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THE Influence of Emotions on Adolescent Sport Resilience: A Transcontextual Approach

María-Jesús Lirola,R. Trigueros,Adolfo J. Cangas,J. M. Aguilar-Parra

Published 2025 in Psychology in the schools (Print)

ABSTRACT

This study examines the relationship between emotions experienced in Physical Education (PE) and their impact on resilience in physical‐sport activities (PA‐S) using the Transcontextual Model (TCM) applied to Achievement Emotion Theory (AET). The aim was to assess the consistency and emotional transfer between PE and PA‐S, and how these emotions affect sport resilience. A total of 1,348 students (707 males, 641 females) aged 14 to 19 years, who practiced physical activity for more than 150 min per week, participated. Scales were used to measure emotions in PE and PA‐S, and a scale of resilience in the sport context. Correlation analyses and hierarchical regressions were applied to assess the associate of PE emotions on PA‐S emotions and resilience. Results showed that positive emotions in PE (such as enjoyment and pride) were positively correlated with similar emotions in PA‐S, whereas negative emotions (such as anxiety and hopelessness) were negatively correlated with resilience. Negative emotions were found to have a greater impact and transfer across contexts compared to positive emotions. The discussion suggests that improving emotional experiences in PE could enhance resilience and well‐being in sport contexts, validating the application of TCM in emotional transfer between educational and sport contexts. It is concluded that emotional management in PE is key to fostering resilience and participation in physical activities outside the school environment.

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