Haralambos Tsorbatzoudis

Doping research has predominantly focused on proximal cognitive predictors of athletes’ intentions to use prohibited substances, often conceptualizing doping as a final behavioral outcome. Drawing on Self-Determination Theory and Goal Systems Theory, the present study examined the relationships between doping intentions, perceived means of performance enhancement, and internal and external life aspirations among competitive athletes. A total of 204 athletes (Mage = 22.99 years) completed measures assessing doping intentions, perceived effectiveness of different performance enhancement means, and aspiration components. The results indicated that stronger doping intentions were negatively associated with internal aspiration components and positively associated with external aspiration components. Doping intentions were also positively related to perceived effectiveness of nutritional supplements, doping, and combined enhancement practices, while being negatively associated with reliance on training and nutrition alone. Several indirect effects were observed, demonstrating that perceived performance enhancement partially mediated the relationships between doping intentions and aspiration components. These findings suggest that performance enhancement behaviors are cognitively embedded within athletes’ motivational goal systems and play an active role in shaping aspiration-related evaluations. Overall, this study advances doping research by conceptualizing doping behavior as part of a broader, goal-directed, motivational structure rather than an isolated outcome.

The use of chemically assisted performance enhancement (CAPE) substances has become a prominent trend in today’s competitive societies. Although evidence suggests that CAPE behaviors across different life domains share common characteristics, no consistent theoretical framework exists for understanding the decision to engage in such behaviors. The aim of the present study was to examine a unified conceptualization of CAPE behaviors in four life domains. A total of 254 participants (64 competitive athletes, 40 recreational exercisers, 67 students, and 83 professionals) completed a survey assessing distal and proximal associations of CAPE behaviors (adapted for each domain). Path analysis used to evaluate the proposed model demonstrated an adequate fit. Results indicated that proximal associations of intentions (i.e., attitudes, norms, and situational temptation) were predicted by distal variables (i.e., social norms and cultural values). Intentions to engage in CAPE behaviors were predicted by attitudes and situational temptation. Goal commitment predicted only the mean of working, studying, or training. Finally, the mean of supplement use was predicted by norms. These findings provide preliminary evidence for a conceptual framework to understand CAPE behaviors across life domains, which may serve as a basis for designing intervention programs aimed at helping individuals make informed decisions about CAPE.

Recent years have brought to the attention of sport specialists new challenges in education, aiming to defend ethics and integrity in sport. Doping, match fixing and corrupted sport governance represent ongoing threats to the integrity, good reputation, and societal welfare dimension of sport. At the same time, from the athletes’ perspective, abuse, sexual harassment, bullying, violence and psychological pressure are other types of threats to the ethics in all sport domains. Different educational approaches that aim to achieve a culture of ethics and integrity in sport have been designed and implemented. Recently, whistleblowing has been promoted as a useful means in the fight against corruption in sport. This trend called for more educational efforts designed to encourage the participation of those involved in the sport phenomenon (i.e. athletes, coaches, managers, spectators) in whistleblowing in order to prevent the violation of ethics. The paper is an analysis of the usefulness of an educational material on whistleblowing implemented in Romania. In order to promote models of good practice, information is directly related to the educational rationale through an explanation of not only what knowledge and skills can be expected to be gained, but also what professional capabilities will be achieved. The conclusions of the paper emphasize the need to develop and test new education and training methodologies, promoting whistleblowing in sport, which will be adapted to the needs of the target sport population aiming to induce positive beliefs and behaviours about whistleblowing.

Self‐determination theory provides an integrated conception of school‐ and academic motivation. The theory proposes a continuum comprising three types of motivation: intrinsic motivation (IM), extrinsic motivation (EM), and amotivation (AM), characterised by seven dimensions (IM = to know, to accomplish and to experience stimulation, EM = external regulation, introjection and identification, and Amotivation). The purpose of the present study was to examine the psychometric properties of the Academic Motivation Scale (AMS) with Greek high school students. Two studies were conducted to examine the factorial, construct, concurrent and predictive validity of the scale along with its reliability properties. Confirmatory factor analyses supported the proposed seven‐factor structure. The scale showed satisfactory levels of internal consistency and temporal stability. Additionally, indices of the scale’s construct, concurrent, and predictive validity were in the desired direction. These findings support the use of the Greek version of the AMS for the assessment of intrinsic motivation, extrinsic motivation, and amotivation.

