The goal of this study was to identify the relationships between the learning choices made by pupils and their personal characteristics, including cognitive style (field dependence–independence), a motivational variable (feeling of self-efficacy), and a cognitive variable (task representation). The participants were 64 twelve-year-old sixth graders from a suburban middle school in France (35 boys and 29 girls). Cognitive style or FDI was measured with the Group Embedded Figures Test, a perceptual test that requires finding a simple geometrical figure embedded in a complex geometrical one. Five learning conditions (autonomy, tutoring, verbal instruction, silent demonstration, and verbal demonstration) were then proposed in random order to the pupils. They were asked to select a learning method to solve a motor problem: a badminton service. The results indicated an absence of relationships between the choice of a learning condition and cognitive style. Three variables partially predicted the learning-condition choice: feeling of self-efficacy, task representation, and motor performance. The present results can be interpreted in the light of studies on children’s help-seeking behavior in problem-solving situations.
Madeleine Vincent-Morin and Lucile Lafont
Heather E. Erwin, Megan Babkes Stellino, Michael W. Beets, Aaron Beighle, and Christine E. Johnson
Obesity levels among American children are increasing at an alarming rate, due in part to a lack of regular physical activity (PA). Physical education (PE) is one way to facilitate student PA. The overarching PA goal for physical educators is 50% PA for students. Self-determination theory suggests that PA levels in PE and a variety of other contexts depend upon individuals’ motivation levels. The purpose of this study was to determine whether autonomy and lesson type related to children’s self-determination for, and actual, PA in elementary PE. Children from four elementary schools in the southern US engaged in four different PE lessons, representing variations in teaching conditions associated with student groupings and level of task choice. Students completed a motivation scale and wore pedometers and accelerometers. Results showed no situational motivation differences, but PA differences by lesson type existed. A number of plausible explanations are presented.
Sachi Ikudome, Kou Kou, Kisho Ogasa, Shiro Mori, and Hiroki Nakamoto
studies have shown that practice schedules incorporating some degree of self-control, or autonomy, can positively impact the acquisition of motor skills. Specifically, the learning of motor skills is facilitated if learners are allowed to make choices about the timing of delivery of extrinsic feedback (e
David Pierce and James Johnson
vocational choice is a major force in vocational psychology and serves as a foundation for many other interest inventories that match individuals to work environments ( Nauta, 2010 ; Spokane, Luchetta, & Richwine, 2002 ). Although the application of Holland’s theory has produced thousands of work
Sylvain Laborde and Markus Raab
In decision-making research, one important aspect of real-life decisions has so far been neglected: the mood of the decision maker when generating options. The authors tested the use of the take-the-first (TTF) heuristic and extended the TTF model to understand how mood influences the option-generation process of individuals in two studies, the first using a between-subjects design (30 nonexperts, 30 near-experts, and 30 experts) and the second conceptually replicating the first using a within-subject design (30 nonexperts). Participants took part in an experimental option-generation task, with 31 three-dimensional videos of choices in team handball. Three moods were elicited: positive, neutral, and negative. The findings (a) replicate previous results concerning TTF and (b) show that the option-generation process was associated with the physiological component of mood, supporting the neurovisceral integration model. The extension of TTF to processing emotional factors is an important step forward in explaining fast choices in real-life situations.
Christopher Rumpf and Christoph Breuer
-linked communication on brand choice behavior? b. To what degree do cognitive and affective reactions to sponsorship-linked communication determine behavioral outcomes? Literature Review Research on Behavioral Sponsorship Outcomes The prevalent approach to assess the behavioral outcomes of sponsorship is based on
Georgios Nalbantis, Marcel Fahrner, and Tim Pawlowski
-day delivery. Given these PC-specific differences, it is important for sports managers to gather knowledge about the factors associated with the PC choice. Surprisingly, however, only a few papers have previously dealt with sports merchandise purchase in general, and there is no single study analyzing the
Daniel J. Peart, Michael Graham, Callum Blades, and Ian H. Walshe
of a CMR on multiple choice RT (MCRT) in amateur boxers. Methods Participants In total, 8 male amateur boxers (mean [SD]: age 22  y, stature 1.78 [0.07] m, mass 73.6 [14.2] kg) with at least 18 months of experience in the sport volunteered to take part in the study. All participants were in
Rachael L. Thurecht and Fiona E. Pelly
There is a recent growing interest in better understanding the determinants of food choice in athletes, as this impacts their subsequent dietary intake, which in turn affects sports performance ( International Olympic Committee, 2011 ; Jeukendrup, 2017 ). Although athletes may be aware of
Daniel C. McFarland, Alexander G. Brynildsen, and Katherine R. Saul
of these results. Specifically, we evaluate sensitivity of 3 predicted outcomes (instability, glenohumeral JRF, and rotator cuff activations) to modeling choices for incorporating stability (EMG constraints and force constraints). Our hypotheses were that inclusion of any stability constraints (force