United States Elite Youth Tennis Athletes’ Use of Psychological Strategies in Competition

Young athletes are routinely faced with stressors and competitive structures that collegiate and adult athletes face. Psychological skills training (PST) can provide young athletes with strategies and skills to cope with these stressors and ultimately influence sport performance (Vealey, 2007). To date, the only study exploring in-competition experiences of young athletes was with participants between 16 and 18 years of age (Van Raalte, Brewer, Rivera, & Petitpas, 1994). The current study is the first investigation on the in-competition experiences of children and adolescents in sport. Twelve elite young tennis athletes (M[subscript]age = 11.83) who trained within a Player Development program in the Northeastern United States and had been exposed to a PST program participated in this study. Match observations and post-match interviews were used to capture athletes’ match experience and in-competition psychological strategy use. As a result of thematic content analysis (Braun & Clark, 2006), eight themes and 19 subthemes emerged. These eight themes included (a) pre-match feelings, (b) pre-match preparation, (c) competition was used to practice skills and strategies, (d) in-match feelings, (e), in-match use of and rationale for psychological strategies, (f) athletes’ thoughts and behaviors during changeovers, (g) frequency of psychological strategy use, and (h) psychological strategy learning process. Findings support for the notion that early adolescent athletes are capable of understanding their thoughts, focus, and feelings during competitions and are able to use psychological strategies to regulate their emotions and positively influence psychological and physical performance outcomes. In addition, the results of this study provide compelling evidence for the effectiveness of the PST program

Athletic Injury and Resources for Student-Athletes: A Proposal for an Athlete Injury Playbook

Athletic injury happens frequently and is rarely predictable. While injury is common in sport involvement at all levels, this proposal focused on National Collegiate Athletic Association (NCAA) student-athletes and expanding the resources they have available to them. The vast literature on athletic injury and rehabilitation in sport has served researchers and academic consumers, and unfortunately, has lacked an easily accessible resource for student-athletes and sports medicine professionals to utilize. Therefore, the purpose of this doctoral paper was to propose a resource focused on post-athletic injury and written for collegiate student-athletes to understand called, The Secret Playbook. This playbook included information about (a) attuning to the student-athlete’s emotional response to injury, (b) identifying external mental health and sport psychology resources, and (c) implementing mental skills and coping mechanisms that they can employ while going through this transitional period. For optimal success, The Secret Playbook must be utilized in conjunction with sport psychology professionals and mental health providers

Enhancing the Teaching of Lawyering Skills and Perspectives Through Virtual World Engagement

Educators from around the globe are rapidly utilizing and transforming virtual worlds, such as Second Life, with innovative teaching strategies. Mediation and dispute resolution, and associated communication and problem-solving skills, are particularly well suited for developing in virtual worlds, as are other lawyering skills such as, interviewing, counseling, and trial advocacy. The opportunities for students and faculty to engage in cross-cultural exchange and networking are another selling feature of virtual world engagement. Virtual worlds offer particular promise for those seeking innovative and cost-effective ways to integrate more professional training and skills development into the law school curriculum. Moreover, as more and more people enter virtual worlds and other forms of online social engagement, there is increasing need to offer innovative online opportunities for student learning. This article uses a project on teaching dispute resolution skills to law students conducted in the virtual world as a medium within the law school curriculum

Enhancing cognitive behavioral therapy for childhood anxiety disorders: a parent manual

Anxiety disorders are among the most common psychiatric disorders affecting children and adolescents. In the past several decades, great advances have been made in the treatment of these disorders. While many psychopharmacological and psychotherapeutic treatments exist, Cognitive Behavioral Therapy (CBT) is currently the treatment approach with the most empirical support. Based on a large evidence-base, several CBT manuals have been developed for the treatment of anxiety disorders in children. While research on incorporating parents into these treatments is mixed, parent involvement is widely recommended in these treatments as well as in unmanualized CBT treatment. Although some self-help books and manual-specific guides for parents exist, there is no current manual that provides parents with information and guidance to facilitate their involvement in both manualized and unmanualized CBT for child anxiety disorders. The current project involved the development of a manual for parents whose children (ages 8-13 years) are involved in CBT treatment for Separation Anxiety Disorder, Generalized Anxiety Disorder, Specific Phobia, and Social Phobia. The resulting manual was informed by a review of the literature on child anxiety, CBT treatments for anxiety, and the roles parents may play in CBT. The manual consists of introductory psychoeducation on anxiety and CBT followed by six chapters on the major components of CBT for anxiety. In addition to descriptions of these components, each chapter includes instructions on how parents can be involved to facilitate their child’s treatment. Following a discussion of strengths, limitations, and potential modifications to the current manual, plans for evaluating the efficacy of the manual as well as disseminating it to parents are described

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

Horse Boy

‘Horse Boy’ outlines the theoretical and contextual framings of a series performance based video works exploring a personal working relationship with animals, predominantly horses. These performances develop into durational exercises where the power balance between human and animal is tested and examined. Notions of catharsis and the sublime are investigated to frame the experience and analysis of these performances for both the participants and observers. ‘Horse Boy’ examines the complexities of the role of animals in art, reflecting on the practice of contemporary artists who employ animals as either participants or symbols in their own work. The resolved artwork lends itself to future research that further subverts the power relationship between human and animal within artistic performances by approaching such work as a collaborative practice between the human and animal

A Design Exploration of Affective Gaming

Physiological sensing has been a prominent fixture in games user research (GUR) since the late 1990s, when researchers began to explore its potential to enhance and understand experience within digital game play. Since these early days, it has been widely argued that “affective gaming”—in which gameplay is influenced by a player’s emotional state—can enhance player experience by integrating physiological sensors into play. In this thesis, I conduct a design exploration of the field of affective gaming by first, systematically exploring the field and creating a framework (the affective game loop) to classify existing literature; and second by presenting two design probes, to probe and explore the design space of affective games contextualized within the affective game loop: In the Same Boat and Commons Sense. The systematic review explored this unique design space of affective gaming, opening up future avenues for exploration. The affective game loop was created as a way to classify the physiological signals and sensors most commonly used in prior literature within the context of how they are mapped into the gameplay itself. Findings suggest that the physiological input mappings can be more action-based (e.g., affecting mechanics in the game such as the movement of the character) or more context-based (e.g., affecting things like environmental or difficulty variables in the game). Findings also suggested that while the field has been around for decades, there is still yet to be any commercial successes, so does physiological interaction really heighten player experience? This question instigated the design of the two probes, exploring ways to implement these mappings and effectively heighten player experience. In the Same Boat (Design Probe One) is an embodied mirroring game designed to promote an intimate interaction, using players’ breathing rate and facial expressions to control movement of a canoe down a river. Findings suggest that playing In the Same Boat fostered the development of affiliation between the players, and that while embodied controls were less intuitive, people enjoyed them more, indicating the potential of embodied controls to foster social closeness in synchronized play over a distance. Commons Sense (Design Probe Two) is a communication modality intended to heighten audience engagement and effectively capture and communicate the audience experience, using a webcam-based heart rate detection software that takes an average of each spectator’s heart rate as input to affect in-game variables such as lighting and sound design, and game difficulty. Findings suggest that Commons Sense successfully facilitated the communication of audience response in an online entertainment context—where these social cues and signals are inherently diminished. In addition, Commons Sense is a communication modality that can both enhance a play experience while offering a novel way to communicate. Overall, findings from this design exploration shows that affective games offer a novel way to deliver a rich gameplay experience for the player

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion