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Physical Activity Problem-Solving Inventory for Adolescents: Development and Initial Validation

Debbe Thompson, Riddhi Bhatt, and Kathy Watson

Youth encounter physical activity barriers, often called problems. The purpose of problem solving is to generate solutions to overcome the barriers. Enhancing problem-solving ability may enable youth to be more physically active. Therefore, a method for reliably assessing physical activity problem-solving ability is needed. The purpose of this research was to report the development and initial validation of the physical activity problem-solving inventory for adolescents (PAPSIA). Qualitative and quantitative procedures were used. The social problem-solving inventory for adolescents guided the development of the PAPSIA scale. Youth (14- to 17-year-olds) were recruited using standard procedures, such as distributing flyers in the community and to organizations likely to be attended by adolescents. Cognitive interviews were conducted in person. Adolescents completed pen and paper versions of the questionnaire and/or scales assessing social desirability, self-reported physical activity, and physical activity self-efficacy. An expert panel review, cognitive interviews, and a pilot study (n = 129) established content validity. Construct, concurrent, and predictive validity were also established (n = 520 youth). PAPSIA is a promising measure for assessing youth physical activity problem-solving ability. Future research will assess its validity with objectively measured physical activity.

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Self-Regulation of Sport Specific and Educational Problem-Solving Tasks by Boys with and Without DCD

Meghann Lloyd, Greg Reid, and Marcel Bouffard

The research purpose was to examine the domain specific self-regulatory skills of boys with Developmental Coordination Disorder (DCD, n = 10) compared to peers without DCD (n = 10). A sport specific problem-solving task (hockey shot) and an educational problem-solving task (peg solitaire) were compared. Guided by Zimmerman’s (2000) social cognitive model of self-regulation, participants were taught to think aloud. Codes were developed under five categories: goals, knowledge, emotion, monitoring, and evaluation. The quantity of verbalization was similar in both groups but differences were found in verbalization quality. Results indicate that boys with DCD have emotional and planning differences on the hockey task, but only planning differences were evident on the peg solitaire task.

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Innovate Sports Officiating With Design Thinking

David Pierce, Geoffre Sherman, Kyle Mechelin, and Bryan Kryder

competition. But, given the current state of sports officiating, this is not a reliable assumption for nearly all sports and regions of the country. Simply put, without enough qualified officials, children will miss opportunities to compete in youth sports. Without creative problem solving and innovation by

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Effects of Acute Exercise on Executive Function: A Study With a Tower of London Task

Yu-Kai Chang, Chia-Liang Tsai, Tsung-Min Hung, Edmund Cheung So, Feng-Tzu Chen, and Jennifer L. Etnier

The purpose of this study is to extend the literature by examining the effects of an acute bout of moderate to vigorous intensity aerobic exercise on the executive functions of planning and problem solving assessed using a Tower of London Task (TOL Task). Forty-two participants were randomly assigned into either exercise or control group, and performed the TOL Task, before and immediately following exercise or a control treatment. The exercise group performed 30 min of exercise on a stationary cycle at moderate to vigorous intensity while the control group read for the same length of time. Results indicated that the exercise group achieved improvements in TOL Task scores reflecting the quality of planning and problem solving, but not in those reflecting rule adherence and performance speed. These findings indicate that an acute bout of aerobic exercise has facilitative effects on the executive functions of planning and problem solving.

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Athletic Trainers: Problem Solvers for Health Improvement

Craig Halls

Column-editor : Sue Finkam

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College Coaches’ Experiences with Stress—“Problem Solvers” Have Problems, Too

Melinda Frey

Research has demonstrated that coaches experience stress because of the nature of their job and that stress can affect their physical and mental well-being (Richman, 1992; Wang & Ramsey, 1998). The purpose of the present study was to better understand coaches’ experiences with stress, the perceived effects of stress on their coaching performance, and their coping strategies. A semistructured interview approach was used with 10 NCAA Division I male and female head coaches. The five major themes that characterized the coaches’ experiences were contextual/conditional factors, sources of stress, responses and effects of stress, managing stress, and sources of enjoyment. The results are discussed in relation to Smith’s (1986) cognitive-affective model of stress. Opportunities for future research are suggested, and implications for practitioners who want to help coaches manage the stress of their profession are offered.

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How Baseball Players Prepare to Bat: Tactical Knowledge as a Mediator of Expert Performance in Baseball

Sue L. McPherson and Clare MacMahon

Our understanding of the role of tactical knowledge in baseball batting preparation is scarce, thereby limiting training guidelines. We examined the verbal reports of baseball players and nonplayers when told to view different edited video sequences of a half-inning of baseball competition under different task conditions: to prepare to bat (problem solve); recall as much information as possible (intentional recall); or prepare to bat, with an unexpected recall (incidental recall). Separate mixed-model ANOVAs (Expertise X Instruction conditions) on verbal report measures indicated that nonplayers used general strategies for recalling baseball events and lacked the tactical skills to use such information for their upcoming times at bat. In contrast, players used baseball-specific strategies to encode and retrieve pertinent game events from long-term memory (LTM) to develop tactics for their upcoming times at bat and to recall as much information as possible. Recommendations for training tactical skills are presented as some players exhibited defciencies in the LTM structures that mediate batting decisions.

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Innovate With Design Thinking in the Sport Management Capstone Course

David Pierce, Melissa Davies, and Bryan Kryder

hiring students who have direct experience with community problem solving and applied knowledge in real-world settings ( Hart Research Associates, 2015 ). With the needs of employers in view, the National Association of College and Employers published a formal compilation of eight career readiness

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Designing for Cross-Cutting Skill Development and Diversity, Equity, and Inclusion in a Foundational Kinesiology Course

M. Melissa Gross, Kairos Marquardt, Rebecca E. Hasson, Michael Vesia, Anthony R. King, and Peter F. Bodary

students for 21st century challenges, with intellectual and practical skills that include inquiry and analysis, critical and creative thinking, quantitative literacy, information literacy, and teamwork and problem-solving ( AAC&U, n.d.a ). Desired workforce skills identified by employers include teamwork

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The Influence of Player Experience on Problem Solving during Batting Preparation in Baseball

Sue L. McPherson

This study examined how conceptual knowledge concerning batting preparation develops with playing experience and how this knowledge influences decision making during a simulated game situation. Twelve experts, their coach, and 12 novices viewed a half-inning of a videotaped collegiate baseball game and assumed the role of the fourth batter. Propositional-type analysis of subjects' think-aloud protocols revealed experts' conceptual representation of batting preparation enabled them to search through a highly restricted problem space, which facilitated the development of sophisticated condition-action rules used to solve the problem. Experts' rules were more tactical, refined, and associated compared to novices' rules. Experts were different from novices in what attributes were considered important to solving the problem. Experts generated self-regulatory strategies to update, check, and modify their predictions of pitcher characteristics. This study provides initial evidence of the nature of adult expert sport performers' conceptual knowledge underlying decision making in sport situations.