several previous TFL-intervention studies (e.g., Barling et al., 1996 ; Vella et al., 2013 ), there is preliminary evidence that some TFL behaviors (i.e., the 4 Is) can be enhanced through training. Furthermore, this research provides support for the full-range leadership model as a framework for
Sarah Lawrason, Jennifer Turnnidge, Luc J. Martin and Jean Côté
Kirsty A. Fairbairn, Ingrid J.M. Ceelen, C. Murray Skeaff, Claire M. Cameron and Tracy L. Perry
-controlled intervention study, in which the players were randomly allocated 1:1 to receive either a 50,000 IU (1.25 mg) cholecalciferol tablet (pharmaceutical grade: Cal.D.Forte, PSM Healthcare, Auckland NZ), or a similar placebo (NZ Nutritionals, Christchurch NZ) once a fortnight for 11–12 weeks. Players were not
Athanasia Chatzipanteli, Nikolaos Digelidis and Athanasios G. Papaioannou
The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students’ self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group. The teachers who taught the students assigned to the experimental group used student-activated teaching styles, and specifically the reciprocal, self-check, inclusion, guided discovery, convergent discovery, and divergent discovery styles. Repeated measures analysis of variance revealed that the experimental group, compared with the comparison group, had higher scores in lesson satisfaction, intrinsic motivation, identified regulation, and metacognitive activities, and lower scores in external motivation, and amotivation. The study revealed that going beyond the command and/or the practice style of teaching, PE teachers can enhance students’ metacognitive skills, lesson satisfaction and intrinsic motivation.
Claire E. Badenhorst, Katherine E. Black and Wendy J. O’Brien
. Table 1 Prolonged Training (>1–2 days) Investigations and Postexercise Hepcidin Activity Without Nutritional Intervention Study reference Population Participants Duration Results Ishibashi, Maeda, Sumi, and Goto ( 2017 ) n = 16 Female long-distance runners 7 months with two training blocks Low: base
R. Pla, Y. Le Meur, A. Aubry, J.F. Toussaint and P. Hellard
of the study including the testing weeks. Training Categorization As Mujika et al, 3 we tested the swimmers for [La] b during a 5- × 200-m incremental test in the period preceding the intervention study. This test consisted of 200-m swims at a progressively increasing pace (using an audible signal
Ali Brian, Sally Taunton, Chelsee Shortt, Adam Pennell and Ryan Sacko
) in attempts to drive and sustain physically active behaviors ( Stodden et al., 2008 ). Most intervention studies in the United States that targeted young children from low socioeconomic environments are situated within Head Start facilities (i.e., federally funded early childhood centers for children
Victor H. Mancini, Deborah A. Wuest and Hans van der Mars
This article provides an overview of the application of systematic supervisory strategies in an undergraduate teacher preparation program. Furthermore, the results are reported for a series of intervention studies. These studies were conducted to determine the impact of using systematic supervisory feedback on teacher behaviors and interaction patterns of preservice physical education teachers. Also included are the findings of the effects of such feedback on the trainees’ attitudes toward teaching, the degree to which they exhibited behaviors indicative of effective teaching, and their awareness of their own teaching behavior.
Jeffrey J. Martin, Nate McCaughtry, Pamela Kulinna, Donetta Cothran and Roberta Faust
The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers’ efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors’, protégés’, and control groups’ scores revealed a significant interaction for computer efficacy, indicating that both mentors and protégés significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers.
Nick Mardon, Hugh Richards and Amanda Martindale
This quasi-experimental intervention study investigated the impact of mindfulness training on attention and performance in swimmers. Following an 8-week intervention with six national-level university swimmers (M = 20 years), single case analysis of pre- and post- measurements for three of six participants showed large improvements in mindfulness and attention efficiency. Two participants showed a small increase in one of mindfulness or attention efficiency, and one showed no changes. Four participants improved performance times compared with season-best, and five participants improved self-rated performance. Athletes and coach positively evaluated mindfulness training. This study, with strong ecological validity, shows improvements in mindfulness, attention, and performance, consistent with theory that proposes attention as a mechanism for mindfulness based performance changes. Mindfulness training can be an effective and practical intervention. Further applied research is required utilizing designs to determine causality and further test the proposed mechanisms through which mindfulness may influence performance.
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.