查看更多>>摘要：This systematic review explored the under-researched experience of performance slumps in sport with four objectives: (i) review definitions of a performance slump; (ii) identify known causes of a performance slump; (iii) identify the symptoms athletes present when in a performance slump; and (iv) review approaches used to combat a slump in performance. Literature searches into three databases (PsychARTICLES, PsychINFO and SPORTDiscus) resulted in the inclusion of quantitative (n = 14) and qualitative (n = 4) empirical research studies. The findings were thematically analysed and narratively synthesised. Results showed that: (i) definitions of a performance slump vary; (ii) perceived expectations for success and athletes attributing poor performance to something about themselves have been empirically verified as performance slump causes; (iii) during a slump, athletes might display a range of emotional and psychological symptoms and/or adopt skill-focused attention; and (iv) athletes reported several ways of coping with a performance slump, and research has offered succeeding under pressure as a potential route out of a slump. This systematic review highlights the need for an empirical investigation of the performance slump phenomenon. Future studies should be directed towards understanding the prominent symptoms athletes experience during the slump, so that cause, context, competitor and symptomatic dependant intervention strategies can be designed.
查看更多>>摘要：Introduction: Soccer is a complex game in which athletes perform in a dynamic 360 degrees-environment. The results of numerous studies highlight the importance of perceptual-cognitive functions for soccer performance. Moreover, in recent years, the idea of improving sports performance through systematic perceptual-cognitive training has been increasingly investigated. Contradictory results and limitations in previous research call for further investigation. The current study aims to investigate both the relationship between perceptual-cognitive performance in a dynamic 360 degrees-environment and soccer performance as well as the effects of perceptual-cognitive training in such an environment on soccer performance. Methods: 42 youth soccer players aged 11-13 years were tested at a first time of measurement (T1) on their perceptual-cognitive functions using a 360 degrees-multiple object tracking task (360-MOT) and a visuospatial attention task. Soccer performance was assessed using an isolated, validated 360 degrees-passing task and a small-sided game. Subsequently, participants were randomly divided into a perceptual-cognitive training group, an active control group, or a passive control group. Participants in the training group received 360-MOT training twice per week during a 5-week intervention phase, while participants in the active control group received a pseudo video training. Perceptual-cognitive and soccer-specific performance was assessed after the intervention phase at a second time of measurement (T2). Results: At T1, there was a significant positive relationship between 360-MOT performance and both the accuracy score in the 360 degrees-passing task and the defensive performance score in the small-sided game. Regarding the perceptual-cognitive training intervention, the analysis at T2 revealed significant task-specific training effects but no transfer effects on perceptual-cognitive or soccer-specific performance. Conclusions: The results highlight the relevance of perceptual-cognitive performance in a 360 degrees-environment for soccer-specific performance but question the effects of short isolated perceptual-cognitive training interventions on soccer-specific performance.
Engels, Eliane S.Reimers, Anne K.Pickel, MurielFreund, Philipp A....
8页
查看更多>>摘要：One of the most important factors of maintaining regular and long-term physical activity is the enjoyment an individual experiences from engaging in the activity. If basic psychological needs are fulfilled, the likelihood that someone enjoys being physically active increases. However, it is unclear whether the impact of psychological needs is influenced by personality. Therefore, the aim of this study was to investigate if personality traits (BIG 5) moderate the relationships between basic psychological needs and enjoyment of physical activity. We conducted an online survey with N = 399 participants (M-age = 35.82 years). Physical activity enjoyment, basic psychological needs (autonomy, perceived competence, social relatedness), and the BIG 5 were assessed. Analyses show that personality moderates the relationships between psychological needs and enjoyment of physical activity: Extraversion moderates the relationship between social relatedness and enjoyment, conscientiousness and neuroticism moderate the relationship between perceived competence and enjoyment, and agreeableness, but not openness, moderates the relationship between autonomy and enjoyment. Our findings suggest that the BIG 5 play an important role regarding the experience of physical activity enjoyment. Therefore, personality should be considered to design interventions more tailored to individual needs in order to promote enjoyment of physical activity effectively.
