Asian Journal of Sport and Exercise Psychology最新文献

{"title":"Improving the reporting of sport imagery interventions with TIDieR","authors":"Jennifer Cumming ,&nbsp;Mary L. Quinton","doi":"10.1016/j.ajsep.2022.07.003","DOIUrl":"10.1016/j.ajsep.2022.07.003","url":null,"abstract":"<div><p>Imagery is a popular technique for enhancing learning, performance, and rehabilitation in sport, but mixed evidence exists to its effectiveness. There have been wide variations in the methods used to deliver imagery interventions and the level of detail reported, making it difficult to draw comparisons across studies. Moreover, there have been few efforts to date to replicate the findings of previous intervention studies. The aim of this paper is to articulate the need for standardized reporting of imagery interventions, which can be achieved through application of the Template for Intervention Description and Replication (TIDieR; Hoffmann et al., 2014). The TIDieR is a 12-item checklist to provide fuller, more accurate and standardized reporting so that these future imagery interventions can be more effectively delivered in practice or replicated in research. We use the TIDieR to describe a personalized guided imagery intervention for improving student-athletes’ regulatory responses to competitive anxiety. Overall, this paper offers practical and evidence-based guidance for researchers designing imagery interventions and recommendations to enable journal editors and reviewers to make easier judgements about rigor. It may also serve as a pedagogical resource for students and trainee sport psychologists undertaking applied research as part of their training.</p></div>","PeriodicalId":100129,"journal":{"name":"Asian Journal of Sport and Exercise Psychology","volume":"2 2","pages":"Pages 80-90"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2667239122000247/pdfft?md5=e444511d5fe55793aea17d2b370a8742&pid=1-s2.0-S2667239122000247-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82418965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Twenty years of PETTLEP imagery: An update and new direction for simulation-based training","authors":"Matthew W. Scott ,&nbsp;David J. Wright ,&nbsp;Dave Smith ,&nbsp;Paul S. Holmes","doi":"10.1016/j.ajsep.2022.07.002","DOIUrl":"10.1016/j.ajsep.2022.07.002","url":null,"abstract":"<div><p>Research has shown that motor imagery (MI) interventions, involving the systematic and repeated imagination of visual and kinaesthetic components of movements, can enhance performance in sport. Twenty years ago, Holmes and Collins (2001) published the PETTLEP model as a framework to improve the delivery and outcome of MI interventions. The model outlined seven principles to be considered when designing effective imagery interventions: Physical, Environment, Task, Timing, Learning, Emotion, Perspective (i.e., PETTLEP). The incorporation of these principles within MI interventions was assumed to facilitate performance through the optimisation of a functional equivalence between the neurophysiological substrates of motor preparation and execution, and that of MI. Since its conception, this model has become a standard for many in the delivery of imagery interventions in sport and has been corroborated through research and practice. This 20-year review first covers the reach and impact of this influential model and the more recent empirical investigations related to PETTLEP. We then outline how PETTLEP-based imagery may be integrated with action observation to support an increasingly popular approach to the delivery of imagery interventions in sport. Research indicates that combining these two simulation states can enhance sport performance whilst also providing the sport psychologist more control over the imagery experience than is possible through traditional imagery interventions. This article discusses the application of PETTLEP within a combined action observation and imagery framework and provides guidance for sport psychologists for the creation of new PETTLEP-informed interventions.</p></div>","PeriodicalId":100129,"journal":{"name":"Asian Journal of Sport and Exercise Psychology","volume":"2 2","pages":"Pages 70-79"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2667239122000260/pdfft?md5=594aeccb3a91283c5d661cf14a647849&pid=1-s2.0-S2667239122000260-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88339303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Real-world Examination of Progressive Imagery Delivery in Competitive Basketball","authors":"Fatemeh Fazel,&nbsp;Tony Morris,&nbsp;Anthony P. Watt,&nbsp;Roy Maher","doi":"10.1016/j.ajsep.2022.09.002","DOIUrl":"10.1016/j.ajsep.2022.09.002","url":null,"abstract":"<div><p>Effective delivery of imagery training has been studied for some time. Recently, researchers have determined that, in some contexts, Progressive Imagery (PI), in which content is added to the imagery script in phases, can be more effective than Routine Imagery (RI), in which all the imagery content is presented in every session of an imagery program. However, most research to date consists of field studies, lacking ecological validity. We examined the efficacy of a PI program presented to highly-skilled basketball players in league competition across a whole season, using a Single-Case Design (SCD). Participants were five male players from Division 1 of the State Basketball League, who were pre-tested on the Sport Imagery