This study aimed at investigating the effect of motivational dimensions proposed by Pelletier, et al. in 1995, both on sport participation levels and on intention for continuing participation among adult recreational sport participants. Two hundred and fifty-seven adult individuals, who reported participation in some type of sport and physical activity, completed the Sport Motivation Scale and a scale measuring intention. The study provided evidence to suggest that increased motivation leads to increased participation. Amotivation significantly decreased from the least to the most frequent participant groups, while both extrinsic and intrinsic motivation followed the reverse pattern. The results also indicated that increased intrinsic motivation to gain knowledge and accomplishment and extrinsic motivation (introjected regulation) are positively correlated with individuals' intentions to continue participation, while amotivation is negatively related. These results provide limited support for the self-determination theory. Implications for sport participation promotion are discussed.

The study assesses the psychometric properties of the Greek version of the Aggression Questionnaire by Buss and Perry in a sample of 760 Greek high school students. This questionnaire has been widely used to study Physical Aggression, Verbal Aggression, Anger, and Hostility. A confirmatory factor analysis of responses showed adequate fit for the original 4-factor model (total variance explained: 68.2%). The analysis also showed satisfactory internal consistency and temporal stability over 6 to 8 weeks. Also, the construct validity, extreme groups' validity, and predictive validity indices were adequate. Greek female students adopted more indirect forms of aggression (Hostility) than males, who applied more direct forms such as Physical Aggression. Findings supported the use of the Greek version of the questionnaire for assessment in high school students.

The study tested utility of self-determination and sport commitment theories to understanding young athletes' sport commitment. 343 young athletes (M = 13.5 yr., SD = ± 1.1) from soccer, basketball, volleyball, handball, and water polo teams volunteered to participate. All completed the Sport Motivation Scale and the Sport Commitment Questionnaire. Pearson correlations showed a strong relationship between commitment and intrinsic motivation scores. In contrast, extrinsic motivation scores were not significantly correlated to commitment, whereas amotivation scores showed a negative correlation to commitment. Path analysis resulted in strong positive association of intrinsic motivation and commitment. Amotivation had small negative relation to commitment. According to the model tested, social constraints and involvement opportunities were not significant contributors to sport commitment. An alternative model supported the mediating role of enjoyment to psychological commitment. The results showed that high self-determination is supportive of sport commitment, whereas low self-determination reduces sport commitment.

The Theory of Planned Behavior provides a useful framework to study attitudes toward participation in physical activity. The objective of the study was to test the effectiveness of an intervention in manipulating the variables of the Theory of Planned Behavior and exercise habits with 366 high school students (M = 14.2 yr., SD = .7; 201 boys and 165 girls). The students were divided into intervention and control groups. A questionnaire to measure components of the theory, and the Baecke Questionnaire of Habitual Activity measuring exercise habits, were administered. The intervention lasted 12 wk. and included posters and lectures promoting participation in physical activity. Analyses showed the intervention was effective in improving attitudes towards physical activity, perceived behavioral control, intention, and self-reported actual behavior, but it was ineffective for improving attitude strength, subjective norms, and role identity. The results provide useful information for physical education teachers interested in promoting students' positive attitudes towards physical activity.

The objective of the study was to test the effectiveness of an intervention program based on the theoretical framework of the Theory of Planned Behavior, with the addition of attitude strength and role identity. The aim was to alter adolescents' healthy eating attitudes and behaviour. In the sample were 335 high school students, who were divided into intervention and control groups. The intervention lasted 12 weeks and included posters and lectures promoting healthy eating. The measures included a questionnaire assessing the hypothesis and a food frequency questionnaire which measured eating habits. Analysis showed the intervention was effective in improving attitudes toward healthy eating and attitude strength, intention, perceived behavioral control, and healthy eating behaviour, but not effective in predicting subjective norms and role identity. Results provide evidence that intervention changed attitudes toward a behavior in a school setting.