126 research outputs found
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The implementation of problem based learning styles to teach the Coach-Athlete relationship to undergraduate Sport and Exercise Science students
This study explored problem based learning (PBL) styles and it’s suitability to improve the learning experience of level 6 (third year) Sport and Exercise Science undergraduate university students compared to a traditional style of lecturing when teaching the Coach-Athlete relationship. Sixty-four (Mage years=23.47, SD=3.44) students attended a lecture on the topic of the Coach-Athlete relationship. A PBL task was implemented using images of a coach showing a hostile approach and another image of a coach using a friendly approach. These images were used to initiate discussions about the potential problems the scenarios could elicit. At the end of the session student’s completed a questionnaire regarding their thoughts about the session’s ability to aid learning and whether they felt it was preferred over a traditional style of lecturing as well as their enjoyment of the session. Eighty one percent (n=52) of participants found the task helpful to aid learning, 66% (n=42) of participants indicated that using this style of lecture could aid learning more than a traditional approach and 73% (n=47) of participants enjoyed the task. It may be useful to use PBL styles in lecture sessions to engage students within the topic area of the Coach-Athlete relationship. PBL could also be used to help develop transferable skills for those students who want to pursue a career in coaching
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Sport psychology: combat sports. Drs Anastasiya Khomutova and Claire Rossato provide some brief comments on the current state of sport psychology within combat sports
With the recent emergence of a new, international and multidisciplinary academic field dedicated to martial arts studies (Bowman, 2015), interest in the value of sport psychology research for understanding and making effective interventions into such practices is warranted. The reported use of sport psychology within combat sports (mixed martial arts, boxing, judo, etc.) has received relatively little attention in the way of academic research or applied case studies within recent sport psychology literature. This article highlights two specific areas of interest: these are psychological preparation and weight regulation within combat sports
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Karen
Karen is a sociable, physically active 16 year old girl in England who has just commenced the last two years of secondary school. She is academically strong and is also a keen volleyball player. Karen has been selected for elite training squads which is very time consuming, and this makes it difficult to maintain her academic work. She also experiences increasing difficulties managing the cost of travel. Karen retains an Olympic dream, but is uncertain how to get achieve it. Experts in skill acquisition, coach-athlete relationships, socialisation and pedagogy offer advice
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Examination of reported cognitive appraisal, mental effort, cortisol response and shooting performance
Identifying and understanding stressors has become an important area within sport psychology (Thatcher & Day, 2008). Furthermore, it has been suggested that stressors encountered in a sporting situation can have an impact upon performance (Wagstaff, Flectcher & Hanton, 2012); in particular, cognitive appraisals and the resources available to cope with the demands of the task. The Theory of Challenge and Threat in Athletes model (TCTSA; Jones et al, 2009) indicate that neuroendocrine responses such as noradrenaline, adrenaline and cortisol release are associated with Challenge and Threat appraisal within Athletes. In addition it has also been suggested that mental effort will decrease with a Challenge state (Jones et al, 2009), however this has been seldom examined within the literature. The aim of this study was to explore whether there was any association between Challenge and Threat appraisal, mental effort self-report, cortisol response and shooting performance. Thirty nine participants (mean age=25.16, SD=2.01) included within the study gave self-report of Challenge and Threat (Cognitive Appraisal Ratio (CAR); Tomaka et al, 1993) and mental effort (Rating Scale Mental Effort (RSME; Zijstra, 1993). In addition, cortisol responses were measured pre and post a shooting performance task within a laboratory setting. Data analysis suggested there was a significant correlation observed between report on the CAR and cortisol response(r=.38, p0.05). This data suggested that a decrease in mental effort is potentially associated with Threat based upon cortisol response and self-report of Threat is positively associated with cortisol response. However, performance data is not linked to Challenge, Threat, cortisol response or mental effort in this instance. Further studies should examine adrenaline and cortisol response to self-report measures of stress appraisal and sporting performance
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The examination Challenge and Threat states upon eventing performance
Challenge and Threat motivational states can be adopted regarding sporting performance and involve affective, cognitive and physiological mechanisms (Meijen, Jones, Sheffield, & McCarthy, 2014; Blascovich & Mendes, 2000). Understanding how these motivational states might change within a sporting event which has various components (Dressage, Show Jumping & Cross Country) maybe important for performance. Twenty-one participants competed in affiliated eventing (BE80 up to advanced) completed self-report measure to capture emotion (Sport Emotion Questionnaire; Jones et al, 2002) ,Challenge and Threat states (Challenge and Threat in Sport Scale, Rossato et al, 2016), Self-Efficacy (Bandura, 2006 & O’Callaghan, 2015), Achievement Goals (Achievement Goal Questionnaire (Elliot & McGregor, 2001), Perceived Control, Mental Effort (Rating Scale of Mental Effort; Zijlsatra, 1993) and Cognitive Appraisal (Cognitive Appraisal Ratio Scale, Tomaka et al, 1992) in order to examine potential influence on performance.
Dressage
Regression analysis indicated that perceived control predicted dressage performance level (F (1,19) = 4.95, p = .04). The analysis also revealed a negative correlation regarding excitement and dressage performance (r = -.53, p = .01), happiness and dressage performance (r = -.55, p = .01.).
Show Jumping
Positive associations were observed within show jumping regarding the emotions of anger (r = .54, p = .01) and dejection (r = .46, p = .04). Furthermore, a Repeated measures ANOVA revealed that Mastery Approach was significantly higher in Cross-County competition compared to Show Jumping (F (2,40) = 3.9, p = .03).
