Psychological determinants of whole-body endurance performance

Background: No literature reviews have systematically identified and evaluated research on the psychological determinants of endurance performance, and sport psychology performance-enhancement guidelines for endurance sports are not founded on a systematic appraisal of endurance-specific research. Objective: A systematic literature review was conducted to identify practical psychological interventions that improve endurance performance and to identify additional psychological factors that affect endurance performance. Additional objectives were to evaluate the research practices of included studies, to suggest theoretical and applied implications, and to guide future research. Methods: Electronic databases, forward-citation searches, and manual searches of reference lists were used to locate relevant studies. Peer-reviewed studies were included when they chose an experimental or quasi-experimental research design, a psychological manipulation, endurance performance as the dependent variable, and athletes or physically-active, healthy adults as participants. Results: Consistent support was found for using imagery, self-talk, and goal setting to improve endurance performance, but it is unclear whether learning multiple psychological skills is more beneficial than learning one psychological skill. The results also demonstrated that mental fatigue undermines endurance performance, and verbal encouragement and head-to-head competition can have a beneficial effect. Interventions that influenced perception of effort consistently affected endurance performance. Conclusions: Psychological skills training could benefit an endurance athlete. Researchers are encouraged to compare different practical psychological interventions, to examine the effects of these interventions for athletes in competition, and to include a placebo control condition or an alternative control treatment. Researchers are also encouraged to explore additional psychological factors that could have a negative effect on endurance performance. Future research should include psychological mediating variables and moderating variables. Implications for theoretical explanations of endurance performance and evidence-based practice are described

Citizens Show Strong Support for Climate Policy, But Are They Also Willing to Pay?

To what extent citizens are willing not only to support ambitious climate policy, but also willing to pay for such policy remains subject to debate. Our analysis addresses three issues in this regard: whether, as is widely assumed but not empirically established, willingness to support (WTS) is higher than willingness to pay (WTP); whether the determinants of the two are similar; and what accounts for within-subject similarity between WTS and WTP. We address these issues based on data from an original nationally representative survey (N=2500) on forest conservation in Brazil, arguably the key climate policy issue in the country. The findings reveal that WTP is much lower than WTS. The determinants differ to some extent as well; regarding the effects of age, gender, and trust in government. The analysis also provides insights into factors influencing how much WTS and WTP line up within individuals, with respect to age, education, political ideology, salience of the deforestation issue, and trust in government. Our findings provide a more nuanced picture of how strong public support for climate change policy is, and a starting point for more targeted climate policy communication

The "Surplus" Effect in Developmental Disability: A Function of Setting or Training (or Both)?

Abstract Vianello an

The inclusive classroom : strategies for effective instruction / sixth edition

The Inclusive Classroom: Strategies for Effective Differentiated Instruction, Sixth Edition captures the best of inclusion practices. Using a non-categorical approach, Mastropieri and Scruggs explain the fundamentals of inclusive teaching, the most effective general teaching practices, and ways to differentiate instruction for specific content areas. Targeted teaching strategies show ways to improve all students' memory, attention, motivation, study skills, and peer interaction. Research Highlights features validate strategies and demonstrate why particular techniques are best practice. Filled with classroom-ready tips and checklists, this revision includes an expanded chapter on Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS), more coverage of the Common Core State Standards (CCSS) and Universal Design for Learning (UDL), and the latest strategies relating to academic success.xx, 460 pages : illustrations ; 28 c

Advances in learning and behavioral disabilities vol.19 : applications of research methodology/ Edit.: Thomas E. Scruggs

viii, 339 hal.: tab.; 21 cm

Advances in learning and behavioral disabilities vol.19 : applications of research methodology/ Edit.: Thomas E. Scruggs

viii, 339 hal.: tab.; 21 cm

Does Teacher Education Produce Better Special Education Teachers?

Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency provisional licensure. Differences between the two groups were substantial, with effect sizes exceeding 1.5 standard deviation units. In sharp contrast, the two teacher groups did not rate themselves significantly different in teaching competence. </jats:p