Perceived importance of components of asynchronous music in circuit training

This study examined regular exercisers’ perceptions of specific components of music during circuit training. Twenty-four men (38.8 years, s = 11.8 years) and 31 women (32.4 years, s = 9.6 years) completed two questionnaires immediately after a circuit training class. Participants rated the importance of 13 components of music (rhythm, melody, etc.) in relation to exercise enjoyment, and each completed the Affect Intensity Measure (Larsen, 1984) to measure emotional reactivity. Independent t tests were used to evaluate gender differences in perceptions of musical importance. Pearson correlations were computed to evaluate the relationships between affect intensity, age and importance of musical components. Consistent with previous research and theoretical predictions, rhythm response components (rhythm, tempo, beat) were rated as most important. Women rated the importance of melody significantly higher than did men, while men gave more importance to music associated with sport. Affect intensity was found to be positively and significantly related to the perceived importance of melody, lyrical content, musical style, personal associations and emotional content. Results suggest that exercise leaders need to be sensitive to personal factors when choosing music to accompany exercise. Qualitative research that focuses on the personal meaning of music is encouraged

An inductive exploration into the flow experiences of European Tour golfers

© 2014 Taylor & Francis. This study explored perceptions regarding the experience of flow in elite golf; a sport which is different to those studied previously due to its self-paced, stop-start nature. In-depth, semi-structured interviews were conducted with 10 European Tour golfers. Whereas the majority of previous studies have deductively coded data into Csikszentmihalyi’s dimensions, the data in this study were analysed inductively. Thirteen categories were generated which described the flow experiences of these golfers, and these were compared with the original flow dimensions after analysis. In contrast to previous understanding, these golfers reported being aware that they were in flow as it occurred, and seemingly were able to manage their flow experiences. A category describing altered cognitive and kinaesthetic perceptions was also generated which was not accounted for in the existing flow framework, while the participants also suggested that flow was observable (e.g. through changes in behaviour). Findings are discussed in relation to the existing literature, and recommendations made for future research including possible revisions to the flow framework to better describe this experience within golf and other sporting contexts

Psychological characteristics of developing excellence in elite youth football players in English professional academies

This mixed-longitudinal prospective study examined the development of psychological characteristics of developing excellence in relation to the career progression of elite youth football players. In a 20-month period, 111 academy football players aged 11-16 completed the Psychological Characteristics of Developing Excellence Questionnaire (PCDEQ) on 1-5 occasions. This combination of single and repeated assessments resulted in a mixed-longitudinal sample of 226 completed PCDEQs. Players were then prospectively tracked, and their scholarship status assessed at follow-up, at age U17. Multilevel modelling revealed that coping with performance and developmental pressures scores increased with age, and that Category 1-2 academy scholars (4.35 ± 0.61) scored higher than Category 3-4 academy scholars (3.99 ± 0.67) and non-scholars (4.02 ± 0.78) (p<.05). Evaluating performances and working on weaknesses scores increased with age for Category 1-2 academy scholars (U12-U14 vs. U15-U16 = 5.16 ± 0.48 vs. 5.38 ± 0.45), compared to non-scholars (U12-U14 vs. U15-U16 = 5.11 ± 0.59 vs. 5.03 ± 0.71) (p<.05). Imagery use during practice and competition scores decreased with age (U12-U14 vs. U15-U16 = 4.45 ± 0.66 vs. 4.29 ± 0.70) (p<.05). A blend of PCDEs may facilitate optimal career progression. Football academies should develop players’ PCDEs, with a particular focus on developing their coping skills and their ability to realistically evaluate performances and work on weaknesses

Adventurous Physical Activity Environments: A Mainstream Intervention for Mental Health

Adventurous physical activity has traditionally been considered the pastime of a small minority of people with deviant personalities or characteristics that compel them to voluntarily take great risks purely for the sake of thrills and excitement. An unintended consequence of these traditional narratives is the relative absence of adventure activities in mainstream health and well-being discourses and in large-scale governmental health initiatives. However, recent research has demonstrated that even the most extreme adventurous physical activities are linked to enhanced psychological health and well-being outcomes. These benefits go beyond traditional ‘character building’ concepts and emphasize more positive frameworks that rely on the development of effective environmental design. Based on emerging research, this paper demonstrates why adventurous physical activity should be considered a mainstream intervention for positive mental health. Furthermore, the authors argue that understanding how to design environments that effectively encourage appropriate adventure should be considered a serious addition to mainstream health and well-being discourse