The results suggest that emotions related to Challenge and Threat have an impact upon Dressage and Show Jumping performance and a mastery approach is adopted within Show Jumping performance at a higher level than Dressage and Cross Country
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Ethical dilemmas in sport and exercise psychology practice
As Sport and Exercise Psychologists we often are presented with many ethical issues. This article is derived from candidates currently undertaking SEPAR as part of a peer supervision group, with the purpose of sharing experiences. The reflections below are provided by professionals working in the field and highlight some pertinent experiences for us as practitioners to reflect upon
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The effect of long term physical training on the development of mental toughness in recreationally active participants
This study investigated the effect of long-term training on the development of mental toughness (MT). Thirty recreationally active participants (age: 33.53±6.83years; height: 177.41±7.11cm; weight: 78.40±11.94kg; maximal oxygen uptake (VO2max): 47.00±6.48 ml.kg-1.min-1) undertook 6-months of training prior to completing an iron-distance triathlon. Mental toughness questionnaires (MTQ48) were completed at 0,2,4,6 months of training and 1-month post-race. Repeated measures ANOVAs were performed for each MTQ48 variable with consideration to faster v slower finishers. No significant differences (p>0.05) were found between fast and slow finishers on any of the MT criteria. There was an effect for time with overall mental toughness (OMT) improving from baseline-post race (cohens d = 0.52; p<0.01) and month 2-post race (d = 0.39; p<0.01), commitment improving from baseline-post race (d = 0.60; p<0.05) and confidence increasing from month 2 post-race (d = 0.39; p<0.05). MT was not associated with race time. The findings indicate that longitudinal training culminating with competitive experience may favourably impact MT
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The effect of long term physical training in the development of mental toughness in recreationally active participants
This study investigated the effect of a long-term training program on the development of mental toughness (MT). Thirty (2 female and 28 male) recreationally active participants (age: 33.53±6.83years; height: 177.41±7.11cm; weight: 78.40±11.94kg; maximal oxygen uptake (VO2max): 47.00±6.48 ml.kg-1.min-1; mean±SD) undertook 6 months of training prior to completing a long-distance triathlon. Participants completed mental toughness questionnaires (MTQ48) at 0, 2, 4, and 6 months of training and 1-month post-race. Data analysis included repeated measures ANOVAs for each MTQ48 variable with consideration to faster and slower finishers. Faster and slower finishers demonstrated non-significant differences (p>0.05) on all MT criteria. There was an effect for time with overall mental toughness (OMT) improving from baseline-post race (cohens d = 0.52; p<0.01) and month 2 post race (d = 0.39; p<0.01), commitment improving from baseline-post race (d = 0.60; p<0.05) and confidence increasing from month 2 post race (d = 0.39; p<0.05). The findings indicate that long term training culminating with competitive experience favourably impacts MT
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Reconceptualising workplace resilience - A cross-disciplinary perspective
Stressful situations, performance pressure, and setbacks are part of contemporary organizational life. The dynamic nature of technological advances and globalisation of business leads to tougher competitive pressures and constant change. People‘s responses to these challenging circumstances vary widely. Some bounce back and adapt to increasing challenges and adversity, others‘ healthy functioning is significantly impaired. Even though resilience is recognised as a crucial issue in the workplace, the rates of new cases of work-related stress and depression have remained broadly flat for more than 10 years. Resilience research within Applied Psychology typically focuses on the psychological domain of a person‘s functioning. This means that also resilience trainings or interventions focus on only one area. The present paper aims to build a comprehensive conceptualization of workplace resilience ultimately to assist in informing targeted intervention and in developing a model to move the research area forward as a whole. A cross-disciplinary understanding of and approach to individual resilience in the workplace would allow to better understand the mechanism of why some people bounce back from adverse events whereas others‘ well-being declines. We propose a resilience framework with antecedents considering psychological (cognitive and emotional) and physiological correlates (cardiovascular, gastrointestinal and metabolic)
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Anticipation and imagery skill level differences of judo coaches
The ability to anticipate what will happen next has been studied extensively with athletes (Mann et al., 2007). Studies have generally found that higher level athletes are able to anticipate earlier and more accurately than lower level athletes, which provides them with an advantage in the decision making process and subsequently in choosing the best decision. Furthermore, the use of imagery among athletes has been studied extensively (e.g., Bhasavanija et al., 2011). Findings pertaining to differences among skill level indicate that higher level athletes have better imagery ability skills than lower level athletes (Williams & Cumming, 2011). Limited research has been conducted on anticipation ability and imagery use among coaches. This is surprising since coaches have reported imagery use across sports such as basketball and gymnastics (Short et al., 2005). Furthermore, in many sports coaches need to provide instructions to players by understanding what happened and predicting what will happen next, i.e., anticipation (Ford et al., 2009; Grundel et al., 2013). Thus, the purpose of the current study was to examine imagery ability (e.g., vividness, duration, perspective) and anticipation abilities among low, moderate and high skilled judo coaches. Sixty-five judo coaches from a European country who have been coaching from 1-39 years (M = 11.74, SD = 10.27) and have competed for 1-45 years (M = 13.57, SD = 7.73) participated in the study. Coaches reported imagery use and ability during coaching on a 7-item imagery questionnaire (Razon et al., 2010). In addition, coaches reported their subjective coaching and anticipation ability. Actual anticipation ability was measured using the occlusion paradigm in which coaches watched clips of matches in judo stopped just before an attacking action by a judoka. Results indicated that high level coaches rated their ability to anticipate and provide instructions higher than low-level coaches. Furthermore, higher level coaches reported more control of the image when using imagery and used an internal perspective when viewing the videos of the judo matches compared to medium level coaches. Findings showed that similar to athletes, higher level coaches have higher imagery and anticipation abilities compared to lower level coaches and have higher levels of confidence in their coaching ability in general. Future studies should examine the relationship between objective coaching abilities and imagery use
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