Journal of Sport & Exercise Psychology最新文献

Autonomy-supportive teaching increases prosocial and decreases antisocial behavior. Previous research showed that these effects occur because autonomy-supportive teaching improves students' need states (a student-level process). However, the present study investigated whether these effects also occur because autonomy-supportive teaching improves the classroom climate (a classroom-level process). Teachers from 80 physical education classrooms were randomly assigned to participate (or not) in an autonomy-supportive teaching intervention, while their 2,227 secondary-grade students reported their need satisfaction and frustration, supportive and hierarchical classroom climates, and prosocial and antisocial behaviors at the beginning, middle, and end of an academic year. A doubly latent, multilevel structural equation model showed that teacher participation in the intervention (experimental condition) increased class-wide need satisfaction, a supportive climate, and prosocial behavior and decreased class-wide need frustration, a hierarchical climate, and antisocial behavior. Together, greater collective need satisfaction and a more supportive climate combined to explain increased prosocial behavior, while lesser need frustration and a less hierarchical climate combined to explain decreased antisocial behavior. These classroom climate effects have been overlooked, yet they are essential to explain why autonomy-supportive teaching improves students' social functioning.

The purpose of the current study was to utilize the RE-AIM (i.e., reach, effectiveness, adoption, implementation, and maintenance) framework to evaluate the national-level scale-out of the Lawn Tennis Association's "Optimal Competition Parenting Workshop" (OCPW) across a 4-year period. During 2018, 65 workshops were run across the United Kingdom, 1,043 parents registered, and 933 parents attended. Adopting a quasi-experimental design, multilevel analyses revealed significant increases in parents' (n = 130) task goal orientation and competition tennis parenting efficacy, as well as significant decreases in ego goal orientation and unpleasant emotions. Children's perceptions of both mother- and father-initiated ego-involving motivational climate and their own ego goal orientation significantly decreased across time. From 2019 to 2021, a further 64 workshops were delivered to 1,110 parents with no significant differences in parents' satisfaction, enjoyment, instructor evaluation, or transfer intention over time when compared against workshop evaluations in 2018. Overall, the OCPW represents a well-received, practical, and effective brief intervention for enhancing parental involvement in junior tennis.

The present study longitudinally examined stability and change in the attributional profiles of Finnish student athletes (n = 391) in upper secondary sport schools. Moreover, it examined the extent to which these profiles, and changes in them, were associated with athletes' level of sport competition and school achievements and dropouts at the end of upper secondary sport school. Using latent profile analysis, five different and highly stable attributional profiles were identified for student athletes: (a) depressive (6.9%), (b) athletic self-serving (23.0%), (c) average (16.4%), (d) learned helplessness (30.9%), and (e) responsible (22.8%). The results further showed that over the 3-year study period, the responsible attributional style, wherein individuals take responsibility for successes and failures, predicted student athletes' subsequent high grade point average and low sport dropout rates even after controlling for the impacts of their earlier grade point average, gender, and type of sport.

Minimizing the temporal gap between behavior and reward enhances persistence, but the effect of other outcomes is unknown. Two concurrently run studies aimed to investigate whether persistence on a physical task would be influenced according to whether participants expected immediate versus delayed goal feedback. Furthermore, whether this effect occurs via intrinsic motivation (Studies 1 and 2) or delaying the desire-goal conflict (Study 2) was examined. Using a counterbalanced within-person design, 34 participants in each study (Study 1: 16 males, 18 females; Study 2: 15 males, 19 females) completed two wall-sit persistence tasks, one with immediate feedback expected (regarding the participant's position on a leader board) and the other with feedback expected to be provided 1 week later. A two-way mixed analysis of variance found no significant differences in persistence between conditions in either study. Furthermore, no indirect effects were found via intrinsic motivation or delayed desire-goal conflict. Study findings did not support the hypothesis that the timing of expected feedback enhances persistence.

This study addressed whether lifetime stressor exposure was associated with psychophysiological reactivity and habituation to a novel laboratory-based stressor. Eighty-six participants (Mage = 23.31 years, SD = 4.94) reported their exposure to lifetime non-sport and sport-specific stressors before completing two consecutive trials of the Trier Social Stress Test, while cardiovascular (i.e., heart rate) and endocrine (i.e., salivary cortisol) data were recorded. Exposure to a moderate number of lifetime non-sport and sport-specific stressors was associated with adaptive cardiovascular reactivity, whereas very low or very high stressor exposure was related to maladaptive reactivity. Moreover, experiencing a very low number of lifetime non-sport (but not sport-specific) stressors was associated with poorer habituation. In contrast, lifetime stressor severity was unrelated to cardiovascular reactivity. Finally, greater lifetime non-sport and sport-specific stressor counts were associated with blunted cortisol reactivity and poorer habituation. These results suggest that lifetime stressor exposure may influence sport performers' acute stress responses.

While widely acknowledged as being important for team-sport performance, the contribution of peripheral vision is poorly understood. This study aimed to better understand the role of far peripheral vision in team sport by exploring how domain experts and novices used far peripheral vision to support decision making and action control. Expert (n = 25) and novice (n = 23) Australian football players completed a perception-only task to assess the extent of their peripheral field. Next, they completed two sport-specific variations (response and recognition) of a "no-look" pass task that required passing a ball to a teammate who appeared in their far peripheral field. In the perception-only task, novices outperformed experts. However, in the sport-specific action response and recognition tasks, experts demonstrated superior performance as they responded to the stimulus farther from central vision and more accurately. Results demonstrate expertise effects for the use of far peripheral vision in sport.

The purpose of this study was to develop and test models of scanning activity in football. Gibson's ecological approach of visual perception and exploratory activity provided the theoretical framework for the models. The video-based data analysis consisted of 17 selected matches and 239 players of the Union of European Football Associations (UEFA) U17 and U19 European Championship 2018 and the UEFA U17 and U21 European Championship 2019. The results showed a positive relation between scanning frequency and successful passes, as well as changes in body orientation. Scanning frequency was also related to a player's appearances in national teams and to opponent pressure. Opponent pressure had a large effect on pass result and the player's body orientation. Previous research on the relation between scanning frequency and performance was extended by several contextual predictors. Future research should focus on gaining a deeper understanding of the relation between scanning frequency and further contextual variables related to scanning.