann (Hrsg.), Performing under pressure (S. 146). Hamburg: Feldhaus.
Zepp, C., Ohlert, J. & Kleinert, J. (2014). “Wir brauchen gar keinen Kapitän…!” Entwicklung eines sportartübergreifenden Assessments zur sportpsychologischen Diagnostik von Sportmannschaften. Leistungssport, 44 (2), 11-16.
Motive-Image-Fit in Handball (MIPHa)
Project management: Prof. Dr. Jens Kleinert, Dr. Martin Boss
Project staff: Ulrike Hartmann
Funding: Federal Institute for Sports Science (BISp)
Duration: 04/2024 - 03/2026
Project description:
Since winning the 2007 Men's World Cup on home soil, the number of members and teams in the German Handball Federation (DHB) has been declining across all age and gender groups for about ten years, following a short-term upward trend. The aim of the proposed research project is therefore to analyze mechanisms of sports club participation from the perspective of handball in order to be able to make recommendations to the cooperation partner (DHB) on how to improve member recruitment and retention. Theoretically, we argue with the motive-image fit model, i.e. we assume that motives (i.e. needs, goals and sense-making) must be in line with the image (i.e. the perception of action contexts or action situations) in order for girls and boys in childhood and adolescence to be and remain motivated to play handball. Using a mixed-methods approach that sequentially integrates qualitative and quantitative methods, we examine girls and boys in two relevant age groups (children: 6-12 years and adolescents: 13-21 years), each in the following phases of club participation: joining, maintaining, and leaving (dropout). On the basis of the results on motives on the one hand, and on the perceived image of club handball and its social sources on the other, the fit and thus the motivational conditions for club participation are analyzed. With the completion of the empirical studies, recommendations for action for the DHB are to be developed in a first step, which represent the central point in the transfer concept. These recommendations are intended to support and advise the umbrella organization on how to take appropriate measures to improve the motive-image fit of the sport of handball, in order to attract significantly more children and young people to the sport of handball in the medium and long term.
Objectives/research questions:
a. Motive analysis
- What sport- and movement-specific goal orientations, sense attributions, and needs regarding participation in club sports are children (6-12 years; middle childhood to late childhood (preadolescence)) and adolescents (13-21 years; adolescence to late youth) fundamentally motivated by?
- How do the above three motivational parameters differ for different target group constellations, namely
- children and adolescents,
- boys' and girls' teams,
- non-active, active and no longer active.
b. Image analysis
- How do children and adolescents assess the setting and sport-specific conditions of club-organized handball sports?
- How does the subjective image differ for the three target group constellations mentioned above?
c. Analysis of the motive-image fit
- How do sport-specific goal orientations, sense attributions and needs of children and adolescents fit with the subjective image of handball as a sport?
- How does the motive-image fit differ for the three target group constellations mentioned above?
d. Relationship between motive-image fit and the intention to participate in the club
- Are there relationships between motive-image fit and the intention to participate in the club (registering, staying, leaving)?
Research approach – mixed methods research
- Qualitative analysis (phase 1)
- Quantitative analysis (phase 2)
Transfer
With the completion of the empirical studies, the project team will develop recommendations for action for the DHB, which represent a central point in the transfer concept. These recommendations are intended to support and advise the umbrella organization on how to take appropriate measures to improve the motive-image fit of the sport of handball, in order to attract significantly more children and young people to the sport of handball in the medium and long term.
From today's perspective, the study results allow for anticipation of recommendations for action in the following areas:
- Recommendations for specific content-related measures to improve the motivation-image fit in the club sector of the sport of handball
- Recommendations for specific content-related measures to improve the motivation-image fit of the sport of handball in areas outside of the club, such as school sports or leisure sports activities
- Development of structures for the dissemination of the findings, including the regional associations and their substructures (districts, etc.). The focus here will be on advising the association on which organizational unit (who) should take which measures (what) at which point in time (when)
- Analysis of the potential of possible networks in extracurricular children's and youth sports
In a second step, the project team will plan how the results of the empirical studies can be prepared in the context of publications and lectures or workshops:
- Publications in handball-specific journals
- Presentations of the research project's results at national and international conferences
- As early as the middle of the project, the idea is to develop specific tutorials in workshops with representatives of the umbrella organization, which can be made available to the regional associations and clubs via the DHB website, the trainer center and social media.
Project network and stakeholders:
- PH Weingarten: Prof. Dr. Stefan König, Elke Uhl (Dept. of Sports Science)
- DSHS: Prof. Dr. Jens Kleinert, Dr. Martin Boss, Ulrike Hartmann, Theresa Wiesen (wHB) (Dept. of Health and Social Psychology)
NRW-Athletes for the future
Project team:
Prof. Dr. Jens Kleinert, Dr. Johanna Belz, Jana Beckmann, Wiebke Dierkes
Funding:
self-financed
Duration:
11/2022 - present
About the project
www.dshs-koeln.de/forfuture
Project description
Why are we doing this project?
The idea of our project is: Athletes should be doing well. They should feel supported and have the opportunity to develop positively through and in sports. Personal growth, healthy growth - that is our expertise and that is what we want for athletes.
There are many obstacles to this, because the world of athletes has changed dramatically in recent years. Reasons for this are not only Corona or the war in Ukraine. Changes in the sports and school system also sometimes make it difficult for younger athletes in particular to pursue their sport with focus and energy. We therefore want to find out how these changes in competitive sports and in the lives of athletes affect them.
We want to help improve the future of athletes
Ultimately, we want athletes in NRW to receive better support in training and competition, including by improving conditions in sports. But we still know far too little about athletes in NRW. How do they live? How do they feel? What do they want? How would they like to be supported? These questions need to be answered. On this basis, we can help optimize offers and support - especially for mental health and personal growth.
Who is our survey aimed at?
To answer the questions mentioned above, we survey athletes and collect information that we make available to everyone: the federations, the clubs, the coaches and supervisors and, of course, the athletes themselves.
We are primarily addressing squad athletes who live or train in North Rhine-Westphalia. Why NRW? Because here in our state, we are best able to further develop or design measures. We are interested in all sports, i.e. Olympic, Paralympic, Deaflympic and The Games sports. Due to data protection, participants must be at least 14 years old.
How can you participate?
The 2022/23 survey is now closed. The results and the link to the next survey will be published on the project page.
“Safe Clubs” – Transfer concepts for the prevention of and intervention in cases of sexualized violence in sports clubs
Project management:
Dr. Jeannine Ohlert
Project staff:
Dr. Jeannine Ohlert, Marion Sulprizio, Helena Schmitz, Elena Breyer (until 06/2023), Sina Kiekbusch (from 06/2023), Janna Kerkow
Duration:
01/2022-12/2024
Funding:
DLR
Project description:
https://www.dshs-koeln.de/safe-clubs/
Project homepage with materials:
Project leader:
Dr. Jeannine Ohlert
Assigned persons:
Marion Sulprizio, Helena Schmitz, Clara Fabry, Dr. Christian Zepp
Funding:
own financing
Duration:
ongoing
Sports psychology support concept for the German Boxing Association (DBV)
Project staff:
Prof. Dr. Jens Kleinert, Dr. Christian Zepp, Jana Beckmann
Duration:
since 03/2022
Project description:
Objectives and target group
The objective of the support concept for the German Boxing Association (DBV) has a short-term, medium-term and long-term perspective. The medium-term dimension is at the forefront, in particular the optimal preparation of the national team. As part of this preparation, all target groups involved must be taken into account, namely boxers, trainers and the wider support staff. Another medium-term goal is to establish and further develop a sport psychology concept for the junior sector as well. In the long term, the measures established in the medium term should be established and sport psychology support should be firmly integrated into the DBV's thinking and work processes. This stable integration also includes the continuous evaluation and further development of sports psychology work. Finally, from a short-term perspective, the basis for the previously stated objectives and stakeholders is that a fundamental acceptance and basis of trust is created for sports psychology measures through information, transparency, and openness.
Support measures
Support for the national team (individual support and workshops)
- Support for young athletes (workshops)
- Support for coaches (coach-the-coach, workshops on cultural development)
Evaluation and quality assurance
- Individual and group-based consideration
- Process and outcome evaluation
Completed Projects
Aggression in sport: The influence of neutral exercise on aggression, testosterone, cortisol and cardiac vagal activity
Project manager:
Dr. Uirassu Borges (u.borges@dshs-koeln.de)
Project participants:
Florian Schwalb, Ulrike Hartmann, Dr. Fabian Pels, Dr. Florian Javelle, Prof. Dr. Jens Kleinert
Funding:
university-internal research funding
Project description
Sport and exercise are often used as a means of combating aggressive behavior in intervention measures outside of performance-oriented competitive sports. Despite this widespread application, it is still unclear whether sport can actually contribute to a reduction in aggression and the willingness to use violence. In particular, the mechanisms that can explain this effect are unclear (Kleinert & Kleinknecht, 2012). The success of these measures seems to depend, for example, on the form of exercise (Chermette & Pels, 2020). Initial results suggest that the success of these measures depends on various factors, such as the type of exercise or gender. A previous study by our research group shows that sports with little or no physical contact with an opponent can reduce aggressive feelings, although aggression was only measured subjectively in this study (Pels & Kleinert, 2016). However, aggression is a complex phenomenon regulated by diverse psychosocial and biological factors. According to the dual-hormone hypothesis, high testosterone levels combined with low cortisol levels are associated with increased aggressive behavior (Dekkers et al., 2019). Furthermore, it has been shown that low baseline cardiac vagal activity is associated with an increased tendency towards aggression (Mezzacappa et al., 1997). Due to the complexity of aggression, it is essential to explore various mechanisms of aggressive behavior in an integrative way.
Objectives
In order to shed more light on the unclear relationship between exercise and aggression, an intervention study is planned in the present research project to investigate the acute effect of exercise on aggression from a psychophysiological perspective. It is expected that a neutral form of exercise, namely exercise on a bicycle ergometer, is better suited to reduce aggressive tendencies in men compared to a non-sporting activity. Aggressive tendencies are operationalized as increased aggressive feelings as a subjective measure and increased aggressive behavior, increased testosterone levels, decreased cortisol levels, and decreased cardiac vagal activity as objective measures. Aggression induction is carried out with the help of a computer-based task that can induce reactive aggression.
Literature
Chermette, C., & Pels, F. (2020). Can physical activity reduce aggressive feelings by improving self-esteem? B&G Bewegungstherapie Und Gesundheitssport, 36(04), 154–159. doi.org/10.1055/a-1181-2150
Dekkers, T. J., van Rentergem, J. A. A., Meijer, B., Popma, A., Wagemaker, E., & Huizenga, H. M. (2019). A meta-analytical evaluation of the dual-hormone hypothesis: Does cortisol moderate the relationship between testosterone and status, dominance, risk taking, aggression, and psychopathy? In Neuroscience and Biobehavioral Reviews (Vol. 96, pp. 250–271). Elsevier Ltd. doi.org/10.1016/j.neubiorev.2018.12.004
Kleinert, J. M., & Kleinknecht, C. (2012). Sportliche Aktivität, Aggression und Gewalt. In R. Fuchs & W. Schlicht (Eds.), Mental Health and Physical Activity (pp. 272–293). Hogrefe.
Mezzacappa, E., Tremblay, R. E., Saul, J. P., Seguin, J., Pihl, R. O., Kindlon, D., Arseneault, L., & Earls, F. (1997). Anxiety, antisocial behavior, and heart rate regulation in adolescent males. Journal of Child Psychology and Psychiatry and Allied Disciplines, 38(4), 457–469. doi.org/10.1111/j.1469-7610.1997.tb01531.x
Pels, F., & Kleinert, J. (2016). Does exercise reduce aggressive feelings? An experiment examining the influence of movement type and social task conditions on testiness and anger reduction. Perceptual and Motor Skills, 122(3), 971–987. doi.org/10.1177/0031512516647802
Project manager:
Dr. Fabian Pels
Project staff:
Prof. Jens Kleinert, Lina Schulte (WHB)
Funding:
Internal university research funding
Duration:
03/20-08/22
Project description:
A questionnaire to measure group flow was developed and evaluated. This project is part of the larger work on group flow.
Project manager:
Prof. Dr. Jens Kleinert
Project staff (contact):
Dr. Fabian Pels (f.pels@dshs-koeln.de)
Funding:
as part of the DSHS research focus ZiP
Duration:
04/2012 - 03/2015
Project description:
Theoretical approach.
Loneliness results from a subjectively perceived lack in personal social relationships, i.e. from a lack of satisfaction of the human need for relationship. This means that the quality of human relationships influences the experience of loneliness in people.
Aim/question.
This project aims to examine the extent to which participation in sports groups contributes to a reduction in the experience of loneliness and what role social well-being in and identification with a sports group plays in this.
Method (procedures, sample).
