An exploratory study of self-efficacy and attitudes on self-care health behaviors among Greek Naval Academy cadets. An application of the Theory of Planned

Many health conditions are caused by risk behaviors, such as problem drinking, substance use, and smoking. Health-compromising behaviors can be eliminated by self-regulatory efforts, and health-enhancing behaviors can be adopted instead, such as physical activity, weight control, and preventive nutrition.  Literature review indicated the negative correlation between smoking and exercise, suggesting that smoking status has been positively associated with weight-loss intention, but negatively correlated with use of exercise.  Additionally, smoking is negatively associated with readiness for participation in vigorous exercise. Research supports the fact that healthy diet can prevent and manage cardiovascular diseases and orthopaedic disorders. Facts indicate that if interventions foster exercise habits, this could facilitate transfer effects from one health behavior to the other.  The aim of the study was to investigate the involvement of self-efficacy and attitudes on self-care health behaviors such as eating, smoking and exercise habits.  The sample consisted of 185 cadets of the Greek Naval Academy (165 men, 20 women).  They completed the Greek versions of the “Theory of Planned Behavior” and “Health Behavior” questionnaires.  Results indicated that youngest cadets reported healthier habits than the older ones.  More specifically, they were more positive oriented on eating healthier, and exercising, and more negatively oriented towards smoking.  Overall, results shine for the first time some light on crucial and important aspects of prediction of intentions among healthy and unhealthy behaviors of military personnel

The effect of self-talk on Tae-kwon-do skills’ learning of novice athletes and perceived use of it

The purpose of the present study was to investigate the effect of instructional self-talk on performance and learning two basic skills of W.T.F Tae-kwon-do (Ap chagi and Bandae jireugi), in the perceived use of self-talk of novice athletes as well as in the possible correlation between the dimensions (effort, automaticity, cognitive and emotional control, self-confidence and attention) of the “Functions of Self-Talk Questionnaire,-FSTQ” (Theodorakis, Hatzigeorgiadis & Chroni, 2008). The sample consisted of 36 novice boys and girls, 8-12 years old (M=9.53, SD=1.53) and were randomly divided into two groups, the experimental (instructional self-talk group, N = 18) and the control group (N = 18). The intervention program lasted 8 weeks (2 sessions per week). Before starting the practice of skills, the participants spoke aloud specific key-words for the proper use of the technical skill. Participants were evaluated with a pre-test in the beginning of the program, a post-test at the end and one week after the final test they were evaluated in retention test. Moreover the evaluation of skill involved ten trials every skill, which were recorded by a digital camera and evaluated in five main elements of skill, by two observers. The result showed that the instructional self-talk was more effective for performance and learning the skills than the group that received feedback with traditional teaching. The use of instructional self-talk on younger athletes helped them to learn the skills but also to develop the psychological dimensions of the questionnaire (effort, automaticity, cognitive and emotional control, self-confidence and attention). Instructional self-talk can be an additional tool in the hands of the coach / physical education teacher for teaching and improving skill performances in other sports

