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Enregistrement W3026406468 · doi:10.1046/j.1360-0443.2002.00283.x

Sports involvement can be both formal and informal at the same time: a comment on peretti‐watel <i>et  al</i>.

2002· letter· en· W3026406468 sur OpenAlexaboutno aff
Fabrice O Lorente

Notice bibliographique

RevueAddiction · 2002
Typeletter
Langueen
DomainePsychology
ThématiqueBehavioral Health and Interventions
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésClubContext (archaeology)CitationSubject (documents)PsychologyAdvertisingSocial psychologyMedicineLibrary scienceHistoryComputer scienceBusiness

Résumé

récupéré en direct d'OpenAlex

AddictionVolume 97, Issue 12 p. 1609-1609 Free Access Sports involvement can be both formal and informal at the same time: a comment on peretti-watel et al. First published: 11 December 2002 https://doi.org/10.1046/j.1360-0443.2002.00283.xCitations: 3AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Sir—Peretti-Watel et al.'s (2002) study, conducted in France among 10 807 adolescents (age range 14–19 years), shows that the U-shaped curve between the intensity of physical activity and licit and illicit drug use is not systematic. According to the authors, the relationship between sport participation and the use of substances depends on many factors, such as the substance considered, the level of use, gender, age, whether or not the subject is registered with a club and the type of sport practised. The authors aimed ‘to go further than the U-curve by taking into account the context of sporting practice’. Thus, they distinguished between two types of context of practice: registration in a club (formal) and playing sports alone or with friends (informal). However, in a recent study performed on 1631 French adolescents (age range 12–22 years), L’Aoustet et al. (2002) revealed that 44.8% of the 1296 subjects who practised sport did so in a bimodal way—in both a formal (club, association) and an informal (alone, with friends and relatives) context. To our knowledge, no study describing the relationship between sporting practice and the use of licit and illicit substances has taken into account these three modes of practice context (i.e. formal, informal and bimodal). Therefore, it is our view that the approach used by Peretti-Watel et al. and others (e.g. Choquet & Hassler 1997; Pate et al. 2000; Okruhlica et al. 2001) disregards the real practice context of about half of the sporting population. Hence, it is likely that the relationship between the context of the sporting practice and substance use and abuse would be greatly clarified if the bimodal practice context was considered. In addition, a study conducted by the Canadian Center for Drug-Free Sport (1995) indicates that ‘26% of parents are keeping their children out of organized sport because of the issue of drugs in sport’. This leads us to think that the taking into account of the context of sporting practice is not sufficient. Studies in this area should also address the question of the declared preference of the form of sporting practice (formal, informal alone, informal with friends, informal with relatives). Indeed, when teenagers express their preferred form of sporting practice, they express their own feelings, and not those of their parents or other persons in their entourage. Hence, one may consider that practising a sport in an organized context chosen only by the parents (i.e. in conflict with the preference of the adolescent) could be felt by the adolescent as a powerful stressor and thus could influence their relationship with psychoactive drugs. All things considered, it would be interesting to observe whether sportsmen practising in a bimodal context are clearly distinguished from those practising only in formal or informal contexts with regard to substance use. FABRICE O. LORENTE Faculté des Sciences du Sport Université de la Méditerranée Marseille France E-mail: lorente@staps.univ-mrs.fr References Canadian Center for Drug-Free Sport (1995) Majority of Canadians Say Drug Use in Sport is a Problem. Media release, 15 February. Gloucester, ON: Canadian Center for Drug-Free Sport. Choquet, M. & Hassler, C. (1997) Sport et consommation d’alcool à l’adolescence [Sport and adolescent consumption of alcohol]. Alcoologie, 19, 21– 27. L’Aoustet, O., Niel, A. & Griffet, J. (2002) Current forms of sports activities among young people: description of trends and inquiry methods. Society and Leisure, 25, 119– 138. Okruhlica, L., Kaco, J. & Klempova, D. (2001) Sports activities in the prevention of heroin dependency. European Addiction Research, 7, 83– 86. Pate, R. R., Trost, S. G., Levin, S. & Dowda, M. (2000) Sports participation and health-related behaviors among US youth. Archives of Pediatrics and Adolescent Medicine, 154, 904– 911. Peretti-Watel, P., Beck, F. & Legleye, S. (2002) Beyond the U-curve: the relationship between sport and alcohol, cigarette and cannabis use in adolescents. Addiction, 97, 707– 716. Citing Literature Volume97, Issue12December 2002Pages 1609-1609 ReferencesRelatedInformation

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesCharge utile insuffisante (le modèle a refusé de juger)
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: Sans objet
GenreSignal candidat: Commentaire · Signal consensuel: Commentaire
Score de désaccord entre enseignants0,034
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0000,000
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,001
Charge utile insuffisante (le modèle a refusé de juger)0,0110,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,041
Tête enseignante GPT0,318
Écart entre enseignants0,277 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Devis d'étudeSans objet
Domainenon disponible
GenreCommentaire

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations4
Publié2002
Routes d'admission1
Résumé présentoui

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