Ability Measure (SIAM) to ensure they had at least moderate imagery ability. We monitored their Free-Throw Shooting (FTS) percentage in every league match of the whole season. The first 4 to 6 matches (Phase A) gave a stable baseline. Phase B, again lasting 4 to 6 matches, involved imagery that focused on static aspects of FTS movements. In Phase C (4 to 6 matches), more complex elements of FTS were added to imagery, including teammates and opponents on court. Phase D, lasting at least 4 matches, introduced imagery of a high-pressure context in which the FTS shot would decide the match. At the end of the season, each participant was interviewed about his experiences with imagery. We employed visual analysis and the split-middle technique to measure performance and self-efficacy. On these measures, all participants improved their FTS from baseline to Phase D, although two performed best in Phase C. Participants reported feeling comfortable with the changing phases, although one commented that he would have preferred the high-pressure imagery earlier, before he faced real high-pressure finals. We concluded that PI was an effective intervention among highly-skilled participants over a full competition season, while timing of high-pressure imagery should be tested prior to crucial season-ending matches.</p></div>","PeriodicalId":100129,"journal":{"name":"Asian Journal of Sport and Exercise Psychology","volume":"2 2","pages":"Pages 106-113"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2667239122000338/pdfft?md5=c137ea103ff1e227069829313e4a0c0c&pid=1-s2.0-S2667239122000338-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89205874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Questioning the transfer effect of motor imagery benefits: The neglected variable of interest","authors":"Aymeric Guillot ,&nbsp;Ursula Debarnot ,&nbsp;Yann Monarchi-Comte ,&nbsp;Franck Di Rienzo","doi":"10.1016/j.ajsep.2022.08.001","DOIUrl":"10.1016/j.ajsep.2022.08.001","url":null,"abstract":"<div><p>Over the last three decades, a large amount of experimental research aimed at determining the optimal motor imagery practice guidelines, and provided a comprehensive overview of the main recommendations to develop effective interventions. Yet, the scientific literature paid little attention to transfer effects resulting from motor imagery practice. In the present paper, we examined whether performance gains following motor imagery were task-specific or likely to be transferred to partially distinct motor skills. Twenty-eight golf players of intermediate level were involved in a 12-weeks test-retest design, where swing and putting performances were measured. All participants were subjected to three 4-week imagery interventions (internal visual imagery, external visual imagery and kinesthetic imagery), which were contrasted to a control pre-test measure. During each imagery intervention, they were requested to imagine only the swing shot. All imagery interventions contributed to enhance swing performance, and gains largely transferred to the putting performance in spite of a complete absence of training. A slight superiority of external visual imagery was observed for both shots. Interestingly, individual motor imagery ability scores predicted performance gains under the corresponding motor imagery training condition. Taken together, present findings support transfer effects of motor imagery interventions. Practically, this effect should be considered to achieve optimally effective interventions to enhance performance in relation to individual motor imagery ability profiles.</p></div>","PeriodicalId":100129,"journal":{"name":"Asian Journal of Sport and Exercise Psychology","volume":"2 2","pages":"Pages 91-98"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2667239122000272/pdfft?md5=699dbdc5759de6348818261f8ec0603c&pid=1-s2.0-S2667239122000272-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86495791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-regulation of learning in sport practices: An ecological dynamics approach","authors":"Adriano Carvalho,&nbsp;Duarte Araújo","doi":"10.1016/j.ajsep.2022.03.003","DOIUrl":"10.1016/j.ajsep.2022.03.003","url":null,"abstract":"<div><p>Self-regulation of learning (SRL) in sports has received much attention from sport sciences researchers. Zimmerman's theory of SRL is frequently used in sport psychology, which, in turn, is derived from the social cognitive theory of self-regulation developed by Bandura. Despite all the contributions to the domain of expertise in general, and sport in particular, this approach has limitations for the understanding and evaluation of SRL in sport performance. Alternatively, we discuss an ecological dynamics perspective of SRL, emphasizing the transactional relationship established between performers and environment as an alternative to attribute to metacognition the explanation for goal directed behaviour, as they self-regulate their performance behaviours. We also discuss methodological consequences for capturing SRL in sport performance guided by an ecological dynamics framework.