Exploring the organizational effect of prenatal testosterone upon the sporting brain

The 2D:4D ratio is a putative marker for prenatal testosterone and has the potential to explain variations in sport performance. To date there has been little research into the association between sporting performance, digit ratio and psychological variables. This study examined the relationship between 2D:4D and mental toughness, optimism, goal orientations, aggression, coping style and their association with sporting achievement. A post facto design was adopted. Participants consisted of an opportunity sample of 122 sports people: male (n =60) and female (n = 62) from a university in North East England. Following informed consent, a Vernier Caliper was used to measure digit ratio hand scans. Participants completed self-reports measures including, the Alternative Psychological Performance Inventory (Golby et al., 2008), Sport Mental Toughness Questionnaire (Sheard et al., 2009), Life Orientation Test-Revised (Scheier et al., 1994), Buss-Perry aggression (Buss-Perry, 1992) and 30 item coping style questionnaire (Joseph et al., 1995). MANOVA revealed significant gender differences in 2D:4D with males demonstrating lower ratios (Manning, 2002). The 2D:4D was found to differentiate eleven of the seventeen measured variables, including mental toughness scores (p < 0.001) and varying levels of sporting achievement i.e. international/national, regional and school levels (p< 0.001). Specifically, this difference was significant when comparing the highest (international/national) and lowest (leisure/school) groups. Perhaps there is a threshold for prenatal testosterone's influence upon sporting ability. Further research is necessary to examine the subtle differences between competitors involved in different achievement levels. It is proposed that high prenatal levels of testosterone may contribute to the development of increased mental toughness, optimism, ego/task goal orientations in individuals, and hence aptitude towards sport. Findings lend support for the tentative claim that mental toughness may be partially biologically predetermined. Theoretical and practical implications are considered, along with limitations of the current stud

The emotional response to athletic injury: Re-injury anxiety

First paragraph: Injury is often an unfortunate consequence of participation in sport. With increased participation, and subsequent increased injury rates, athletic injury is now a significant health concern (Brewer, 1998). Some studies have clearly demonstrated that athletic injury has, not only a physical, but also, an emotional impact upon the injured athlete (e.g., Daly, Brewer, Van Raalte, Petitpas, & Sklar, 1995; Gould, Udry, Bridges, & Beck, 1997; Smith, Scott, O’Fallon, & Young, 1990)

Cardiac rehabilitation and psychological well-being

The aim of this chapter is to address psychological issues associated with effective multidimensional cardiac rehabilitation programmes. Cardiac rehabilitation is defined as: “the sum of activities required to influence favourably the underlying cause of the disease, as well as the best possible, physical, mental and social conditions, so that they (people) may, by their own efforts preserve or resume when lost, as normal a place as possible in the community. Rehabilitation cannot be regarded as an isolated form or stage of therapy but must be integrated within secondary prevention services of which it forms only one facet” (World Health Organisation, 1993). The chapter will: discuss the impact of CHD in the UK, provide an overview of the Government strategy for reducing the burden of cardiac disease and disability, and review quantitative evidence discussing the effectiveness of cardiac rehabilitation on the mental health and well-being of cardiac patients, with particular reference to anxiety and depression states. The final part of this chapter presents results of a qualitative study, previously reported in Hudson, Board, and, Lavallee (2001) that examined the psychosocial impact of cardiac disease and rehabilitation for patients attending one cardiac rehabilitation scheme in England

Strength and conditioning practices in rowing

There is limited published research on the practices of strength and conditioning (S &C) coaches in Great Britain. Information about training program design would be useful in developing models of good practice and ecologically valid intervention studies. The aim of this research was to quantify the training practices of coaches responsible for the S&C of rowing athletes. A questionnaire was developed that consisted of 6 sections: (a) personal details, (b) physical testing, (c) strength and power development, (d) flexibility development, (e) unique aspects of the program, and (f) any further relevant comments regarding the athletes prescribed training program. Twenty-two rowing and 10 S&C coaches with an average of 10.5 ± 7.2 years' experience agreed to complete the questionnaire. Approximately, 34% coached rowers of Olympic standard, 34% coached national standard, 3% coached regional standard, 19% coached club standard, and 10% coached university standard rowers. All coaches agreed that strength training enhanced rowing performance and the majority (74%) indicated that athletes' strength trained 2-3 times a week. Almost all coaches (94%) reported their rowers performed strength training, with 81% using Olympic lifting, and 91% employing a periodized training model. The clean (63%) and squat (27%) were rated the most important prescribed exercises. Approximately 50% of coaches used plyometrics such as depth jumps, box drills, and standing jumps. Ninety-four percent indicated they conducted physical testing on their rowers, typically assessing cardiovascular endurance (80%), muscular power (70%), muscular strength (70%), and anaerobic capacity (57%). This research represents the only published survey to date on the S&C practices in rowing within Great Britain

