A utilização do coping no ambiente escolar por alunos atletas e não atletas

Abstract

An athlete's routine is full of exposure to stress, from training routines, socializing with other athletes, parents, coaches and external pressures, to high-performance competitions and the most decisive moments in sport. These factors allow athletes to develop more stress coping strategies, which are known as coping strategies. According to Carver and Scheier (1994), people develop ways of dealing with stressful situations and these habits or coping styles can influence the way they react to new experiences. The authors did not define the coping style as the preference of one aspect over the others, but as the tendency to use styles to a greater or lesser extent in the face of stressful situations. Thus, this study has the general objective of discussing coping strategies in athletic and non-athlete schoolchildren. As specific objectives, we seek to investigate what is discussed in the academic field, as well as analyze and compare the psychological trends used in coping with stressful situations in the school environment between athletes and non-athlete students. To this end, the study has two articles, the first being a content analysis of a systematic review, entitled 'Coping Strategies for Young Athletes: A Content Analysis', with the objective of investigating the academic field and what is discussed about use of coping by young athletes. A systematic review was performed followed by a content analysis (BARDIN, 2010). The second article, entitled 'Coping strategies in school athletes and non-athletes', aimed to analyze and compare the use of coping in the school environment, among young people who participate and do not participate in sports competitions. To achieve this objective, a closed questionnaire was applied, adapted to the characteristics of the target audience (ANTONIAZZI, 1998). We believe that coping with individuals exposed to stress arising from sports practices has better responses to stressing factors, such as those arising from school assessments.