1. Literature review: systematic review
2. Empirical work: a) cross-sectional study, b) longitudinal study
... for male and female youth of the German Handball Federation, with particular consideration of a developmental-psychological perspective
Project management (contact):
Dr. Jeannine Ohlert (j.ohlert@dshs-koeln.de)
Funding:
Bisp
Duration:
2013 – 2015
Project description:
Theoretical approach.
Young competitive athletes are confronted with developmental tasks in their lives and especially in their sport that their peers do not share or have to cope with at different times. Sports psychology support in the junior sector should therefore take these developmental tasks and important mental skills into account and promote them.
Aim/question.
Development of systematic sports psychology diagnostics and intervention in the youth sector of the DHB.
Method (procedures, sample).
In several sub-projects, relevant developmental tasks are first identified, then a diagnostic tool is developed and, based on the results, sports psychology group interventions are carried out and evaluated.
(Interim) results.
Initial results show that young athletes do indeed have to cope with different developmental tasks than their peers. A diagnostic battery has been created. Important mental skills are taught in initial workshops.
Transfer (expectation).
At the end of the project, sports psychology content is to be incorporated into the DHB's training plan. This should ensure that this content is taught over the long term. The project can thus serve as a model for other sports.
Development of a sport-psychological framework for the German Skating Union
Project management:
Dr. Johanna Belz
Dr. Jeannine Ohlert
Project staff:
M. Sc. Laura Himmelskamp
Funding:
Federal Institute for Sports Science (BISp)
Duration:
08/2021 – 04/2022
Project description:
Theoretical approach:
Figure skating is a sport with versatile athletic and psychological demands. Due to the high training intensity and the young age at which figure skaters start competing, they are confronted with a variety of stressors at an early stage. These include, for example, the imbalance between training and competition time and the influence of mistakes during the freestyle on performance in competition, a high risk of injury and close collaboration with, trust in and dependence on the partner in pair disciplines (Monsma & Feltz, 2005). Insufficient coping with these stressors can affect mental health and lead to a decline in performance, injuries and, in the long term, to withdrawal from the sport (Gould, Jackson & Finch, 1993; Scanlan, Stein & Ravizza, 1991).
Aim:
An age- and discipline-appropriate sport psychology framework for the German Skating Union is to be developed, taking into account developmental and personality theory approaches.
Method:
The sport psychology framework is based on a literature review and existing sport psychology frameworks. In addition, the experiences, needs and wishes of the athletes with regard to sport psychology measures are recorded through an online survey. Among other things, the QS17 (Kleinert & Ohlert, 2014) is used for this purpose. The experiences, wishes and perspectives of the coaches are to be obtained through online focus groups.
Literature:
Gould, D., Jackson, S. & Finch, L. (1993). Sources of Stress in National Champion Figure Skaters. Journal of Sport & Exercise Psychology, 15 (2), 134–159.
Kleinert, J. & Ohlert, J. (2014). Outcome quality in sports psychology counseling and care. Construction and first results of the QS17 survey inventory. Journal of Sports Psychology, 21 (1), 13-22. doi:10.1026/1612-5010/a000110
Scanlan, T. K., Stein, G. L. & Ravizza, K. (1991). An In-depth Study of Former Elite Figure Skaters. III. Sources of stress. Journal of Sport & Exercise Psychology, 13 (2).
Project Director:
Prof. Dr. Jens Kleinert
Project Staff (Contact):
M.A. Carolin Bastemeyer (c.bastemeyer@dshs-koeln.de), SHK Anna Hollinger (a.hollinger@dshs-koeln.de)
Funding:
Berufsverband für Vitametik e.V.
Duration:
12/2016 – 12/2017
Project description:
The Professional Association for Vitametics e.V. has developed a prevention program that focuses on promoting health and protecting against illness (Reinhard, Hoffmann & Zweidorf, 2015). The concept consists of a combination of three main components: practice, theory and self-management. The target group of the planned intervention are people with tension-related back problems. The aim of this project is to examine the effectiveness of the individual components, as well as the effectiveness of the entire prevention program. The theoretical course components and the self-management correspond to current preventive and health-promoting approaches. The practical components of the concept have not yet been scientifically tested for their effectiveness.
Aim/research question.
The aim of the evaluation study is to highlight the effects of the three-part course concept on health parameters in the context of a controlled study.
Method (procedures, sample).
With the help of a specially developed questionnaire, the effectiveness of the different parts of the prevention concept is to be examined. This is a controlled intervention study.
- in a municipal/regional setting -
Project management:
Prof. Dr. Jens Kleinert & Prof. Dr. Christoph Breuer, in cooperation with Prof. Dr. Eike Quilling
Project staff:
Johanna Belz, Katharina Glöckler, Dr. Pamela Wicker, Christian Zepp
Project communication:
Johanna Belz (j.belz@dshs-koeln.de)
Client/Funding:
German Olympic Sports Confederation (DOSB), in cooperation with the North Rhine-Westphalia Sports Confederation (LSB NRW)
Duration:
July 15, 2014 – February 15, 2015
Project description:
The importance of doctors and medical practices in motivating people to adopt a health-oriented lifestyle has been scientifically proven (Joy, 2013; Petrella, 1999; Tiermann, 2011; Tulloch, 2006, among others). Across the country, sports clubs offer a local prevention program with the SPORT PRO HEALTH seal of quality that attempts to effectively and sustainably support people in their efforts to get more exercise.
In this context, various instruments have been developed at the various levels of action (federal, state, regional, municipal) in cooperation with medical associations, associations of panel doctors, sports doctors' associations and sports oriented towards the common good: flyers, posters, “prescriptions for exercise”, directories of offers, internet platforms/databases, etc. These instruments are intended to
support doctors and their staff in motivating their patients to exercise more and pave the way to the services offered by sports clubs.
So far, however, the referral of patients to SPORT PRO GESUNDHEIT services via doctors' surgeries has only been partially successful. The “prescription for exercise” and other communication media, as well as the SPORT PRO HEALTH offers, have been generally well received by the medical profession, but these media are rarely used in everyday medical practice (e.g. Gubisch et al., 2014; Graf, 2010; Ruhmann, 2014).
An exploration of the interaction between doctor/doctor's office, patient and sports club in the municipal/regional setting should identify possible barriers and point out solutions. The aim of the study is to find out why, unfortunately, still too few people are referred to SPORT PRO HEALTHNESS offers by a doctor and what measures need to be taken to positively influence this.
Project manager:
Prof. Dr. Jens Kleinert
Project assistant:
Carolin Bastemeyer (c.bastemeyer@dshs-koeln.de)
Duration:
December 2016 – March 2019
Funding:
Techniker Krankenkasse (health survey and reporting)
Project description
Representative health surveys will be conducted among students during the period of the project. The health reports based on these surveys will be used to present and communicate the health situation of students at the German Sport University Cologne. The work is initiated and supervised by the Student Health Management Working Group (SGM-AG) at the DSHS Cologne, which is made up of various stakeholders from the university (Vice-Rectorate for Studies and Teaching, student representatives, representatives of the core administration, and representatives of the scientific staff).
Objective
The aim is to identify problems, stresses and specific health difficulties faced by students at the German Sport University Cologne. Problems, stresses and difficulties are assumed in the areas of stress experience as well as health and exercise behavior of students, among other things. Based on the results, solutions for prevention and measures to promote the health of students are to be developed.
Method/Procedure
During the project period, two surveys in the bachelor's program (cohort 1: winter semester 2016/2017, 1st + 2nd semester; cohort 2: winter semester 2017/2018, 5th + 6th semester) have been planned, carried out and evaluated. In the winter semester of 2018/2019, the health survey will be continued among Master's students in all subject groups.
Results
The results will be published in the form of fact sheets. Topics of the fact sheets include, among others, “Mental health”, “Stress experience, stressors and stress management”, “Health and exercise behavior” and “Medication, tobacco and alcohol consumption”.
The fact sheets will be available here from spring 2019.
Project manager:
Prof. Dr. Jens Kleinert
Project staff (contact):
M.A. Wiebke Dierkes, M.Sc. Kai Gensitz (k.gensitz@dshs-koeln.de)
Duration:
10/2021 – 9/2022
Project description:
Theoretical background
The sports therapy rehabilitation of patients with neurological diseases (e.g. stroke) primarily takes place in medical facilities. Rarely is the therapy also successfully implemented outside of these settings (e.g. at home) and in the chronic phase in the everyday life of those affected. This happens even though sustainable effects of standard care are considered to be low (Becker et al., 2006). One reason for this is that, in everyday life, there are significant physical, psychological and social barriers to regular physical activity for patients (Mulligan et al., 2012). Due to their generally low level of activity (Fini et al., 2017), this group of people is particularly sensitive to the health-promoting effects of physical (training) activities that go beyond standard care (Warburton & Bredin, 2017). One approach to solving this problem is to use technological aids (e.g. smartphone apps). These aids enable, for example, the independent implementation of an online (training) program in the home environment.
In the 'blended care' approach, technological aids are combined with personal offline (i.e. face-to-face) care in the medical facility (Wentzel et al., 2016). When these (training) programs are tailored to the specific needs and goals of individuals (Ma et al., 2021), they maximize the positive effects of physical activity (Romeo et al., 2019). Combinations of in-person coaching (e.g., intake interview, anamnesis, final evaluation) and digital coaching are promising concepts. Messenger coaching (Alshahrani et al., 2021) is a form of digital coaching. In the present intervention study, this digital and personalized aspect is examined in addition to an app-based training program. The interaction promotes not only physical health but also mental health (Ebert et al., 2018). The focus is on improving quality of life, which can demonstrably be improved through targeted physical training (Diaz et al., 2019).
Aim/research question
The present intervention study evaluates various approaches to a training program for stroke patients in terms of their compliance (e.g. training frequency), underlying motivational (e.g. internalization), volitional (e.g. self-efficacy expectation) and psychosocial (e.g. social support) aspects as well as their effects on the subjectively perceived quality of life of the subjects.
Method (procedure, sample)
The target group of the intervention are people with neurological disorders (e.g. stroke patients) who are in the chronic phase of the disease. In addition, the ability to perform simple physical activities independently (e.g. walking 10 meters) is a prerequisite for participating in the intervention. If these criteria are met, participants will have access to and be introduced to the training app that was developed specifically for the target group by Strokecoach GmbH. They then take part in a six-week training program. The subjects are supported in different ways by trained coaches in the execution of the training program and are asked about different aspects. Based on the data from the training app and the participant survey (questionnaires), various measurement points are evaluated and the effects of the training program on the quality of life of the participants are examined.
Literature
Becker, G., Kruse, A., Tronnier, J., Roepke-Brandt, B., Natus, A., Theissen, H. & Wetzel, A. (2006). Rehabilitationsverlauf und Nachhaltigkeit -: Erste ergebnisse einer studie zur rehabilitation älterer schlaganfallpatienten [Rehabilitation processes and sustainability: first results of a rehabilitation study of geriatric stroke patients]. Zeitschrift für Gerontologie und Geriatrie, 39(5), 365–370. doi.org/10.1007/s00391-006-0409-z
Diaz, R., Miller, E. K., Kraus, E. & Fredericson, M. (2019). Impact of Adaptive Sports Participation on Quality of Life. Sports medicine and arthroscopy review, 27(2), 73–82. doi.org/10.1097/JSA.0000000000000242
Ebert, D. D., van Daele, T., Nordgreen, T., Karekla, M., Compare, A., Zarbo, C., Brugnera, A., Øverland, S., Trebbi, G., Jensen, K. L., Kaehlke, F. & Baumeister, H. (2018). Internet- and Mobile-Based Psychological Interventions: Applications, Efficacy, and Potential for Improving Mental Health. European Psychologist, 23(2), 167–187. doi.org/10.1027/1016-9040/a000318
Fini, N. A., Holland, A. E., Keating, J., Simek, J. & Bernhardt, J. (2017). How Physically Active Are People Following Stroke? Systematic Review and Quantitative Synthesis. Physical Therapy, 97(7), 707–717. doi.org/10.1093/ptj/pzx038
Ma, J. K., Floegel, T. A., Li, L. C., Leese, J., Vera, M. A. de, Beauchamp, M. R., Taunton, J., Liu-Ambrose, T. & Allen, K. D. (2021). Tailored physical activity behavior change interventions: challenges and opportunities. Translational behavioral medicine. Vorab-Onlinepublikation. doi.org/10.1093/tbm/ibab106
Mulligan, H. F., Hale, L. A., Whitehead, L. & Baxter, G. D. (2012). Barriers to physical activity for people with long-term neurological conditions: a review study. Adapted Physical Activity Quarterly, 29(3), 243–265.
