result in advanced cognitive processing in the participant ( Ericsson, 2007a ), and physical effort in certain domains ( Young & Salmela, 2002 ). Expert performers are predicted to encode, index, update, and then access task-relevant information from memory ( Charness, 1981 ; Ericsson, 2003b , 2003c
Edward K. Coughlan, A. Mark Williams, and Paul R. Ford
Eimear Dolan, SarahJane Cullen, Adrian McGoldrick, and Giles D. Warrington
To examine the impact of making weight on aerobic work capacity and cognitive processes in a group of professional jockeys.
Nine male jockeys and 9 age-, gender-, and BMI-matched controls were recruited to take part in two experimental trials, conducted 48 hr apart. The jockeys were asked to reduce their body mass by 4% in the 48 hr between trials, and controls maintained usual dietary and physical activity habits between trials. Aerobic work capacity was assessed by performance during an incremental cycle ergometer test. Motor response, decision making, executive function, and working memory were assessed using a computerized cognitive test battery.
The jockey group significantly reduced their body mass by 3.6 ± 0.9% (p < .01). Mean urine specific gravity (Usg) readings increased from 1.019 ± 0.004–1.028 ± 0.005 (p < .01) following this reduction in body mass. Peak work capacity was significantly reduced between trials in the jockey group (213 ± 27 vs. 186 ± 23 W, p < .01), although VO2peak (46.4 ± 3.7 vs. 47.2 ± 6.3 ml·kg·min-1) remained unchanged. No changes were identified for any cognitive variable in the jockey group between trials.
Simulation of race day preparation, by allocating a weight that is 4% below baseline body mass caused all jockeys to report for repeat testing in a dehydrated state, and a reduction in aerobic work capacity, both of which may impact on racing performance.
Brad D. Hatfield, Daniel M. Landers, and William J. Ray
In the initial phase of the study (Study 1) electrocortical arousal (EEG alpha activity) was assessed at four standardized sites (T3, T4, 01, and 02) from male and female (N = 17) international-caliber marksmen during rifle shooting performance. The task consisted of the execution of 40 shots at a conventional indoor target from the standing position. During each shot preparation, a significant increase in left temporal and occipital alpha activity was demonstrated, while the right hemispheric activity remained constant. Hemispheric laterality ratios (T4:T3) evidenced a significant shift toward right-brain dominance as the time to trigger pull approached. In the second phase of the study (Study 2) male and female (N = 15) marksmen performed the same shooting task and, additionally, the resultant EEG performance patterns were contrasted to those observed during the mental processing of sterotyped left-brain and right-brain mental tasks. Observed EEG patterns, that is, temporal ratios, during shooting replicated the results of Study 1, and furthermore, indicated that the laterality indices derived during shooting exhibited a more pronounced shift to right-brain processing than did those derived during right-brain mental task performance. The EEG data obtained during the comparative mental task states were used to interpret the shooting performance EEG findings in terms of the implications from bilateral or split-brain cognitive process theory.
Luis Calmeiro and Gershon Tenenbaum
The purpose of this study was to examine the feasibility of concurrent verbal protocols to identify and map thought processes of players during a golf-putting task. Three novice golfers and three experienced golfers performed twenty 12-foot putts while thinking aloud. Verbalizations were transcribed verbatim and coded using an inductive method. Content analysis and event-sequence analysis were performed. Mapping of thought sequences indicated that experienced players’ cognitive processes centered on gathering information and planning, while beginners focused on technical aspects. Experienced players diagnosed current performance aspects more often than beginners did and were more likely to use this information to plan the next putt. These results are consistent with experienced players’ higher domain-specific knowledge and less reliance on step-by-step monitoring of motor performance than beginners. The methods used for recording, analyzing, and interpreting on-line thoughts of performers shed light on cognitive processes, which have implications for research.
Inez Rovegno, Weiyun Chen, and John Todorovich
The purpose of this study was to describe four accomplished teachers’ enacted pedagogical content knowledge of teaching hand dribbling to third grade children. We aimed to investigate and make accessible the knowledge and wisdom of practicing teachers. We videotaped three sequential lessons of each teacher and conducted formal and informal interviews. Three themes emerged from a grounded analysis of the data: (a) approaching dribbling content as a network of connected movements and tactics, (b) refining movement patterns based on knowledge initially acquired in younger grades, and (c) teaching the cognitive processes (learning orientation, self-regulation, movement and tactical analysis and critique, and making decisions) embedded in and relevant to lesson dribbling activities.
Alexander Tibor Latinjak
Thoughts influence performance and behavior in sports (see Hardy & Oliver, 2014 ). Hence, it is not surprising that numerous studies in sport sciences have focused on a series of cognitive processes, such as decision making ( Travassos et al., 2013 ), visualization ( Cumming & Williams, 2014 ), or
Robert F. Potter and Justin Robert Keene
An experiment investigates the impact of fan identification on the cognitive and emotional processing of sports-related news media. Two coaches were featured; one conceptualized as negatively valenced the other positively. Participants completed a fan identification scale before stimuli presentation. While watching the press conferences, heart rate, skin conductance, and corrugator muscle activity were recorded as indices of cognitive resource allocation, emotional arousal, and aversive motivation activation respectively. Self-report measures were collected after each stimulus. Results show that highly identified fans process sports-related news content differently than moderate fans, allocating more cognitive resources and exhibiting greater aversive reactions to the negatively valenced coach. Comparisons between the self-report and psychophysiology data suggest that the latter may be less susceptible to social desirability response bias when emotional reaction to sports messages are concerned.
Alexander Tibor Latinjak, Raquel Font-Lladó, Nikos Zourbanos, and Antonis Hatzigeorgiadis
The purpose of this single-case study was to describe a goal-directed self-talk (ST) intervention with an elite athlete. The participant was a 36-year-old elite orienteerer, who declared himself to be continuously engaged in some sort of autonomous self-dialogue. During six sessions, we undertook an intervention which started with identifying variety of relevant problematic sport situations and goal-directed ST in them. Subsequently, through questioning, the original ST was challenged and alternative instructions were theoretically examined before putting them into practice. The participant valued highly the intervention process and its outcomes. Overall, the study provides preliminary evidence on the effectiveness of goal-directed ST interventions and encourages research to further explore their potential.
Alexander T. Latinjak, Marc Masó, and Nikos Comoutos
Even though goal-directed self-talk is a key element in self-regulated learning, providing instruction and giving feedback during technical skill acquisition, few studies have explored the specific functions with which it might enhance learning and improve performance. Therefore, immediately after a training session, 32 novice Ultimate Frisbee players (M age = 22.88, SD = 9.71) were asked to report as many self-instructions as they remembered using before task execution, after unsuccessful throws, and after successful throws. A hierarchical content analysis indicated that players used mainly instructional self-talk in all situations. However, instructional self-talk was aimed at technical aspects before their throws; at negative reinforcement, error detection, and technical adjustment after unsuccessful throws; and at positive reinforcement and technical transference after successful throws. Other functions of self-talk were confidence-enhancement and goal-promotion. Overall, we discussed that goal-directed self-talk is a relevant self-regulated learning strategy employed by novice Ultimate Frisbee players when acquiring technical skills.
Kacey C. Neely, John G.H. Dunn, Tara-Leigh F. McHugh, and Nicholas L. Holt
the cognitive processing, coping, social support, and affective engagement that occur in the aftermath of the event that are thought to lead to growth ( Tedeschi & Calhoun, 2004 ). For example, cognitive processing and the reappraisal of one’s circumstances help people deal with their emotional