Training with anxiety: short- and long-term effects on police officers’ shooting behavior under pressure

We investigated short- and long-term effects of training with anxiety on police officers’ shooting behavior under pressure. Using a pretest, posttest, and retention test design, 27 police officers executed a shooting exercise against an opponent that did (high anxiety) or did not (low anxiety) shoot back using colored soap cartridges. During the training sessions, the experimental group practiced with anxiety and the control group practiced without anxiety. At the pretest, anxiety had a negative effect on shot accuracy for both groups. At the posttest, shot accuracy of the experimental group no longer deteriorated under anxiety, while shot accuracy of the control group was still equally affected. At the retention test, 4 months after training, positive results for the experimental group remained present, indicating that training with anxiety may have positive short- and long-term effects on police officers’ shot accuracy under pressure. Additional analyses showed that these effects are potentially related to changes in visual attention on task-relevant information

Attention and time constraints in performing and learning a table tennis forehand shot

This is a section on p. S95 of article 'Verbal and Poster: Motor Development, Motor Learning and Control, and Sport and Exercise Psychology' in Journal of Sport and Exercise Psychology, 2010, v.32, p.S36-S237published_or_final_versio

Keeping an eye on noisy movements: On different approaches to perceptual-motor skill research and training

Contemporary theorising on the complementary nature of perception and action in expert performance has led to the emergence of different emphases in studying movement coordination and gaze behaviour. On the one hand, coordination research has examined the role that variability plays in movement control, evidencing that variability facilitates individualised adaptations during both learning and performance. On the other hand, and at odds with this principle, the majority of gaze behaviour studies have tended to average data over participants and trials, proposing the importance of universal 'optimal' gaze patterns in a given task, for all performers, irrespective of stage of learning. In this article, new lines of inquiry are considered with the aim of reconciling these two distinct approaches. The role that inter- and intra-individual variability may play in gaze behaviours is considered, before suggesting directions for future research

The interaction between practice and performance pressure on the planning and control of fast target directed movement

Pressure to perform often results in decrements to both outcome accuracy and the kinematics of motor skills. Furthermore, this pressure-performance relationship is moderated by the amount of accumulated practice or the experience of the performer. However, the interactive effects of performance pressure and practice on the underlying processes of motor skills are far from clear. Movement execution involves both an offline pre-planning process and an online control process. The present experiment aimed to investigate the interaction between pressure and practice on these two motor control processes. Two groups of participants (control and pressure; N = 12 and 12, respectively) practiced a video aiming amplitude task and were transferred to either a non-pressure (control group) or a pressure condition (pressure group) both early and late in practice. Results revealed similar accuracy and movement kinematics between the control and pressure groups at early transfer. However, at late transfer, the introduction of pressure was associated with increased performance compared to control conditions. Analysis of kinematic variability throughout the movement suggested that the performance increase was due to participants adopting strategies to improve movement planning in response to pressure reducing the effectiveness of the online control system

Effects of psychological and psychosocial interventions on sport performance:a meta-analysis

Background: Psychologists are increasingly supporting the quest for performance enhancement in sport and there is a need to evaluate the evidence base underpinning their work. Objectives: To synthesize the most rigorous available research that has evaluated psychological, social, and psychosocial interventions with sport performers on variables relating to their athletic performance, and to address some of the perplexing issues in the sport psychology intervention literature (e.g., do interventions have a lasting effect on sport performance?). Methods: Randomized controlled trials were identified through electronic databases, hand-searching volumes of pertinent journals, scrutinizing reference lists of previous reviews, and contacting experts in the evaluation of interventions in this field. Included studies were required to evaluate the effects of psychological, social, or psychosocial interventions on sport performance in athletes when compared to a no-treatment or placebo-controlled treatment comparison group. A random effects meta-analysis calculating the standardized mean difference (Hedges’ g), meta-regressions, and trim and fill analyses were conducted. Data were analyzed at post-test and follow-up (ranging from 1 to 4 weeks after the intervention finished) assessments. Results: Psychological and psychosocial interventions were shown to enhance sport performance at post-test (k = 35, n = 997, Hedges’ g = 0.57, 95 % CI = 0.22–0.92) and follow-up assessments (k = 8, n = 189, Hedges’ g = 1.16, 95 % CI = 0.25–2.08); no social interventions were included or evaluated. Larger effects were found for psychosocial interventions and there was some evidence that effects were greatest in coach-delivered interventions and in samples with a greater proportion of male participants. Conclusions: Psychological and psychosocial interventions have a moderate positive effect on sport performance, and this effect may last at least a month following the end of the intervention. Future research would benefit from following guidelines for intervention reporting

Characteristics and extent of mental health issues in contemporary dance students

AIMS: This study investigated the extent and characteristics of mental health issues in contemporary dance students, as clear insight into these health problems is lacking. METHODS: During one academic year, 134 dance and dance-teacher students were monitored on a monthly basis using the Performing artist and Athlete Health Monitor (PAHM). RESULTS: In total, 130 students were included in the analyses, comprising 81 dance students and 49 dance-teacher students. The response rate of the monthly questionnaires was 79.7%. Overall, 96.9% of the students reported at least one physical/mental health problem. The incidence proportion (IP) of all reported mental health issues for one academic year was 44.6% (n=58). Furthermore, 29.2% of the students reported a mental health issue as their most severe health problem, of whom 39.4% indicated a substantial mental health issue (i.e., problems leading to moderate, severe, or complete reductions in training volume or performance). The monthly IP of mental health issues ranged from 2.9 to 8.9% and 0 to 5.3% for substantial mental health issues. The most reported types of mental health issues were general anxiety (20.0%), stress due to external factors (18.3%), and constant tiredness (16.7%). Dance-teacher students of all study years and second-year students from both educational programs indicated significantly more mental health issues, while sex showed no significant differences. CONCLUSIONS: Contemporary dance students are at risk of mental health issues. Dance schools should pay special attention to stress, anxiety, and (constant) tiredness of their students. More research is needed to gain insight into specific characteristics and risk factors of mental health issues in dance students