The purpose of this study was to describe and interpret student perspectives and thoughts associated with the teaching/learning process. Twenty university students enrolled in a 10-week Bowling I course and their instructor served as participants. Four qualitative sources of data were collected involving student perspectives and thoughts. A core category derived from the qualitative analysis indicated that student perspectives and thoughts centered on errors in task performance. A systematic approach outlined the properties, causes, intervening conditions, strategies, and consequences of strategies associated with this core category. The results are interpreted within a theory of situated cognition, emphasizing student perspectives as embedded within multiple contexts found in the social setting.
David J. Langley
Tanya R. Berry, Wendy M. Rodgers, David Markland and Craig R. Hall
Investigating implicit–explicit concordance can aid in understanding underlying mechanisms and possible intervention effects. This research examined the concordance between implicit associations of exercise with health or appearance and related explicit motives. Variables considered as possible moderators were behavioral regulations, explicit attitudes, and social desirability. Participants (N = 454) completed measures of implicit associations of exercise with health and appearance and questionnaire measures of health and appearance motives, attitudes, social desirability, and behavioral regulations. Attitudes significantly moderated the relationship between implicit associations of exercise with health and health motives. Identified regulations significantly moderated implicit–explicit concordance with respect to associations with appearance. These results suggest that implicit and explicit exercise-related cognitions are not necessarily independent and their relationship to each other may be moderated by attitudes or some forms of behavioral regulation. Future research that takes a dual-processing approach to exercise behavior should consider potential theoretical moderators of concordance.
Daniel Gould, Robert Weinberg and Allen Jackson
Two experiments were conducted to determine if different mental preparation strategies produced differential strength performance and whether arousal was the major mediating variable explicating this relationship. In the first experiment, 15 male and 15 female subjects performed under five different mental preparation conditions in a 2 × 5 (sex by mental preparation strategy) Latin square design. The mental preparation conditions included: attentional focus, imagery, preparatory arousal, a control-rest condition, and a counting backwards cognitive-distraction condition. Immediately after employing each technique, all subjects performed four trials on a leg-strength task, and measures of state anxiety and other cognitions were then obtained. The findings revealed that the preparatory arousal and imagery techniques produced the greatest change in performance, with preparatory arousal subjects also reporting the greatest changes in cognitive states. However, due to the possibility of range effects resulting from the within-subjects design used in Experiment I, a second between-subjects experiment was conducted. Thirty males and 30females performed in a 2 × 3 (sex by mental preparation) design using the preparatory arousal, imagery and control conditions of Experiment 1. Only the preparatory arousal condition was found to facilitate performance. However, no consistent changes in cognitive states were found between experiments, and these inconsistent findings were interpreted as being caused by methodological problems associated with self-report assessment of cognitive states.
Silvia Varela, José M. Cancela, Manuel Seijo-Martinez and Carlos Ayán
finished the intervention. The comparison between the initial and final results obtained after the administration of the tests indicated that self-paced cycling had a significant impact on the participants’ global cognition and attention, visual scanning, and processing speed. The ANOVA showed that self
Carolina Menezes Fiorelli, Emmanuel Gomes Ciolac, Lucas Simieli, Fabiana Araújo Silva, Bianca Fernandes, Gustavo Christofoletti and Fabio Augusto Barbieri
Parkinson’s disease (PD) is a motor disease caused by nigrostriatal dopaminergic cell loss in the basal ganglia. However, people with PD present cognitive impairments, which deteriorate their quality of life and increase disability. 1 , 2 Cognition is affected early due to the degeneration present
Cornelia Frank, Gian-Luca Linstromberg, Linda Hennig, Thomas Heinen and Thomas Schack
, & Knoblich, 2006 ). Accordingly, both intrapersonal coordination during individual actions and interpersonal coordination during team actions are crucial for successful performance in team sports. This coordination, in turn, is believed to draw on cognitions of the team (e.g., Cannon-Bowers, Salas
David W. Eccles, Susanne E. Walsh and David K. Ingledew
The objective of this study was to gain an understanding of expert cognition in orienteering. The British orienteering squad was interviewed (N = 17) and grounded theory was used to develop a theory of expert cognition in orienteering. A task constraint identified as central to orienteering is the requirement to manage attention to three sources of information: the map, the environment, and travel. Optimal management is constrained by limited processing resources. However, consistent with the research literature, the results reveal considerable adaptations by experts to task constraints, characterized primarily by various cognitive skills including anticipation and simplification. By anticipating the environment from the map, and by simplifying the information required to navigate, expert orienteers can circumvent processing limitations. Implications of this theory for other domains involving navigation, and for the coaching process within the sport, are discussed.
Melinda A. Solmon and Amelia M. Lee
In this study, relationships between entry characteristics, in-class behavior, self-report measures of student cognition, and achievement during motor skill instruction were examined. Fifty-six sixth-grade students participated in a 4-day instructional unit on the forearm pass in volleyball. All classes were videotaped to code in-class behavior. Data collection included skill pretest and posttest, Harter’s Perceived Competence Scale, forms about the errors made during practice, and a Cognitive Processes Questionnaire (CPQ). Correlates of achievement, as reflected by residual gain scores, were perceived competence, student reports of attention, and variables indicating the quality of practice. Relationships between entry characteristics, in-class behavior, and measures of cognition were evaluated using canonical correlational analyses, and these relationships suggest that entry characteristics are important factors in how students interact in achievement settings. The results of this study show that investigating the complex relationships between these sets of variables can yield results that clarify how students effectively mediate instruction.
Jennifer L. Etnier, William B. Karper, Jennifer I. Gapin, Lisa A. Barella, Yu Kai Chang and Karen J. Murphy
This pilot study was designed to test the efficacy of a physical activity program for improving psychological variables and fibromyalgia syndrome (FMS) symptoms and to provide preliminary evidence regarding the effects on perceived cognitive symptoms and objectively measured cognitive performance by FMS patients.
Sixteen women diagnosed with FMS were randomly assigned to an 18-week physical activity program or to a control condition. Psychological measures, FMS symptoms, perceived cognitive function, objective measures of cognition, and walking capacity were assessed at baseline and post-test.
At posttest, there were significant differences in fatigue (effect size, ES = 1.86), depression (ES = 1.27), FMS symptoms (ES = 1.56), self-reported cognitive symptoms (ES = 1.19), and delayed recall performance (ES = 1.16) between the physically active group and the control group, indicating that the FMS patients benefited from physical activity. Beneficial effects were also observed for 6 of the 7 objective measures of cognition and ranged from small to large (ESs = 0.26 to 1.06).
Given that all FMS patients do not respond well to conventional treatments, these beneficial effects of physical activity are important. Future studies with larger samples are warranted to test the reliability of the findings for the objective measures of cognition.
Yu-Kai Chang, Yu-Hsiang Nien, Chia-Liang Tsai and Jennifer L. Etnier
The purpose of this article is to review the potential of Tai Chi Chuan as a mode of physical activity that could have cognitive benefits for older adults and to provide potential directions for future research. A brief introduction to Tai Chi Chuan and its related physical benefits is provided. In addition, the empirical literature related to Tai Chi Chuan and cognition is reviewed. Potential mediators of the relationship between Tai Chi Chuan and cognition, including physical resources, disease status, and mental resources, are discussed. Based on the limitations of the extant literature, it is argued that future research in this area must provide more detailed descriptions of Tai Chi Chuan, particularly in terms of intensity and program progression. Consideration of the specific type of cognition that is expected to benefit is also encouraged, and approaches for further efforts to understand how Tai Chi Chuan affects cognition are recommended.