查看更多>>摘要：The physical self-concept is considered a significant predictor of physical activity and persistence in childhood and youth. Based on Shavelson, Stanton, and Hubner's (1976) hierarchical structure of self-concept, several approaches have been developed to measure physical self-perception. A multi-dimensional fitness-based approach by Marsh (1990) shows a valid method for measuring physical self-concept in all age groups from 8 years old to adulthood. Furthermore, following standard childhood fitness test dimensions, instruments have been developed for middle to late childhood (Dreiskamper, Tietjens, Honemann, Naul, & Freund, 2015a) and early childhood (Tietjens et al., 2018). However, based on Harter's (1980) approach of a more global and general skills-summarizing self-perception profile, other studies - preliminary coming from a motor development perspective - focused on measuring children's self-perception based on fundamental movement skills such as object control, locomotion, and stability. In this line, Estevan and Barnett (2018) proposed an adaption of Fox and Corbin's (1989) model. However, several research questions have remained unanswered because these different research directions have not been integrated yet: 1) How is the physical self-concept in childhood constructed, and how can it be measured? 2) How does the physical self-concept develop across childhood (and is this consistent with the assumptions about the self-concept as defined by Shavelson et al., 1976)? And 3) What is the role of physical self-concept in behavior (i.e., PA) and its antecedents in childhood (and how)? The purpose of this discussion paper is to address these three more or less open questions from a self-concept research perspective. To this end, the models of Shavelson et al. (1976) and Marsh (1990) will be drawn upon to integrate the recent research developments into a new classification of the physical self-concept and its development throughout childhood.
Intille, Stephen S.Rothman, Alexander J.Dunton, Genevieve F.Leventhal, Adam M....
8页
查看更多>>摘要：Recognized challenges in promoting long-term physical activity maintenance may be due to inconsistencies in the conceptualization and operationalization of behavior maintenance terminology in physical activity research. The overall goal of this paper is to propose a framework and agenda for the development of a common set of terms, definitions, and measures for physical activity maintenance concepts that can be widely tested and evaluated. To initiate this effort, this paper (1) provides an overview of conceptual and operational definitions of physical activity maintenance used in the empirical literature, (2) evaluates whether behavior maintenance terms used in addiction science can be translated to physical activity, (3) recommends research directions for developing consensus definitions of physical activity maintenance, and (4) proposes a conceptual model of physical activity maintenance with inflection points that require operational definitions to be decided upon through consensus efforts in the field. Consensus over the conceptualization and operationalization of physical activity maintenance is needed to draw conclusions regarding which policies and programs are best able to promote long-term behavior change.
He, QingHa, Amy S. C.Ng, Johan Y. Y.Cairney, John...
9页
查看更多>>摘要：Grounded in social cognitive theory (SCT), this study sought to examine whether parents perceived social cognitive factors regarding children's physical activity (PA) behaviors were associated with preschool children's moderate-to-vigorous PA (MVPA) levels. A total of 142 Hong Kong parent-child pairs from five preschools/childcare centers completed all assessments in the cross-sectional study. Children's (42% girls; mean age = 4.52 +/- 0.67 years) PA was measured through accelerometers. Parents (74% mothers; mean age = 37.38 +/- 4.63 years) completed a paper-based questionnaire assessing the social cognitive factors on their children's PA participation. The data were analyzed using latent variable structural equation modeling. Findings revealed that the model showed acceptable fit with the data: chi(2) (23) = 38.14, p = .025, chi/df = 1.66, CFI = 0.955, TLI = 0.929, RMSEA = 0.068, 90% CI [0.025, 0.106], and SRMR = 0.072. The model accounted for 39.1% of the variance in the PA behavior of preschool-aged children. Structural equation modelling revealed parental self-efficacy (beta = 0.29, 95% CI [0.95, 0.49]) and goal setting (beta = 0.25, 95% CI [0.06, 0.44]) were directly associated with children's MVPA. Outcome expectations (beta = 0.09, 95% CI [0.01, 0.03]) and goal setting (beta = 0.18, 95% CI [0.05, 0.32]) mediated the association between parental self-efficacy and children's MVPA. Indirect associations of parental self-efficacy from setting goals via parental support (beta = 0.15, 95%CI [0.02, 0.30]) and perceived barriers (beta = 0.15, 95% CI [0.05, 0.28]) were uncovered. Results supported the use of SCT in understanding how the parents perceived social cognitive factors predict the PA behaviors of young children. This study provides insight into whether these theoretical variables could be modified or promoted in future intervention programs. Enhancing parents' abilities to ensure preschool-aged children are physically active is of great importance given the global decline in PA among children.
