麻豆蜜桃AV

Research Interests

My research interests are primarily focused on the motivational antecedents and consequences of young athletes’ involvement in all levels and types of sport, exercise, and physical activity contexts.  My specific research interests are focused on three overlapping areas; the role of affect, interpersonal relationships, and commitment.

1. The role of affect

I will continue my work in the area of sport enjoyment and also plan to examine other affects, both positive and negative, that may be important to young athletes’ motivated behaviour such as satisfaction, pride, shame, guilt, and embarrassment.  On a more fundamental level, I would like to explore what these various emotions mean to young athletes and whether that meaning changes as a function of developmental level. 

2. Interpersonal relationships

I am particularly interested in peer relationships, more specifically, the role of friends and the peer group in a child’s sport experience and their impact on the social-psychological and emotional development of the child.  What role do friends and peers (within the context of youth sport) play in the development of self-esteem, competence, commitment, enjoyment, and negative sport affect?  What type of friendship and peer relationships are evident in sport and do these have differential effects on a child’s social and emotional development?  In exploring these issues, I draw on social support, peer relationship, social and emotional, and social exchange theory and research.      

3. Sport Commitment

In my dissertation work I tested a modified version of the Sport Commitment Model developed at UCLA.  This work needs to be replicated and the causal links in the model tested further using longitudinal studies.  Further, I want to examine relationships between commitment and constructs such as personal control and self-determination.  Also, I plan to further explore the role of friends, parents, teachers, and coach within the Sport Commitment Model framework.   

 Teaching Philosophy

The guiding focus of my teaching philosophy is on helping students become active independent critical thinkers.  My goal is to challenge them intellectually and have them question existing theory and research as well as themselves and others.  I try to convey how knowledge is always shifting and that, especially in psychology, there are many different points of view, some complimentary some contradictory.  I attempt to get them to see the different sides of these positions and to respect differences of opinion.  I try to get them to develop their own perspectives, opinions, and theories based on existing knowledge--I try to get them to take a stand on a particular issue and present a reasoned argument for their position that considers all the evidence and the views of others.  I want them to become informed questioning consumers of knowledge and of themselves and others.  I also try to get them to appreciate that as knowledge is fluid, learning is a lifelong process.

• BSc (Hons) Sport Science, Liverpool Polytechnic, England
• MS Kinesiology, University of California, Los Angeles
• PhD Kinesiology, University of California, Los Angeles

Carpenter, P. J. (2019). Assessment Equity and Student Success. Research project funded by the Stupski Foundation as part of the Student Success Data Analytics Program.

Ortuoste, M., Carpenter, & Manopoulos, M. (2019). Building a Robust Faculty Mentoring Program. Faculty Learning Communities Presentation.

Carpenter, P.J. (2021). Community of Peer Leaders: Bringing Together the CSU Kinesiology Chairs. American Kinesiology Annual Meeting: Online.

Carpenter, P.J. (2020). Partnerships for Effective Academic Programs NIU Kinesiology and a Retirement Community: Students and Residents Bonding while Preventing Falls. American Kinesiology Annual Meeting: FL.