The purpose of the present investigation was twofold: first, to examine the relationship between goal difficulty, goal specificity, and endurance performance in a physical activity setting, and second, to determine the relationship between different types of information feedback, goals, and performance. Subjects (N = 94) performed on a hand dynamometer endurance task, being asked to hold a one-third maximum contraction for as long as possible. The subjects were randomly assigned to one of the following goal-setting conditions: (a) Do your best, (b) improve by 40 s, or (c) improve by 70 s. They were provided with either concurrent or terminal feedback in a 2 x 3 x 2 (feedback x goals x trials) design. Performance results indicated a significant goals-by-trials interaction with the 40- and 70-s goal groups exhibiting significantly more improvement than the "do your best" group. No significant performance differences were found between the two feedback groups. However, significant differences in the performa...
{"title":"Effects of Goal Specificity, Goal Difficulty, and Information Feedback on Endurance Performance","authors":"Howard K. Hall, M. S. Weinberg, A. Jackson","doi":"10.1123/JSP.9.1.43","DOIUrl":"https://doi.org/10.1123/JSP.9.1.43","url":null,"abstract":"The purpose of the present investigation was twofold: first, to examine the relationship between goal difficulty, goal specificity, and endurance performance in a physical activity setting, and second, to determine the relationship between different types of information feedback, goals, and performance. Subjects (N = 94) performed on a hand dynamometer endurance task, being asked to hold a one-third maximum contraction for as long as possible. The subjects were randomly assigned to one of the following goal-setting conditions: (a) Do your best, (b) improve by 40 s, or (c) improve by 70 s. They were provided with either concurrent or terminal feedback in a 2 x 3 x 2 (feedback x goals x trials) design. Performance results indicated a significant goals-by-trials interaction with the 40- and 70-s goal groups exhibiting significantly more improvement than the \"do your best\" group. No significant performance differences were found between the two feedback groups. However, significant differences in the performa...","PeriodicalId":442839,"journal":{"name":"The Journal of Sport Psychology","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124633193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Boutcher, J. Duda, C. Hardy, R. Lewthwaite, C. Pemberton, D. Yukelson
{"title":"Sport Psychoogist's Digest","authors":"S. Boutcher, J. Duda, C. Hardy, R. Lewthwaite, C. Pemberton, D. Yukelson","doi":"10.1123/JSP.9.2.87","DOIUrl":"https://doi.org/10.1123/JSP.9.2.87","url":null,"abstract":"","PeriodicalId":442839,"journal":{"name":"The Journal of Sport Psychology","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121412552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In line with various cognitive theories of emotion, Vallerand (1983, 1984) has proposed an intuitive-reflective appraisal model for self-related affects in achievement situations. A fundamental postulate of the model states that it is the cognitive evaluation of events and not events per se that produces emotions. Such cognitive evaluation can be seen as intuitive (almost automatic) and reflective (deliberate) in nature. Whereas the intuitive appraisal is akin to one's almost automatic subjective assessment of performance, the reflective appraisal is hypothesized to include several forms: (a) intellectualization, (b) comparison (self, outcome, and social) processes, (c) mastery-related cognitions, (d) information processing functions, and (e) causal attributions. Two studies tested some of the model's postulates in field (Study 1) and laboratory (Study 2) settings. Results showed support for some of the model's postulates in that both the intuitive and reflective attributional appraisals were found to hav...
{"title":"Antecedents of Self-Related Affects in Sport: Preliminary Evidence on the Intuitive-Reflective Appraisal Model","authors":"R. Vallerand","doi":"10.1123/JSP.9.2.161","DOIUrl":"https://doi.org/10.1123/JSP.9.2.161","url":null,"abstract":"In line with various cognitive theories of emotion, Vallerand (1983, 1984) has proposed an intuitive-reflective appraisal model for self-related affects in achievement situations. A fundamental postulate of the model states that it is the cognitive evaluation of events and not events per se that produces emotions. Such cognitive evaluation can be seen as intuitive (almost automatic) and reflective (deliberate) in nature. Whereas the intuitive appraisal is akin to one's almost automatic subjective assessment of performance, the reflective appraisal is hypothesized to include several forms: (a) intellectualization, (b) comparison (self, outcome, and social) processes, (c) mastery-related cognitions, (d) information processing functions, and (e) causal attributions. Two studies tested some of the model's postulates in field (Study 1) and laboratory (Study 2) settings. Results showed support for some of the model's postulates in that both the intuitive and reflective attributional appraisals were found to hav...","PeriodicalId":442839,"journal":{"name":"The Journal of Sport Psychology","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123763862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the relationship of role conflict, role ambiguity, and six demographic variables to burnout in head high school basketball coaches. Respondents (N = 235) included coaches from six western states. Overall, burnout was found to be at a low to medium level. Regression analyses and follow-up canonical correlation analyses indicated that role conflict and role ambiguity were the only two variables consistently related to burnout. Role conflict explained the most variance on all burnout scores except depersonalization, which was best explained by role ambiguity, and personal accomplishment, which was best explained by number of years as a head coach. Ways are discussed in which role conflict, role ambiguity, and burnout may be reduced in the coaching profession. Follow-up studies need to consider other factors that may relate to burnout or that may contribute to role conflict and role ambiguity.
