While studies on triggers and outcomes of Psychological Momentum (PM) exist, little is known about the dynamics by which PM emerges and develops over time. Based on video-assisted recalls of PM experiences in table tennis and swimming competitions, this study qualitatively explored the triggering processes, contents, and the development of PM over time. PM was found to be triggered by mechanisms of dissonance, consonance, or fear of not winning. During the PM experience, participants reported a variety of perceptions, affects and emotions, cognitions, and behaviors. PM was found to develop through processes of amplification that sometimes ended with a reduction of efforts when the victory or defeat was perceived as being inevitable. These findings are discussed in light of theories on self-regulation and reactance-helplessness. From a practical standpoint, achievement goal-based strategies are suggested, since mastery-approach goals were found to be endorsed to maintain positive PM and overcome negative PM.
{"title":"A qualitative exploration of the psychological contents and dynamics of momentum in sport","authors":"W. Briki, R. D. Hartigh, D. Hauw, C. Gernigon","doi":"10.7352/IJSP2012.43.365","DOIUrl":"https://doi.org/10.7352/IJSP2012.43.365","url":null,"abstract":"While studies on triggers and outcomes of Psychological Momentum (PM) exist, little is known about the dynamics by which PM emerges and develops over time. Based on video-assisted recalls of PM experiences in table tennis and swimming competitions, this study qualitatively explored the triggering processes, contents, and the development of PM over time. PM was found to be triggered by mechanisms of dissonance, consonance, or fear of not winning. During the PM experience, participants reported a variety of perceptions, affects and emotions, cognitions, and behaviors. PM was found to develop through processes of amplification that sometimes ended with a reduction of efforts when the victory or defeat was perceived as being inevitable. These findings are discussed in light of theories on self-regulation and reactance-helplessness. From a practical standpoint, achievement goal-based strategies are suggested, since mastery-approach goals were found to be endorsed to maintain positive PM and overcome negative PM.","PeriodicalId":54940,"journal":{"name":"International Journal of Sport Psychology","volume":"43 1","pages":"365-384"},"PeriodicalIF":0.8,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71287910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Isabel B Tallir, R. Philippaerts, M. Valcke, Eliane Musch, M. Lenoir
This study investigates the differential learning opportunities in 5 on 5 versus 3 on 3 basketball game play. Video-analysis of the game performance of thirty basketball players (10-11 years) resulted in significantly higher scores on all game performance components (GPC’s: cognitive decision making component (DM), motor skill execution efficiency (MSEfficiency) and motor skill execution efficacy (MSEfficacy) component), indicating more learning opportunities during 3 on 3 game play. The actual game performance level, showed only significantly higher scores for the percentage of positive decisions for cutting actions in the 5 on 5 condition. Future research is needed to indicate to what extent learning results are easier or faster attained when using small sided games, based on the nonlinear pedagogy framework, and second which is the optimal game play situation to assess game performance, and this for players of a different game performance level or for different stages.
