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Stephen Silverman

This study investigated relationships between two groups of process variables, student engagement and practice trials, and achievement. The effect of initial skill level and class membership in these relationships was also examined. Students (N = 57 after attrition) were pretested, instructed, and posttested on a swimming skill. The two instructional periods were videotaped and coded for motor engagement, cognitive engagement, and the quantity, type, and difficulty level of practice trials. Motor and cognitive engagement were not significant predictors of achievement for the entire sample. Whole-appropriate practice trials were positive predictors of achievement and whole-inappropriate practice trials were negative predictors of achievement. A variety of significant relationships were found when data were analyzed by skill level and class. The data indicate that engagement paradigms may extend to psychomotor skill learning and that the type of practice trials are more important than simple engaged time.

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Zhengjia Liu and Dan Berkowitz

Social media have changed the way that social actors participate in sports events. “Prosumers” are able to directly offer different interpretations without journalists’ mediation when a social issue arises. However, social media do not fundamentally change the significance of cultural narratives in communication. This study focuses on discussions initiated by a commercial feed on a Chinese microblogging site during the 2012 London Olympic Games. Qualitative textual analysis was conducted. The study found that enduring cultural narratives create the predrafts of social-media communication; the instantaneity of microblogging referred to not simply its physical appearance but also the meaning of that appearance. In addition, social-media texts illustrate a society’s ongoing stories. Going beyond the limitations of previous control-vs.-freedom paradigms, this study explores a Chinese consumer society that is more dynamic and complex than previous studies would suggest.

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William J. Morgan

I take up Ingham’s and Beamish’s three main criticisms of my previous critique of hegemony theory—that it is “distorted” because it ignores that hegemony both sets limits and opens up possibilities, that it overlooks Williams’ point that hegemony “is never total or exclusive”, and that it falsely claims that Williams opted for an all-inclusive, material base to replace the classical Marxist base superstructure paradigm—and argue that they all miss the mark. I thus conclude by reaffirming my major thesis that hegemony sport theory is best regarded as a theory of social containment rather than social transformation because it has no intelligible way of explaining major shifts of dominance, that is, of accounting for the transference of dominance from one group to another.

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Robin S. Vealey

The editorial mission of The Sport Psychologist (TSP) emphasizes the development and implementation of knowledge to enhance the practice of sport psychology. A comprehensive review of all articles published in TSP from 1987 to 1992 was conducted to identify significant trends in knowledge development and implementation since the journal was established. One hundred seventy-six articles were examined and classified based on design, method, objective (scientific or professional), subject characteristics, author characteristics, and content area. Trends that were identified from the review include an emphasis on correlational designs, an increase in intervention studies and the use of case designs, and homogeneity of subjects and authors. Three future directions for advances in applied sport psychology are advocated to increase social relevance, enhance creativity, and reconceptualize the traditional paradigm of knowledge development.

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Matthew Pain and Chris Harwood

This article describes a team building intervention with a soccer team during a competitive season. Based on a mutual sharing paradigm we facilitated a series of four team meetings in which team functioning was openly discussed. These meetings were based upon highly structured performance reviews completed by players after each match and analyzed to provide the stimulus for discussion. We adopted a single-case, time series design with multiple pretests and posttests. A postintervention focus group was also conducted with the players. Results suggest the intervention led to improvements in perceptions of team functioning (cohesion, communication, and trust and confidence in teammates), training quality, self-understanding, player ownership and team performance. Players associated the meetings with themes of honesty, open team discussion, sharing of information, and improved communication. The results support the efficacy of team building interventions designed to encourage open discussion of team functioning.

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Kimberly A. Bush, Michael B. Edwards, Gareth J. Jones, Jessica L. Hook and Michael L. Armstrong

Recently, scholars of sport management have called for more research aimed at understanding how sport can be leveraged for social change. This interest has contributed to a burgeoning paradigm of sport management research and practice developed around using sport as a catalyst for broader human and community development. In order for sport practitioners to successfully develop, implement, and sustain these programs, integration of development-based theory and concepts are needed in sport management curricula. Service learning is one pedagogical approach for achieving this objective, and is well suited for promoting social change practices among students. This study assesses how participation in a sport-for-development (SFD) service learning project impacted the social consciousness and critical perspectives of sport management students. Results suggest the experience raised student’s awareness of community issues, developed a more holistic perspective on the role of service, and influenced their future careers.

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Rebecca J. Lloyd

Purpose:

To explore a conceptual shift from mechanism, the dominant ‘body-as-machine’ (Tinning, 2010) paradigm, to vitalism, the philosophical phenomenological tenets of physical literacy (Whitehead, 2010) upon which the curriculum of physical education in Canada is based, within the context of an alternative physical education program.

Method:

A motion-sensitive phenomenological approach (Lloyd & Smith, 2006b; 2015), conceptually framed by the Function2Flow (F2F) model, was conducted with a sample of N = 153 students from seven different schools in Ottawa (Canada) who booked the JungleSport climbing program of their own accord. Sources of information included phenomenological observations, small group interviews, and journal entries. Exemplars of two in depth student experiences are featured in this article.

Results & Discussion:

The phenomenological analysis of the climbing experiences, in addition to the F2F curriculum support tools that were developed, provide practical and philosophical pathways for understanding how we may broaden assessments of learning in physical education.

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Leonie Oostwoud Wijdenes, Eli Brenner and Jeroen B.J. Smeets

This study set out to determine whether the fastest online hand movement corrections are only responses to changing judgments of the targets’ position or whether they are also influenced by the apparent target motion. Introducing a gap between when a target disappears and when it reappears at a new position in a double-step paradigm disrupts the apparent motion, so we examined the influence of such a gap on the intensity of the response. We found that responses to target perturbations with disrupted apparent motion were less vigorous. The response latency was 10 ms shorter when there was a gap, which might be related to the gap effect that has previously been described for initiating eye and hand movements.

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Matthew T. Bowers and B. Christine Green

Youth sport participation often provides the most salient forum for connecting sport with local communities. In this phenomenological examination of preteen youth sport participants, we consider the experiences and attendant meanings derived from participation in both organized and unstructured youth sport settings within a community. Phenomenology offers a paradigm for understanding youth sport participation, not in terms of the dialectical differences between the settings, but in terms of how the experiences in the different settings inform one another in the creation of meanings for participants. The analysis reveals that playing in unstructured settings actually changes the way participants think about their experiences playing organized sports (and vice versa) with both settings providing meaningful experiences capable of connecting participants to the community. Therefore, taxonomically separating the experiences engendered in the organized and unstructured settings creates a false dichotomy that fails to account for the important meanings to emerge from their synthesis.

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Daniel Memmert and Philip Furley

Failures of awareness are common when attention is otherwise engaged. Such failures are prevalent in attention-demanding team sports, but surprisingly no studies have explored the inattentional blindness paradigm in complex sport game-related situations. The purpose of this paper is to explore the link between breadth of attention, inattentional blindness, and tactical decision-making in team ball sports. A series of studies revealed that inattentional blindness exists in the area of team ball sports (Experiment 1). More tactical instructions can lead to a narrower breadth of attention, which increases inattentional blindness, whereas fewer tactical instructions widen the breadth of attention in the area of team ball sports (Experiment 2). Further meaningful exogenous stimuli reduce inattentional blindness (Experiment 3). The results of all experiments are discussed in connection with consciousness and attention theories as well as creativity and training in team sports.