THE “HOMOPHOBIA SCALE” IN GREEK DANCING CONTEXT: PSYCHOMETRIC PROPERTIES AND GENDER AND TYPE OF DANCE EFFECTS

Σκοπός της εργασίας αυτής ήταν η προσαρμογή της Κλίμακας Ομοφοβίας σε ελληνικό χορευτικό περιβάλλον. Εξετάστηκαν οι ψυχομετρικές της ιδιότητες της κλίμακας καθώς και οι επιδράσεις του φύλου και του είδους χορού ως παραγόντων διαφοροποίησης της ομοφοβίας. Στην έρευνα συμμετείχαν 167 χορευτές και χορεύτριες του ελληνικού παραδοσιακού χορού, του κλασικού χορού και των χορών Latin. Η εσωτερική συνέπεια της κλίμακας και των υποκλιμάκων ήταν υψηλή. Η επιβεβαιωτική ανάλυση παραγόντων επιβεβαίωσε την προτεινόμενη δομή της κλίμακας. Βρέθηκε, επίσης, ότι οι άνδρες ήταν πιο ομοφοβικοί από τις γυναίκες ενώ οι χορευτές του παραδοσιακού χορού ήταν σε μεγαλύτερο βαθμό ομοφοβικοί από αυτούς των χορών Latin και του κλασικού χορού. The aim of this work was the adaptation of the "Homophobia Scale" in the Greek dance context. The psychometric properties of the scale and the effects of gender and type of dance as differential factors of homophobia were tested. The study comprised 167 male and female dancers of Greek traditional dance, classical dance and Latin dances. The internal consistency of the scale and subscales was high. Confirmatory factor analysis confirmed the proposed structure. It was also found that men were more homophobic than women, while traditional dance dancers were more homophobic than those of Latin dances and classical dance.  

O efeito de um programa de treinamento de totalmente imersivo do Playstation VR no desenvolvimento das habilidades perceptivas das crianças no Voleibol.

This study examined the impact of two different educational interventions, a program that were based on full immersive virtual reality games (FIVE) and a typical training program (TT), in Depth Perception (DP) and Anticipation Reaction Time (ART) of forty eight female volleyball players aged 8-10 years old. The players were randomly separeted into three individual groups of 16 children each, two experimental groups (FIVE, TT) and one control group. The FIVE group attended, for 6 weeks, twice a week and 24 min per session, a full immersive program in Playstation4VR and the TT group a typical training to the court, based to improve DP and ART. The control group did not receive any structured DP and ART training program. Before the interventions, after and one –month after, DP was estimated using Electric Depth Perception Tester and ART using Bassin Anticipation Timer. Were conducted Two-Way analyses of variance with repeated measures, to demonstrate the impact of educational interventions measurements across the two movements on DP efficacy and the two speeds (5mph and 10mph) on ART performance. The post and the retention tests DP in both movements scores were remarkably greater than pre-test for FIVE and TT groups but not for the control group. Additionally, on the ART scores, it was observed that only at a speed of 10 mph did the post and retention test scores show a significant increase compared to the pre-test scores for both experimental groups, while no such increase was observed in the control group. To conclude, exergames VR and a typical training are effective tools for improving DP and ART in volleyball players aged 8-10 years –old.Este estudio examinó el efecto de dos intervenciones educativas, un