This study used a laboratory setting and a novel motor skill to investigate psychological momentum and its relationship to performance. Subjects were paired» placed in competition in a novel motor task, and given false feedback concerning the outcome of games. Positive or negative momentum conditions were imposed by manipulating their experiences of victory or defeat as the match progressed. The actual performance and error scores for each subject were recorded after each game. The results indicated that subjects in positive conditions felt they had a high frequency of positive psychological momentum and that subjects in negative conditions felt they had a high frequency of negative psychological momentum. However» comparing mean performance and error scores of subjects in the two momentum conditions over the entire contest; comparing them in the last two games of a set, winners versus losers; and examining the predictive power of set outcome on performance and error scores in the next two games of the following set failed to demonstrate a significant performance effect.
John M. Siva III, Allen E. Cornelius and Laura M. Finch
Britton W. Brewer, Tina M. Manos, Anne V. McDevitt, Allen E. Cornelius and Judy L. Van Raalte
Two studies tested the hypothesis that exertional trend influences perceived aversiveness of an exercise bout. In Study 1, participants (64 women and 26 men) read descriptions of 8 fictitious people’s ratings of perceived exertion during exercise sessions on a stationary bicycle, including a 15-min session with a pattern of increasing exertion and a 20-min session with a pattern of exertion identical to the 15-min session with the addition of a 5-min period of reduced exertion at the end. Despite a greater overall workload, the 20-min session was perceived as significantly less aversive than the 15-min session. In Study 2, participants (11 women and 9 men) completed 15- and 20-min sessions on a cycle ergometer with the same basic exertional patterns as in Study 1. Ratings of the aversiveness of the 2 sessions did not differ significantly, despite the difference in duration. Results demonstrate that adding a period of reduced exertion attenuates the perceived aversiveness of a bout of exercise.
Judy L. Van Raalte, Allen E. Cornelius, Maureen K. Copeskey and Britton W. Brewer
Research exploring spontaneously generated self-talk has involved recording performers’ self-talk categorized by researchers. The actor-observer bias, suggests that actors (performers) and observers (researchers) may perceive the same situation (e.g., self-talk) differently. The purpose of this study was to explore the actor-observer bias and validity of self-talk categorization. College students’ (n = 30) spontaneous self-talk was audio recorded during a dart throwing task. Participants then listened to and categorized their self-talk. Three independent researchers reviewed written transcripts and categorized the self-talk. Another three researchers who had not read the transcripts listened to audio recordings and categorized the same self-talk. Results confirmed actor-observer bias predictions. Spontaneous self-talk ratings made by participants were similar to but distinct from those made by researchers reading transcripts or listening to self-talk audio recordings. These results suggest that participant categorization of spontaneous self-talk may be a valid strategy to enhance understanding of self-talk used in competitive settings.
Judy L. Van Raalte, Ruth Brennan Morrey, Allen E. Cornelius and Britton W. Brewer
Much of the research on self-talk in sport has focused on the effects of assigned self-talk (e.g., instructional self-talk, motivational self-talk) on the performance of laboratory tasks and/or tasks of short duration (Hatzigeorgiadis, Zourbanos, Galanis, & Theodorakis, 2011; Tod, Hardy, & Oliver, 2011). The purpose of this study was to explore more fully the self-talk of athletes involved in competition over an extended period of time. Marathon runners (N = 483) were surveyed. The majority (88%) of runners, those who indicated that they use self-talk during marathons, completed open-ended items describing their self-talk while competing. Runners reported using a rich variety of motivational self-talk as well as spiritual self-talk and mantras, types of self-talk less widely studied in the literature. Given the findings of this research, future studies exploring self-talk use during competition in sporting events of long duration seems warranted.
Britton W. Brewer, Allen E. Cornelius, Judy L. Van Raalte and Howard Tennen
Although psychological research on sport injury has long focused on negative responses to injury, investigators have begun to explore positive consequences as well. This study examined adversarial growth longitudinally after anterior cruciate ligament surgery and rehabilitation. Participants (N = 108) completed questionnaires measuring (a) aspects of adversarial growth before anterior cruciate ligament surgery and at 6, 12, and 24 months after surgery and (b) daily pain and negative mood for 42 days postoperatively. Although most participants reported little or no adversarial growth due to their injury and rehabilitation, significant increases over preoperative values were found at 6 months postsurgery for three aspects of adversarial growth. Daily pain and negative mood were positively associated with aspects of adversarial growth at each postoperative assessment. It appears that modest but detectable increases in aspects of perceived adversarial growth can occur after anterior cruciate ligament reconstruction and be related to indices of adversity experienced during rehabilitation.
