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
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.
Sport psychologists believe that contemporary sport’s pervasive preoccupation with winning may actually be responsible for athletes’ anxiety, motivation, and self-confidence problems. Winning is a goal that lacks the flexibility and control necessary for athletes to (a) achieve consistent success and (b) take credit for success. Martens and Burton (1982) concluded that performance goals (PGs) based on attaining personal performance standards offer the flexibility and control needed to develop high perceived ability and performance. Thus the purpose of this study was twofold: (a) to evaluate whether a goal setting training (GST) program could teach athletes to set appropriate PGs, and (b) to assess the impact of the GST program on the perceived ability, competitive cognitions, and performance of collegiate swimmers. A collegiate swim team (N=30) participated in a season-long GST program, and program effects were systematically evaluated with a multimethod approach using interteam, intrateam, and case study data. Interteam and case study data generally supported both predictions. Intrateam analyses revealed that high-accuracy GST swimmers demonstrated more optimal cognitions and performance than low-accuracy teammates, suggesting that goal setting skill mediated GST effectiveness.
Daniel Gould, Robert C. Eklund and Susan A. Jackson
This study involved extensive interviews with all 20 members of the 1988 U.S. Olympic Wrestling Team about their performances in the Seoul Olympics. Qualitative research methodology and analyses were employed to acquire and preserve rich representations of these experiences. Mental preparation strategies, precompetitive cognition, and affect were examined by having the wrestlers respond to a series of questions about their all-time best match, worst Olympic match, and most crucial Olympic match. Considerable consistency was found across wrestlers’ responses regarding all-time best and worst Olympic matches whereas striking differences were found between the best and worst matches. For example, before best matches, wrestlers followed mental preparation plans and routines and were extremely confident, totally focused, and optimally aroused. They also focused on clear tactical strategies. Before worst matches, wrestlers were not confident, had inappropriate feeling states and experienced many task-irrelevant and negative thoughts, and deviated from preparation plans. These results are consistent with other research with Olympic athletes and suggest that precompetitive states play a critical role in competitive performance.
Michelle Smith, Hayley McEwan, David Tod and Amanda Martindale
The research team explored UK trainee sport psychologists’ perspectives on developing professional judgment and decision-making (PJDM) expertise during their British Psychological Society (BPS) Qualification in Sport and Exercise Psychology (QSEP; Stage 2). An assorted analysis approach was adopted to combine an existing longitudinal qualitative data set with the collection and analysis of a new qualitative data set. Participants (female, n = 1; and male, n = 6) were interviewed 4 times over a 3-year training period, at minimum yearly intervals. Interviews were transcribed verbatim, and reflexive thematic analysis applied to transcripts using the theoretical concepts of PJDM. Experience, analytical reasoning, and observation of other practitioners’ practice was useful for developing PJDM expertise. PJDM expertise might be optimised through the use of knowledge elicitation principles. For example, supervisors could embed critical cues within the anecdotes they share to expand the experience base that trainees can draw from when making decisions.
Lieselot Decroix, Maria Francesca Piacentini, Gerard Rietjens and Romain Meeusen
High training loads combined with other stressors can lead to performance decrements. The time needed to recover determines the diagnosis of (non)-functional overreaching or the overtraining syndrome. The aim of this study was to describe the effects of an 8-day (intensified) training camp of professional female cyclists on physical and cognitive performance.
Nine subjects performed a 30-min time trial (TT), cognitive test, and Profile of Mood States questionnaire before, during, and after a training camp (49% increased training volume). On data collection, cyclists were classified as “overreached” (OR) or “adapted” (A) based on TT performance. Two-way repeated-measures analysis of variance was used to detect changes in physical and cognitive parameters.
Five cyclists were described as OR based on decreased mean power output (MPO) (–7.03%) on day 8. Four cyclists were classified as A (increased MPO: +1.72%). MPO and maximal heart rate were significantly different between A and OR groups. A significant slower reaction time (RT) (+3.35%) was found in OR subjects, whereas RT decreased (–4.59%) in A subjects. The change in MPO was negatively correlated with change in RT in the cognitive test (R 2 = .52).
This study showed that the use of objective, inexpensive, and easy-to-interpret physical and cognitive tests can facilitate the monitoring of training adaptations in professional female athletes.
Laura Pomportes, Jeanick Brisswalter, Arnaud Hays and Karen Davranche
Purpose: To investigate the effect of ingesting carbohydrate (CHO), caffeine (CAF), and a guarana complex (GUAc) during a running exercise on cognitive performance, rating of perceived exertion (RPE), and shooting performance in high-level modern pentathlon athletes. Methods: A total of 10 athletes completed 4 counterbalanced sessions within a 2-wk period, corresponding to ingestions of CHO (30 g), GUAc (300 mg), CAF (200 mg), or placebo. The exercise involved a 40-min run on a treadmill at a steady speed, previously determined as a “somewhat hard” exercise (RPE 13). Shooting and cognitive performance (Simon task) were assessed in 3 phases: before exercise and ingestion, before exercise and after half ingestion, and after exercise and full ingestion. Drinks were consumed 40 min (250 mL) and 5 min (125 mL) prior to exercise and after 20 min of running (125 mL). RPE was assessed at 10-min intervals during exercise. Results: There was an interaction between drink and exercise on mean reaction time (P = .01,
James C. Galloway
Paul A. Davis, Louise Davis, Samuel Wills, Ralph Appleby and Arne Nieuwenhuys
dysfunctional cognitions and emotions ( Jones & Harwood, 2008 ; McPherson, 2000 ). In this process of evaluation, athletes may consider the emotional state of their fellow competitors and attempt to determine whether an opponent is in his or her optimal emotional state for performance ( Hanin, 2003 ). The
Panos Constantinides and Stephen Silverman
disagree) to 5 (strongly agree). In addition to this, eight of the items included in the survey were negatively worded. The instrument examines two factors: enjoyment (affect) and usefulness (cognition). The physical educator and the curriculum are sub-factors (contextual factors) of both enjoyment and