programa basado en juegos de realidad virtual totalmente inmersivos (FIVE) y un programa de entrenamiento típico (TT), en Percepción de profundidad (DP) y Tiempo de reacción de anticipación (ART) de cuarenta y ocho jugadoras de voleibol de 8 a 10 años. El grupo FIVE asistió a un programa inmersivo completo en Playstation4VR y el grupo TT a un entrenamiento típico en la cancha, basado en mejorar DP y ART durante 6 semanas, dos veces por semana durante 24 min cada vez. El grupo de control no recibió ningún programa estructurado de formación en PD y ART. Antes, después y un mes después de las intervenciones, se calculó la DP utilizando el Probador de Percepción de Profundidad Eléctrica y el ART utilizando el Temporizador de Anticipación de Bassin. Se realizaron análisis de varianza bidireccionales con medidas repetidas, para determinar el efecto de los grupos de programas de entrenamiento y las mediciones en los dos movimientos en el rendimiento de DP y las dos velocidades (5 mph y 10 mph) en el rendimiento de ART. Las puntuaciones de las pruebas posteriores y de retención DP en ambos movimientos fueron notablemente mayores que las de las pruebas previas para ambos grupos experimentales, pero no para el grupo de control. Además, en las puntuaciones de ART, sólo en 10 mph, las puntuaciones de las pruebas posteriores y de retención fueron notablemente mayores que las puntuaciones previas a la prueba para ambos grupos experimentales y no para el grupo de control. En conclusión, los exergames VR y un entrenamiento típico son herramientas efectivas para mejorar el DP y ART en jugadores de voleibol de 8 a 10 años de edad.Este estudo examinou o efeito de duas intervenções educativa, um programa baseado num jogos de realidade virtual total imersivos (RVTI) e um programa de treinamento típico (TT), em Percepção de Profundidade (PP) e Tempo de Reação de Antecipação (TRA) de quarenta e oito voleibolistas com idades entre 8 e 10 anos. Divididos de forma randomizata em três grupos individuais de 16 crianças cada, um controle e dois grupos experimentais (RVTI, TT). O grupo RVTI participou de um programa total imersivo em Playstation4VR e o grupo TT um treinamento típico para quadra, com base de melhorar PP e TRA durante 6 semanas, duas vezes por semana durante 24 min cada vez. O grupo de controle não recebeu nenhum programa estruturado de treinamento em PP e TRA. Antes, após e um mês após da intervenção, o PP foi estimado usando o Electric Depth Perception Tester e o ΤΡΑ usando o Bassin Anticipation Timer. Foram conduzidas análises de variância de duas vias com medidas repetidas, a determinar οs efeitos da grupos de programas de treinamento e medições entre os dois movimentos em desempenho de PP e as duas velocidades (5 mph e 10 mph) em desempenho de TRA. O pós-teste e os testes de retenção DP em ambos os escores de movimentos foram notavelmente maiores do que o pré-teste para ambos os grupos experimentais, mas não para o grupo de controle. Além disso, nas pontuações de ART, apenas em 10 mph as pontuações do pós e do teste de retenção foram notavelmente maiores do que as pontuações do pré-teste para ambos os grupos experimentais e não para o grupo de controle. Em conclusão, os exergames VR e um treinamento típico são ferramentas eficazes para melhorar a DP e ART em jogadores de voleibol de 8 a 10 anos de idade

