Investigations into the strategies that are used by participants when they control their knowledge of results (KR) schedule during practice have predominantly relied on multiple-choice questionnaires. More recently, open-ended questions have been used to allow participants to produce their own descriptions rather than selecting a strategy from a predetermined list. This approach has in fact generated new information about the cognitive strategies used by learners to request KR during practice (e.g., Laughlin et al., 2015). Consequently, we examined strategy use in self-controlled KR learning situations using open-ended questions at two different time points during practice. An inductive thematic content analysis revealed five themes that represented participants’ unique strategies for requesting KR. This analysis identified two dominant KR strategies: “establish a baseline understanding” in the first half of practice and “confirm a perceived good trial” in the second half of practice. Both strategies were associated with superior retention compared with a yoked group, a group that was unable to engage in KR request strategies because KR was imposed rather than chosen. Our results indicate that the learning advantages of self-controlled KR schedules over yoked schedules may not only depend on what strategy is used, but also when it is used.
Search Results
Motor Skill Retention Is Modulated by Strategy Choice During Self-Controlled Knowledge of Results Schedules
Michael Carter, Scott Rathwell, and Diane Ste-Marie
Patterns of Noncompliance in Adolescent Field-Based Accelerometer Research
Sarahjane Belton, Wesley O’Brien, Eric E. Wickel, and Johann Issartel
Background:
The primary purpose of this study was to investigate patterns of noncompliance in an adolescent field based accelerometer study. A further purpose was to investigate the effect of a cost efficient strategy (SMS reminder message) on the compliance of adolescents
Method:
The research carried out in 2010 involved 117 second level students (12.41 ± .53 yrs) from 4 schools in a rural Irish town. The Actigraph accelerometer data were processed over 7 days to determine compliance level.
Results:
Students were more likely to remove their monitor in the evening period than at any other time, however if students removed their monitor after school it remained unworn for a significantly longer duration than in any other time period. Students who received a SMS message were significantly more likely (P = .008) to wear their monitor in the morning than those that did not.
Conclusions:
Sending an SMS message each morning is effective for improving the number of students wearing monitors to school. The after school period is a critical period for nonwear time and should be targeted in future studies wishing to improve compliance.
Advising in Kinesiology: Challenges and Opportunities
Derek T. Smith, Tannah Broman, Marcus Rucker, Cecile Sende, and Sarah Banner
were generated. Through presentations and focus-group-like discussion, we capitalized on the experience and expertise of the 26 attendees (all engaged in kinesiology advising). Here, we share and summarize our learning in three domains (Advising Models, Advising Challenges and Strategies in Broad
Evaluating the Profile of Psychological Strategies: An Applied Profile for Assessing the Perceived Effectiveness of Athletes’ Psychological Strategies in Sport
Umut Doğan
Psychological skills and strategies are trainable self-regulation methods like self-talk and imagery ( Arvinen-Barrow et al., 2015 ). Athletes use psychological strategies to pursue desirable outcomes, which are psychological states, like being optimally motivated and focused ( Hardy et al., 1996
The Self-Regulatory and Task-Specific Strategies of Elite-Level Amateur Golfers in Tournament Preparation
Jarred Pilgrim, Peter Kremer, and Sam Robertson
professionals to explore the mental readiness and preparation strategies related to excellence in golf. Common strategies used by these players included setting practice goals and daily/weekly tournament goals, developing plans for practice and shot making and time schedules for preparation, using focus plans
Exploring “Sledging” and Interpersonal Emotion-Regulation Strategies in Professional Cricket
Paul A. Davis, Louise Davis, Samuel Wills, Ralph Appleby, and Arne Nieuwenhuys
Competitive sport positions athletes against each other in pursuit of superiority and successful performance outcomes. A wide variety of strategies are used in an attempt to gain a tactical advantage; for example, athletes may seek to exploit competitors’ weaknesses by targeting poor technique
Innovative Teaching and Learning Strategies in Kinesiology
Peter F. Bodary and M. Melissa Gross
via slides has been a mainstay for many faculty for decades. The time and effort needed to learn new pedagogical strategies and make changes to an established course may heavily outweigh the instructors’ expected benefits to student learning, leaving them without a compelling impetus for change. In
Strategies for the Control of Balance During Locomotion
Hendrik Reimann, Tyler Fettrow, and John J. Jeka
balance during locomotion. For each of these different actions, or strategies, we briefly review the available evidence for humans actually utilizing them from the literature. We focus mainly on the medial-lateral direction of balance, because it is mechanically less stable in walking than the anterior
A Rapid Review of Communication Strategies for Physical Activity Guidelines and Physical Activity Promotion: A Review of Worldwide Strategies
Emily Budzynski-Seymour, Karen Milton, Hayley Mills, Matthew Wade, Charles Foster, Dane Vishnubala, Beelin Baxter, Chloë Williamson, and James Steele
a significant component in encouraging physical activity participation, in isolation, it may not be enough to make the desired change. Nevertheless, understanding how physical activity guidelines are promoted (ie, what strategies are utilized and their potential impact) is an important starting
Developing an Applied Profile for Assessing the Perceived Effectiveness of Athletes’ Psychological Strategies: A Case Study at the Australian Institute of Sport
Umut Doğan
mainly integrative ( Norcross et al., 2005 ) with a slight leaning toward an acceptance-based approach ( Hayes et al., 2012 ). An integrative approach adapts to the specific needs of athletes and supports the use of psychological strategies that can work best for athletes regardless of their theoretical
