Stress in University Athletes: Review of the EEAD in Mexican Youth
PDF (Español)
XML (Español)

Keywords

sport stress
university athletes
validation
asessment
confirmatory factor analysis

How to Cite

Vanegas Farfano, M., Ródenas Cuenca, L., Contreras Puente, M. E., & Medina-Villanueva, S. (2023). Stress in University Athletes: Review of the EEAD in Mexican Youth. Psicumex, 13(1), 1–24. https://doi.org/10.36793/psicumex.v13i1.481

Metrics

Abstract

Sports stress can be detrimental to an athletes' performance. However, previous research has not always incorporated instruments designed for use in interventions. This study validates the sports stress rating scale in Mexican athletes and presents data on its convergent validity with the perceived stress scale. A cross-sectional study was carried out with 180 athletes (62.2% men and 37.8% women) from a northeastern university, who compete at different levels, with a mean age of 20.32 years (SD = 2.56), selected through convenience sampling. Furthermore, comparisons with Spanish samples indicated the same trend of unidimensionality and significantly higher scores in women than in men. The confirmatory factor analysis showed good fit indices; in addition to adequate reliability (EEAD, α = .80; PSS, α = .78) and a positive and significant correlation between them (r = .574, p <.001). The data confirms that the Mexican version of the EEAD is a valid, reliable instrument with a similar unidimensionality to similar Spanish speaking populations. Our findings suggest the scale is well suited for implementation of intervention studies of sports stress in Mexican university students.

https://doi.org/10.36793/psicumex.v13i1.481
PDF (Español)
XML (Español)

References

Abrams, Z. (2021, 27 de julio). How Sport Psychologists Are Helping Olympians? American Psychological Association. https://www.apa.org/topics/mental-health/going-for-gold#

Acuña, I., Michelini, Y., Guzmán, J. I., & Godoy, J. C. (2017). Evaluación de validez convergente y discriminante en tests computarizados de toma de decisiones. ARTIGO, 16(3), 375-383. http://dx.doi.org/10.15689/ap.2017.1603.12952

American Psychological Association. (2022). Criteria for Evaluating Treatment Guidelines. https://www.apa.org/pubs/journals/features/evaluating.pdf

Ato, M., López, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación. Anales de Psicología, 29(3), 1038-1059. https://dx.doi.org/10.6018/analesps.29.3.178511

Blanco, J., Soto, M., Benítez, Z., Mondaca, F., & Jurado, P. (2019). Barreras para la práctica de ejercicio físico en universitarios mexicanos comparaciones por género. Retos, 36, 80-82. https://doi.org/10.47197/retos.v36i36.67820

Bollen, K. (1989). Structural Equations with Latent Variables. Wiley.

Bollen, K. A., & Long, J. S. (Eds.). (1993). Testing Structural Equation Models. Sage Publications, Inc.

Byrne, B. M. (2010). Structural Equation Modeling with Amos: Basic Concepts, Applications, and Programming (2.a ed.). Routledge.

Carretero-Dios, H., & Pérez, C. (2005). Normas para el desarrollo y revisión de estudios instrumentales. International Journal of Clinical and Health Psychology, 5(3), 521-551. https://www.redalyc.org/articulo.oa?id=33705307

Carratalá, H., Buendía, V., Carballeira, E., & Guzmán, J. (2021). Análisis del estrés y el compromiso académico-deportivo mediante redes neuronales artificiales auto-organizativas. Retos, 42, 136-144. https://doi.org/10.47197/retos.v42i0.86983

Cohen, R. (2016). Sport Psychology: The Basics. Bloomsbury.

Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A Global Measure of Perceived Stress. Journal of Health and Social Behavior, 24(4), 385-396. https://doi.org/10.2307/2136404

Cuamba, N., & Zazueta, N. (2020). Salud mental, habilidades de afrontamiento y rendimiento académico en estudiantes universitarios. PSICUMEX, 10(2), 71-94. https://doi.org/10.36793/psicumex.v10i2.351

de Rose, D., Korsakas, P., Carlstron, B., & Ramos, R. (2000). Síntomas de estrés precompetitivo en jóvenes deportistas brasileños. Revista de Psicología del Deporte, 9(1-2), 143-158. https://www.rpd-online.com/article/view/67

Dubuc-Charbonneau, N., & Durand-Bush, N. (2015). Moving to Action: The Effects of a Self-Regulation Intervention on the Stress, Burnout, Well-Being, and Self-Regulation Capacity Levels of University Student-Athletes. Journal of Clinical Sport Psychology, 9(2), 173-192. https://doi.org/10.1123/jcsp.2014-0036

Emran, M., Hossain, S., Salek, A., Khan, M., Ahmed, S., Khandaker, M., & Islam, M. (2014). Drug Abuse in Sport and Doping. Bangladesh Medical Journal, 43(1), 46-50. https://doi.org/10.3329/bmj.v43i1.21379

Eubank, M., & Collins, D. (2000). Coping with Pre- and In-Event Fluctuations in Competitive State-Anxiety: A Longitudinal Approach. Journal of Sport Sciences, 18(2), 121-131. https://doi.org/10.1080/026404100365199

George, D., & Mallery, P. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference. https://wps.ablongman.com/wps/media/objects/385/394732/george4answers.pdf

Gimeno, F., Buceta, J., & Pérez-Llanta, M. (2001). El cuestionario características psicológicas relacionadas con el rendimiento Deportivo (CPRD): Características psicométricas. Análise Psicológica, 1(19), 93-113. http://www.scielo.mec.pt/pdf/aps/v19n1/v19n1a09.pdf

González, M. T., & Landero, R. (2007). Factor Structure of the Perceived Stress Scale (PSS) in a Sample from Mexico. The Spanish Journal of Psychology, 10(1), 199-206. https://doi.org/10.1017/s1138741600006466

Hair, J., Anderson, R., Tatham, R., & Black, W. (1998). Multivariate Data Analysis (5a ed.). Prentice Hall.

Kaufman, K., Glass, C., & Pineau, T. (2018). Mindful Sport Performance Enhancement. Mental Training for Athletes and Coaches. American Psychological Association.

Kellmann, M., & Kallus, K. W. (2001). Recovery-Stress Questionnaire for Athletes. User Manual. Human Kinetics.

Krabbe, P. (2017). The Measurement of Health and Health status. Elsevier.

Lassiter, J., Campbell, A., LeCrom, C., & Dwyer, B. (2022). The Impact of Academic Disruption on Stress Among College Students. Journal of Issues in Intercollegiate Athletics, 15, 149-167. http://csri-jiia.org/wp-content/uploads/2022/02/RA_2022_07.pdf

Lazarus, R. S. (1991). Cognition and Motivation in Emotion. American Psychologist, 46(4), 352-367. https://doi.org/10.1037//0003-066x.46.4.352

Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer.

Lloret-Segura, S., Ferreres-Traver, A., Hernández Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. https://dx.doi.org/10.6018/analesps.30.3.199361

López-Walle, J., Tristán, J, Tomás, I., Gallegos-Guajardo, J., Góngora, E., & Hernández-Pozo, M.R. (2020). Estrés percibido y felicidad auténtica a través del nivel de actividad física en jóvenes universitarios. Cuadernos de Psicología del Deporte, 20(2), 265-275. https://doi.org/10.6018/cpd.358601

Martínez-Moreno, A., Ibáñez-Pérez, R., & Sánchez-Roca, C. (2020). Leadership, Stress and Burnout among Basketball Referees. Journal of Human Sport and Exercise, 16(1), 84-96. https://doi.org/10.14198/jhse.2021.161.08

Maynard, I., Hemmings, B., Greenlees, I., Warwick-Evans, L., y Stanton, N. (2007). Stress Management in Sport: A Comparison of Unimodal and Multimodal Interventions. Anxiety, Stress & Coping, 11(3), 225-246. https://doi.org/10.1080/10615809808248313

Medley, M. (1980). Life Satisfaction Across Four Stages of Adult Life. International Journal of Aging & Human Development, 11(3), 193-209. https://doi.org/10.2190/D4LG-ALJQ-8850-GYDV

Miočevic, M., Moeyaert, M., Mayer, A., & Montoya, A. (2022). Causal Mediation Analysis in Single Case Experimental Designs: Introduction to the Special Issue. Evaluation and the Health Professions, 45(1), 3-7. https://doi.org/10.1177/01632787211073194

