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A Methodological Checklist for Studies of Pleasure and Enjoyment Responses to High-Intensity Interval Training: Part I. Participants and Measures. 高强度间歇训练的快乐和享受反应研究的方法学检查表:第一部分:参与者和措施。
IF 2.4 3区 心理学 Q2 Medicine Pub Date : 2023-04-01 DOI: 10.1123/jsep.2022-0027
Panteleimon Ekkekakis, Mark E Hartman, Matthew A Ladwig

For decades, the exercise psychology research literature echoed the conclusion that exercise makes most people feel better, with no clear evidence that this "feel-better effect" is moderated by intensity. An overhaul of the methodological approach subsequently showed that high-intensity exercise is experienced as unpleasant, and the "feel-better effect," although possible, is conditional and therefore not as robust or prevalent as initially thought. Recently, several studies investigating high-intensity interval training (HIIT) have concluded that HIIT is pleasant and enjoyable, despite the high intensity. Considering that HIIT is emerging as an option in physical activity recommendations and exercise prescription guidelines, in part due to these claims, a methodological checklist is presented to aid researchers, peer reviewers, editors, and other readers in critically appraising studies examining the effects of HIIT on affect and enjoyment. This first part addresses the characteristics and number of participants, as well as the selection of measures of affect and enjoyment.

几十年来,运动心理学研究文献都赞同这样的结论:运动让大多数人感觉更好,但没有明确的证据表明这种“感觉更好的效果”会受到强度的影响。随后,对研究方法的彻底检查表明,高强度的运动让人感到不愉快,而“感觉更好的效果”虽然可能存在,但却是有条件的,因此不像最初想象的那样强烈或普遍。最近,几项关于高强度间歇训练(HIIT)的研究得出结论,尽管高强度,HIIT是令人愉快和愉快的。考虑到HIIT正在成为体育活动建议和运动处方指南的一种选择,部分原因是这些主张,本文提出了一份方法学清单,以帮助研究人员、同行审稿人、编辑和其他读者批判性地评估研究HIIT对情感和享受的影响。第一部分阐述了参与者的特征和数量,以及情感和享受测量的选择。
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引用次数: 1
A Methodological Checklist for Studies of Pleasure and Enjoyment Responses to High-Intensity Interval Training: Part II. Intensity, Timing of Assessments, Data Modeling, and Interpretation. 高强度间歇训练的愉悦和享受反应研究的方法学检查表:第二部分。强度,评估时间,数据建模和解释。
IF 2.4 3区 心理学 Q2 Medicine Pub Date : 2023-04-01 DOI: 10.1123/jsep.2022-0029
Panteleimon Ekkekakis, Mark E Hartman, Matthew A Ladwig

Recent studies have concluded that high-intensity interval training should be seen as a "viable alternative" to, and may be more enjoyable than, moderate-intensity continuous exercise. If true, these claims have the potential to revolutionize the science and practice of exercise, establishing high-intensity interval training as not only a physiologically effective exercise modality but also a potentially sustainable one. However, these claims stand in contrast to voluminous evidence according to which high levels of exercise intensity are typically experienced as less pleasant than moderate levels. To help researchers, peer reviewers, editors, and critical readers appreciate possible reasons for the apparently conflicting results, we present a checklist that identifies crucial methodological elements in studies investigating the effects of high-intensity interval training on affect and enjoyment. This second installment covers how "high-intensity" and "moderate-intensity" experimental conditions are defined, the timing of assessments of affect, the modeling of affective responses, and data interpretation.

最近的研究得出结论,高强度间歇训练应该被视为一种“可行的选择”,可能比中等强度的持续运动更令人愉快。如果是真的,这些说法有可能彻底改变运动的科学和实践,确立高强度间歇训练不仅是一种生理上有效的锻炼方式,而且是一种潜在的可持续的锻炼方式。然而,这些说法与大量证据相反,根据这些证据,高强度的运动通常比中等强度的运动更不愉快。为了帮助研究人员、同行审稿人、编辑和挑剔的读者理解这些明显相互矛盾的结果的可能原因,我们列出了一份清单,列出了研究高强度间歇训练对情感和享受的影响的关键方法要素。第二部分涵盖了如何定义“高强度”和“中等强度”实验条件、评估情感的时间、情感反应的建模和数据解释。
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引用次数: 3
Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention. 自主支持教学通过课堂气氛和心理需求促进亲社会行为,减少反社会行为:一项多层次随机对照干预。
IF 2.4 3区 心理学 Q2 Medicine Pub Date : 2023-02-01 DOI: 10.1123/jsep.2021-0337
Sung Hyeon Cheon, Johnmarshall Reeve, Herbert W Marsh

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.