{"title":"The Relationship of Role Conflict and Role Ambiguity to Burnout in High School Basketball Coaches","authors":"S. Capel, B. Sisley, Gloria S. Desertrain","doi":"10.1123/JSP.9.2.106","DOIUrl":"https://doi.org/10.1123/JSP.9.2.106","url":null,"abstract":"This study investigated the relationship of role conflict, role ambiguity, and six demographic variables to burnout in head high school basketball coaches. Respondents (N = 235) included coaches from six western states. Overall, burnout was found to be at a low to medium level. Regression analyses and follow-up canonical correlation analyses indicated that role conflict and role ambiguity were the only two variables consistently related to burnout. Role conflict explained the most variance on all burnout scores except depersonalization, which was best explained by role ambiguity, and personal accomplishment, which was best explained by number of years as a head coach. Ways are discussed in which role conflict, role ambiguity, and burnout may be reduced in the coaching profession. Follow-up studies need to consider other factors that may relate to burnout or that may contribute to role conflict and role ambiguity.","PeriodicalId":442839,"journal":{"name":"The Journal of Sport Psychology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128118367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Journal of Sport and Exercise Psychology","authors":"D. Gill","doi":"10.1123/JSP.9.1.1","DOIUrl":"https://doi.org/10.1123/JSP.9.1.1","url":null,"abstract":"","PeriodicalId":442839,"journal":{"name":"The Journal of Sport Psychology","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121529414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the relationship between cognitive appraisal processes and the affective characteristics of youth sport involvement using Harter's competence motivation theory as a framework. Specifically, the present study extended Passer's (1983) research on patterns of competitive trait anxiety (CTA) in young male soccer players by including female athletes and athletes involved in different sports. Boy baseball players (N = 55) and girl softball players (N = 58) completed self-report measures of CTA, self-esteem, perceived physical competence, and frequency of evaluative and performance-related worries about athletic competition. Multivariate analyses revealed that high-CTA boys reported lower levels of self-esteem and more frequent worries about their performance than did their less anxious counterparts. For the girls, no significant relationships were found between levels of competitive trait anxiety and the cognitive variables. To enhance the experiences of youth sport participants, it is essen...
{"title":"Competence perceptions and sources of worry in high, medium, and low competitive trait anxious young athletes","authors":"R. Portland, M. Weiss","doi":"10.1123/JSP.9.2.97","DOIUrl":"https://doi.org/10.1123/JSP.9.2.97","url":null,"abstract":"This study examined the relationship between cognitive appraisal processes and the affective characteristics of youth sport involvement using Harter's competence motivation theory as a framework. Specifically, the present study extended Passer's (1983) research on patterns of competitive trait anxiety (CTA) in young male soccer players by including female athletes and athletes involved in different sports. Boy baseball players (N = 55) and girl softball players (N = 58) completed self-report measures of CTA, self-esteem, perceived physical competence, and frequency of evaluative and performance-related worries about athletic competition. Multivariate analyses revealed that high-CTA boys reported lower levels of self-esteem and more frequent worries about their performance than did their less anxious counterparts. For the girls, no significant relationships were found between levels of competitive trait anxiety and the cognitive variables. To enhance the experiences of youth sport participants, it is essen...","PeriodicalId":442839,"journal":{"name":"The Journal of Sport Psychology","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114692293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the relationship of sport-specific knowledge to the development of children's skills in basketball. Two experiments were conducted. The first compared child expert and novice basketball players in two age leagues, 8-10 years and 11-12 years, on the individual components of basketball performance (control of the basketball, cognitive decisions, and motor execution) and on measures of basketball knowledge, dribbling skill, and shooting skill. Child expert players of both age groups possessed more shooting skill and more basketball knowledge. A canonical correlation analysis indicated that basketball knowledge was related to decision-making skill, whereas dribbling and shooting skill were related to the motor components of control and execution. Experiment 2 examined the changes in the individual components of performance, basketball knowledge, dribbling skill, and shooting skill from the beginning to the end of the season. Subjects improved in the cognitive decision-making and control co...
