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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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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

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Frances Bevington, Katrina L. Piercy, Kate Olscamp, Sandra W. Hilfiker, Dena G. Fisher and Elizabeth Y. Barnett

of these focus groups were conducted with parents of teens. This round of focus groups was intended to test prototype messaging and imagery based on themes and preferences discovered in the initial round of focus groups and the online survey. Participants were asked to respond to prototype messages

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Aubrey Newland, Rich Gitelson and W. Eric Legg

developed through childhood experiences, background, and environmental factors ( Bull et al., 2005 ); through the acquisition of mental skills, such as imagery and thought control ( Nicholls, Polman, Levy, & Backhouse, 2008 ); and by using regular goal-setting practices ( Crust, Nesti, & Bond, 2010

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Laura St. Germain, Amanda M. Rymal and David J. Hancock

-observation when combined with a skilled model on the learning of gymnastics skills . Journal of Motor Learning and Development, 6 , 18 – 34 . doi:10.1123/jmld.2016-0027 10.1123/jmld.2016-0027 Rymal , A.M. , & Ste-Marie , D.M. ( 2009 ). Does self-modeling affect imagery ability or vividness? Journal of

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Avelina C. Padin, Charles F. Emery, Michael Vasey and Janice K. Kiecolt-Glaser

guided imagery intervention aimed at improving both implicit and explicit affective attitudes toward exercise. Regardless of PA level, individuals who completed the guided imagery intervention had more positive implicit attitudes toward exercise immediately following the intervention. Additionally

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dilation, motor imagery, and cognitive load Alberto Cordova, Elena Camargo, William Land, Wan Xiang Yao, University of Texas - San Antonio Empirical and analytical methods are used every day by researchers to study and understand how the human brain gathers and processes information that is presented to it