Romeo, A., Edney, S., Plotnikoff, R., Curtis, R., Ryan, J., Sanders, I., Crozier, A. & Maher, C. (2019). Can Smartphone Apps Increase Physical Activity? Systematic Review and Meta-Analysis. Journal of Medical Internet Research, 21(3), e12053. doi.org/10.2196/12053
Warburton, D. E. R. & Bredin, S. S. D. (2017). Health benefits of physical activity: A systematic review of current systematic reviews. Current opinion in cardiology, 32(5), 541–556. doi.org/10.1097/HCO.0000000000000437
Wentzel, J., van der Vaart, R., Bohlmeijer, E. T. & van Gemert-Pijnen, J. E. W. C. (2016). Mixing Online and Face-to-Face Therapy: How to Benefit From Blended Care in Mental Health Care. JMIR mental health, 3(1), e9.
Homepage:
Project management:
Prof. Dr. Jens Kleinert
Project staff (contact):
Angeli Gawlik, Dr. Chloé Chermette
Project duration:
01.11.2019 to 30.04.2024
Project description
Research objective
Type 2 diabetes mellitus (T2DM) and coronary heart disease (CHD) are among the most common chronic diseases in Germany. Both chronic conditions can be positively influenced by a healthy lifestyle. Existing treatment programs in Germany – so-called disease management programs – are being further developed for patients with T2DM and CHD with the help of a personalized self-management support program (P-SUP). This is being done in a nationwide collaboration between several universities, hospitals and health insurance companies. The aims of this program are to strengthen self-management in dealing with the disease(s) and to increase motivation to change behavior in favor of better health (increasing physical activity and improving nutritional behavior).
Method
Patients are recruited through collaboration with general practitioners and regional advertising channels, such as newspaper advertisements. This program consists of four modules: guided peer support groups (PSG), personalized patient feedback, an online platform, and telephone coaching. The program lasts a total of 18 months.
The Institute of Psychology, Department of Health & Social Psychology, at the German Sport University Cologne is responsible for (1) the content of the motivational modules on the online platform, (2) the motivational and volitional content of the peer support group leader training, and (3) the telephone coaching concept.
(1) Our working group is responsible for the motivational content on the online platform for physical activity through creative knowledge transfer, self-diagnostic tools and motivational-volitional self-reflection. In addition, individual recommendations are provided based on self-diagnostics.
(2) Our working group designs the motivational content for the training as well as documents and exercises on the online platform for the PSG leaders to prepare them for their work in the peer support groups.
(3) In preparation for the telephone coaching, our working group trains the telephone coaches on motivational and volitional content. In addition, coaching tools have been developed based on behavior change strategies, which the coaches use as guides to conduct the coaching sessions.
The primary outcome of the program is a reduced number of hospitalizations. Secondary outcomes include, among others, self-management, health literacy and improved clinical outcomes for patients.
If the program is successful, it will be firmly established in the existing treatment programs of the health insurance companies.
Project management:
Dr. Jeannine Ohlert
Funding:
BISp, own work
Duration:
since 2015 in various projects
Project description:
Theoretical approach. Young competitive athletes often grow up in sports boarding schools or otherwise do not have the same everyday life as their peers, since they are usually either at school or training. This raises the question of how this strong structuring and standardization of everyday life influences personality development.
Aim/research question. Identify factors influencing the healthy personality development of young competitive athletes.
Method (procedure, sample). Various questionnaire and interview studies.
(Preliminary) results. Adolescent elite athletes perceive developmental tasks differently than their peers. However, this does not initially affect well-being. Transfer (expectation). Conclusions can be drawn from the results for the support of adolescent elite athletes in the network system of adolescent elite sports.
Publications:
Ohlert, J. & Ott, I. (2017). Developmental tasks and well-being in adolescent elite athletes in comparison with recreational/non-athletes. European Journal of Sport Science, 17(10), 1343 1349. doi: 10.1080/17461391.2017.1365935
Ohlert, J., Sulprizio, M., Rau, T. & Allroggen, M. (2016). Nutzung sportpsychologischer, psychotherapeutischer und psychiatrischer Angebote durch deutsche Kadersportlerinnen und –sportler. Zeitschrift für Sportpsychologie, 23(4), 121-130.
Ohlert, J., Kleinert, J., & Linz, L. (2016). Workshops zur Persönlichkeitsentwicklung in der männlichen und weiblichen Jugend des Deutschen Handballbundes (DHB). In Bundesinstitut für Sportwissenschaft (Hrsg.), BISp-Jahrbuch Forschungsförderung 2015/16 (S. 163-166). Hellenthal: Sportverlag Strauß.
Ohlert, J. & Linz, L. (2015). Lernen, dem Druck standzuhalten. Handballtraining (9/10), 20-23.
Ohlert, J. & Kleinert, J. (2014). Developmental tasks of elite youth handball players. Journal of Sports Psychology, 21 (4), 161-172. doi: 10.1026/1612-5010/a000129.
Social loafing in preparation for a group task
Project management (contact):
Dr. Jeannine Ohlert (j.ohlert@dshs-koeln.de)
Duration:
since 2008
Project description:
Theoretical approach.
People engage in social loafing when their own performance in group work is not clearly identifiable. The question of the extent to which social loafing can already be demonstrated in the preparation for such a group task has not yet been answered.
Aim/question.
Demonstrate social loafing in the preparation for a group task (pre-loafing) and the connection between pre-loafing and social loafing.
(Interim) results.
Pre-loafing was found in both men and women in a first experiment. So far, no results are available on the link between pre-loafing and social loafing.
Transfer (expectation).
If people are already loafing in the preparation for a group task, their performance, which is already limited by social loafing in the task itself, is further reduced by inadequate preparation. This has implications for all kinds of team performance.
Publications:
Ohlert, J. & Kleinert, J. (2013). Social loafing during preparation for performance situations – The preloafing effect. Social Psychology, 44, 231-237. doi:10.1027/1864-9335/a000107
Ohlert, J. & Kleinert, J. (2011). Soziales Faulenzen während der Vorbereitung auf eine Leistungssituation – Eine experimentelle Studie zum Pre-Loafing Phänomen. In J. Ohlert & J. Kleinert (Hrsg.). Sport vereinT – Psychologie und Bewegung in Gesellschaft (S. 100). Hamburg: Feldhaus.
Ohlert, J. & Kleinert, J. (2010). Pre(paration) loafing: Social Loafing in der Vorbereitung auf eine Gruppenaufgabe. In F. Petermann, U. Koglin (Hrsg.). 47.Kongress der Deutschen Gesellschaft für Psychologie (S. 379). Lengerich: Pabst.
Ohlert, J. (2009). Teamleistung – Social Loafing in der Vorbereitung auf eine Gruppenaufgabe. Hamburg: Dr. Kovac.
Ohlert, J. (2009). Pre(paration) loafing: Social loafing during preparation for a group task. In Benders, J. & Curseu, P. (Eds.). Abstracts fort he 13th International Workshop on Teamworking. The dark sides of teams (p. 6). Tilburg: Tilburg University.
Ohlert, J., Hüttner, N. & Ochsmann, R. (2007). Bad performance in sports because of insufficient preparation? - Experimental study about social loafing. In Y. Theodorakis, M. Goudas & A. Papaioannou (Eds.). Sport and Exercise Psychology - Bridges between disciplines and cultures (pp.164-169). Chalkidiki: University of Thessaly.
Ohlert, J., Hüttner, N. & Ochsmann, R. (2007). Schlechte Leistung durch mangelnde Vorbereitung? – Experimentelle Studien zum Social Loafing. In Fachgruppe Sozialpsychologie (Hrsg.). Tagungsband zur 11. Tagung der Fachgruppe Sozialpsychologie (S.146). Freiburg: Universität Freiburg.
Ohlert, J., Hüttner, N. & Ochsmann, R. (2007). Schlechte Leistung im Sport durch mangelnde Vorbereitung? – Experimentelle Studie zum Social Loafing. In F. Ehrlenspiel, J. Beckmann, S. Maier, C. Heiss & D. Waldenmayer (Hrsg.). Diagnostik und Intervention: Bridging the gap (S.108). Hamburg: Czwalina.
Ohlert, J., Hüttner, N. & Ochsmann, R. (2006). Leistungsabfall durch mangelnde Vorbereitung? – Experimentelle Studie zum Social Loafing. In H. Hecht, S. Berti, G. Meinhardt & M. Gamer (Hrsg.). Experimentelle Psychologie. Lengerich: Pabst.
Project staff:
Prof. Dr. Jens Kleinert & Jana Beckmann in cooperation with the Olympic Training Center NRW/Rheinland
Duration:
Pilot project 06/2022 - 12/2022
Project description:
Design and organization of a psychological screening as part of a sports medical health examination of elite athletes at the Institute for Circulation Research and Sports Medicine.
– Psychosocial competencies in the prevention and therapy of back pain in the general population and in competitive sports
Project management:
Prof. Dr. Jens Kleinert
Project staff (contact):
Johanna Belz (j.belz@dshs-koeln.de)
Funding:
by the Federal Institute for Sports Science, project in the Research Network for Medicine in Spine Exercise (MiSpEx)
Duration:
2015 - 2018
Project description:
Therapy project
Introduction: Chronic non-specific back pain (CNSBP) is a prevalent and complex phenomenon with far-reaching consequences for those affected. Ideally, the treatment of the condition should therefore include biopsychosocial content as part of multimodal rehabilitation programs. However, there is a lack of effective and economical therapy elements, especially at the psychosocial level, which is why the examination of novel psychosocial therapy modules in the rehabilitation of CURS is indicated. The aim of this study was therefore to examine the effectiveness of psychosocial therapy modules in the areas of motivation and self-efficacy over several measurement points.
Method: An intervention study with CURS patients was conducted in a longitudinal design as part of a multimodal rehabilitation program. In cooperation with a physiotherapy service provider, a therapy center was used as the intervention focus and the resident physiotherapists were taught the therapy modules for motivation and self-efficacy in a training session. These therapy modules were then implemented by the physiotherapists as part of a rehabilitation program. In addition, a control group was included that underwent the regular rehabilitation program.
Results and Discussion: The results of this study suggest that the multimodal rehabilitation program is effective for CURS. Both the target variables of motivation and self-efficacy and the back pain parameters showed a statistically significant improvement over the measurement periods. One possible explanation for these results relates to the high individual therapy component, which was present in a 1:1 setting, especially in the first therapy phase. The therapy modules developed and tested within the project could be considered a useful addition to multimodal programs due to their economic applicability and high comprehensibility, if they are examined in further contexts.
Prevention
Background: Due to the high prevalence rate of RS in competitive sports, it is of great importance to prevent RS in this context at an early stage. While preventive back exercises have been part of sport-specific training for quite some time, little is known about the frequency of self-organized back training (SORT) and the influence of motivational aspects when performing SORT. The aim of this study was to find out which motivational factors are involved when competitive athletes perform SORT.
Methods: In a cross-sectional study, 339 competitive athletesfrom various sports were surveyed. Competitive athletes were defined as those who trained at the level of the 1st-3rd national league in their sport or who trained as part of the German squad system (national or state squad). Data collection was carried out using a questionnaire battery that included psychometric questionnaires on demographic data, SORT, back pain, motivation and self-efficacy.
Results and Discussion: Of the competitive athletes, 50.7% reported performing SORT. The results also indicated that behavioral regulation and self-efficacy each have their own explanatory power for SORT and thus affect different processes of behavior control: while behavioral regulation is more likely associated with basic behavioral decisions (SORT execution yes/no), self-efficacy seems more important for the feasibility and embedding in daily or weekly routines.
Transfer: Based on the research results of the cross-sectional study, the aim of a subsequent intervention study was to support competitive athletes in forming action and coping plans regarding the execution of SORT. As a support, the athletes received a volitional practice aid, which was made accessible to them via an application (app) for mobile devices. Over a period of 12 weeks, the athletes were systematically asked to develop action and coping plans regarding the SORT. Results of this intervention study are currently not yet available.
Publications:
Belz, J., Heidari, J., Levenig, C., Hasenbring, M., Kellmann, M., & Kleinert, J. (2018). Stress and risk for depression in athletes suffering from back pain: Do age and gender matter? European Journal of Sport Science, 18(7), 1029–1037. doi:10.1080/17461391.2018.1468482
Belz, J., Heidari, J., Levenig, C., Hasenbring, M., Kellmann, M., & Kleinert, J. (2018). Stress and risk for depression in competitive athletes suffering from back pain: Do age and gender matter? In U. Borges, L. Bröker, S. Hoffmann, T. Hosang, S. Laborde, R. Liepelt, . . M. Raab (Eds.), Abstracts of the 50th Annual Conference of the German Society of Sport Psychology (p. 121). Cologne: German Sport University Cologne.
Belz, J., Heidari, J., Levening, C., Hasenbring, M., Kellmann, M., & Kleinert, J. (2017). Stress and depression in high-performance athletes with back pain. In C. Zuber, J. Schmid, M. Schmidt, M. Wegner, & A. Conzelmann (Eds.), Gelingende Entwicklung im Lebenslauf. Abstractband der 49. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (pp. 17–18). Bern: Bern Open Publishing.
