Do psychobiosocial states mediate the relationship between perceived motivational climate and individual motivation in youngsters?

Grounded in achievement goal theory and self-determination theory, this cross-sectional study examined the relationship between perceived motivational climate and individuals’ motivation as well as the mediation effect of psychobiosocial states as conceptualized within the individual zones of optimal functioning (IZOF) model. Young students (N = 167, age range 14-15 years) taking part in physical education classes completed measures of teacher-initiated motivational climate, task and ego orientation, motivation, and psychobiosocial states. Simple and serial mediation analyses indicated that a perceived mastery climate and individuals’ task orientation were related to intrinsic motivation and identified regulation through the mediation of pleasant/functional psychobiosocial states. In contrast, a perceived performance climate was related to external regulation and amotivation through the mediation of unpleasant/dysfunctional psychobiosocial states. Regression analysis results also showed that discrete psychobiosocial states accounted for a significant proportion of variance in motivational variables. Taken together, findings highlight the role of psychobiosocial states as mediators of the relationship between motivational climate and an individual’s motivation, and suggest that educators should consider a wide range of individual’s functional and dysfunctional reactions deriving from their instructional activity

The effects of motivational climate interventions on psychobiosocial states in high school physical education

Purpose: The purpose of this study was to examine the effects of task- and ego-involving climate manipulations on students’ climate perception and psychobiosocial (PBS) states in a physical education setting. Method: Two subsamples of female students (N = 108, 14-15 years of age) participated for 12 lessons on either a task- or an ego-involving climate intervention as grounded in the TARGET model. Results: At the end of the treatment, the participants of the ego-involved group reported lower scores in perceived task-involving climate and higher scores in perceived ego-involving climate than their peers in the task-involved group. Lower scores in pleasant/functional PBS states and higher scores in unpleasant/dysfunctional PBS states were also observed in the ego-involved group as a consequence of the intervention. Conclusion(s): Findings suggested that teacher’s induced achievement motivational climates can influence students’ perceptions and prompt PBS states consistent with the motivational atmosphere

Neural markers of performance states in an Olympic athlete: An EEG case study in air-pistol shooting

This study focused on identifying the neural markers underlying optimal and suboptimal performance experiences of an elite air-pistol shooter, based on the tenets of the multi-action plan (MAP) model. According to the MAP model’s assumptions, skilled athletes’ cortical patterns are expected to differ among optimal/automatic (Type 1), optimal/controlled (Type 2), suboptimal/controlled (Type 3), and suboptimal/automatic (Type 4) performance experiences. We collected performance (target pistol shots), cognitive-affective (perceived control, accuracy, and hedonic tone), and cortical activity data (32-channel EEG) of an elite shooter. Idiosyncratic descriptive analyses revealed differences in perceived accuracy in regard to optimal and suboptimal performance states. Event-Related Desynchronization/Synchronization analysis supported the notion that optimal-automatic performance experiences (Type 1) were characterized by a global synchronization of cortical arousal associated with the shooting task, whereas suboptimal controlled states (Type 3) were underpinned by high cortical activity levels in the attentional brain network. Results are addressed in the light of the neural efficiency hypothesis and reinvestment theory. Perceptual training recommendations aimed at restoring optimal performance levels are discussed

Well-Come Back! Professional Basketball Players Perceptions of Psychosocial and Behavioral Factors Influencing a Return to Pre-injury Levels

The psychological factors influencing a return to sport has gained increased research attention. In the current investigation, we explored professional basketball players’ perceptions of the psychosocial and behavioral factors facilitating a return to performance equal to or exceeding previous performance standards. We also sought to describe athletes’ experiences – both positive and negative – of returning to sport following injury recovery. Ten Italian professional male basketball players (age range 22–36 years), were retrospectively interviewed in relation to three time-periods: (1) from the commencement of rehabilitation to their first official competition, (2) the first official competition, and (3) the 6-months following the initial competition. Qualitative content analysis of the data revealed numerous themes across the three time periods. In regards to Period 1, participants indicated that social support, investment in rehabilitation and training programs, coping skills and motivation were fundamental in reaching pre-injury performance levels. During their first official game (i.e., Period 2), athletes reported that realistic performance expectations, focusing on the performance, positive emotions, motivation, arousal and social support facilitated their return to sport. Athletes, however, also described a predominance of factors that hindered their return to pre- injury levels (i.e., low confidence in personal abilities, decrements in skill execution and dysfunctional physical sensations). Moreover, participants typically described a substandard level of performance during their first competition back following injury. In recounting experiences during the 6 months following their first official game, basketballers reported improvements in skill execution and highlighted the importance of coping skills, motivation and social support. The process of restoring self-confidence in one’s ability to successfully perform was perceived as crucial in enabling participants to move beyond a mere return to sport to a return to high performance – that is, to reach a level of proficiency equal to or exceeding previous performance standards. Findings support the relevance of cognitive, emotional and behavioral responses highlighted in the Integrated Model and suggest the importance of addressing psychological factors throughout the return-to-sport process. Finally, results from the present study hold a number of practical implications for athletes’ aiming to achieve a return to pre-injury levels

Implementing the TARGET model in physical education: effects on perceived psychobiosocial and motivational states in girls

Grounded in achievement goal and self-determination theories, the purpose of this study was to investigate the effects of mastery and performance climate interventions on students’ psychobiosocial (PBS) states and self-determined motivation. A first study was conducted to determine the validity of the measures. In a second study, two groups of female students (N = 65, 14-15 years of age) took part in the investigation. A mastery-performance group participated in eight task-involving lessons and then in another set of eight ego-involving lessons. A performance-mastery group participated in ego-involving lessons and then in task-involving lessons. Findings revealed that the program was effective in changing PBS states and self-determined motivation in the performance-mastery group. In particular, participants in this group reported lower scores on pleasant/functional PBS states and self-determined motivation after the first phase of the intervention. Furthermore, lower levels of self-determined motivation were maintained after the second phase of the intervention, thereby suggesting detrimental carryover effects

Attentional focus effects on lower limb muscular strength in athletes:A systematic review

Evidence links an athlete’s focus of attention to enhancing strength performance. However, additional research is needed to investigate the applicability of studies beyond the tasks and population currently examined. Therefore, we aimed to systematically review studies concerning attentional focus effects on strength characteristics on lower-limb tasks in athletes. Scopus, Web of Science, and EBSCO databases were searched using Prisma PERSIST guidelines and keywords related to the focus of attention, force production processes, and athletes. Participants were categorized: World-class (Tier 5); Elite (Tier 4); Highly trained (Tier 3); Trained/Developmental (Tier 2); Non-athletes (Tiers 1–0); and Mixed (different levels). Fifteen out of 296 studies met the inclusion criteria. Included studies investigated focus of attention effects: on performance (n = 6), between skill levels (n = 2), for learning (n = 5), with respect to participant preference (n = 1), and one study did not state the aim. Studies achieved an average risk of bias score of ‘Excellent’; however, findings suffered in the assessment of certainty. Only two studies reported an advantage for one type of attentional focus (external focus) across conditions (g = .13–.42) with Tier 2 and Mixed Tier athletes. Research does not address the needs of elite athletes and there is limited evidence on each type of strength characteristics and muscle action. There is also a need to incorporate methodological steps to promote task-relevant instructions. Research should focus on contextualized information within professional practice to offer stronger translational implications for athletes and coaches