O efeito de um programa de treinamento de totalmente imersivo do Playstation VR no desenvolvimento das habilidades perceptivas das crianças no Voleibol

Este estudio examinó el efecto de dos intervenciones educativas, un programa basado en juegos de realidad virtual totalmente inmersivos (FIVE) y un programa de entrenamiento típico (TT), en Percepción de profundidad (DP) y Tiempo de reacción de anticipación (ART) de cuarenta y ocho jugadoras de voleibol de 8 a 10 años. El grupo FIVE asistió a un programa inmersivo completo en Playstation4VR y el grupo TT a un entrenamiento típico en la cancha, basado en mejorar DP y ART durante 6 semanas, dos veces por semana durante 24 min cada vez. El grupo de control no recibió ningún programa estructurado de formación en PD y ART. Antes, después y un mes después de las intervenciones, se calculó la DP utilizando el Probador de Percepción de Profundidad Eléctrica y el ART utilizando el Temporizador de Anticipación de Bassin. Se realizaron análisis de varianza bidireccionales con medidas repetidas, para determinar el efecto de los grupos de programas de entrenamiento y las mediciones en los dos movimientos en el rendimiento de DP y las dos velocidades (5 mph y 10 mph) en el rendimiento de ART. Las puntuaciones de las pruebas posteriores y de retención DP en ambos movimientos fueron notablemente mayores que las de las pruebas previas para ambos grupos experimentales, pero no para el grupo de control. Además, en las puntuaciones de ART, sólo en 10 mph, las puntuaciones de las pruebas posteriores y de retención fueron notablemente mayores que las puntuaciones previas a la prueba para ambos grupos experimentales y no para el grupo de control. En conclusión, los exergames VR y un entrenamiento típico son herramientas efectivas para mejorar el DP y ART en jugadores de voleibol de 8 a 10 años de edad.his study examined the impact of two different educational interventions, a program that were based on full immersive virtual reality games (FIVE) and a typical training program (TT), in Depth Perception (DP) and Anticipation Reaction Time (ART) of forty-eightfemale volleyball players aged 8-10 years old. The players were randomly separatedinto three individual groups of 16 children each, two experimental groups (FIVE, TT) and one control group. The FIVE group attended, for 6 weeks, twice a week and 24 min per session, a full immersive program in Playstation4VR and the TT group a typical training to the court, based to improve DP and ART. The control group did not receive any structured DP and ART training program. Before the interventions, after and one –month after, DP was estimated using Electric Depth Perception Tester and ART using Bassin Anticipation Timer. Were conducted Two-Way analyses of variance with repeated measures, to demonstrate the impact of educational interventions measurements across the two movements on DP efficacy and the two speeds (5mph and 10mph) on ART performance. The post and the retention tests DP in both movements scores were remarkably greater than pre-test for FIVE and TT groups but not for the control group. Additionally, on the ART scores, it was observed that only at a speed of 10 mph did the post and retention test scores show a significant increase compared to the pre-test scores for both experimental groups, while no such increase was observed in the control group. To conclude, exergames VR and a typical training are effective tools for improving DP and ART in volleyball players aged 8-10 years oldEste estudo examinou o efeito de duas intervenções educativa, um programa baseado num jogos de realidade virtual total imersivos (RVTI) e um programa de treinamento típico (TT), em Percepção de Profundidade (PP) e Tempo de Reação de Antecipação (TRA) de quarenta e oito voleibolistas com idades entre 8 e 10 anos. Divididos de forma randomizata em três grupos individuais de 16 crianças cada, um controle e dois grupos experimentais (RVTI, TT). O grupo RVTI participou de um programa total imersivo em Playstation4VR e o grupo TT um treinamento típico para quadra, com base de melhorar PP e TRA durante 6 semanas, duas vezes por semana durante 24 min cada vez. O grupo de controle não recebeu nenhum programa estruturado de treinamento em PP e TRA. Antes, após e um mês após da intervenção, o PP foi estimado usando o Electric Depth Perception Tester e o ΤΡΑ usando o Bassin Anticipation Timer. Foram conduzidas análises de variância de duas vias com medidas repetidas, a determinar οs efeitos da grupos de programas de treinamento e medições entre os dois movimentos em desempenho de PP e as duas velocidades (5 mph e 10 mph) em desempenho de TRA. O pós-teste e os testes de retenção DP em ambos os escores de movimentos foram notavelmente maiores do que o pré-teste para ambos os grupos experimentais, mas não para o grupo de controle. Além disso, nas pontuações de ART, apenas em 10 mph as pontuações do pós e do teste de retenção foram notavelmente maiores do que as pontuações do pré-teste para ambos os grupos experimentais e não para o grupo de controle. Em conclusão, os exergames VR e um treinamento típico são ferramentas eficazes para melhorar a DP e ART em jogadores de voleibol de 8 a 10 anos de idade

Learning tennis skill through game Play and Stay in elementary pupils

This study aimed to examine the effect of Play and Stay tennis program on learning the service skill on Elementary School pupils and the development of their satisfaction. Sixty-two (62) 5th class Elementary pupils, aged 11 years (Mean Age=11.13, SD=0.33) took part. The pupils, from four classes of two national elementary schools (two classes from each school), were divided into two groups: the experimental group which followed the Play and Stay program, and the control group which followed the traditional teaching method. The four-week course was held during the Physical Education lessons, (20 min of 3 hours/week). A quantitative evaluation was made on 10 trials at the service by each pupil. The qualitative evaluation of the technique was made (video-taping, observation, and a 5-element skill assessment) for service learning, comprising of: an initial test at the beginning, a final test at the end, and a retention test one week after completing the program without any practice. At the end of the course, all participants completed a feedback questionnaire on the level of satisfaction with the program. ANOVA repeated measures revealed significant interaction between groups and measurements for technique evaluation (F(2.120)=30.82, p<0.01), as well as the outcome of service skill (F(2.120)=10.44, p<0.01). The t-test analysis for independent samples showed significant differences between the experimental and the control group in four of the six variables on the satisfaction questionnaire. These findings indicate that the Play and Stay tennis teaching program was effective in helping pupils to learn the service skill, while simultaneously having fun and enjoying the procedure. This suggests that students will be motivated to become more involved in tennis as a sport, since enjoyment and satisfaction stimulate interest in participation

