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Exploring “Sledging” and Interpersonal Emotion-Regulation Strategies in Professional Cricket

Paul A. Davis, Louise Davis, Samuel Wills, Ralph Appleby, and Arne Nieuwenhuys

, Hanton, & Fletcher, 2009 ; Ruiz & Hanin, 2011 ; Woodman et al., 2009 ). More recently, research has moved beyond the emotion that is experienced by individual athletes and started to consider the social or interpersonal aspects of emotion that occur between athletes (predominantly teammates; Campo et

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Collective Emotions in Doubles Table Tennis

Alexander W.J. Freemantle, Lorenzo D. Stafford, Christopher R.D. Wagstaff, and Lucy Akehurst

 al., 2020 ; Seve et al., 2007 ). Athletes’ emotions have also been found to develop as a result of the interpersonal emotional influence exhibited by their coaches, opposition, and teammates. For instance, Van Kleef ( 2009 ) explained in the Emotions as Social Information (EASI) model that other

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Gender- and Age-Group Differences in the Effect of Perceived Nonverbal Communication on Communication Ability and Coaching Evaluation in Japanese Student Athletes

Takashi Shimazaki, Hiroaki Taniguchi, and Masao Kikkawa

that NC contributed to the formulation of impression on interpersonal communication more significantly than other communication channels ( Dobrescu, 2014 ; Mehrabian & Wiener, 1967 ). In coaching, verbal instructions with body language facilitate improved performance, according to the observational

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The Antecedents of Coaches’ Interpersonal Behaviors: The Role of the Coaching Context, Coaches’ Psychological Needs, and Coaches’ Motivation

Meredith Rocchi and Luc G. Pelletier

Existing research has suggested that coaches promote athlete success both within and outside of sport through their interpersonal behaviors and their coaching styles (e.g., Mageau & Vallerand, 2003 ). To date, most of this research has been athlete-focused and has not taken into consideration how

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Linking Coach Interpersonal Style With Athlete Doping Intentions and Doping Use: A Prospective Study

Nikos Ntoumanis, Vassilis Barkoukis, Daniel F. Gucciardi, and Derwin King Chung Chan

. Coach Interpersonal Styles Although there are various influential social factors in sport, undoubtedly coaches play the most important role in shaping the psychological experiences and behaviors of their athletes ( Bartholomew, Ntoumanis, & Thøgersen-Ntoumani, 2009 ; Mageau & Vallerand, 2003 ). In fact

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A Mixed-Method Examination of Coaches’ Interpersonal Emotion Regulation Toward Athletes

Jeemin Kim, Katherine A. Tamminen, Constance Harris, and Sara Sutherland

, and interpersonal outcomes in sport contexts ( Hanin, 2007 ; Jones & Uphill, 2012 ). Intuitively, pleasant emotions such as happiness or excitement can lead to facilitative outcomes, and unpleasant emotions such as anxiety or anger can lead to debilitative outcomes ( Fredrickson, 1998 ), and sport

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What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated With Positive Consequences in Physical Education?

Francisco M. Leo, Behzad Behzadnia, Miguel A. López-Gajardo, Marco Batista, and Juan J. Pulido

behaviors are essential to generate these positive experiences for student learning ( Haerens et al., 2015 ). The teacher-generated classroom atmosphere can produce a series of interpersonal and multidirectional teacher–student and student–student interactions, leading to the appearance of adaptive or

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Physical, Cognitive, Emotional, and Interpersonal Requirements of Different Athletic Activities

Dennis A. Kelly

Based on the working hypothesis that optimal psychological strategies for athletic performance can be employed only when the nature of the task is understood, an instrument was developed that identified systematically the varying physical, cognitive, emotional, and interpersonal requirements of a wide range of athletic activities, A sample of 753 Naval Academy midshipmen with experience and expertise in different sports rated their sport along a number of dimensions, constituting the items in the instrument. These ratings were submitted to a principal-component factor analysis, and 41' items were retained and organized into eight subscales based on the component loadings. Items and subscales were psychometrically stable and homogeneous. Standardized profiles were then constructed for the rated requirements of 48 sports. An additional principal-component analysis yielded second-order components which led to the combining of sports with similar profiles. The 48 sports were thereby reduced to 18 clusters. Some applications of this approach are offered, as well as ideas for future research.

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Interpersonal Postural Coordination on Rigid and Non-Rigid Surfaces

Thomas A. Stoffregen, M. Russell Giveans, Sebastien Villard, Jane Redfield Yank, and Kevin Shockley

When two standing people converse with each other there is an increase in their shared postural activity, relative to conversation with different partners. We asked pairs of participants to converse with each other or with experimental confederates while standing on rigid and nonrigid surfaces. On the rigid surface, shared postural activity was greater when participants conversed with each other than when they conversed with confederates. In addition, the strength of interpersonal coupling increased across trials, but only when members of a dyad conversed with each other. On the nonrigid surface, postural sway variability increased, but we found no evidence that shared postural activity was different when participants conversed with each other, as opposed to conversing with confederates. We consider several possible interpretations of these results.

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An Intervention to Improve Teachers’ Interpersonally Involving Instructional Practices in High School Physical Education: Implications for Student Relatedness Support and In-Class Experiences

Cassandra Sparks, Chris Lonsdale, James Dimmock, and Ben Jackson

students’ self-determined motivation ( Jang, Reeve, Ryan, & Kim, 2009 ). Finally, to nurture students’ sense of relatedness, teachers can adopt an interpersonally involving (i.e., relatedness-supportive; the terms interpersonally involving and relatedness-supportive are used interchangeably) style by