Kleinert, J., Belz, J., Heidari, J., Levenig, C., Hasenbring, M., & Kellmann, M. (2017). Rückenübungen zu Hause? Verhaltensregulation und Selbstwirksamkeit bei jungen AthletInnen mit und ohne Rückenschmerzen. In C. Zuber, J. Schmid, M. Schmidt, M. Wegner, & A. Conzelmann (Eds.), Gelingende Entwicklung im Lebenslauf.Abstract volume of the 49th annual conference of the German Society of Sport Psychology (pp. 60–61). Bern: Bern Open Publishing.
Kleinert, J., Belz, J., Heidari, J., Levenig, C., Hasenbring, M., & Kellmann, M. (2017). Self-organized exercise to prevent back pain: The role of behavior regulation and self-efficacy in an athlete sample. In S. Gangyan, J. Cruz, & J. C. Jaenes (Eds.), Sport Psychology: Linking theory to practice (p. 537). Sevilla: ISSP.
Kleinert, J., Ott, I., Mierswa, T., Levening, C. G., Wenge, K., Hasenbring, M., & Kellmann, M. (2017). Exercise motivation and non-specific back pain: A comparison of patients and non-patients. Rehabilitation Psychology, 62(3), 363–373. doi:10.1037/rep0000149
Ott, I., Hasenbring, M., Kellmann, M., Levenig, C., Mierswa, T., Kerstin, W., & Kleinert, J. (2015). Motivation for exercise therapy in patients with non-specific back pain. In O. Schmid & R. Seiler (Eds.), Proceedings 14th European Congress of Sport Psychology.Theories and applications for performance, health and humanity (p. 323). Bern: University of Bern.
Ott, I., Hasenbring, M., Kellmann, M., Levening, C., Mierswa, T., & Kleinert, J. (2015). Psycho- in der Physiotherapie? Feasibility of psychosocial therapy modules for therapy motivation and body awareness in movement therapy. In R. Buschmann-Steinhage (Ed.): Vol. 107. DRV-Schriften, Psychische Störungen - Herausforderungen für Prävention und Rehabilitation. 24. Rehabilitationswissenschaftliches Kolloquium (pp. 240–241). Berlin: Dt. Rentenversicherung Bund.
Project Leader:
Prof. Dr. Jens Kleinert
Project Staff (Contact):
MSc. Laura Thomas, Dr. Fabian Pels (f.pels@dshs-koeln.de)
Funding:
as part of the DSHS research focus ZiP
Duration:
04/2012 - 03/2015
Project description:
Theoretical approach.
Previous research results show that the mere use of sport or physical activity apparently cannot reduce aggression. The inclusion of moderators seems necessary.
Aim/research question.
The present project aims to examine the extent to which various aspects of physical activity (group vs. individual setting; type of physical activity performed) act as moderators.
Method (procedure, sample).
1. laboratory experimental study
2. field experimental study
Gesamtleitung: Prof. Dr. Jens Kleinert
Lenkungsausschuss: Prof. Dr. Jens Kleinert, Prof. Dr. Thomas Abel, Dr. Helga Leineweber, Dr. Fabian Pels, Dr. Petra Guardiera. Dr. Bettina Rulofs
Projektmitarbeiter der Abteilung GuS: Ulrike Hartmann, Fabian Lukac, Juliane Mackenbrock, Nina Zammit
Laufzeit: 07/2019 – 12/2023
Förderung: Bundesministerium für Bildung und Forschung
Weitere Informationen:
Aktuelle Veröffentlichungen:
Qualitätsoffensive Lehrerbildung
„Lehrkräfte sind entscheidend für eine gute Bildung in unserem Land. Sie begleiten Kinder und Jugendliche auf ihrem Bildungsweg und prägen oft ihre Persönlichkeit mit. Deshalb ist es wichtig, angehende Lehrerinnen und Lehrer bereits an der Universität optimal auf die vielfältigen Anforderungen ihres Berufs vorzubereiten.“ (BMBF)
Schulsport 2030: Konzepte und Lehr-/Lernmittel zur Weiterentwicklung der Sportlehrerausbildung: Nachhaltige Information, Umsetzung und Innovation
Dem Sportunterricht kommt in vielerlei Hinsicht eine besondere Rolle im Vergleich zu anderen Schulfächern zu. Die Ziele des Projekts Schulsport 2030 bestanden daher darin, spezifische Fähigkeiten zu ermitteln und die praktische Aus- und Weiterbildung von Sportlehrern zu entwickeln.
Zusammenfassung
Ausgehend von aktuellen gesellschaftlichen Problemlagen (z. B. kulturelle Vielfalt, passiver Lebensstil von Schulkindern) und der daraus resultierenden erhöhten Belastung im Sportlehrberuf wurden in der ersten Förderphase (Schulsport 2020) Ansätze zur Weiterentwicklung von Lehrerprodukten (d. h. pädagogische Konzepte und Lehr-/Lernmittel) entwickelt, getestet und evaluiert sowie Grundlagen für intra- und extramurale Strukturen der Profilierung, Nachwuchsförderung und des Produkttransfers gelegt.
Daran knüpft die Arbeit der zweiten Förderphase (Schulsport2030) an, insbesondere hinsichtlich der nachhaltigen Bereitstellung der entwickelten Produkte und Konzepte, die durch das „Bildungsportal Schulsport2030“ sichergestellt wird. Das Portal dient universitären und außeruniversitären Akteuren zur Information, Produktbereitstellung und länderübergreifenden Innovation und Weiterentwicklung in der Ausbildung von Sportlehrkräften. Neben dem Aufbau und der Organisation des Bildungsportals wurden in der zweiten Förderphase nachhaltige Arbeitsstrukturen innerhalb der Universität geschaffen bzw. gefestigt (z. B. Graduiertenschule, universitätsweites Förderprogramm) und der außeruniversitäre Transfer durch langfristige, institutionalisierte Kooperationen und Netzwerke im regionalen Bereich sowie durch Transferprojekte mit den Universitäten Kiel und Leipzig sichergestellt.
Struktur und Organisation (Arbeitsbereiche)
Arbeitsprogramm Schulsport 2030: Nachhaltige Strukturen und Prozesse für Information, Umsetzung und Innovation in der Sportlehrerausbildung
Das Arbeitsprogramm der zweiten Förderphase (2019-2023) gliedert sich in fünf Arbeitspakete:
Arbeitspaket A: Profilierung der Sportlehrerausbildung
Arbeitspaket B: Forschung und Qualitätssicherung
Arbeitspaket C: Produktentwicklung
Arbeitspaket D: Förderung des wissenschaftlichen Nachwuchses
Arbeitspaket E: Nachhaltigkeit und Transfer
Geplante Transferangebote
Die Zusammenarbeit mit Transferpartnern außerhalb der Universität, die bereits in der ersten Förderphase in das Projekt eingebunden waren, fand weiterhin auf regionaler und überregionaler (landesweiter) Ebene statt und betraf alle drei Phasen der Lehrerausbildung:
(1) Regionale Kooperationen wurden mit einzelnen Zentren für schulpraktische Lehrerausbildung (ZfsL) durchgeführt, wobei die Produkte der ersten Förderphase (sowie deren Weiterentwicklungen) einbezogen wurden. Darüber hinaus wurden Kooperationen mit der Bezirksregierung Köln aus der ersten Förderphase konsolidiert, z. B. der Kölner Tag des Schulsports, der als wissenschaftliche Konferenz und Weiterbildungskurs zur Verknüpfung von Theorie und Praxis etabliert wurde. In der zweiten Förderphase soll der Tag des Schulsports unter der Leitung des Zentrums für Sportlehrerausbildung (ZfSb) konsolidiert werden.
(2) Für die erste Phase gab es nationale Bildungspartnerschaften mit den Universitäten Kiel und Leipzig und für die zweite Phase mit dem Deutschen Sportlehrerverband (DSLV). Die Zusammenarbeit mit den Universitäten bildete das Arbeitspaket E, in dem ab 2020 in den Studiengängen Kiel und Leipzig Bildungskonzepte und Lehr-/Lernmittel pilotiert wurden. Darüber hinaus sind mit den Universitäten Kiel und Leipzig Weiterentwicklungen und Ergänzungen der Produkte geplant. Insbesondere wurden mit dem DSLV Kooperationsprojekte für die dritte Phase der Sportlehrerausbildung durchgeführt. Zu diesem Zweck wurden im Rahmen des informellen Lernens geeignete Produkte über das Bildungsportal Schulsport2030 angeboten (z. B. durch Selbstbewertungstools und Handreichungen).
Transferpartner
Prof. Dr. Heike Tiemann (Universität Leipzig)
Prof. Dr. Manfred Wegner (Christian-Albrecht-Universität Kiel)
Michael Fahlenbock (Deutscher Sportlehrerverband e.V.)
Graduiertenschule
Im Rahmen des Projekts Schulsport2030 wurden Qualifikationsprojekte (Promotionen & Habilitationen) von Nachwuchswissenschaftlerinnen und -wissenschaftlern gefördert.
Die Teilnehmer des Graduiertenkollegs waren in die verschiedenen Teilprojekte (Heterogenität & Inklusionsförderung, Motivation, Umgang mit Stress bei Sportlehrkräften) eingebunden. Die regelmäßigen Treffen dienten dazu, die Vernetzung innerhalb des Projekts zu fördern, sich auszutauschen und sich gegenseitig in den verschiedenen Promotions- und Habilitationsprojekten mit der wissenschaftlichen Expertise der Teilnehmer zu unterstützen.
Publikationen des Teilprojekts
Hier finden Sie Publikationen aus dem Projekt.
Project management: Prof. Dr. Jens Kleinert
Project staff: Fabian Lukac, Juliane Mackenbrock
Duration: 07/2017 – 12/2023
Funding: Federal Ministry of Education and Research
Project description:
Sub-project: Motivation and Physical Activity Promotion
The School Sport 2030 sub-project “Motivation and Physical Activity” dealt with the skills of sports teachers in motivating students. These motivational skills are to be taught in the different phases of teacher training (university, preparatory service, in-service training). Based on the surveys with the key stakeholders in the first funding phase (Schulsport2020) and the resulting outcomes, as well as the concepts developed for teacher training, existing teaching/learning tools were (further) developed and embedded. In addition, new teaching/learning tools were developed and tested. These help (prospective) physical education teachers to make optimal use of their potential in the context of promoting physical activity at school.
Background and state of research
Physical activity and sporting activity have a decisive potential for the development of children and adolescents. Physical activity at school age not only has a positive effect on physical and mental health (Iannotti et al., 2009), but is also positively associated with academic and cognitive performance (Martínez-Gómez, 2011) and with subsequent activity in adulthood (Hallal et al., 2006).
In this context, the pupils' motivation to exercise sufficiently in both the school context and in everyday life plays an important role. Depending on their motivation, children and adolescents are more or less physically active (Owen et al., 2014). Research shows that an orientation towards the basic psychological needs of autonomy, competence and social inclusion generally promotes the motivation of children and adolescents to participate in school sports and physical activity at school (Ntoumanis & Standage, 2009). Results from the first funding phase of the Schulsport2020 project show that the motivational situation of pupils differs, for example, with regard to gender or sport-related leisure activities (Wolf & Kleinert, 2017, 2018), which should be taken into account when designing lessons.
In addition to basic psychological needs, the project addressed the need for movement (or the urge to move), which is frequently observed in children in particular (De Bock, 2012; Dordel, 2007; Knauf & Politzky, 2000; Müller, 2010). In this context, the signs of a different level of need for exercise are described in children and adolescents, which is explained on the basis of measured physical activity (De Bock, 2012; Wilkin et al., 2006). Accordingly, De Bock (2012) concludes, for example, that children aged seven who show a higher level of physical activity compared to 15-year-olds have a greater need for movement. However, the studies conducted so far do not show any theoretical models in relation to a need for movement. Therefore, in this subproject, the need for movement in children was researched and further conceptualized from a psychological perspective.
Aims
The overarching objectives of this subproject were:
- The (further) development of teaching/learning tools and educational concepts and their testing in various phases of teacher education.
- The integration and implementation of the developed concepts into the phases of teacher education and into the education portal Schulsport2030.
- The conceptualization of the need for movement.
Methodology
In the subproject “Motivation and Promotion of Physical Activity” in school sports, the following methodological procedures were carried out for the three target questions mentioned above:
- The developed teaching/learning tools and educational concepts of the first funding phase (Schulsport2020) were evaluated on the basis of impact analyses and further developed based on the results.
- The developed teaching/learning tools and educational concepts were anchored, integrated or implemented in the module handbooks of the DSHS teacher training courses and in the educational portal Schulsport2030.
- The need for exercise was conceptualized on the basis of literature research and an explorative cross-sectional survey of physical education teachers at primary schools.
Transfer
The developed educational concepts and teaching/learning tools are presented in handouts. In addition to a description of the skills to be acquired, these handouts include individual tools (e.g. explanatory videos) and teaching modules for use in lectures by lecturers in teacher training.
