source judgment (i.e., whether the item was seen in the size block or the animacy block). The dual-process model postulates two types of memory retrieval processes: familiarity and recollection. Familiarity refers to the feeling that an item or event has occurred in the past without any concurrent
Keishi Soga, Keita Kamijo and Hiroaki Masaki
Kelly S. Witte
The main purpose of this article is to present a student-centered learning approach for developing a working coaching philosophy. The strategy provided is appropriate for coaching educators to use with students as well as practicing coaches to reflect on their own development through personal experience and practice. It stems from the constructivist approach to learning and guides the reader or student through an active process of recollection, reflection, and critical thinking. During this progression, a personal construct of understanding is created from impact moments that have occurred to-date involving their sport and/or coaching experiences which shape their own philosophy.
Why do some fans travel to follow professional sport teams? In order to answer that question, participant observation and ethnographic interviews were used to examine the motives and behaviors of a group that undertakes a 5-day bus trip to watch its team play in a distant city. Nostalgia was identified as a key element of the experience. In particular, nostalgic recollections of past trips were found to be a vital basis for repeated travel by the group and for socializing new members. Five themes having to do with nostalgia were identified: nostalgia as motive, norms and rituals as objects of nostalgia, best experience as object of nostalgia, nostalgia as a basis for trip suggestions, and nostalgia through socialization. It is suggested that group-based nostalgia can play a more significant role in fan travel behavior than has heretofore been recognized and that nostalgic appeals can foster repeat purchase.
Oleg A. Sinelnikov and Peter A. Hastie
This study examines the recollections of the Sport Education experiences of a cohort of students (15 boys and 19 girls) who had participated in seasons of basketball, soccer and badminton across grades six through eight (average age at data collection = 15.6 years). Using autobiographic memory theory techniques, the students completed surveys and interviews that asked them to recall what they remembered about the Sport Education seasons in which they had participated. Student responses were mostly from the “general” and more precise “event specific” levels of recall, and their strongest and most detailed memories were of those features that provide Sport Education participants with what is termed authentic experiences. For example, Sport Education was considered different from regular physical education in that it was more serious and organized. Further, students claimed they had a deeper understanding of these sports as a result of their participation, and in particular, as a result of their officiating roles. The findings provide evidence that the features of affiliation, authentic competition and perceived learning that students find so attractive, last well beyond initial exposure to the model, and that future delivery of the model should strongly adhere to these basic tenets.
Douglas Kleiber, Susan Greendorfer, Elaine Blinde and Diane Samdahl
The possibility that the experience of retirement from sport may be different from one athlete to another has not been thoroughly examined. The current study offers evidence on the effect of role performance in intercollegiate basketball and football on life satisfaction in the period of adulthood immediately following. The theoretical departure point for this research comes from Kearl’s (1986) analysis of “exits” in everyday life and his assumption that the quality of role performance in the ending phases of a career will influence subsequent well-being. From a survey of recollections, orientations, and current conditions of 426 former football and basketball players, subjects were grouped according to whether they had received some kind of recognition during their last year (e.g., all-league, honorable mention), whether they had started most of the games or not, and whether their career had been cut short due to serious injury. Life satisfaction, as measured by the LSI-A, showed a significant main effect for career-ending injury but not for the other two variables, and there were no interactions. Athletes who had sustained a careerending injury before completing eligibility showed significantly lower life satisfaction than those who had not. Tests for the influence of year leaving sport and continued involvement in sport did not change the result. Thus, the evidence provides mixed support for the quality-of-exit thesis; while good endings may not affect subsequent life satisfaction, bad endings may.
I remember the first time I met Cathy Ennis. It was the mid-80s, 1985 or 1986 I think, and we were at a session at the American Educational Research Association (AERA) meeting. By chance we sat next to each other. I have no recollection of the exact focus of the session, but Cathy and I introduced
Jérémie Verner-Filion, Benjamin J. I. Schellenberg, Maylys Rapaport, Jocelyn J. Bélanger and Robert J. Vallerand
following equations were used to assess the relations among golfers’ HP, OP, performance recollections (success or failure), and positive and negative affect: Level 1 : Affect ( positive or negative ) i j = β 0 j + β 1 j ( success or failure ) + r i j Level 2 : β 0 j = γ 00 + γ 01 ( HP ) + γ 02
certain information is distantly delayed ( Skurnik, Yoon, Park, & Schwarz, 2005 ). Such circumstances severely weaken the recollection of contextual details at the same time as they engender an enduring familiarity with the original information ( Skurnik et al., 2005 ). In the context of celebrity
Gashaw Abeza, Mads Quist Boesen, Norm O’Reilly and Jessica R. Braunstein-Minkove
each member to share their own recollection of arguments put forward by different parties surrounding the case. The secretary of the board summarized members’ recollections in Supplementary Table 2 (available online). The advisory board is concerned with the decision process, and suggests that the
American Academy of Physical Education. The founders, Clark W. Hetherington, R. Tait McKenzie, William Burdick, Thomas A. Storey, and Jay B. Nash, quickly expanded the society and, in 1930, promulgated a constitution for their institution ( Park, 1980 , 2007 ). In their own recollections of the origins of