查看更多>>摘要：A fundamental motor learning principle conveyed in textbooks is that augmented terminal feedback frequency differentially affects motor learning and performance. The guidance hypothesis predicts that relative to a reduced frequency of feedback, providing learners with feedback following every practice trial enhances practice performance but degrades subsequent motor learning. This change in effectiveness for each relative feedback frequency is called a reversal effect, and because it is thought that practice variables can have distinct impacts on learning and performance, delayed retention tests are considered the gold standard in motor learning research. The objectives of this meta-analysis were to a) synthesize the available evidence regarding feedback frequency, performance, and motor learning to test whether there are significant changes in effectiveness from acquisition and immediate retention to delayed retention, b) evaluate potential moderators of these effects, and c) investigate the potential influence of publication bias on this literature. We screened 1662 articles found in PubMed and PsycINFO databases as well as with reference tracing and a targeted author search. A final sample of 61 eligible papers were included in the primary analysis (k = 75, N = 2228). Results revealed substantial heterogeneity but no significant moderators, high levels of uncertainty, and no significant effect of reduced feedback frequency at any time point. Further, multilevel analyses revealed no evidence of a significant change in effect from acquisition or immediate retention to delayed retention. Z-curve analysis suggested the included studies were severely underpowered. These results suggest that robust evidence regarding feedback frequency and motor learning is lacking.
Murray, Ross M.Gilchrist, Jenna D.Conroy, David E.Sabiston, Catherine M....
6页
查看更多>>摘要：Objective: Examine the association between self-conscious emotions and adolescents' implicit attitudes (i.e., automatic evaluations or "gut reactions") towards sport.Design: In this cross-sectional design, 162 adolescents completed self-report questionnaires and a single category implicit association task. Study protocols transitioned from in-person to online at the start of the COVID-19 pandemic.Measures: Self-conscious emotions (i.e., fitness-related shame and pride) were assessed using the BSE-FIT (Castonguay et al., 2016), and sport enjoyment (i.e., reflective attitudes) was assessed using four items from Scanlan and colleagues measure of adolescents' sport experiences (Scanlan et al., 1993). The Single-Category Implicit Association Task using images was used to measure their implicit attitudes towards sport (Karpinski & Steinman, 2006).Results: Based on a structural equation model accounting for age and gender, higher levels of fitness pride related to higher sport enjoyment and higher levels of fitness shame related to less favourable implicit attitudes towards sport.Conclusion: Overall, results might reflect differences in when self-conscious emotions are most relevant, whereby pride is more relevant when reflecting on experiences in sport, however fitness shame is related to implicit attitudes elicited from the sport context. Interventions that target affective judgments of the self may be useful to incorporate into strategies to reduce sport drop out in adolescents.
查看更多>>摘要：Executive functions (EFs) are an important skill set for human cognition as well as achievement and can be separated into different components (inhibition, switching, updating). To date, it remains poorly understood whether the sport type children engage in is related to differences in their EFs. Thus, in the present study, we investigated whether children with regular engagement in open- and closed-skilled sports perform differently on tasks assessing inhibition, switching, and updating skills. Cross-sectional data from 113 children aged 8-13 years was used, of those 42 children engaged exclusively in open-skilled sports (e.g., soccer), 44 engaged exclusively in closed-skilled sports (e.g., swimming), and 27 engaged in both sport types as indicated by parental report. Children took part in three computerized tasks assessing their inhibitory, switching, and updating skills. Additionally, their verbal-reasoning skills, motor abilities, and aerobic fitness were assessed using acknowledged tasks. Results showed no differences with respect to children's inhibitory and updating skills among the groups. However, it was found that children engaged in open-skilled sports showed lower switch costs in the switching task as compared to children engaged in closed-skilled sports. Follow-up analyses demonstrated that this held particularly true for children with a high level of engagement in open-skilled sports. Our findings indicate that children with a regular participation in open-skilled sports show higher switching skills as peers with a regular engagement in closed-skilled sports, suggesting that children's experience in a dynamic, unpredictable sport exercise may be closely related to their EFs.
NSTL
Elsevier