For sustainable use in the first phase of teacher training, module handbooks for the bachelor's/master's programs were developed and revised based on the work. To enable access to the teaching/learning tools, they are made available on the education portal Schulsport2030.
In a practical application, workshop and training concepts were implemented and evaluated. The thematic content of the subproject was prepared for the second and third phases of teacher training in the form of workshops and training courses. The offer was aimed at educational institutions in the Cologne area.
Sub-project management:
Dr. Fabian Pels
Project staff:
Dr. Birte von Haaren-Mack, Ulrike Hartmann
Duration:
07/2019 – 12/2023
Funding:
Federal Ministry of Education and Research
Project description:
Studies conducted during the first funding period (project “Schulsport2020”, 2016 2019) have shown that a significant proportion of (prospective) physical education teachers experience frequent stress (Schäfer et al., 2019). In particular, student teachers experience more stress than fully qualified physical education teachers in the workplace (Schäfer et al., 2019). A systematic literature review (von Haaren-Mack et al., 2020) shows that inadequate spatial and material resources, curricular requirements, and the status of physical education teachers are particularly relevant causes of stress among physical education teachers. The effects of chronic stress can be seen in moderate levels of burnout and alarming findings regarding voice health (von Haaren-Mack et al., 2020). A recently published study also found that physical education teacher students in particular perceive inadequate spatial and material resources, discipline issues, and a lack of motivation among students as stressors more often than physical education teachers and student teachers. On the other hand, teachers and student teachers perceived noise more often as a stressor (Pels et al., 2022).
The subproject “Coping with Stress in Physical Education Teachers” of the overall project School Physical Education 2030 therefore focused, on the one hand, on investigating in more detail which stress management strategies (prospective) physical education teachers have and which appear to be helpful for the profession. On the other hand, various teaching/learning tools for use in all phases of physical education teacher education were developed and evaluated step by step on the basis of existing research results.
Research
Within the subproject, further studies were carried out in the second funding phase based on the studies and analyses conducted in the first funding phase (systematic review, cross-sectional study, validation of a measuring instrument, experiment on coping strategies). On the one hand, the cross-sectional study conducted in the first funding phase was extended to include two school types (all-day and primary school) (1). On the other hand, various teaching/learning tools were developed and systematically evaluated on the basis of existing and future research results (2).
(1) Current studies on the situation of relevant actors:
- A cross-sectional survey of physical education teachers at primary schools was conducted to examine the extent to which the stress experienced by primary school physical education teachers differs from the stress experienced by physical education teachers from a comparative study (including secondary modern schools, secondary schools, grammar schools).
- Physical education teachers at all-day schools were interviewed to analyze their existing knowledge and skills in relation to stress experience and how they deal with stress in the all-day system.
(2) Current studies on teaching/learning tools:
- The “stress laboratory” is designed to prepare physical education students for dealing with stress in physical education classes. It consists of an e-learning unit for knowledge transfer and a seminar unit in which students can practice dealing with video-based, potentially stressful teaching situations. Information on the concept of the stress laboratory and initial pilot studies have already been published. Subsequently, an intervention study was conducted to determine whether the stress laboratory imparts skills. The stress laboratory is available as a teaching/learning tool via the educational portal.
- The “self-reflection tool” achieves reflection on stressors, the perception of stress, stress management behavior, recovery behavior, and well-being and discomfort. The self-reflection tool consists of online questionnaires and was evaluated on the basis of a study. It is still available as a teaching-learning tool.
- A mindfulness intervention was created as a teaching/learning tool in the form of audios. The intervention achieves an increased understanding of the experience of stress and a more favorable expression of the perception of stress. The mindfulness intervention was evaluated on the basis of a study and is available as a teaching/learning tool.
Transfer
In the first funding phase, a training concept was developed based on the results of the research conducted, in which the skills to be acquired for dealing with stress were defined. The teaching/learning tools developed for this purpose are to be transferred into practice in a variety of ways: On the one hand, a publicly accessible educational portal has been developed. In this educational portal, the teaching/learning tools are bundled and available in handouts, but can also be found separately using a search and filter function. On the other hand, the developed teaching/learning tools are firmly integrated into the teaching of the DSHS Cologne and into the teaching at the partner universities in Leipzig and Kiel in the appropriate training phases.
More information:
Publications (excerpt)
Hartmann, U., Kleinert, J., & Pels, F. (2023). Evaluation des Stresslabors: - ein videobasiertes Tool für angehende Sportlehrkräfte. In N. Schott, H. Korbus, & T. Klotzbier (Eds.), Human Performance – Assessment, Intervention & Analysen: Abstractband zur 55. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp) (pp. 204-205). (Schriften der Deutschen Vereinigung für Sportwissenschaft). University of Stuttgart.
Hartmann, U., Kleinert, J., & Pels, F. (2023). Evaluation of the stress lab – a video-based tool for prospective physical education teachers. In G. Guilhem, G. Rabita, F. Brocherie, E. Tsolakidis, A. Ferrauti, J. Wulff Helge, & M. Piacentini (Eds.), eProceedings of the EuropeanCollege of Sport Science (ECSS): 28th Annual Congress of the European College of Sport Science, Explore Enlighten Perform, 4-7 July 2023, France Article CP-SH03 European College of Sport Science. sport-science.org/index.php/scientific-programme/search-engine
Hartmann, U., Kleinert, J., Wegner, M., & Pels, F. (2023). Presentation and evaluation of the stress lab - A tool to prepare physical education students to handle stressful teaching situations. Journal of Physical Education and Sport (JPES), 2023(23), 2903 2916.
Pels, F., Schäfer, A. & von Haaren-Mack, B. (2023). Measuring students' coping with the Brief COPE: An investigation testing different factor structures across two contexts of university education. Tuning Journal for Higher Education.
Zammit, N., Hartmann, U., Kleinert, J., & Pels, F. (2023). Perceived stress and sources of stress in primary school physical education teachers in Germany. In 28th Annual Congress of the European College of Sport Science (ECSS), Explore Enlighten Perform (p. 393). European College of Sport Science.
Zammit, N., Hartmann, U., Kleinert, J., & Pels, F. (2023). Sportlehrer*innenstress: Entwicklung und Evaluation von Lehr-/Lernwerkzeugen zum Umgang mit Stress im Fach Sport. In Bilanzierungstagung des Projekts ProPraxis: Philipps-Universität Marburg
Hartmann, U., Kleinert, J., Pantleon, D., Wegner, M. & Pels, F. (2022). Das Stresslabor – Die Entwicklung und Prüfung der Machbarkeit eines realitätsnahen Lehr-/Lernwerkzeuges für angehende Sportlehrkräfte. Sport, Mehr & Meer: Sportwissenschaft in gesellschaftlicher Verantwortung. Wegner, M. & Jürgensen, J. (Eds.). Kiel: German Association for Sport Science (dvs)
Hartmann, U., Kleinert, J., Pantleon, D., Wegner, M., & Pels, F. (2022). Development and evaluation of the stress lab – A tool for prospective physical education teachers. in FEPSAC 2022 - Abstract Book: 16th EUROPEAN CONGRESS of SPORT & EXERCISE PSYCHOLOGY ; Sport, exercise and performance psychology: challenges and opportunities in a changing world European Federation of Sport Psychology.
Pels, F., Hartmann, U., Schäfer, A. & von Haaren-Mack, B. (2022). Sources of stress in physical educations teachers: A comparison of different career stages. German Journal of Exercise and Sport Research.
Hartmann, U. (2021). Burnout bei Sportlehrkräften durch gute Miene zum bösen Spiel? Zeitschrift für Sportpsychologie-Digest. 28(1), 39.
Hartmann, U., Pels F., Schäfer, A. & von Haaren-Mack, B. (2021). Perceived demands in physical education teaching: A comparison of physical education teachers in different professional phases. In: Talent Development & Coaching in Sport; 53rd Annual Conference of the German Society of Sport Psychology (online). (pp. 224-225). University of Tübingen
Hartmann, U., Schäfer, A., Pels, F. & Kleinert, J. (2020). Stressbewältigung bei Sportlehramtsstudierenden: Der Einfluss von aktiven und evasiven Copingstrategien auf die wahrgenommene Stressintensität. In G. Amesberger, S. Würth & T. Finkenzeller (Hrsg.). Zukunft der Sportpsychologie - zwischen Verstehen und Evidenz.Virtual Online Conference 52nd Annual Conference of the German Society of Sport Psychology (p. 212). University of Salzburg
Schäfer, A., Pels, F. & Kleinert, J. (2020). Coping strategies as mediators within the relationship between emotion-regulation and perceived stress in teachers. International Journal of Emotional Education, 12(1), 35–47.
Schäfer, A., Pels, F. & Kleinert, J. (2020). Effects of different coping strategies on the psychological and physiological stress reaction: An experimental study. European Journal of Health Psychology, 27(3), 109-123.
von Haaren-Mack, B., Schäfer, A., Pels, F. & Kleinert, J. (2020). Stress in physical education teachers. A systematic review of sources, consequences and moderators of stress. Research Quarterly for Exercise and Sport, 91(2), 279-297.
Schäfer, A., Kleinert,J., & Pels, F. (2019) The relationship of emotional skills and stress: The mediating role of coping strategies. 15th European Congress of Sport and Exercise Psychology.
Schäfer, A., Pels, F., von Haaren-Mack, B. & Kleinert, J. (2019). Perceived stress and coping in physical education teachers in different career stages. German Journal of Exercise and Sport Research.
Schäfer, A., Pels, F., von Haaren-Mack, B. & Kleinert, J. (2019). Stress and stress management in (prospective) physical education teachers: Theoretical background, state of research and development of teaching/learning tools. In M. Hartmann, R. Laging & C. Scheinert (Eds.), Movement pedagogy: Vol. 13. Professionalization in physical education teacher training. Concepts and research in the context of the “Quality Initiative for Teacher Training” (pp. 108–123). Schneider Verlag.
Overall management
Prof. Dr. Jens Kleinert
Steering committee
Prof. Dr. Jens Kleinert, Prof. Dr. Thomas Abel, Dr. Britta Fischer, Helga Leineweber, Dr. Fabian Pels, Dr. Eike Quilling, Dr. Bettina Rulofs
Project staff
Fabienne Bartsch, Mona Mombeck, Merle Müller, Teresa Odipo, Alina Schäfer, Till Stankewitz, Laura Thomas, Dr. Monika Thomas, Dr. Birte von Haaren-Mack, Julia Wolf
Duration
03/2016 – 06/2019
Funding
Federal Ministry of Education and Research
More information: www.dshs-koeln.de/schulsport2020/
Current publications:www.dshs-koeln.de/schulsport2020/
Quality Initiative for Teacher Education
“Teachers are crucial to a good education in our country. They accompany children and young people on their educational journey and often help shape their personalities. It is therefore important to prepare prospective teachers optimally for the many demands of their profession while they are still at university.” (BMBF).
Overall project: School Sport 2020
Research objective: The School Sport 2020 project is part of the “Teacher Training Quality Initiative” at the German Sport University Cologne. It focuses on the training of sports teachers and aims to develop it systematically and sustainably. Therefore, the project focuses on the special, current requirements for the sports teaching profession. To this end, on the one hand, the necessary skills are systematically identified and, on the other hand, the practice-oriented further development of the training and continuing education of teachers in the subject of physical education is tested, evaluated and prepared for transfer. The concepts and measures are aimed at the following social challenges:
- Physical education teachers increasingly need skills to activate students to adopt a healthy and active lifestyle in a world characterized by increasing lack of exercise.
- In view of the increasing demands on sports teachers, they need self-regulation skills to be able to deal with the demands and associated stressful situations in everyday school life.
- Sports teachers need skills for dealing with heterogeneity and promoting inclusion in a society that is increasingly geared towards diversity and equal opportunities.
Work program and sub-goals: The overarching goal of the project can be assigned to four partially overlapping project phases with corresponding sub-goals:
Phase (1) has the sub-goal of a fundamental analysis and inventory and answers two central analytical questions:
- (a) What knowledge, attitudes and skills do central actors in the school subject of sport (students, lecturers, working sports teachers and pupils) have in relation to the topics of the project?
- (b) What educational concepts, catalogs of objectives, and teaching/learning modules exist in university/non-university training institutions and in further and continuing education for the three project topics?
Phase (2) has the sub-goal of developing educational concepts and tools to promote the professional skills of physical education teachers. The range of targeted tools extends from textbook-like handouts, (media-based) teaching materials, and e-learning tools to online-supported self-learning and self-reflection methods. The guiding question for development in this phase is:
- (c) Which contents and methods are relevant for the development of new educational concepts and teaching/learning tools in the three project topics?
In answering this question, particular attention is paid to how the school reality and study reality analyzed in phase (1) can be taken into account in new and further developments. Attention to different educational phases when developing educational concepts and teaching/learning tools is also highly relevant here.