THE EFFECT OF SELF-REGULATED FEEDBACK ON ACQUISITION AND LEARNING THE OVERHAND SERVICE SKILL OF NOVICE FEMALE ATHLETES IN VOLLEYBALL

The purpose of the present research was to study the effect of self-regulated feedback on the acquisition and learning of the volleyball overhand service skill in novice female players 10-11 years old. Twenty-eight (28) novice female athletes aged 10-11 years old and with a 2- year training experience participated in this study. The female athletes were randomly divided into two groups, the experimental (n=14) and the control group (n=14). The athletes of both groups followed a five week training program with two units per week, which included drills for the learning of the service skill. The athletes of the experimental group were able to ask for feedback whenever they wished, while the athletes of the control group followed the program for learning the skill, taking feedback (knowledge of performance), whenever it was considered necessary by the coach. The results showed that there were significant differences between the two groups in learning the skill. Specifically, the experimental group was better at all the elements of the service skill, except for the throw of the ball, which apparently is due to lack of coordination of athletes at this age. It is suggested that coaches can use the self-regulated feedback, for better performance and learning and to develop athletes’ internal cognitive processes

Volleyball coaches behavior assessment through systematic observation

The purpose of this study was to record and evaluate the practice behaviors of 12 Greek Volleyball National Division coaches, mean age 47.36 (SD=6.1) through feedback that they provided to their athletes throughout the 2010-11 seasons. Verbal and non verbal behaviors were video recorded during four practices, of each coach. A total of 13.400 behaviors were observed and were coded using the Revised Coaching Behavior Recording Form which corresponded to the 12 categories of the instrument. The analyses of videotaped behaviors were made by two trained observers who were checked in the internal and external reliability. Results indicated that there were 279.11 coded coaching behaviors in each training session. A large proportion of reported coaching behaviors 17.38% (n=48.34) were about "Tactical Instruction", followed by "General Instruction" 15.92% (n=44.45) and "Technical Instruction" 12.42% (n=34.68). "Encouragement" and "Motivation" were 10.76% and 10.73% respectively. "Other Comments" (8.67%) and "Demonstration" (8.26%) were in lower rate. ANOVA revealed that there were not differences between 1st and 2nd division coaching behavior, instead of "Criticism" (p < 0.05) with 2nd division coaches have more comments and "Non verbal reward" (p < 0.05) which 1st division coaches were used more often

The attentional focus impact on tennis skills’ technique in 10 and under years old players: Implications for real game situations

The aim of the present study was to examine the effect of the internal and external focus of attention instructions on performance and learning of the service, forehand and backhand tennis skills at 8 – 9 years old tennis players. 68 participants of 8 – 9 years old (M=8.8, SD=0.54), were divided in three groups and followed a 6 weeks intervention program; the internal attentional focus group (N=21), the external attentional group (N=23) and the control group (N=24). Three measurements were implemented (pre, post, retention) in which the participants were video recorded: a) while performing each skill and b) while playing matches in real game situations. Due to the qualitative evaluation of the technique five assessment criteria were used, whilst due to performance outcome evaluation one part of the Game Performance Assessment Instrument (GPAI) was used. Repeated measures analysis of variance revealed significant interaction between groups and measurements and Bonferroni post hoc showed that the athletes of external focus of attention group had better scores in the post-test in the skills’ technique and in real game condition. The findings are in line with those of previous studies, which proved the superiority of external focus of attention instructions in performance and learning of object manipulation skills. Moreover, the present research makes an initial attempt to extend the already existing research about attentional focus impact on real game performance