Judy L. Van Raalte, Allen E. Cornelius, Britton W. Brewer and Stephen J. Hatten
Although a number of studies have demonstrated the effects of self-talk on sport performance, the research literature on the antecedents of self-talk in competitive sport is sparse. The purpose of this study was to examine both the antecedents and the consequences of self-talk during competitive tennis performance. Eighteen adult tournament players were observed during United States Tennis Association–sanctioned matches. Players’ audible self-talk, observable gestures, and tennis scores were recorded using the Self-Talk and Gestures Rating Scale (Van Raalte, Brewer, Rivera, & Petitpas, 1994b). Results indicated that all players used observable self-talk and gestures during their matches. Furthermore, for all players, match circumstances (e.g., point outcome, serving status) predicted the use of negative self-talk. Positive and instructional self-talk were predicted by match circumstances for some players. The results suggest that match circumstances contribute to the generation of self-talk and provide useful information for researchers interested in better understanding the antecedents of self-talk.
Jamie L. Shapiro, Britton W. Brewer, Allen E. Cornelius and Judy L. Van Raalte
The purposes of this study were to investigate patterns of emotional response to reconstructive surgery of the anterior cruciate ligament (ACL) of the knee following sport injury and to examine the extent to which neuroticism differed across patterns of adjustment. Participants were 73 patients (51% recreational athletes, 46% competitive athletes, 3% nonathletes) who had ACL reconstruction surgery and who had low levels of negative mood before surgery. Participants completed measures of personality and negative mood before surgery and completed daily assessments of negative mood for 6 weeks postsurgery. The negative mood of participants was classified into three patterns for two different time periods. Participants with patterns of resilience outnumbered those with patterns of disturbance. Participants with patterns involving mood disturbance one week after surgery had significantly higher presurgery neuroticism levels. Practitioners should target individuals with high neuroticism before surgery for emotion management interventions to prevent mood disturbance following ACL surgery.
Judy L. Van Raalte, Allen E. Cornelius, Staci Andrews, Nancy S. Diehl and Britton W. Brewer
Physically and mentally healthy student-athletes are in a good position to thrive academically, socially, and athletically. Unfortunately, many student-athletes fail to get the mental health help they need due to factors such as lack of knowledge and mental health stigma. The purpose of this research was to create and evaluate a multimedia, interactive website (www.SupportForSport.org) to enable student-athletes to gain the necessary knowledge and confidence to make effective mental health referrals. Study 1 was conducted to determine if the website functioned as intended. In Study 2, 27 intercollegiate athletic directors and coaches evaluated the website. Their favorable evaluations led to Study 3, a controlled field trial with a national sample of 153 student-athletes. Results indicated that viewing the www.SupportForSport.org site resulted in enhanced mental health referral knowledge and efficacy relative to a control group. These results suggest that tailored online programming can affect outcomes for student-athletes across geographic regions and resource availability levels.
Judy L. Van Raalte, Staci R. Andrews, Allen E. Cornelius, Britton W. Brewer and Albert J. Petitpas
Although graduation rates for intercollegiate student-athletes in the United States have hit record highs in recent years, many student-athletes lag behind their nonathlete peers in terms of career readiness. The purpose of this research was to create and evaluate a theoretically grounded, evidence-based career development workshop for student-athletes. In Study 1, 28 college and university professionals reviewed the Career Self-Exploration for Student-Athletes Workshop Presenter’s Guide and online training videos. Workshop materials were revised based on feedback received. In Study 2, a national sample of 158 student-athletes participated in a controlled field trial. Results indicated that participating in the Career Self-Exploration for Student-Athletes Workshop enhanced student-athletes’ career self-efficacy relative to a control group. These findings suggest that the Career Self-Exploration for Student-Athletes Workshop, available online for free, can be used by campus professionals to enhance career development opportunities for student-athletes across geographic regions and resource availability levels.
Albert J. Petitpas, Allen E. Cornelius, Judy L. Van Raalte and Tiffany Jones
Although there is considerable interest in the use of sport as a vehicle to promote psychosocial development in youth, little is known about the specific content or implementation strategies that are likely to account for positive outcomes. In this article, a brief review of current literature and a working definition of youth development through sport are provided to lay a foundation for a framework for planning youth sport programs that are structured to promote psychosocial development in participants. The components of the framework are outlined and suggestions for research, evaluation, and program development are offered.