Phase (3) has the sub-goal of testing and evaluating the previously developed tools. From a process and outcome evaluation perspective, the following question is central:
- (d) How feasible (practical) are the developed tools and how effective are they in terms of the professionalization strived for in the three project topics?
The implementation of this phase requires and includes the integration of the measures into both the university training system for sports teachers and the quality system of the DSHS Cologne.
Phase (4) has the sub-objective of sustainability and the cross-national transfer of the new educational concepts and tools. The central question of this phase is:
- (e) How can meaningful cooperation and communication networks and an implementation and transfer strategy based on them ensure the cross-national sustainability of the measures? In answering this question, it is not only important to identify the relevant stakeholders, but also to take into account the organizational and curricular conditions of other universities. The advisory board of the present project (consisting of relevant associations, organizations and various universities) is a crucial methodological tool for this.
Sub-project management:
Prof. Dr. Jens Kleinert
Project collaborator:
Julia Wolf
Duration:
03/2016 – 06/2019
Project description:
Background
Physical education should, if possible, be a place where children and young people are encouraged to exercise and where they find joy and fun in movement. Against this background, the first step is to get an overview of the motivation of students in physical education and to analyze their emotions regarding physical education. In addition, it is also important to consider the role of the physical education teacher as a “motivator in physical education”.
The overarching objectives of the present subproject are therefore:
- to understand the function of the physical education teacher as a “motivator” and to grasp the motivation and emotional states of students in physical education
- to develop a needs-based concept and helpful teaching/learning tools for imparting the necessary skills in the training of physical education teachers and
- to apply these in the existing (training) education system and implement them in the long term.
Method
- Cross-sectional study of students (motivation; emotional states)
- Cross-sectional study of sports teachers (autonomy support in connection with student motivation)
- Testing and evaluation of the use of digital teaching/learning tools in teaching
(interim) results
The initial research results of the cross-sectional study (pupils) show that most pupils experience school sports as something (very) pleasant. However, one in four to five pupils also feels rather bad most of the time or always. This distribution makes it clear that school sports should not only be geared towards the majority of positively minded students, but that students with negative emotional states should be the focus of change, because this is probably where the greatest potential for improvement in school sports lies (Kleinert & Wolf, 2017).
Interesting results were obtained by analyzing open-ended responses to questions about what students enjoy and dislike about physical education. Specific forms of activity (e.g., soccer, dancing) or specific forms of training (e.g., running) were most often cited as reasons for positive or negative emotional experiences. Social conditions (e.g., group identity) were also important. The topic of playing had a special position for positive experiences and the topic of running/endurance had a special position for negative experiences (Kleinert & Wolf, 2018).
Results of the cross-sectional study (Wolf & Kleinert, 2017) show that the self-assessed autonomy support of physical education teachers was positive overall. On the part of the students, it was found that those who are active (whether in a club or in their free time) are generally more autonomously motivated than those who are inactive (not involved in sports). In a gender comparison, it was also found that girls rate themselves as less autonomous than boys. In addition, it was found that girls are more likely to be motivated by “social control”.
Within the group of girls, those who are taught by teachers who rate themselves as autonomy-supportive are more likely to be motivated autonomously. The results for boys were the opposite: those boys who are taught by teachers who rate themselves as highly supportive of autonomy tend to see themselves as socially controlled (Wolf & Kleinert, 2017; Wolf & Kleinert, 2018).
Transfer/Product development
Based on the research results, concepts and teaching/learning tools are to be developed for all phases of physical education teacher training. In a first step, the current research results will be incorporated into the creation of a comprehensive manual on the topic of “Motivation in School Sports”. In addition to background information, the manual also contains application-oriented tips and exercises that (prospective) physical education teachers can draw on.
In the area of teaching/learning tools, the primary aim is to integrate the most important aspects of motivational psychology in the context of school sports into university teaching. The imparting of knowledge is often somewhat dry and unappealing. In contrast to this, the series “Null Bock auf Schulsport” (No interest in school sports) aims to convey the most important aspects and methods of motivational psychology in a humorous way, with a wink, using short explanatory videos that are easy to understand and simple to convey in the context of school sports. The first use will be tested and evaluated in the winter semester of 2018.
Further information: www.dshs-koeln.de/schulsport2020/teilprojekte/motivation-und-bewegungsfoerderung/
Publications (excerpt)
Kleinert, J., & Wolf, J. (2017). Between bored and enthusiastic: emotional states in school sports. In J. Kleinert & J. Wolf (Eds.), School Sports 2020: First results of the project and outlooks for the further development of physical education teacher training (pp. 19–22). Cologne: German Sport University Cologne. Chapter.
Kleinert, J. & Wolf, J. (2018). “Playing games instead of just running”. Subjective reasons for positive and negative emotional experiences in physical education. In J. Kleinert & J. Wolf (Eds.), School sports 2020. Current research and perspectives in physical education teacher training (Brennpunkte der Sportwissenschaft, 40, pp. 127-152). Sankt Augustin: Academia. Abstract.
Wolf, J. & Kleinert, J. (2017). “Kommt mein Unterricht an?” Wie schätzen Sportlehrkräfte ihre Motivierungsunterstützung ein und welche Motivationslage haben Schüler/innen im Sportunterricht? In J. Kleinert & J. Wolf (Eds.), School Sport 2020: First results of the project and outlooks for the further development of physical education teacher training (pp. 23-26). Cologne: German Sport University Cologne. Chapter.
Wolf, J., & Kleinert, J. (2017). Do my lessons work?Relationship between self-assessed autonomy support of the physical education teacher and the motivational situation of students in physical education. Lecture at the symposium on the networking of sports-related and didactic projects in the quality offensive teacher training from December 7-9, 2017 in Rauischholzhausen, Marburg.
Wolf, J. & Kleinert, J. (2018). Motivation of students in physical education. Differences depending on age, gender, school type and sport-related leisure activities. In J. Kleinert & J. Wolf (Eds.), School Sport 2020. Current research and perspectives in physical education teacher training (Focuses of sports science, 40,pp. 153-170). Sankt Augustin: Academia. Abstract.
Subproject management:
Dr. Fabian Pels
Project staff:
Dr. Birte von Haaren-Mack, Alina Schäfer, Laura I. Thomas
Duration:
03/2016 – 06/2019
Funding:
Federal Ministry of Education and Research
Project description:
Aim/research question
Previous studies show that physical education teachers often suffer from stress. Therefore, the overarching tasks of the subproject “Dealing with stress in physical education teachers” are, on the one hand, to investigate in more detail (a) when (prospective) physical education teachers are particularly affected by stress, (b) which stress management strategies they have and (c) which appear helpful for the profession. On the other hand, (d) teaching/learning tools for use in all phases of physical education teacher training are to be developed and evaluated on the basis of the research results.
Method
- Systematic review
- Validation of measuring instruments
- Cross-sectional studies
- Experimental and intervention studies
(Interim) results
The results of the systematic review (von Haaren-Mack, Schäfer, Pels, & Kleinert, submitted) show that inadequate spatial and material resources, curricular requirements and the status of physical education teachers are particularly relevant causes of stress. Effects of chronic stress can be seen in moderate levels of burnout and alarming findings regarding vocal health.
The results of the cross-sectional study (Schäfer, Pels, von Haaren-Mack, & Kleinert, submitted) show that (prospective) physical education teachers report a moderate overall experience of stress. In terms of the use of coping strategies, (prospective) physical education teachers make increased use of strategies that focus on the positive as well as active strategies. Coping strategies that focus on the positive are negatively associated with stress experience, whereas evasive coping strategies are positively associated with stress experience. The coping strategies were assessed using the Brief COPE questionnaire, which had been validated in advance (Pels, Schäfer, & von Haaren-Mack, submitted).
Transfer
The research results imply consequences for research and for practice. In terms of research, it is important to supplement the cross-sectional study with an experimental study to examine whether there is a causal relationship between coping strategies and stress experience. Therefore, an experimental paradigm is currently being developed to investigate the effects of coping strategies on stress experience.
Based on the results of the research, products for use in all phases of physical education teacher training will be developed and evaluated. The development of the products first requires the derivation of a training concept that defines the competencies to be acquired. On this basis, teaching/learning tools (building blocks for teaching sequences, working materials) will be created for the acquisition of these competencies. After their development is complete, the teaching/learning tools will be bundled together in a manual.
More information: www.dshs-koeln.de/schulsport2020/teilprojekte/umgang-mit-sportlehrerinnenstress/
Publications (excerpt)
Pels, F., Schäfer, A., & von Haaren-Mack, B. (2018). The factor structure of the Brief COPE: An investigation testing different models among university students. In U. Borges, L. Bröker, S. Hoffmann, T. Hosang, S. Laborde, R. Liepelt,. . M. Raab (Eds.), Abstract volume of the 50th annual conference of asp (p. 83). Cologne: German Sport University Cologne.
Pels, F., Schäfer, A., & von Haaren-Mack, B. (2017). Products from reflected practice: A training concept and teaching/learning tools for dealing with stress in (prospective) physical education teachers. In G. Wolfswinkler & N. Velibeyoglu (Eds.), IMPULSE 2017: Perspektiven & Herausforderungen für die Lehrerbildung in NRW (p. 11).
Schäfer, A., Pels, F., & Kleinert, J. (2018). Theory-based development of an experimental paradigm to examine the influcence of coping on stress. In EHPS (Ed.), 32nd Conference of the EHPS Health psychology across the lifespan: Uniting research, practice and policy. Conference abstracts (p. 240).
Schäfer, A., Pels, F., & von Haaren-Mack, B. (2018). Stress and mental well-being among (prospective) physical education teachers in NRW. In J. Kleinert & J. Wolf (Eds.), Hot topics in sports science: Volume 40. School sports 2020: Current research and perspectives in physical education teacher training (pp. 111–126). Sankt Augustin: Academia.
Schäfer, A., Pels, F., von Haaren-Mack, B., & Kleinert, J. (2017). Stress and stress management in (prospective) physical education teachers: Empirical studies and derivations of teaching/learning tools in the project “Schulsport2020”. Paper presented at the conference on the networking of sports-related and didactic projects in the quality offensive teacher training from December 7-9, 2017 in Rauischholzhausen, Marburg.
Schäfer, A., Pels, F., Haaren-Mack, B. v., & Kleinert, J. (2017). Stresserleben und Stressbewältigungsstrategien bei Sportlehramtsstudierenden und ausgebildeten Lehrkräften. In A. Schorr (Ed.), Health Psychology 2017: Kurzfassungen (pp. 247–249). Lengerich: Pabst Science Publishers.
von Haaren-Mack, B., Schäfer, A. & Pels, F. (2018). Ursachen und Auswirkungen von Stress bei Sportlehrkräften - eine Literaturübersicht. In J. Kleinert & J. Wolf (Hrsg.), Schulsport 2020. Aktuelle Forschung und Perspektiven in der Sportlehrerbildung (Brennpunkte der Sportwissenschaft,40, S. 91-110).Sankt Augustin: Academia.
von Haaren-Mack, B., Pels, F., Schäfer, A., & Kleinert, J. (2017). Stressoren bei Sportlehrkräften - erste Ergebnisse einer systematischen Überblicksarbeit. In C. Zuber, J. Schmid, M. Schmidt, M. Wegner, & A. Conzelmann (Eds.), Gelingende Entwicklung im Lebenslauf. Abstract volume of the 49th annual conference of the Arbeitsgemeinschaft für Sportpsychologie (asp) from May 25 to 27, 2017 in Bern (pp. 120–121). Bern: Bern Open Publishing.
Sports psychology support for the U15 and U17 girls' soccer teams in North Rhine-Westphalia
Project management:
Prof. Dr. Jens Kleinert
Project staff (contact):
Dr. Jeannine Ohlert (j.ohlert@dshs-koeln.de)
Funding:
Sportstiftung NRW
Duration:
2008-2016
Project description:
Support approach
As a rule, sports psychology support is only provided for adult elite athletes by the Olympic training centers. However, many young competitive athletes drop out of the elite sports sector because they are overwhelmed on a mental level. For this reason, sports psychology support should be provided preventively in adolescence to strengthen resources (salutogenic approach) rather than treating adult athletes with mental problems (pathogenic approach).
Aim
The aim of the support program is to sensitize the young players to sports psychology work and to prepare them for the stresses of competitive sports.
Method (procedure, sample)
On various training courses for the U15 and U17 selections, group workshops are held on various sports psychology topics and individual discussions are conducted with regard to current pressures. Furthermore, sports psychology counseling is provided for the participating coaches.
(Interim) results
The support is very well received by both players and coaches. All participants would like to see the project continue beyond 2012.
Transfer (expectation)
The players are taught skills that they can use independently in the long term, both in the context of their sports career and in relation to their own career-related development.
Publications:
Ohlert, J. (2013). Konzeption und Evaluation einer sportpsychologischen Lehrgangsbetreuung im Mädchenfußball. Leistungssport, 43(4), 37-42.
