| dc.description.abstract | Although there is much research on the experiences and academic accomplishments of student-athletes, less work has focused on factors influencing training and performance outcomes among varsity student-athletes. This study aimed to explore the influence of psychological constraints on quality training outcomes and year of eligibility in a sample of varsity student-athletes. The purpose of this research is was to examine the relationships between year of eligibility, self-efficacy, self-regulation, and training behaviour in the varsity student-athlete population. Approximately 40 Ontario University Athletics (OUA) students from Ontario Tech University participated in this study. The Training Self-Efficacy Scale (TSS) was used to evaluate an athlete's practice history and general perceptions about training and practice settings. The Self-Regulated Learning for Sport Practice (SRLSP) was used to assess self-regulatory behaviours during practice/training settings. The largest correlation between the TSS and SRLSP subscales was observed between TSS Skills, Remediation, and Adjustments and TSS Overcoming Obstacles to Motivation (0.70). Moreover, strong significant relationships were observed between Age Started Playing Sport vs. Previous Training Hours Per Week. The very strong positive correlations included: TSS Time/effort & SRLSP reflecting/evaluating (0.76), TSS Skills & SRLSP Reflecting/Evaluation (.07), SRLSP Reflecting and Evaluating (0.72), Time/Efficacy (0.71), and Time/Expectation & Adjustments (.67). These results suggest that a high level of training and performance is associated with a higher level of motivation to complete sport-specific tasks. | en |