{"title":"Learning opportunities in 3 on 3 versus 5 on 5 basketball game play : an application of nonlinear pedagogy","authors":"Isabel B Tallir, R. Philippaerts, M. Valcke, Eliane Musch, M. Lenoir","doi":"10.7352/IJSP2012.43.420","DOIUrl":"https://doi.org/10.7352/IJSP2012.43.420","url":null,"abstract":"This study investigates the differential learning opportunities in 5 on 5 versus 3 on 3 basketball game play. Video-analysis of the game performance of thirty basketball players (10-11 years) resulted in significantly higher scores on all game performance components (GPC’s: cognitive decision making component (DM), motor skill execution efficiency (MSEfficiency) and motor skill execution efficacy (MSEfficacy) component), indicating more learning opportunities during 3 on 3 game play. The actual game performance level, showed only significantly higher scores for the percentage of positive decisions for cutting actions in the 5 on 5 condition. Future research is needed to indicate to what extent learning results are easier or faster attained when using small sided games, based on the nonlinear pedagogy framework, and second which is the optimal game play situation to assess game performance, and this for players of a different game performance level or for different stages.","PeriodicalId":54940,"journal":{"name":"International Journal of Sport Psychology","volume":"43 1","pages":"420-437"},"PeriodicalIF":0.8,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71287948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Battistelli, Francesco Montani, L. Bertinato, Selene Uras, M. Guicciardi
The purpose of this study was to investigate the relationships between individual differences(self-efficacy and body image), social factors (family support) and environmental characteristics (local authorities support), and competence motives and subsequent physical exercise intentions. Participants were 1084 students (551 males, 553 females) aged between 13 and 19 (M = 15.7, SD = 1.6) from three different Secondary Schools. Structural Equation Modelling analyses confirmed the hypothesized model: family support, local authorities support, self-efficacy and body image significantly predicted competence motives, which were in turn positively associated with physical activity intentions. Furthermore, mediation analyses revealed that competence motives fully mediated the relationship between local authorities support and self-efficacy, on one hand, and exercise intentions, on the other, and partially mediated the link between family support and intentions. These findings suggest the importance of assessing the unique contributions of psychosocial variables in affecting the motivational determinants of physical activity intentions.
{"title":"Modelling competence motives and physical exercise intentions: The role of individual, social and environmental characteristics","authors":"A. Battistelli, Francesco Montani, L. Bertinato, Selene Uras, M. Guicciardi","doi":"10.7352/IJSP2012.43.457","DOIUrl":"https://doi.org/10.7352/IJSP2012.43.457","url":null,"abstract":"The purpose of this study was to investigate the relationships between individual differences(self-efficacy and body image), social factors (family support) and environmental characteristics (local authorities support), and competence motives and subsequent physical exercise intentions. Participants were 1084 students (551 males, 553 females) aged between 13 and 19 (M = 15.7, SD = 1.6) from three different Secondary Schools. Structural Equation Modelling analyses confirmed the hypothesized model: family support, local authorities support, self-efficacy and body image significantly predicted competence motives, which were in turn positively associated with physical activity intentions. Furthermore, mediation analyses revealed that competence motives fully mediated the relationship between local authorities support and self-efficacy, on one hand, and exercise intentions, on the other, and partially mediated the link between family support and intentions. These findings suggest the importance of assessing the unique contributions of psychosocial variables in affecting the motivational determinants of physical activity intentions.","PeriodicalId":54940,"journal":{"name":"International Journal of Sport Psychology","volume":"43 1","pages":"457-478"},"PeriodicalIF":0.8,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71288005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We investigated acquisition and performance during explicit and analogy learning over many repetitions, with a specific interest in changes in the robustness of performance under increased pressure. Explicit and analogy learning groups performed 10,000 table tennis forehand strokes, evenly distributed over six weekly sessions. Explicit learners reported more explicit rules about movement execution than analogy learners, even though this number declined from 1,400 to 10,000 repetitions. Furthermore, performance of the analogy group seemed to asymptote after 1,400 repetitions, while that of the explicit group continued to increase. Despite differences in rule formation, neither group appeared to show performance decrements under pressure or secondary task loading after 1,400 or 10,000 repetitions. All in all these findings do not provide grounds for minimizing the accumulation of explicit knowledge in learning in view of its potentially detrimental effects on performance. 