31 research outputs found
Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis
Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before
backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills
Efectos de un programa de actividad físicoeducativo sobre el consumo de sustancias adictivas nocivas y factores psicosociales (ocio digital, autoconcepto y motivación)
Tesis Univ. Granada
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Exploring the effectiveness of the design-led intervention in reducing screen time and enhancing exercise for children in the home environment
Considering the rapid rise in obesity, this thesis suggests the notion that obesity can be tackled beyond conventional ways. It is widely reported in the literature that the epidemic of obesity is only going to get worse in the next 10 years. A change is needed to allow people to have more control over living healthier through improving physical and social environments, as these have a strong influence in shaping lifestyles. Existing research is converging on the view that modifying lifestyle behaviours is a viable approach to tackling this global epidemic. Therefore, this thesis proposes a unique intervention approach, focused on instigating sustainable behaviour through a design-led intervention. This novel approach attempted to facilitate a change in participants' sedentary lifestyles and prompt daily exercise behaviours.
Physical inactivity amongst children and young people has been identified as a serious public health concern in relation to increases in obesity, with figures on screen time reaching a worrisome peak. The current study demonstrated that making small changes to people's daily routine could result in habitualising healthier behaviours. This thesis further analysed some fundamental theories/models that have been applied in stimulating behaviour changes in different disciplines. Following a thorough literature review of a broad range of behavioural change studies, including reported case studies, a framework was developed. It proposed the stages of intended habitualisation of this new behaviour and informed the development of a research tool artefact which was employed for the main study of this thesis.
To evaluate the effectiveness of this intervention, a longitudinal study called the Domestic User Study (DUS) was undertaken to discover the habitual changes over time in home environments. A total of 20 households participated in DUS and used the prototype (design-led intervention) for a total duration of three months. Their behaviour change data were captured through means of monitoring, pre/post interviews, and mid/post surveys. The evaluation explored three fundamental research questions: 1) Did the design-led intervention help in building exercise behaviour? 2) Has the user's TV watching behaviour changed as a result of the design-led intervention? 3) Has Knudgbox created habitualised sustainable behaviour? Some key constructs were emerged to form the theoretical framework of this thesis and were measured throughout the DUS.
The results uncovered the key determinants that influenced participants' behaviour when exposed to the design-led intervention. After a comprehensive analysis, three main dimensions are presented that constitute the user habitualisation process: visual feedback, user empowerment, and regulation. The joint impact of these dimensions on sustainable behaviour suggests that, when incorporated, they can bring forth habitual changes in the target demographic and beyond. Overall, this study suggests that design-led interventions can have a positive effect on instigating exercise behaviour in the home environment. The recommended behaviour habitualisation model should be considered in the future implementation of design led approaches in order to improve the chances of success
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Director of physical activity professional development outcomes
The Comprehensive School Physical Activity Program (CSPAP) model is one way to organize physical activity (PA) opportunities around specific target populations and points of intervention. It is recommended that physical education teachers serve as Directors of Physical Activity (DPA), given their expertise and experiences in the school setting. PURPOSE: This study examined the current role of physical education teachers in providing PA opportunities for students by implementing the CSPAP. The effects of professional development (PD) on teacher efficacy (TE) toward the implementation of the CSPAP were also investigated. METHODS: Using a collective case study approach, 30 physical teachers (Male=9; Experience 17.47) completed a survey on PA opportunities and self-efficacy. Twelve of the physical education teachers then participated in the DPA certification process, which consisted of a one-day workshop with 12-months of online support and follow-up to track their implementation of the CSPAP. Participants who engaged in the DPA certification participated in a series of in-depth interviews, as well as observations and site visits. Over twelve months the researcher inductively reflected on the data with the intent of forming concepts, hypotheses, and theories through organizing themes and teacher vignettes. Descriptive statistics and a MANCOVA were calculated to determine group differences while a series of RM-MANCOVA's were used to determine pre/post differences. Regression analyses were employed to determine the predictors of change in PA. RESULTS: Qualitative results revealed six themes and three teacher vignettes. RM MANCOVA's revealed no significant difference between pre/post experience, however, regression analyses revealed significant predictors of offering PA opportunities. It was identified that group, TE and PD were both significant predictors when providing PA opportunities: (a) before and after school (F(8, 21) = 2.65, p < .05, R² adj. = .31), (b) with family and community members (F(8, 21) = 2.62, p < .05, R² adj. = .31), and (c) for staff wellness (F(8, 21) = 3.80, p<.01, R² adj = .44). CONCLUSION: Physical education teachers are capable and willing to provide PA opportunities, beyond those offered during physical education, by assuming the role of a DPA. The frequency of these opportunities is influenced by TE and PD.Curriculum and Instructio
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Prevention priorities for online challenges and harms in adolescence and assessment of smartphone distraction: an emotive-cognitive perspective
Evidence suggests that problematic use of gaming, the internet and social media among adolescents is on the rise and developing into global growing issues affecting multiple cognitive, emotional and behavioural domains. How are these experienced and conceptualized among students, parents and teachers?
The first part of this thesis comprised two systematic literature reviews on school-based interventions for internet addiction and excessive screen time. Findings indicated the need to focus prevention beyond time spent into harms and challenges faced in adolescence through mental health literacy and skill development and by incorporating parent and teacher media literacy training.
Five qualitative studies followed as a qualitative needs assessment investigation. The frst analyzed key adolescent motivations for online engagement and highlighted control as a new motivational factor driving engagement. This study led to the development of the control model of social media engagement, proposing individual, social and environmental pathways from normative to potentially problematic online behaviours. Additionally, adolescent online harms were conceptualised by stakeholders as running on a severity continuum from benefits to harms beyond addiction. Parent and teacher perspectives informed key recommendations for media literacy education.
The second part of the present thesis involved two quantitative studies, addressed smartphone distraction impacting students' academic performance through the design of the first psychometric instrument within smartphone use. The final study encompassed the assessment of a brief online randomized controlled trial to curb smartphone distraction and findings indicated the efficacy of the intervention and the reduction of potentially probematic smartphone-related psychological constructs.
The present thesis addresses critical priorities and recommendations for online harm reduction in adolescence. Dissemination of findings are timely for media literacy in schools in the UK and other countries with policy intentions to safeguard for young people's emotional health. Assessing smartphone distraction contributes to the understanding of this emergent disruptive construct contributing to initiatives to enhance students' academic performance and well-being within higher education and work environments
30th European Congress on Obesity (ECO 2023)
This is the abstract book of 30th European Congress on Obesity (ECO 2023