Education for Sustainable Development: Towards the Sustainable University

We  planned  this  conference  in  anticipation  of  the  end  of  the  UN  Decade  of  Education  for  Sustainable   Development  (DESD),  and  the  start  of  the  next  phase  for  those  involved  in  ESD  here  and   internationally.    At  Plymouth  University,  2015  marks  ten  year  anniversary  since  cross-­‐institutional   work  on  sustainability  and  sustainability  education  was  spearheaded  by  the  founding  of  the  Centre  for   Sustainable  Futures  (CSF).    Coincidentally,  2015  also  marks  a  ten  years  since  the  influential  HEFCE   policy  document  ‘Sustainable  Development  in  Higher  Education’  was  released.   Holding  the  conference  in  January  –  named  after  the  Roman  god  of  doorways,  of  endings  and   beginnings  –  we  sought  to  look  at  some  of  what  has  been  achieved  in  sustainability  education  to  date   and  explore  its  prospects  as  we  move  forward.   Following  an  enthusiastic  response  to  the  call  for  abstracts,  the  conference  featured  a  diverse  range   of  research  papers,  posters,  and  roundtable  presentations  from  academics  and  practitioners  across   the  UK  and  beyond.  The  conference  was  arranged  around  three  overarching  themes:     ESD  Pedagogy:  Criticality,  Creativity,  and  Collaboration   What  are  the  teaching  and  learning  processes  that  enable  students  to  develop  their  own  capacity  to   think  critically  and  creatively  in  the  face  of  global  sustainability  challenges  and,  secondly,  to  act   collaboratively  in  ways  that  pursue  more  hopeful  and  sustainable  futures?   Innovative  Learning  Spaces  for  ESD   What  are  the  physical  environments  that  provide  opportunities  for  new  forms  of  sustainability   education  to  flourish?  What  lies  beyond  the  lecture  hall  that  is  conducive  to  student  learning  through   inquiry-­‐based,  active,  participatory,  interdisciplinary  and  experiential  methods?   Towards  the  Sustainable  University   What  are  effective  approaches  for  leading  institutional  change,  organisational  learning,  and  staff  CPD   towards  sustainability?  This  publication  focuses  on  the  last  theme  –  Towards  the  Sustainable  University.    The  previous   PedRIO  Occasional  Paper  8  looks  at  the  first  theme  ESD  Pedagogy:  Criticality,  Creativity,  and   Collaboration

Walking the walk: a phenomenological study of long distance walking

Evidence suggests that regular walking can elicit significant psychological benefits although little evidence exists concerning long distance walking. The purpose of this study was to provide detailed accounts of the experiences of long distance walkers. Phenomenological interviews were conducted with six long distance walkers. Data were transcribed verbatim before researchers independently analyzed the transcripts. Participants reported a cumulative effect with positive feelings increasing throughout the duration of the walk. Long distance walking elicited positive emotions, reduced the effects of life-stress, and promoted an increased sense of well-being and personal growth. Results are aligned to theories and concepts from positive psychology

Mental toughness

The final publication is available at Springer via https://www.springer.com/gb/book/9783319956800Since the turn of the 21st Century, Mental Toughness has been defined in a variety of ways (e.g. Clough, Earle & Sewell, 2002; Coulter, Mallett & Gucciardi, 2010; Fourie & Potgieter, 2001; Golby & Sheard, 2006; Gucciardi, Gordon & Dimmock, 2008; Jones, Hanton & Connaughton, 2007). Although they differ in many respects, the conceptualisation share a number of similarities. For example, self-belief is at the core of most definitions, motivation is central to most as is persistence in achieving and the ability to deal with setbacks. As such, Mental Toughness is an umbrella term that entails positive psychological resources, which are crucial across a wide range of achievement contexts and in the domain of mental health. Clough and Strycharczyk (2015: 33) suggest that: Mental Toughness is a narrow plastic personality trait which explains in large part how individuals respond differently to the same or similar stressors, pressures, opportunities and challenges… irrespective of prevailing circumstances

Comparison of Mental Toughness and Power Test Performances in High-Level Kickboxers by Competitive Success

Background Kickboxing is a high-intensity intermittent striking combat sport, which is characterized by complex skills and tactical key actions with short duration. Objectives The present study compared and verified the relationship between mental toughness (MT), countermovement jump (CMJ) and medicine ball throw (MBT) power tests by outcomes of high-level kickboxers during National Championship. Materials and Methods Thirty two high-level male kickboxers (winner = 16 and loser = 16: 21.2 ± 3.1 years, 1.73 ± 0.07 m, and 70.2 ± 9.4 kg) were analyzed using the CMJ, MBT tests and sports mental toughness questionnaire (SMTQ; based in confidence, constancy and control subscales), before the fights of the 2015 national championship (16 bouts). In statistical analysis, Mann-Withney test and a multiple linear regression were used to compare groups and to observe relationships, respectively, P ≤ 0.05. Results The present results showed significant differences between losers vs. winners, respectively, of total MT (7(7;8) vs. 11(10.2;11), confidence (3(3;3) vs. 4(4;4)), constancy (2(2;2) vs. 3(3;3)), control (2(2;3) vs. 4(4;4)) subscales and MBT (4.1(4;4.3) vs. 4.6(4.4;4.8)). The multiple linear regression showed a strong associations between MT results and outcome (r = 0.89), MBT (r = 0.84) and CMJ (r = 0.73). Conclusions The findings suggest that MT will be more predictive of performance in those sports and in the outcome of competition.Ministry of Higher Teaching and Scientific Research, Tunisi