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Page B. Walley, George M. Graham, and Rex Forehand

In response to a local youth sport organization's request, this study was designed to assess and, if necessary, modify the verbalizations made by adult observers of youth league (i.e., T-ball) baseball games toward the athletes, officials, and other observers. In a multiple baseline design across the observers of three teams, verbalizations were rated for content (i.e., positive, neutral, negative), target (i.e., child's team, umpire, opposing team, fan), and precipitating event (e.g., homerun, fly out) over a six-game season. Baseline results revealed that 3.42% of the observed intervals were composed of positive verbalizations, 7.50% of neutral, .28% of negative, and 88.80% of no statement. Following baseline, a self-instructional treatment utilizing a series of leaflets distributed across games was implemented to increase positive verbalizations. Treatment did not increase positive verbalizations; however, a follow-up questionnaire indicated that adult observers believed the leaflets had resulted in their increasing their frequency of positive verbalizations. Results are discussed in terms of the role of adult expectations of performance, attention given to low frequency occurrence of negative verbalizations, and future intervention strategies.

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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.

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Rose Martini, A.E. Ted Wall, and Bruce M. Shore

The use of metacognition differs with different levels of cognitive ability, but it is not known whether children of different psychomotor abilities use metacognition differently. This study used a think-aloud protocol to compare the active use of metacognition in children with different psychomotor abilities—high skill, average, developmental coordination disorder (DCD)—during a ball-throwing task. Children with DCD did not verbalize fewer or different metacognitive concepts than either the average or high skill children; however, relative to their counterparts, a significant median proportion of the concepts verbalized by children with DCD were found to be inappropriate or inaccurate. These findings reflect ineffective metacognitive processing by children with DCD during a psychomotor task.

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Philomena B. Ikulayo and Johnson A. Semidara

This article discusses unorthodox sport psychology practices typical with Nigerian athletes, which differ from Western mainstream practice models. These practices are specific Nigerian cultural approaches to sport psychology and are based on two broad types of motivation: intrinsic and extrinsic motivation. The intrinsic aspects include prayers, chanting of songs, verbalization of incantations, psyching verses, and juju and spirits in motivational processes. The extrinsic strategies include praise singing, audience verbalization, drumming effects, persistent silent audiences’ effects, and presence of important persons as spectators or part of the audience. The article concludes with the hope that some of these unique practice strategies will be further researched and will be viable for adoption by athletes in other nations of the world who believe in their power so that multicultural practices can help advance the field of sport psychology.

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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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Amy Elizabeth Whitehead, Brendan Cropley, Tabo Huntley, Andy Miles, Laura Quayle, and Zoe Knowles

This study aimed to design, implement and evaluate a protocol encompassing Think Aloud (TA) as a technique to facilitate reflection-in-action and delayed reflection-on-action to aid coach learning. Six British, male rugby league coaches, who reported little previous exposure to reflective practice, consented to participate. Participants were: (a) instructed on how to engage in TA; (b) observed in practice using TA; (c) provided with individual support on delayed reflective practice on their first coaching session and use of TA; (d) observed in practice using TA a second time; and (e) engaged in a social validation interview regarding their experiences of TA. Analysis of in-action verbalizations revealed a shift from descriptive verbalizations to a deeper level of reflection. Both immediate and post eight week social validation interviews revealed that coaches developed an increased awareness, enhanced communication, and pedagogical development. The participants also recommended that TA can be a valuable tool for: (a) collecting in-event data during a coaching session; and (b) developing and evidencing reflection for coaches. Future recommendations were also provided by the participants and consequently, this study offers a unique technique to reflective practice that has the potential to meet the learning development needs of coaches.

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Benoît Lenzen, Catherine Theunissen, and Marc Cloes

This exploratory study aimed to investigate elements involved in decision making in team handball live situations and to provide coaches and educators with teaching recommendations. The study was positioned within the framework of the situated action paradigm of which two aspects were of particular interest for this project: (a) the relationship between planning and action, and (b) the perception-action coordination. We used qualitative methods that linked (a) video observation of six female elite players’ actions during two championship matches and (b) self-confrontation interviews. Players’ verbalizations reflected that their decision making included the following: (a) perception (visual, auditory, tactile, proprioceptive), (b) knowledge (concepts, teammates and opponents’ characteristics, experience), (c) expectations (opponents and teammates’ intentions), and (d) contextual elements (score, power play, players on the field, match difficulty). Findings were discussed in terms of teaching implications.

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Shamsi S. Monfared, Gershon Tenenbaum, Jonathan R. Folstein, and K. Anders Ericsson

of the target. Verbal Report of Thoughts All the recorded verbal reports were first transcribed, segmented, and encoded into different categories depending on the information verbalized. We specified two main categories of interest, namely, verbalized thoughts directly referring to the period prior

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Laura Swettenham and Amy E. Whitehead

introduced the use of TA as a reflective development tool in coaches ( Whitehead et al., 2016 ). During TA, participants verbalize their thoughts throughout the task ( Ericsson & Simon, 1980 ), most commonly wearing a dictaphone and a microphone while in their performance or coaching context. This allows for