自主支持教学增加亲社会行为,减少反社会行为。先前的研究表明,这些影响的发生是因为自主支持教学改善了学生的需求状态(一个学生层面的过程)。然而,本研究调查了这些影响是否也因为自主支持性教学改善了课堂气氛(课堂层面的过程)而发生。来自80个体育教室的教师被随机分配参加(或不参加)自主支持性教学干预,而他们的2227名中学学生在学年开始,中期和结束时报告了他们的需求满意度和挫败感,支持性和等级性的课堂气氛,亲社会和反社会行为。双潜、多层次结构方程模型显示,教师参与干预(实验条件)增加了班级需求满意度、支持气氛和亲社会行为,减少了班级需求挫败感、等级气氛和反社会行为。总的来说,更大的集体需求满意度和更支持性的氛围结合起来解释了亲社会行为的增加,而更少的需求挫折和更少的等级氛围结合起来解释了反社会行为的减少。这些课堂氛围效应一直被忽视,但它们对于解释为什么自主支持性教学能提高学生的社会功能至关重要。
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引用次数: 4
Evaluating the "Optimal Competition Parenting Workshop" Using the RE-AIM Framework: A 4-Year Organizational-Level Intervention in British Junior Tennis. 用RE-AIM框架评估“最优竞争育儿工作坊”:英国青少年网球4年组织层面干预。
IF 2.4 3区 心理学 Q2 Medicine Pub Date : 2023-02-01 DOI: 10.1123/jsep.2022-0080
Sam N Thrower, Christopher M Spray, Chris G Harwood

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.

本研究的目的是利用RE-AIM(即覆盖范围、有效性、采用、实施和维护)框架来评估草地网球协会“最佳竞争育儿研讨会”(OCPW)在4年期间的国家级规模。2018年,在英国各地举办了65个讲习班,1043名家长注册,933名家长参加了讲习班。采用准实验设计,多水平分析显示,父母(n = 130)的任务目标取向和竞技网球育儿效能显著增加,自我目标取向和不愉快情绪显著降低。随着时间的推移,儿童对母亲和父亲发起的涉及自我的动机气候和他们自己的自我目标取向的感知显著降低。从2019年到2021年,又为1110名家长举办了64次讲习班,与2018年的讲习班评估相比,家长满意度、享受程度、教师评价或转学意愿随时间的变化没有显著差异。总的来说,OCPW代表了一个广受欢迎的,实用的,有效的短期干预,以提高家长参与青少年网球。
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引用次数: 0
Student Athletes' Causal Attributions for Sport and School Achievement in Relation to Sport Dropout and Grade Point Average. 学生运动员对运动和学业成绩的因果归因与运动退学和平均绩点的关系。
IF 2.4 3区 心理学 Q2 Medicine Pub Date : 2023-02-01 DOI: 10.1123/jsep.2022-0115
Milla Saarinen, Raymond Bertram, Kaisa Aunola, Julia Pankkonen, Tatiana V Ryba

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.