Ohlert, J. & Kleinert, J. (2013). Evaluation of a sport psychological group intervention in girls' football. In FREE (Football Research in an enlarged Europe) (Ed.), Women's football. Played. Watched. Talked about. (pp. 17-18). Copenhagen: University of Copenhagen.
Effects on cohesion and their mechanisms of action -
Project directors:
Prof. Dr. Jens Kleinert, Prof'in Dr. Birna Bjarnason-Wehrens
Project staff (contact):
Chloé Kleinknecht (doctoral candidate, kleinknecht@dshs-koeln.de), Janek Zachow (doctoral candidate)
Project description:
Theoretical approach
For the positive effects of cardiac rehabilitation programs, regular and long-term participation are the most important factors. Unfortunately, low participation rates and high dropout rates are common (Oldridge, 1991). In the context of recreational sports, social factors (group cohesion) have proven to be particularly important for adherence behavior in the past. A few studies show connections between cohesion and adherence in rehabilitation sports (Fraser & Spink, 2002). In cardiac sports, it is still unclear what role the perceived cohesion in the cardiac sports group plays in the adherence rate.
Aim/research question
The aim of the present study is therefore to examine the influence of group cohesion on adherence in cardiac groups over a period of several weeks. Furthermore, the questionnaire on perceived group cohesion in leisure and health sports is to be validated in the context of this study.
Method (procedure, sample)
With the help of the questionnaire on cohesion in health and leisure sports (KGF), a German translation of the PAGEQ (Physical Activity Group Environment Questionnaire; Estabrooks & Carron, 2000), rehabilitation facilities in Cologne, Ennepetal and Düsseldorf, the perceived group cohesion of 260 participants in outpatient cardiac groups (M = 69.1; SD = 9.4 years) was surveyed using the Physical Activity Group Environment Questionnaire (PAGEQ; Estabrooks & Carron, 2000). This was followed by an attendance check by the course instructors over a period of 7 weeks. Further questionnaires were used which, as external criteria, will provide statements on the validity of the (KGF).
(Interim) results
On average, the participants attended five times within seven weeks. The first analyses show that none of the four cohesion factors makes a significant contribution to predicting attendance over seven weeks. However, the present findings indicate that cohesion does not directly influence adherence to cardiac sports, but only under certain conditions (e.g. the significance of the social motive).
Transfer (expectation).
Based on the results of the study, suitable team-building measures are to be developed to promote social processes, in particular group cohesion in recreational and health sports groups, in such a way that the motivation to participate in sports is maintained in the long term.
Publications:
Kleinert, J., Kleinknecht, C., Bjarnason-Wehrens, B., Karoff, M., & Zachow, J. (2010). Individuelle und soziale Zielorientierungen in Herzgruppen: Welche Zusammenhänge bestehen zu Geschlecht und physischem Selbstkonzept? In I. Hartmann-Tews, B. Dahmen, & D. Emberger (Eds.), Brennpunkte der Sportwissenschaft. Gesundheit in Bewegung: Impulse aus Geschlechterperspektive(pp. 127-133). Sankt Augustin: Academia Verlag.
Kleinert, J., Kleinknecht, C., Bjarnason-Wehrens, B., Karoff, M., & Zachow, J. (2010). Sind Zielsetzungen im Herzsport abhängig von Geschlecht und Selbstkonzept? In I. Hartmann-Tews, B. Dahmen, & D. Emberger (Eds.), gender and health in motion Gesundheit, Bewegung und Geschlecht aus interdisziplinärer Perspektive.Symposium. July 1-2, 2010 (p. 40). Cologne.
Kleinknecht, C., Kleinert, J., Ohlert, J., & Bjarnason-Wehrens, B. (2010). United in heart - Effects of cohesion perception on adherence in cardiac sports groups. In G. Amesberger, T. Finkenzeller, & S. Würth (Eds.), Schriften der Deutschen Vereinigung für Sportwissenschaft: Vol. 201. Psychophysiology in sports - between experiment and action optimization. 42nd Annual Conference of the German Society of Sport Psychology (asp) from May 13-15, 2010 in Salzburg. Abstract volume (p. 108). Hamburg: Feldhaus Verlag, Edition Czwalina.
Kleinknecht, C., Kleinert, J., Ohlert, J., & Bjarnason-Wehrens, B. (2010). Kohäsionswahrnehmung in Herzgruppen und die Auswirkung auf das Adhärenzverhalten. In I. Pahmeier & G. Blumhoff (Eds.), Qualität im Handlungsfeld Sport und Gesundheit. Jahrestagung der dvs-Komission Gesundheit (p. 20).
Ohlert, J., Kleinknecht, C., & Kleinert, J. (2009). Erfassung von Gruppenkohäsion im Freizeit- und Gesundheitssport: Der KIT-FG. In I. Pfeffer & D. Alfermann (Eds.), Menschen in Bewegung - Sportpsychologie zwischen Tradition und Zukunft. Abstractband zur 41. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp) vom 21.-23. Mai 2009 in Leipzig (p. 115). Hamburg: Cwalina.
Ohlert, J., Kleinknecht, C., & Kleinert, J. (2010). Erfassung von Gruppenkohäsion im Gesundheitssport: Eine kritische Betrachtung des PAGEQ. In G. Amesberger, T. Finkenzeller, & S. Würth (Eds.), Schriften der Deutschen Vereinigung für Sportwissenschaft: Vol. 201. Psychophysiologie im Sport - zwischen Experiment und Handlungsoptimierung. 42nd Annual Conference of the German Society of Sport Psychology (asp) from May 13-15, 2010 in Salzburg. Abstract volume (p. 143). Hamburg: Feldhaus Verlag, Edition Czwalina.
Zachow, J., Kleinknecht, C., Kleinert, J., Karoff, M., & Bjarnason-Wehrens, B. (2011). Patient characteristics of participants in outpatient cardiac sports groups, with particular consideration of gender-specific differences. Herzmedizin, 28(2), 87-88.
Zarba, C. (2010). The connection between the perception of cohesion in cardiac sports groups and selected motivational parameters (Bachelor thesis). DSHS Cologne, Cologne.
Project manager:
Dr. Anna Wasserkampf
Project participants:
Prof. Dr. Jens Kleinert
Funding:
Self-financed
Project description
As a form of motivation, introjected regulation refers to behavior that follows internal impulses and pressures or is relevant to self-esteem (Deci & Ryan, 1985, 2000). Phenomenologically, the introjected form of regulation is described by the themes of guilt, shame, or ego-orientation and conceptually belongs to the controlled types of motivation. However, empirically and across contexts, introjected regulation usually shows positive correlations with autonomous motivation types (especially identified regulation) rather than with controlled motivation (e.g., external regulation; Pelletier et al., 1995, 1998; Wilson et al., 2004). Also, the associations of introjected regulation and behavior are often more positive than the theoretical assumptions of the self-determination theory (SDT) suggest (Deci, & Ryan, 2000). What is wrong here? Is introjected regulation conceptualized or operationalized incorrectly? Is controlled motivation perhaps not as “bad” as often assumed?
Aim
The overarching aim of the project is to conduct a comprehensive investigation of the construct of introjected regulation across different contexts (sports/exercise; health; work/organization; school/university). To this end, (1) theoretical definitions and (2) operationalizations (i.e., questionnaire scales) of introjected regulation will be compared. Contradictions arising from the comparison will be discussed and, based on this, theoretical assumptions of the SDT will be expanded if necessary. Likewise, measurement instruments for recording introjected regulation should be revised or redeveloped. Ultimately, this would enable a more precise insight into the function and role of introjected regulation during behavior.
Work program
- Scoping review of cross-context definitions and measurement instruments of introjected regulation
- Construct narrowing and description
- Extension of theoretical assumptions of the self-determination theory
- Adaptation of existing/development of measurement instruments
- Empirical studies on the cause, consequence, clarification and “solution” of the theory-inconsistent phenomenon
Literature
Wasserkampf, A., & Kleinert, J. (2018). The bright side of dark introjection – a trans-contextual systematic review on the conceptualization and operationalization of introjected regulation. In 32nd Conference of the European Health Psychology Society Health Psychology across the lifespan: Uniting research, practice and policy, EHPS, (p. 308), August 21-25, 2018 in Galway: University of Ireland.
Wasserkampf. A., & Kleinert, J. (2018). Introjektion zwischen gut und böse: Konzeptualisierung und Operationalisierung der introjizierten Regulation auf Basis ausgewählter Literatur. In U. Borges, L. Bröker, S. Hoffmann, T. Hosang, S. Laborde, R. Liepelt, et al., (Eds.). Abstract volume of the 50th annual conference of the Arbeitsgemeinschaft für Sportpsychologie, asp, (pp.108-109), May 10-12, 2018 in Cologne. German Sport University Cologne
Project management:
Prof. Dr. Jens Kleinert
Project staff (contact):
Angeli Gawlik (a.gawlik@dshs-koeln.de), Dr. Martin Boss, Dr. Chloé Chermette,
Duration:
2017
Project description:
Theoretical background
There are many different types of occupational stress for professional drivers, and these can have a significant impact on their health. Typical physical and mental stresses can be distinguished. In addition to time pressure from the employer or client, difficult-to-assess road and weather conditions, and high environmental stress from noise, heat, light conditions and exhaust fumes, physical stress and lack of movement, unfavorable working hours due to shift and weekend work, as well as social isolation and psychosocial stress play an important role (Michaelis, 2008).
These high levels of stress appear to have a significant impact on drivers' health and performance (Bundesamt für Güterverkehr BAG, 2011). This often manifests itself in diseases of the musculoskeletal system as well as mental illnesses (see Techniker Krankenkasse, 2014). The current literature shows that almost half of all drivers suffer from chronic or cardiovascular diseases (Gilson, Pavey, Vandelanotte, Duncan, Gomersall, Trost et al. 2016). In this industry, as much as 85% are overweight (Apostolopoulos, Sönmez, Shattell, Haldeman, Strack, & Jones, 2011). Drivers also suffer from symptoms of exhaustion very frequently (Wiegand, Hanowski, & McDonald, 2009). Problems with exhaustion and recovery are also associated with a twofold increase in the probability of illness-related incapacity to work (De Croon, Sluiter & Frings-Dresen, 2003). Compared to other occupational sectors, this situation leads to an above-average number of days of incapacity to work and early retirement among professional drivers (Bundesamt für Güterverkehr BAG, 2011).
Aim/research question
The intervention study aims to implement various coaching concepts for professional drivers and to evaluate them in terms of motivational (e.g. internalization) and volitional aspects (e.g. self-efficacy) and the effect on one's own motivational situation and activity behavior.
Method (procedure, sample)
The truckers receive a fitness device developed by Daimler AG that they can use in the cab of their truck. Depending on the study group, they are assigned a coach who discusses various motivational and volitional topics with them in so-called speed coaching sessions (short phone calls, 10-12 minutes). Based on the collected scaling responses during the call and further questionnaire-based data via app, various measurement points are evaluated and the effects of different coaching concepts on the personal motivational situation of the truckers and their physical activity behavior are examined.
Sustainable change in sports and exercise activity: measures during and after hospitalization
Project manager:
Prof. Dr. Jens Kleinert
Project staff (contact):
M.Sc. Kai Gensitz, M.A. Angeli Gawlik
Funding:
Privatklinik Blomenburg Holding GmbH
Duration:
4/2021 – 4/2022
Project description:
Theoretical background.
Inpatient patients are introduced to various health-related physical activities through exercise therapy (Warburton & Bredin, 2017). During this period, therapy often leads to many patients achieving health-related physical activity recommendations (Pfeifer, Sudeck, Brüggemann, & Huber, 2010). However, exercise therapy interventions in rehabilitation increasingly aim to improve physical performance only in the short term. As a result, coping skills for integrating the practiced movement behavior into post-hospital everyday life are often neglected. In order to achieve modern rehabilitation goals, such as maintaining a physically active lifestyle, and thus sustain the positive effects of sport and exercise in the long term, the acute improvement in functional ability is not enough. One approach to achieving this goal is to integrate motivational and volitional behavior therapy techniques as an extension of exercise therapy (Geidl, Hofmann, Göhner, Sudeck, & Pfeifer, 2012).
Aim/research question.
The aim of the present project is to develop and test measures that ensure the sustainable implementation of sports and exercise activity during the hospital stay is strengthened and improved. On the other hand, the aim is to develop and test a care concept (including integrated measures) that supports the implementation of sports and exercise activity after the hospital stay.
Method (procedures, sample).
In the first step, semi-structured interviews will be conducted with various stakeholders at the Blomenburg Clinic (management and physicians, psychotherapists, physiotherapists, sports therapists, occupational therapists and nursing staff, as well as patients). Based on the results of the interview study, a sustainable sports and exercise concept is being developed for the time during and after the stay at the clinic and tested on the basis of feasibility analyses. In addition, training measures for the implementation of the sports and exercise concept during the stay at the clinic are being developed and tested.
