The conflicting predictions of ironic process theory and the implicit overcompensation hypothesis have been presented as a framework to explain the characteristics of errors that occur when a certain behavior is prohibited. The former predicts that instructions prohibiting a particular behavior will increase the likelihood of an outcome that should be avoided (ironic error), whereas the latter predicts that the likelihood of an outcome opposite of that to be avoided (overcompensation error) will increase. We examined how these errors, which negatively affect performance, are influenced by pressure and perceived weakness. Participants performed a tennis-stroke task, aiming to hit a ball toward a target zone while avoiding a discouraged zone. The results indicate that pressure decreases the ironic errors but increases the overcompensation errors that occur when a particular behavior is discouraged, while an increase in perceived weakness induces random errors.
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Inhibition of Ironic Errors and Facilitation of Overcompensation Errors Under Pressure: An Investigation Including Perceived Weakness
Hiroki Nakamoto, Shoya Hashimoto, Mio Kamei, Munenori Murata, Sachi Ikudome, Kenta Karakida, and Yoshifumi Tanaka
Locker-Room Experiences Among LGBTQ+ Adults
Shannon S.C. Herrick and Lindsay R. Duncan
Physical activity takes places in a variety of settings, such as physical education, fitness facilities, and organized sports—all of which have locker rooms as critical access points ( Fusco, 2006a ). Locker rooms are organized according to widespread assumptions that everyone is (a) cisgender or
In Memoriam: Daniel M. Landers 1942–2023
Deborah L. Feltz, Bradley Hatfield, and Jennifer L. Etnier
consistently Tier 1 journal in sport science. Landers was born in 1942 in Oakland, CA. He received his BA from San Jose State College, where he majored in physical education and competed on the men’s gymnastics team. He went on to the University of Illinois for graduate study, completing his MS degree and then
North American Society for the Psychology of Sport and Physical Activity
most effective approaches to support positive embodiment are needed to meet the unique needs of this population. Unfortunately, physical activity-based programming, physical education, and recess opportunities tend to decrease just as the need for embodied movement experiences may be increasing for
North American Society for the Psychology of Sport and Physical Activity
. As a Physical Education teacher working in a Low-Middle Income Country (LMIC), I learned to teach with few resources and understood the relevance of ecological insertion in the community and parental cooperation for children to learn. As a master’s and Ph.D. student, I had the opportunity to acquire
The Psychometric Properties of Two Brief Measures of Teamwork in Sport
Desmond McEwan, Eesha J. Shah, Kaitlin L. Crawford, Patricia C. Jackman, Matt D. Hoffmann, Ethan Cardinal, Mark W. Bruner, Colin D. McLaren, and Alex J. Benson
teaching settings (e.g., physical education), we changed the stem on the questionnaire from “my teacher” to “my coach” as well as any references to “students” and “class” within individual items to “team members” and “team” (respectively). In this measure, respondents were asked to rate the extent to which
North American Society for the Psychology of Sport and Physical Activity Virtual Conference June 11–12, 2020
pilot study was to examine the feasibility and effectiveness of a theoretically derived rhythmic PA intervention, compared to a standard physical education (PE) program. Methods: Twenty-two children ( M age = 7.64 ± 1.46; Males = 11, Females = 11) were enrolled in the rhythmic PA program (intervention
The Defender’s Vision—Gaze Behavior of One-on-One Defenders in Basketball
Johannes Meyer, Frowin Fasold, Karsten Schul, Matthias Sonnenschein, and Stefanie Klatt
Alcaraz-Rodríguez , V. , Caballero-Blanco , P. , Fernandez-Gavira , J. , & Sáenz-Lopez-Buñuel , P. ( 2018 ). Perception of visually impaired athletes and trail running guides toward barriers in the organization of competitions . Journal of Physical Education & Sport, 18 ( 3 ), 1248 – 1255
An Examination of Dweck’s Psychological Needs Model in Relation to Exercise-Related Well-Being
Colin M. Wierts, Bruno D. Zumbo, Ryan E. Rhodes, Guy Faulkner, and Mark R. Beauchamp
). Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: The Basic Psychological Needs in Exercise Scale . Measurement in Physical Education and Exercise Science, 10 ( 3 ), 179 – 201 . https://doi.org/10.1207/s15327841mpee1003_4 White , R.W. ( 1959
North American Society for the Psychology of Sport and Physical Activity
improve motor screening for further motor service referrals. With better motor screening, children with ASD could have improved access to gross motor services (physical, occupational, and adapted physical education/recreational therapies). Funding source: National Institutes of Health. Locomotor