本研究纵向考察了芬兰高中体育学校学生运动员(n = 391)归因特征的稳定性和变化。此外,它还研究了这些概况及其变化与运动员的体育竞赛水平、学校成绩和高中体育学校结束时的退学之间的关系。利用潜在特征分析,确定了学生运动员的五种不同且高度稳定的归因特征:(a)抑郁(6.9%),(b)运动自我服务(23.0%),(c)平均(16.4%),(d)习得性无助(30.9%)和(e)负责任(22.8%)。结果进一步表明,在3年的研究期间,负责任的归因风格,即个人对成功和失败负责,即使在控制了学生运动员早期的平均成绩、性别和运动类型的影响后,也能预测学生运动员随后的高平均成绩和低运动辍学率。
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引用次数: 1
Digest. 消化。
IF 2.4 3区 心理学 Q2 Medicine Pub Date : 2023-02-01 DOI: 10.1123/jsep.2022-0290
Kim Gammage, Jeff Caron, Alyson Crozier, Alison Ede, Matt Hoffman, Christopher Hill, Sean Locke, Desi McEwan, Kathleen Mellano, Eva Pila, Matthew Stork, Svenja Wolf
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引用次数: 0
The Effect of Immediacy of Expected Goal Feedback on Persistence in a Physical Task. 预期目标反馈的即时性对物理任务持久性的影响。
IF 2.4 3区 心理学 Q2 Medicine Pub Date : 2023-02-01 DOI: 10.1123/jsep.2022-0038
Christopher P Gunn, Chris Englert, Fabienne Ennigkeit, Ian M Taylor

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.

最小化行为和奖励之间的时间差距可以增强持久性,但其他结果的影响是未知的。两项同时进行的研究旨在调查参与者对即时和延迟目标反馈的期望是否会影响体力任务的持久性。此外,我们还考察了这种效应是通过内在动机(研究1和2)还是通过延迟欲望-目标冲突(研究2)发生的。采用平衡的人内设计,每项研究34名参与者(研究1:16名男性,18名女性;研究2:15名男性,19名女性)完成了两项壁式坚持任务,其中一项期望得到即时反馈(关于参与者在排行榜上的位置),另一项期望在一周后得到反馈。双向混合方差分析发现,在两项研究中,不同条件下的持久性没有显著差异。此外,内在动机或延迟的愿望-目标冲突没有发现间接影响。研究结果并不支持预期反馈的时机能增强持久性的假设。
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引用次数: 0
In Memoriam: Daniel M. Landers 1942–2023 纪念:丹尼尔·m·兰德斯1942-2023
3区 心理学 Q2 Medicine Pub Date : 2023-01-01 DOI: 10.1123/jsep.2023-0225
Deborah L. Feltz, Bradley Hatfield, Jennifer L. Etnier
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引用次数: 0
Digest. 消化。
IF 2.4 3区 心理学 Q2 Medicine Pub Date : 2022-12-01 DOI: 10.1123/jsep.2022-0234
Jeff Caron, Alyson Crozier, Alison Ede, Matt Hoffman, Christopher Hill, Sean Locke, Desi McEwan, Kathleen Mellano, Eva Pila, Matthew Stork, Svenja Wolf
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引用次数: 0
Lifetime Stressor Exposure and Psychophysiological Reactivity and Habituation to Repeated Acute Social Stressors. 终身应激源暴露与重复急性社会应激源的心理生理反应和习惯化。
IF 2.4 3区 心理学 Q2 Medicine Pub Date : 2022-12-01 DOI: 10.1123/jsep.2022-0196
Ella McLoughlin, Rachel Arnold, Paul Freeman, James E Turner, Gareth A Roberts, David Fletcher, George M Slavich, Lee J Moore

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.

本研究探讨了终生应激源暴露是否与心理生理反应和对一种新型实验室应激源的习惯化有关。86名参与者(年龄= 23.31岁,SD = 4.94)在连续完成两次特里尔社会压力测试之前报告了他们终生暴露于非运动和运动特定压力源的情况,同时记录了心血管(即心率)和内分泌(即唾液皮质醇)数据。终生暴露于中等数量的非运动和运动特异性压力源与适应性心血管反应有关,而非常低或非常高的压力源暴露与适应性不良反应有关。此外,经历非常少的非运动(但不是运动特定的)压力源与较差的习惯相关。相反,终生应激源严重程度与心血管反应性无关。最后,更大的终生非运动和运动特异性应激源计数与钝化的皮质醇反应和较差的习惯有关。这些结果表明,终生应激源暴露可能影响运动员的急性应激反应。
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引用次数: 1
期刊
Journal of Sport & Exercise Psychology
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