How sport teaches values? The specific ability of intense bodily commitment to enhance norm adherence

Introduction
 Teaching norms and values through sport physical education (PE) is a worldwide expectation (European Parliament, 2007; International Olympic Committee, 2020), even though little known about processes that could explain such (Hatzigeorgiadis et al., 2013). Identifying them fundamental to overcome this ideology improve educational programs sport. As personal are built according salient social (Jonas 2008), past research in sciences focused on identifying during practices (e.g., Whitehead 2013) pointing out how teachers/stakeholders can make practice Koh 2016).
 We propose the singularity of PE build does not (only) come from type but rather specific capacity contexts enhance adhesion norms. Indeed, place practitioners front challenges require bodily commitment induce emotional context threat arousal sympathetic nervous system. Because ingroup (Fritsche & Jugert, 2017; Hart 2005; Swann 2010), two studies aim demonstrate increases adherence hypothesize normative salience effect (H1) norm x interaction (H2) adolescents’ behavioral consequences.
 Method
 Two conducted followed 2 (norm salience) (bodily commitment) factorial design. One hundred thirty-nine students (Mage = 13.97; ± 0.72; 62.1% girls, aged 13-16) took part Study 1 187 13.59; 0.76; 61.5% 12-16) 2. Based priori power calculation (package simr, Green Macleod, 2016), these sample size allowed us have sufficient statistical 95%.
 Participants first completed preliminary questionnaire measuring (Louis 2009; Schwartz, 2011). weeks later, they participated one by experimental phase. An was made salient, either (pro-environmental 1, healthy eating 2) or control (anti-discrimination 2), presenting manipulated results questionnaire, form graphic figures (Study 1) pictures 2; Gabarrot 2009). They then had do exercise with weak strong climbing gymnastic 2). Finally, measured (repeated measure), states (arousal threat), pro-environmental intentions desirability (S-CSD, Miller 2014). Healthy self-reported behaviors were assessed week later Data analyzed using contrast bootstrapping method as recommended many authors (Judd 2017): C1 tested effect, C2 condition C3 condition. To support our hypotheses, after controlling for initial values, classroom level, effects, be significant while did values. Then, mediating effects conditions behavior measures changes tested. two-studies meta-analysis role producing explored.
 Results
 First, bootstrap linear mixed models revealed that, at T1 positively significantly predicted (Estimate 0.72, SE 0.05, p < .001), 0.22, 0.10, .05) 0.30, 0.11, .01) (p > .05). In 2, model indicated 0.64, 0.03, 0.09 0.34, 0.09, .01). The influence marginally 0.28, 0.13, .051), significant.
 Second, multilevel longitudinal mediation revealed, indirect .03) .02) T1, .029) T2, T1.
 both (d 0.31) 0.30) positive significant. Analyses compared induced greater (ps although impacting participants’ than 0.14, .036) only pupils’ subjective impacted .04).
 Discussion
 Results explained intensity (H2). Effects obtained varying (climbing task), eating) induction (graphic pictures). Exploratory analysis highlighted consequences states. Thus, point new way explaining effectively constructing adolescents orienting their consecutive (Agenda 2030, United Nations Educational, Scientific Cultural Organization, 2016): particular attention must paid second, intense commitment, especially those inducing threat, required embrace educative role. Nevertheless, suggest nurture PE. we importance process, true whatever are, teacher/stakeholder cannot always orient practice.
 
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