{"title":"The Relation of Knowledge Development to Children's Basketball Performance.","authors":"K. E. French, Jerry R. Thomas","doi":"10.1123/JSP.9.1.15","DOIUrl":"https://doi.org/10.1123/JSP.9.1.15","url":null,"abstract":"This study examined the relationship of sport-specific knowledge to the development of children's skills in basketball. Two experiments were conducted. The first compared child expert and novice basketball players in two age leagues, 8-10 years and 11-12 years, on the individual components of basketball performance (control of the basketball, cognitive decisions, and motor execution) and on measures of basketball knowledge, dribbling skill, and shooting skill. Child expert players of both age groups possessed more shooting skill and more basketball knowledge. A canonical correlation analysis indicated that basketball knowledge was related to decision-making skill, whereas dribbling and shooting skill were related to the motor components of control and execution. Experiment 2 examined the changes in the individual components of performance, basketball knowledge, dribbling skill, and shooting skill from the beginning to the end of the season. Subjects improved in the cognitive decision-making and control co...","PeriodicalId":442839,"journal":{"name":"The Journal of Sport Psychology","volume":"303 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121696635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. J. Bredemeier, M. Weiss, D. Shields, Bruce A. B. Cooper
The relationships between sport involvement variables (participation and interest) and facets of children's morality (reasoning maturity and aggression tendencies) were investigated for 106 girls and boys in grades 4 through 7. Children responded to a sport involvement questionnaire, participated in a moral interview, and completed two self-report instruments designed to assess aggression tendencies in sport-specific and daily life contexts. Analyses revealed that boys' participation and interest in high contact sports and girls' participation in medium contact sports (the highest level of contact sport experience they reported) were positively correlated with less mature moral reasoning and greater tendencies to aggress. Regression analyses demonstrated that sport interest predicted reasoning maturity and aggression tendencies better than sport participation. Results and implications are discussed from a structural developmental perspective.
{"title":"The Relationship of Sport Involvement with Children's Moral Reasoning and Aggression Tendencies","authors":"B. J. Bredemeier, M. Weiss, D. Shields, Bruce A. B. Cooper","doi":"10.1123/JSP.8.4.304","DOIUrl":"https://doi.org/10.1123/JSP.8.4.304","url":null,"abstract":"The relationships between sport involvement variables (participation and interest) and facets of children's morality (reasoning maturity and aggression tendencies) were investigated for 106 girls and boys in grades 4 through 7. Children responded to a sport involvement questionnaire, participated in a moral interview, and completed two self-report instruments designed to assess aggression tendencies in sport-specific and daily life contexts. Analyses revealed that boys' participation and interest in high contact sports and girls' participation in medium contact sports (the highest level of contact sport experience they reported) were positively correlated with less mature moral reasoning and greater tendencies to aggress. Regression analyses demonstrated that sport interest predicted reasoning maturity and aggression tendencies better than sport participation. Results and implications are discussed from a structural developmental perspective.","PeriodicalId":442839,"journal":{"name":"The Journal of Sport Psychology","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1986-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115424947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we propose that research in motor behavior has failed to meet the obligation of studying how children learn important sport skills. In particular, understanding the specific sport knowledge base is essential to studying skilled sport behavior. To support this view we review the research in the cognitive area relative to the development of expertise. We then attempt to justify why a similar approach is useful for motor behavior researchers and why they should undertake the study of sport skill acquisition. Finally, we offer a paradigm within which sport skill research might take place.
{"title":"Knowledge Development and Sport Skill Performance: Directions for Motor Behavior Research","authors":"Jerry R. Thomas, K. E. French, C. Humphries","doi":"10.1123/JSP.8.4.259","DOIUrl":"https://doi.org/10.1123/JSP.8.4.259","url":null,"abstract":"In this paper we propose that research in motor behavior has failed to meet the obligation of studying how children learn important sport skills. In particular, understanding the specific sport knowledge base is essential to studying skilled sport behavior. To support this view we review the research in the cognitive area relative to the development of expertise. We then attempt to justify why a similar approach is useful for motor behavior researchers and why they should undertake the study of sport skill acquisition. Finally, we offer a paradigm within which sport skill research might take place.","PeriodicalId":442839,"journal":{"name":"The Journal of Sport Psychology","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1986-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131733530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Internal and External Imagery Concomitants Revisited: A Comment on Harris and Robinson (1986)","authors":"B. Hale","doi":"10.1123/JSP.8.4.347","DOIUrl":"https://doi.org/10.1123/JSP.8.4.347","url":null,"abstract":"","PeriodicalId":442839,"journal":{"name":"The Journal of Sport Psychology","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1986-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133454968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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