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Trey Brokaw

This presentation will share the results from a study conducted on college track and field athletes at the NCAA division II level. The study compares the results of scores on the Test of Performance Strategies (TOPS) and, individual athlete’s improvements in their event area according to the International Association of Athletics Federation (IAAF) scoring charts for track and field. A select group of primarily middle distance and distance runners was selected for the study. These athletes were given a baseline TOPS examination to evaluate their prior knowledge and use of mental skills in their athletic experiences. Personal best times in the athlete’s primary events were recorded from the previous year. During the nine weeks of the outdoor track and field season that this study took place; athletes were introduced to a wide array of activities associated with improving their mental skills. Such activities included goal setting, imagery, relaxation, optimum level of arousal, affirmations, and the use of positive self-talk and routines. Athletes would have an organized mental skills session at least twice each of the nine weeks of the season. Athletes also had an individual meeting with the coaches to go over goal setting and the use of their mental skills to enhance their physical skills. After the outdoor season was completed the athletes took a post-examination TOPS. The scores were compared with their pretest scores as well as their improvement in personal best times in their main events on the track.

Open access

Ronald W. Quinn

This presentation will describe through lecture and video the first Urban Soccer Collaborative National Youth Leadership Institute, a weeklong residence program held at Xavier University to assist future leaders within underserved communities. This program could serve as a model for teaching sport leadership and service to children between the ages of 14-18. The weeklong program consisted of a youth soccer coaching education certification course, goal-setting sessions, personal and career development workshops, service through soccer training, and a cultural experience via a field trip to the Freedom Center on the Underground Railroad. Upon completion of the program the students made a commitment to design and implement a service-learning project within their undeserved community within the calendar year. An update of their service projects will also be presented.

Open access

Steriani Elavsky, Lenka Knapova, Adam Klocek and David Smahel

steps ( M  = 11,719). 5. Ball et al. ( 2017 ) PP 4.0 82 40–65 (range) H Hybrid (SMS +Web + Fitbit) SMS, Fitbit (monitoring), ACHIEVE website (Active Choices IncEntIVE—goal setting, feedback, intention formation, and encouragement) 1 PA: Fitbit accelerometer (steps/active minutes) + IPAQ (self

Open access

Maria-Christina Kosteli, Jennifer Cumming and Sarah E. Williams

). Enjoyment has also been found to be associated with a variety of PA correlates, such as self-efficacy and goal setting ( Rovniak et al., 2002 ). For instance, enjoyment of PA can influence the perceptions of competence for engaging in PA. However, research has yet to determine whether enjoyment relates to

Free access

Samuel R. Nyman

from a recent systematic review of BCTs used to promote physical activity among people with dementia ( Nyman, Adamczewska, & Howlett, 2018 ). Although potential promise was found for goal setting (behavior), this BCT was not used in isolation, but was used with other BCTs that also had potential

Open access

Maureen R. Weiss, Lindsay E. Kipp, Alison Phillips Reichter, Sarah M. Espinoza and Nicole D. Bolter

self • Positive body image • Critical of media images • Body awareness • Managing stress • Okay to take time for self • Okay to have difficult feelings Mental health • Increased motivation • Love running • Wants to keep running • Setting goals • Accomplishing goal increases self-esteem • Goal setting

Open access

Kenneth E. Powell, Abby C. King, David M. Buchner, Wayne W. Campbell, Loretta DiPietro, Kirk I. Erickson, Charles H. Hillman, John M. Jakicic, Kathleen F. Janz, Peter T. Katzmarzyk, William E. Kraus, Richard F. Macko, David X. Marquez, Anne McTiernan, Russell R. Pate, Linda S. Pescatello and Melicia C. Whitt-Glover

during physical education classes Multicomponent school-based interventions aimed at increasing student physical activity throughout the school day Communication environment Wearable activity monitors in combination with goal setting and other behavioral strategies Telephone-assisted interventions in the

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Kelly P. Arbour-Nicitopoulos, Viviane Grassmann, Krystn Orr, Amy C. McPherson, Guy E. Faulkner and F. Virginia Wright

in a challenging manner by providing tasks that were specific to the individuals’ interests, contained varying levels of challenge, and that were self-paced and fostered recognition of personal efforts and achievements through individualized goal setting and feedback ( Valentini & Rudisill, 2004

Open access

Dawn C. Mackey, Alexander D. Perkins, Kaitlin Hong Tai, Joanie Sims-Gould and Heather A. McKay

activity at T2 than at T0, but less than at T1, suggesting a moderate degree of lasting and positive behavior change. The intervention incorporated cognitive strategies (e.g., education, consultation) and behavioral strategies (e.g., planning to overcome barriers, goal setting, self-monitoring) that are

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between theoretical-constructs matched the expected patterns (p < 0.001) and were related with the use of self-regulatory strategies (e.g. goal-setting, overcoming setbacks) (p < 0.001), and also with average step count both post-program and at 12 months (r = 0.16;0.23, p < 0.001), and self