Moen, F., Abrahamsen, F., & Furrer, P. (2015). The Effects from Mindfulness Training on Norwegian Junior Elite Athletes in Sport. International Journal of Applied Sport Sciences, 27(2). 98-113. https://doi.org/10.24985/ijass.2015.27.2.98

Molinero, O., Salguero, A., & Márquez, S. (2011). Análisis de la recuperación-estrés en deportistas y relación con los estados de ánimo: un estudio descriptivo. Cuadernos de Psicología del Deporte, 11(2), 47-55. https://revistas.um.es/cpd/article/view/133791

Olmedilla, A., Cánovas, M., Olmedilla-Caballero, B., & Ortega, E. (2021). Características psicológicas relevantes para el rendimiento deportivo: diferencias de género en fútbol juvenil. Cuadernos de Psicología del Deporte, 21(2), 127-137. https://doi.org/10.6018/cpd.417711

Pedrosa, I., Suárez-Álvarez, & García-Cueto, E. (2013). Construcción de una escala de valoración del estrés en el ámbito deportivo (EEAD). Revista Electrónica de Metodología, 17(2), 18-31. https://doi.org/10.17811/rema.17.2.2012.18-31

Ramos, H. (2017). Evaluación de los niveles de actividad física, personalidad resistente y características psicológicas relacionadas con el rendimiento deportivo en deportes de montaña [Tesis de doctorado]. Universidad de León, España.

Reyes-Gómez, G., & Pérez-Farinós, N. (2020). Influencia del estrés en el origen de lesiones en voleibol de competición. Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte, 9(3), 131-142. https://doi.org/10.24310/riccafd.2020.v9i3.10512

Rumbold, J., Fletcher, D., & Daniels, K. (2012). A Systematic Review of Stress Management Intervention with Sport Performers. Sport, Exercise, and Performance Psychology, 1(3), 173-193. https://doi.org/10.1037/a0026628

Schreiber, J., Stage, F., King, J., Nora, A., & Barlow, E. (2006). Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review. The Journal of Education Research, 6(99), 323-337. https://doi.org/10.3200/JOER.99.6.323-338

Schinke, R., Stambulova, N., Si, G., & Moore, Z. (2017). International Society of Sport Psychology Position Stand: Athletes’ Health, Performance, and Development. International Journal of Sport and Exercise Psychology, 16(6), 622-639. http://dx.doi.org/10.1080/1612197X.2017.1295557

Sociedad Mexicana de Psicología (2009). Código ético del psicólogo. Trillas.

Turner, M. (2016) Rational Emotive Behavior Therapy (REBT). Irrational and Rational Beliefs, and the Mental Health of Athletes.

Frontiers in Psychology. 7, art. 1423. https://doi.org/10.3389/fpsyg.2016.01423

Tranaeus, U., Ivarsson, A., & Johnson, U. (2015). Evaluation of the Effects of Psychological Prevention Interventions on Sport Injuries: A Meta-Analysis. Science & Sports, 30(6), 305-313. https://doi.org/10.1016/j.scispo.2015.04.009

United Nations Children's Fund (UNICEF). (s.f.). ¿Qué es la adolescencia? https://www.unicef.org/uruguay/que-es-la-adolescencia#:~:text=La%20Organizaci%C3%B3n%20Mundial%20de%20la,los%2010%20y%2019%20a%C3%B1os.

Ursin, H., & Eriksen, H. (2004). The Cognitive Activation Theory of Stress. Psychoneuroendocrinology, 29(5), 567-592. https://doi.org/10.1016/S0306-4530(03)00091-X.

Weinberg, R., & Gould, D. (2015). Foundations of Sport and Exercise Psychology (6ta. Ed.). Human Kinetics.

Woodman, T., Davis, P., Hardy, L., Callow, N., Glasscock, I., & Yuill-Proctor, J. (2009). Emotions and Sport Performance: An Exploration of Happiness, Hope, and Anger. Journal of Sport & Exercise, 31, 169-188. https://doi.org/10.1123/jsep.31.2.169

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright (c) 2022

Downloads

Download data is not yet available.