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Rosemary A. Arthur, Nichola Callow, Ross Roberts and Freya Glendinning

PS is lacking. Indeed, multiple PS frameworks (e.g.,  Durand-Bush, Salmela, & Green-Demers, 2001 ; Smith, Schutz, Smoll, & Ptacek, 1995 ; Vealey, 1988 ) often fail to provide clear distinctions between mental skills (e.g., imagery, goal setting) and other cognitions and/or attributes (e

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Aaron England, Timothy Brusseau, Ryan Burns, Dirk Koester, Maria Newton, Matthew Thiese and Benjamin Chase

, undergo rapid maturation during childhood and adolescence ( Choudhury, Charman, Bird, & Blakemore, 2007 ; Toga, Thompson, & Sowell, 2006 ). These changes may affect movements and representations of movement, which leaves the utility of SDA-M as a tool for motor task assessment and motor imagery in an

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Kim Gammage, Rachel Arnold, Nicole Bolter, Angela Coppola, Thomas Curran, Lori Dithurbide, Karl Erickson, Mary Jung, Larkin Lamarche, Luc Martin and Kathleen Wilson

daily steps and calories, and offer a way to set goals and provide motivation. One strategy for maintaining motivation within mobile applications is framed in functional imagery training, a process used to generate and practice mental imagery regarding how and why an individual achieves a goal. This

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Kevin Lanza, Brian Stone Jr, Paul M. Chakalian, Carina J. Gronlund, David M. Hondula, Larissa Larsen, Evan Mallen and Regine Haardörfer

you feel in your neighborhood: very unsafe, somewhat unsafe, somewhat safe, or very safe?” Trees Trees were measured as tree canopy percentage from aerial imagery (1-meter, 4-band raster images) provided by the National Agriculture Imagery Program. 27 The images were captured during the agricultural

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Sway in Older Adults Hitoshi Koda * Yoshihiro Kai * Shin Murata * Hironori Osugi * Kunihiko Anami * Takahiko Fukumoto * Hidetaka Imagita * 1 07 2018 26 3 457 461 10.1123/japa.2017-0096 japa.2017-0096 Text Messages Promoting Mental Imagery Increase Self-Reported Physical Activity in Older

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-Regulatory Imagery and Physical Activity in Middle-Aged and Older Adults: A Social-Cognitive Perspective Maria-Christina Kosteli * Jennifer Cumming * Sarah E. Williams * 1 01 2018 26 1 14 24 10.1123/japa.2016-0024 japa.2016-0024 Exploring the Facilitators and Barriers to Physical Activity in Older People With

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Jumpei Mizuno, Masashi Kawamura and Minoru Hoshiyama

OB condition in the present study was not a simple observation but involved watching with effort to memorize the movement to perform it after the movie. Such observation with effort to memorize the movement could activate similar neural processes to those activated in movement imagery, with a similar

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Jeffrey J. Martin and Laurie A. Malone

Although sport psychologists have started to examine elite disability sport, studies of comprehensive mental skill use are rare. In the current study, we examined multidimensional imagery and self-talk, as well as comprehensive mental skills (i.e., coping with adversity, goal setting, concentration, peaking under pressure, being coachable, confident, and feeling free from worry). In addition to descriptive data, we also were interested in the ability of athlete’s mental skills to predict engagement (e.g., being dedicated). Fourteen elite level wheelchair rugby players from the United States participated, and results indicated that athletes employed most mental skills. We accounted for 50% of the variance in engagement with comprehensive mental skills (β = .72, p = .03) contributing the most to the regression equation, while imagery (β = -.02, p = .94) and self-talk (β = -.00, p = .99) were not significant. Athletes who reported using a host of mental skills (e.g., coping with adversity) also reported being engaged (e.g., dedicated, enthused, committed) to wheelchair rugby. Athletes reporting minimal mental skill use were less engaged.

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Paul J. McCarthy, Marc V. Jones, Chris G. Harwood and Steve Olivier

One reason sport psychologists teach psychological skills is to enhance performance in sport; but the value of psychological skills for young athletes is questionable because of the qualitative and quantitative differences between children and adults in their understanding of abstract concepts such as mental skills. To teach these skills effectively to young athletes, sport psychologists need to appreciate what young athletes implicitly understand about such skills because maturational (e.g., cognitive, social) and environmental (e.g., coaches) factors can influence the progressive development of children and youth. In the present qualitative study, we explored young athletes’ (aged 10–15 years) understanding of four basic psychological skills: goal setting, mental imagery, self-talk, and relaxation. Young athletes (n= 118: 75 males and 43 females) completed an open-ended questionnaire to report their understanding of these four basic psychological skills. Compared with the older youth athletes, the younger youth athletes were less able to explain the meaning of each psychological skill. Goal setting and mental imagery were better understood than self-talk and relaxation. Based on these fndings, sport psychologists should consider adapting interventions and psychoeducational programs to match young athletes’ age and developmental level.

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Jordan A. Carlson, J. Aaron Hipp, Jacqueline Kerr, Todd S. Horowitz and David Berrigan

-resolution photo-mosaic (HRPM) imagery – Handstiched Panoramas and Manual coding ( Wood, Lynch, Devine, Keller, & Figueira, 2016 ) Google Street View None Street Segments Curated Manual/89 Item Checklist ( Kelly, Wilson, Baker, Miller, & Schootman, 2013 ) Google Street View None Street Segments