research has the potential to expand the disability sport psychology knowledge base by illuminating the antecedents of athlete’s emotional experiences at the highest levels of sport. Such findings can influence both theory development (e.g., decision affect theory) and applied practice (e.g., goal setting
Jeffrey Martin, Mario Vassallo, Jacklyn Carrico and Ellen Armstrong
Andrew E. Springer, Steven H. Kelder, Nalini Ranjit, Heather Hochberg-Garrett, Sherman Crow and Joanne Delk
Marathon Kids® (MK) is a community and school-based program that promotes running, walking, and healthy eating in elementary school children. This study assessed the impact of MK on self-reported physical activity (PA), fruit and vegetable consumption (FVC), and related psycho-social factors in a sample of low-income, 4th- and 5th-grade students in Texas (n = 511). Intervention strategies included structured school running time, behavioral tracking, celebratory events, and rewards.
A quasi-experimental design with 5 intervention (MK) and 3 comparison schools was employed. Students were assessed at baseline in the fall and at 3 time points during 2008 to 09. Mixed-effect regression methods were used to model pooled means, adjusting for baseline and sociodemographic variables.
MK students reported a higher mean time of running in past 7 days compared with non-MK students (mean = 4.38 vs. 3.83, respectively. P = .002), with a standardized effect size of 0.16. Mean times of FVC (P = .008), athletic identity self-concept (P < .001), PA outcome expectations (P = .007), and PA and FVC self-efficacy (P < .001 and P = .02, respectively) were also higher in MK students. Fewer differences in social support were observed.
Findings provide further evidence on the importance of community and school partnerships for promoting PA and healthy eating in children.
Katherine S. Hall, Gail M. Crowley, Hayden B. Bosworth, Teresa A. Howard and Miriam C. Morey
The purpose of this study was to examine what happens to goals over the course of a physical activity counseling trial in older veterans. At baseline, participants (N = 313) identified 1 health-related goal and 1 walking goal for their participation in the study and rated where they perceived themselves to be relative to that goal at the current time. They rated their current status on these same goals again at 6 and 12 mo. Growth-curve analyses were used to examine longitudinal change in perceived goal status. Although both the intervention and control groups demonstrated improvement in their perceived proximity to their health-related and walking goals (L = 1.19, p < .001), the rates of change were significantly greater in the intervention group (β = –.30, p < .05). Our results demonstrate that this physical activity counseling intervention had a positive impact on self-selected goals over the course of the intervention.
Milla Saajanaho, Anne Viljanen, Sanna Read, Merja Rantakokko, Li-Tang Tsai, Jaakko Kaprio, Marja Jylhä and Taina Rantanen
This study investigated the associations of personal goals with exercise activity, as well as the relationships between exercise-related and other personal goals, among older women. Both cross-sectional and longitudinal designs were used with a sample of 308 women ages 66–79 at baseline. Women who reported exercise-related personal goals were 4 times as likely to report high exercise activity at baseline than those who did not report exercise-related goals. Longitudinal results were parallel. Goals related to cultural activities, as well as to busying oneself around the home, coincided with exercise-related goals, whereas goals related to own and other people’s health and independent living lowered the odds of having exercise-related goals. Helping older adults to set realistic exercise-related goals that are compatible with their other life goals may yield an increase in their exercise activity, but this should be evaluated in a controlled trial.
Robin C. Jackson, Kelly J. Ashford and Glen Norsworthy
Attentional processes governing skilled motor behavior were examined in two studies. In Experiment 1, field hockey players performed a dribbling task under single-task, dual-task, and skill-focused conditions under both low and high pressure situations. In Experiment 2, skilled soccer players performed a dribbling task under single-task, skill-focused, and process-goal conditions, again under low and high pressure situations. Results replicated recent findings regarding the detrimental effect of skill-focused attention and the facilitative effect of dual-task conditions on skilled performance. In addition, focusing on movement related process goals was found to adversely affect performance. Support for the predictive validity of the Reinvestment Scale was also found, with high reinvesters displaying greater susceptibility to skill failure under pressure. Results were consistent with explicit monitoring theories of choking and are further discussed in light of the conceptual distinction between explicit monitoring and reinvestment of conscious control.
Alison L. Smith, Nikos Ntoumanis, Joan L. Duda and Maarten Vansteenkiste
Developing upon cross-sectional research (Smith, Ntoumanis, & Duda, 2007) supporting the self-concordance model (Sheldon & Elliot, 1999) as a framework for contextual goal striving, the current study investigated the assumptions of the model in relation to season-long goal striving in sport. The study additionally examined the role of coping strategies in the persistence of goal-directed effort. Structural equation modeling analysis with a sample of 97 British athletes indicated that start-of-season autonomous goal motives were linked to midseason effort, which subsequently predicted end-of-season goal attainment. Attainment was positively related to changes in psychological need satisfaction, which, in turn, predicted changes in emotional well-being. In a second model, autonomous and controlled motives positively predicted task- and disengagement-oriented coping strategies, respectively. In turn, these strategies were differentially associated with effort. The findings provide support for contextual adaptations of the self-concordance model and demonstrate the role of coping strategies in the goal striving process.
Kathleen A. Martin and Craig R. Hall
It was hypothesized that subjects who used mental imagery would spend more time practicing a golf putting task and would have higher task specific self-efficacy than control subjects. Thirty-nine absolute beginner golfers were randomly assigned to either an imagery treatment condition (performance plus outcome imagery or performance imagery) or a no imagery (control) condition. During the first three sessions all subjects were taught how to putt a golf ball. Imagery treatment subjects also participated in an imagery training program designed specifically for the golf putting task. For the final three sessions, subjects were told that the emphasis of the study was on performance. Subjects in the performance imagery group spent significantly more time practicing the golf putting task than subjects in the control group. Subjects who used imagery also set higher goals for themselves, had more realistic self-expectations, and adhered more to their training programs outside of the laboratory.
Allison Naber, Whitney Lucas Molitor, Andy Farriell, Kara Honius and Brooke Poppe
level of pain reported by the participants between the pretest and posttest measurements. Goal-tracking form A goal-tracking form, created by the researchers, was used for the goal-setting intervention. The researchers used this form as a guide to help each participant identify an individualized goal
Jill R. Reed, Paul Estabrooks, Bunny Pozehl, Kate Heelan and Christopher Wichman
behavioral control, subjective norms, and intention; and self-regulatory strategies of planning, goal setting, and tracking. Methods This study used an experimental, randomized, 2-group repeated-measures design. Institutional review board approval was obtained from the University of Nebraska Medical Center
Valerie Senkowski, Clara Gannon and Paul Branscum
and Abraham ( 2004 ) PBC, intentions, attitudes, and goal setting 1.1. Goal Setting (Behavior): participants “encouraged to set goals” (p. 790) 1.2. Problem Solving: “plan to overcome potential barriers to taking action” (p. 790) 1.4. Action Planning: making plans was defined as “how you will achieve