45 Introduction Providing verbal instructions is a common practice in many forms of perceptual-motor teaching under the supervision of a coach or trainer. In the course of skill acquisition, such instructions amass to a pool of explicit knowledge, that is, knowledge about movement execution that the learner is aware of and thus can verbalize. In recent years, however, the effectiveness of providing verbalizable rules in perceptual-motor acquisition has been questioned. Evidence has been presented indicating that withholding learners from accruing explicit rules about movement execution results in performance advantages when performance pressure increases or when performing under secondary task loading To explain these findings, it has been argued that under increased performance pressure, stored explicit rules can be activated in working memory to interfere with proceduralized movement control, thereby disrupting fluent and automated movement execution (Masters & Maxwell, 2004). This line of reasoning is known as the reinvestment or explicit control hypothesis. The greater dependence of explicitly learned skills on working memory would also result in a capacity overload when a secondary task is introduced, whereas implicitly learned skills would allow execution of a secondary task without performance decrements as a result of reduced demands on working memory. The aforementioned evidence of impaired performance of explicitly learned skills under certain demanding circumstances suggests that working memory involvement in learning is not necessarily advantageous. However, in an unrestricted environment, perceptual-motor learners are bound to test movement-related hypotheses in working memory, potentially leading to the accumulation of explicit rules about movement execution To insure that learning is implicit, such hypothesis testing should be prevented. Masters …
{"title":"Rule formation and table tennis performance following explicit and analogy learning over 10,000 repetitions.","authors":"Koedijker J M, Oudejans R R D, Beek P","doi":"10.1037/e548052012-136","DOIUrl":"https://doi.org/10.1037/e548052012-136","url":null,"abstract":"We investigated acquisition and performance during explicit and analogy learning over many repetitions, with a specific interest in changes in the robustness of performance under increased pressure. Explicit and analogy learning groups performed 10,000 table tennis forehand strokes, evenly distributed over six weekly sessions. Explicit learners reported more explicit rules about movement execution than analogy learners, even though this number declined from 1,400 to 10,000 repetitions. Furthermore, performance of the analogy group seemed to asymptote after 1,400 repetitions, while that of the explicit group continued to increase. Despite differences in rule formation, neither group appeared to show performance decrements under pressure or secondary task loading after 1,400 or 10,000 repetitions. All in all these findings do not provide grounds for minimizing the accumulation of explicit knowledge in learning in view of its potentially detrimental effects on performance. 45 Introduction Providing verbal instructions is a common practice in many forms of perceptual-motor teaching under the supervision of a coach or trainer. In the course of skill acquisition, such instructions amass to a pool of explicit knowledge, that is, knowledge about movement execution that the learner is aware of and thus can verbalize. In recent years, however, the effectiveness of providing verbalizable rules in perceptual-motor acquisition has been questioned. Evidence has been presented indicating that withholding learners from accruing explicit rules about movement execution results in performance advantages when performance pressure increases or when performing under secondary task loading To explain these findings, it has been argued that under increased performance pressure, stored explicit rules can be activated in working memory to interfere with proceduralized movement control, thereby disrupting fluent and automated movement execution (Masters & Maxwell, 2004). This line of reasoning is known as the reinvestment or explicit control hypothesis. The greater dependence of explicitly learned skills on working memory would also result in a capacity overload when a secondary task is introduced, whereas implicitly learned skills would allow execution of a secondary task without performance decrements as a result of reduced demands on working memory. The aforementioned evidence of impaired performance of explicitly learned skills under certain demanding circumstances suggests that working memory involvement in learning is not necessarily advantageous. However, in an unrestricted environment, perceptual-motor learners are bound to test movement-related hypotheses in working memory, potentially leading to the accumulation of explicit rules about movement execution To insure that learning is implicit, such hypothesis testing should be prevented. Masters …","PeriodicalId":54940,"journal":{"name":"International Journal of Sport Psychology","volume":"39 1","pages":"237-256"},"PeriodicalIF":0.8,"publicationDate":"2008-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57902927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1990-02-13DOI: 10.4324/9781315196244-42
V. Sutherland, C. Cooper
{"title":"Exercise and stress management: Fit employees: Healthy organisations?","authors":"V. Sutherland, C. Cooper","doi":"10.4324/9781315196244-42","DOIUrl":"https://doi.org/10.4324/9781315196244-42","url":null,"abstract":"","PeriodicalId":54940,"journal":{"name":"International Journal of Sport Psychology","volume":"21 1","pages":"202-217"},"PeriodicalIF":0.8,"publicationDate":"1990-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70636197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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