Literature
Geidl, W., Hofmann, J., Göhner, W., Sudeck, G., & Pfeifer, K. (2012). Behavioral exercise therapy - attachment to a physically active lifestyle. Die Rehabilitation, 51(4), 259–268. doi.org/10.1055/s-0031-1280803
Pfeifer, K., Sudeck, G., Brüggemann, S., & Huber, G. (2010). DGRW-Update: Bewegungstherapie in der medizinischen Rehabilitation - Wirkungen, Qualität, Perspektiven [DGRW-update: exercise therapy in medical rehabilitation--effects, quality, perspectives]. Die Rehabilitation, 49(4), 224–236. doi.org/10.1055/s-0030-1261909
Warburton, D. E. R., & Bredin, S. S. D. (2017). Health benefits of physical activity: A systematic review of current systematic reviews. Current Opinion in Cardiology, 32(5), 541–556. doi.org/10.1097/HCO.0000000000000437
Dissertation Projects
Supervisor: Prof. Dr. Jens Kleinert
PhD student and contact: Juliane Mackenbrock, J.Mackenbrock@dshs-koeln.de
Description of the dissertation project:
For many years, there has been a persistent lack of physical activity among children and adolescents in Germany (Finger et al., 2018). The loss of physical activity is offset by an increase in media consumption Media change and advancing digitalization mean that media consumption often competes with sports and exercise, making the everyday lives of children and adolescents more inactive (Reid Chassiakos et al., 2016).
However, in addition to the extensively researched negative aspects of media consumption, digital media also offer some opportunities and potential. Systematic reviews and meta-analyses show that the use of mobile devices, in particular, can be very promising for health promotion due to the high degree of individualization and proximity to everyday life (Gal et al., 2018, He et al., 2021) This approach seems particularly promising for children and adolescents due to the possibility of making interventions easily accessible and individualized (Romeo et al., 2019; Gal et al., 2019; Schoeppe et al., 2017). However, it has not yet been sufficiently researched whether and to what extent this potential can also affect the motivation of students in physical education.
This is where the doctoral project comes in. The aim is to use a change of perspective to see digital media less as a cause of the lack of exercise and more as part of the solution. The aim of the doctoral project is to research the psychological effects that the use of digital media in physical education can have on students and to what extent digital media can contribute to changing the often unfavorable motivational situation caused by the compulsory nature of physical education in the direction of self-determined motivation.
Literature
Finger, J. D., Varnaccia, G., Borrmann, A., Lange, C., & Mensink, G. B. M. (2018). Physical activity of children and adolescents in Germany – cross-sectional results from KiGGS Wave 2 and trends. https://doi.org/10.17886/RKI-GBE-2018-006.
Gal, R., May, A. M., van Overmeeren, E. J., Simons, M., & Monninkhof, E. M. (2018). The Effect of Physical Activity Interventions Comprising Wearables and Smartphone Applications on Physical Activity: A Systematic Review and Meta-analysis Sports Medicine - Open, 4(1), 42. https://doi.org/10.1186/s40798-018-0157-
Reid Chassiakos, Y. L., Radesky, J., Christakis, D., Moreno, M. A., Cross, C., Hill, D., Ameenuddin, N., Hutchinson, J., Levine, A., Boyd, R., Mendelson, R. & Swanson, W. S. (2016). Children and Adolescents and Digital Media. Pediatrics, 138(5) https://doi.org/10.1542/peds.2016-259
Romeo, A., Edney, S., Plotnikoff, R., Curtis, R., Ryan, J., Sanders, I., Crozier, A. & Maher, C. (2019). Can Smartphone Apps Increase Physical Activity? Systematic Review and Meta-Analysis. Journal of Medical Internet Research, 21(3), e12053. https://doi.org/10.2196/1205
Schoeppe, S., Alley, S., Rebar, A. L., Hayman, M., Bray, N. A., van Lippevelde, W., Gnam, J. P., Bachert, P., Direito, A. & Vandelanotte, C. (2017). Apps to improve diet, physical activity and sedentary behaviour in children and adolescents: a review of quality, features and behaviour change techniques International Journal of Behavioral Nutrition and Physical Activity, 14(1). https://doi.org/10.1186/s12966-017-0538-
Intragroup conflict in sports
Betreuer
Prof. Dr. Jens Kleinert
Doktorand:
Jonas Lüdemann (j.luedemann@dshs-koeln.de)
Beschreibung des Dissertationsvorhabens:
Intragroup conflicts are part of the high demanding nature of competitive sport groups (LaVoi, 2007). Intragroup conflict in sport can have both negative and positive effects (Holt et al., 2012). Although intragroup conflict appears to be an inevitable element of competitive sports groups, there is no consistent understanding of intragroup conflict in sports (Paradis et al., 2014). The first objective of this dissertation was to review the existing literature on intragroup conflict in sport. The purpose was to provide an overview of utilized research concepts and findings in the international field to date. This review may assist future research in deciding on research questions/objectives, planning, theories, and methodological approaches. The next steps for this dissertation, based on the review, are to conduct a laboratory team experiment and a longitudinal study in team sports to explain intragroup conflict potential. In these studies, we consider team goal commitment and its relationship to personal goals as relevant predictors of intragroup conflict. The findings of the two studies will provide additional insight into the mechanism of intragroup conflict and may offer specific, evidence-based recommendations for the practice of team sports.
Publikationen:
Lüdemann, J., & Kleinert, J. (2023). Intragroup conflict in sports: a scoping review. International Review of Sport and Exercise Psychology. https://doi.org/10.1080/1750984X.2023.2278135
Literatur:
Holt, N. L., Knight, C. J., & Zukiwski, P. (2012). Female Athletes' Perceptions of Teammate Conflict in Sport: Implications for Sport Psychology Consultants. The Sport Psychologist, 26(1), 135–154.
LaVoi, N. M. (2007). Interpersonal communication and conflict in the coach-athlete relationship. In S. Jowett & D. Lavallee (Eds.), Social psychology in sport (pp. 29–40). Human Kinetics.
Paradis, K. F., Carron, A., & Martin, L. J. (2014). Athlete perceptions of intra-group conflict in sport teams. Sport and Exercise Psychology Review, 10(3), 4–18.
Quality of sports psychology support in junior elite sports
Supervisor/co-supervisor: Prof. Dr. Jens Kleinert / Dr. Johanna Belz
PhD student (contact): Jana Beckmann (J.Beckmann@dshs-koeln.de)
Description of the dissertation project:
In the field of youth competitive sports, sports psychology support is an important and essential part of the overall support (Lochbaum et al., 2022). However, there are only a few studies investigating the quality of sports psychology support. The overarching aim of the dissertation is to assess the quality of sports psychology workshops and individual support for young competitive athletes. A specific goal is to examine the relationship between the quality of the relationship between the coach and the athlete on the one hand and the coaching result (e.g. subjectively acquired abilities/skills) on the other.
The first study uses a cross-sectional design to examine the relationship between the perceived quality of sport psychology care and the person of the supervising sport psychologist. In addition, differences in the perceived quality between male and female sport psychologists as well as gender-specific constellations of sport psychologists and athletes are considered.
The aim of the second study is to examine relationships between the quality of the relationship and the outcome of the care (e.g. subjectively acquired abilities/skills, well-being) within a longitudinal study. In addition, the content of the care and the characteristics of the caregiver (e.g. expertise, sympathy, trustworthiness) are to be identified, which are particularly relevant for the quality of the relationship in sports psychology care (Kleinert, 2014).
The third study is concerned with improving the relationship between caregiver and athlete in sports psychology care. Based on studies 1 and 2, the focus here is on examining the effectiveness of an intervention to build trust and sympathy for sports psychologists for the perceived quality.
Literature
Kleinert, J. (2014). Toolbox Beziehungsarbeit: Zur Beziehungsqualität in der sportpsychologischen Betreuung. Beitrag Qualitätssicherung in der Sportpsychologie. Sportverlag Strauß.
Lochbaum, M., Stoner, E., Hefner, T., Cooper, S., Lane, A. M., & Terry, P. C. (2022). Sport psychology and performance meta-analyses: A systematic review of the literature. PLOS ONE, 17(2), e0263408. https://doi.org/10.1371/journal.pone.0263408
Title: Managing stressful teaching situations – a teaching/learning tool for physical education students
Supervisors: Prof. Dr. Jens Kleinert, Dr. Fabian Pels
PhD student and contact: Ulrike Hartmann, u.hartmann@dshs-koeln.de
Description of the dissertation project:
Studies have shown that physical education teachers experience high levels of stress and often leave the profession early (Gavish & Friedman, 2010; Mäkelä et al., 2014). In particular, prospective physical education teachers experience more stress than their more experienced colleagues (Schäfer et al., 2019). This is due, among other things, to discipline problems with students, a lack of teaching materials, and an unrealistic curriculum (von Haaren-Mack et al., 2020). This shows that physical education teachers should learn stress management skills during their training in order to be better prepared for stressful situations in their daily work (Alsalhe et al., 2021; Darius et al., 2021).
The overarching goal of the doctoral project is to develop and present a teaching/learning tool for training stress management skills for physical education teacher training and to evaluate its effectiveness.
- The results of a cross-sectional survey provide a basis for the development of the teaching/learning tool. The aim of the study was to compare physical education teacher students, trainee physical education teachers and physical education teachers in terms of their perception of different demands in physical education. Results showed that students perceive the occurrence of, for example, discipline and motivation problems among students more often as a stressor than their more experienced colleagues (Pels et al., 2022).
- Taking these results into account and based on the transactional stress model (Lazarus & Folkman, 1984) in terms of content and cumulative competence acquisition (Bloom et al., 1956) in terms of didactics, the stress laboratory was developed as a teaching/learning tool for physical education teacher students. The stress laboratory consists of two parts: an e-learning unit to impart knowledge about the development of stress and coping strategies, and a seminar unit in which stress management skills can be practiced using video-based potentially stressful teaching situations. The aim of the second paper is to present the concept of the stress laboratory and to assess the acceptance and level of competence of students after participating in the individual parts of the stress laboratory in initial studies (Hartmann et al., 2023).
- Since the learning success of students after participating in the entire stress laboratory has not yet been tested, this is to be carried out in an intervention study. The aim of this study is to determine whether participation in the stress laboratory improves the perceived stress management skills of physical education students in relation to coping with stressful teaching situations.
- In addition to the previous studies, the aim of a further study is to find out how satisfied the students are with the stress laboratory and whether it improves the students' learning success.
In summary, the results of previous studies show that students can benefit from participating in the stress laboratory. In the future, the stress laboratory is to be integrated into university teaching.
Literature
Alsalhe, T. A., Chalghaf, N., Guelmami, N., Azaiez, F. & Bragazzi, N. L. (2021). Occupational Burnout Prevalence and Its Determinants Among Physical Education Teachers: A Systematic Review and Meta-Analysis. Frontiers in Human Neuroscience, 15, 553230. doi.org/10.3389/fnhum.2021.553230
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I: Cognitive domain. David McKay Company.
Darius, S., Bunzel, K., Ehms-Ciechanowicz, E. & Böckelmann, I. (2021). Mental health in trainee teachers. Prevention and Health Promotion, 16(3), 215–224. doi.org/10.1007/s11553-020-00809-6
Gavish, B. & Friedman, I. A. (2010). Novice teachers' experience of teaching: A dynamic aspect of burnout. Social Psychology of Education, 13(2), 141–167. doi.org/10.1007/s11218-009-9108-0
Haaren-Mack, B. v., Schaefer, A., Pels, F. & Kleinert, J. (2020). Stress in Physical Education Teachers: A Systematic Review of Sources, Consequences, and Moderators of Stress. Res Q Exerc Sport, 91(2), 279–297. doi.org/10.1080/02701367.2019.1662878
Hartmann, U., Kleinert, J., Wegner, M., & Pels, F. (2023). Presentation and evaluation of the stress lab-A tool to prepare physical education students to handle stressful teaching situations. Journal of Physical Education and Sport (JPES), 2023(23), 2903 2916.
Lazarus, R. S. & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
Mäkelä, K., Hirvensalo, M. & Whipp, P. R. (2014). Should I stay or should I go? Physical education teachers' career intentions. Research Quarterly for Exercise and Sport, 85(2), 234–244. doi.org/10.1080/02701367.2014.893052
Pels, F., Hartmann, U., Schäfer-Pels, A. & von Haaren-Mack, B. (2022). Potential stressors in (prospective) physical education teachers: a comparison of different career stages. German Journal of Exercise and Sport Research. Vorab-Onlinepublikation. doi.org/10.1007/s12662-022-00804-3
Schäfer, A., Pels, F., von Haaren-Mack, B. & Kleinert, J. (2019). Perceived stress and coping in physical education teachers in different career stages. German Journal of Exercise and Sport Research, 49(4), 435–445. doi.org/10.1007/s12662-019-00593-2