Effect of a psychological skills training program on swimming performance and positive psychological development

Research has shown that psychological skills training can be effective in enhancing athletes’ performance and positively influencing cognitive and affective states (cf. Williams & Krane, 2001). However, to date, little work has been conducted investigating such processes with adolescent high‐performing swimmers. The present study examined the effects of a seven‐week psychological skills training (PST) program on competitive swimming performance and positive psychological development. Thirty‐six national level swimmers (13 boys, 23 girls; M = 13.9 years old) followed a PST program for 45 minutes per week. The intervention consisted of goal setting, visualization, relaxation, concentration, and thought stopping. Performance times were obtained from official meets. Participants completed seven inventories measuring quality of performance, and six positive psychological attributes: mental toughness, hardiness, self‐esteem, self‐efficacy, dispositional optimism, and positive affectivity. Findings demonstrated that there was a significant post‐PST program improvement in three separate swimming strokes, each over 200 m. Non‐significant improvements were shown in 10 other events. There was also an overall significant improvement in participants’ post‐intervention positive psychological profiles

The relationship between genotype and positive psychological development in national-level swimmers

ABSTRACT We report a preliminary study of the relationship between genotype (using a functional polymorphism of the serotonin transporter 5-HTT gene) and positive psychological development in high-achieving adolescent swimmers. Thirty-one volunteers of both genders, aged 10–24 years, completed a battery of positive psychological questionnaires measuring hardiness, mental toughness, self-esteem, self-efficacy, dispositional optimism, and positive affectivity. DNA samples were obtained via buccal swabs. The sample was initially split into three groups on the basis of 5-HTT genotype: SS, SL, and LL. Multivariate statistics revealed a discernible trend of a relationship between LL genotype and higher levels of positive psychological development. The nonsignificant overall effect is interpreted in terms of sample size and age of participants.The implications of these results are discussed relative to previous findings and in terms of psychological theory

Hardiness and undergraduate academic study: the moderating role of commitment

The purpose of this correlational study was to identify hardiness components that would explain variation in the academic performance of sport and exercise undergraduate students. Data were derived from 134 students from a university in the northeast of England admitted onto the second year of their degree in 2004 on the basis of successful progression from the first year of study. Students completed the hardiness PVS III-R, a measurement of commitment, control, challenge, and total hardiness, at the beginning of their second year of study, and provided consent for their academic progress to be tracked. Year 2 GPA, Year 3 GPA, final degree GPA, and final-year dissertation mark determined academic success. Commitment and total hardiness were significantly positively correlated with academic success criteria. In particular, the potential moderating role of commitment on academic performance has implications for educators and researchers. � 2007 Elsevier Ltd. All rights reserved

Keeping Norms Normal: Ancient Perspectives on Norms in Civil-Military Relations (Spring 2021)

The norms that uphold democratic values are a vital part of a healthy system of civil-military relations, but they are not well understood in the United States today. Ancient political philosophers, however, developed rich analyses of what norms are and how they work. We argue Plato, Aristotle, and Polybius established useful ways of thinking about civilian control focused on the apportionment of public honor and shame. We apply their insights to an ancient case: the civil-military breakdown in the Roman republic during the time of Marius. We argue that ancient modes of civilian control — based on education, honor, shame, unwritten norms, and social pressure — have enduring value. An orientation toward non-material incentives can help us better understand why civil-military norms have been weakening in the United States over recent decades. Ancient modes of civilian control may also help us prevent the type of civil-military problems that hastened the fall of the Roman republic.LBJ School of Public Affair