</p></div>","PeriodicalId":100129,"journal":{"name":"Asian Journal of Sport and Exercise Psychology","volume":"2 1","pages":"Pages 3-7"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2667239122000053/pdfft?md5=00a139bf5f2b434faf7bcf8ff3efa3ae&pid=1-s2.0-S2667239122000053-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74483553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Information and Communication Technology as an enabler for implementing Nonlinear Pedagogy in Physical Education: Effects on students’ exploration and motivation","authors":"John Komar,&nbsp;Jia Yi Chow,&nbsp;Masato Kawabata,&nbsp;Corliss Zhi Yi Choo","doi":"10.1016/j.ajsep.2022.02.001","DOIUrl":"10.1016/j.ajsep.2022.02.001","url":null,"abstract":"<div><p>In the twenty-first century the Physical Education (PE) landscape is ever changing, with students being immersed increasingly in technologically driven learning environments. Therefore, there is a need to understand how Information and Communication Technology (ICT) are impacting learning opportunities. Specifically, how pedagogical practices could benefit from the development of ICT. This study investigated the effect of using ICT in PE when it is accompanied by a pedagogical innovation to promote students’ motivation. Thirty participants from 5 different indoor climbing PE classes were involved. Three experimental conditions were used: (1) Control, a regular climbing lesson, where traditional climbing holds are used, (2) Placebo climbing lesson, where participants climbed on an instrumented climbing wall with electronic climbing holds but the content of the lesson was similar to the regular condition, and (3) Nonlinear Pedagogy climbing lesson, where participants also climbed on the instrumented wall but with technology used in this context to implement innovative tasks routed on Nonlinear Pedagogy concepts (i.e., fostering motor exploration). Participants were involved in all three conditions and at the end of each condition, and they completed a survey set on their experiences in the climbing lessons. Compared to the control and placebo conditions, external regulation and tension scores were significantly lower and enjoyment scores were significantly higher during the Nonlinear Pedagogy climbing lesson. These results indicated that when integrated with a clear pedagogical purpose, ICT could positively impact learners.</p></div>","PeriodicalId":100129,"journal":{"name":"Asian Journal of Sport and Exercise Psychology","volume":"2 1","pages":"Pages 44-49"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2667239122000016/pdfft?md5=63aa108bcdc19edaf47f156e5b37d22b&pid=1-s2.0-S2667239122000016-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88305952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application of ecological dynamics principles to drowning prevention","authors":"Chris Button,&nbsp;Jonathan Leo Ng,&nbsp;Carolina Burnay,&nbsp;Tina van Duijn","doi":"10.1016/j.ajsep.2022.04.001","DOIUrl":"10.1016/j.ajsep.2022.04.001","url":null,"abstract":"<div><p>Drowning has been identified as the cause of over 2.5 million preventable deaths globally in the past decade. Lower- and middle-income countries in Asia have recorded the highest numbers of drowning worldwide and children seem particularly vulnerable. Drowning is a complex phenomenon informed by multiple interacting factors, and the majority of deaths occur in natural environments such as ponds, ditches, rivers and oceans. Any potential drowning prevention strategy should acknowledge the important relationships that are created between individuals and their environment in water safety education. In this article, we share how the ecological dynamics theoretical perspective can help inform our understanding of drowning prevention. First, we review recent drowning prevention recommendations provided by the World Health Organization (WHO). Next, we discuss how well WHO's recommendations align with the principles of ecological dynamics. It is acknowledged that in many Asian countries, there are considerable challenges to delivering WHO's drowning prevention interventions. Teaching children basic swimming, water safety and self-rescue skills remains the most practical means to prevent drowning. The relevant scale of analysis for understanding behaviour is the individual-environment relationship. Specifically, the relative fit between these components may dictate how well water safety skills are learnt. Considerations such as installing barriers and adequate supervision around water can be scaffolded alongside an understanding of affordances in the context of water safety. We conclude that water safety education informed by an ecological dynamics approach is an effective partnership to help tackle the drowning pandemic.</p></div>","PeriodicalId":100129,"journal":{"name":"Asian Journal of Sport and Exercise Psychology","volume":"2 1","pages":"Pages 59-66"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2667239122000065/pdfft?md5=76c8aba0c736b9735f91f770730b00d7&pid=1-s2.0-S2667239122000065-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79539940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An ecological dynamics perspective to learning","authors":"Jia Yi Chow,&nbsp;Ying Hwa Kee","doi":"10.1016/j.ajsep.2022.04.004","DOIUrl":"10.1016/j.ajsep.2022.04.004","url":null,"abstract":"","PeriodicalId":100129,"journal":{"name":"Asian Journal of Sport and Exercise Psychology","volume":"2 1","pages":"Pages 1-2"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2667239122000090/pdfft?md5=4bc4bd8a72d96d1f03b20d4f9b4315ff&pid=1-s2.0-S2667239122000090-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76582999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A games-based assessment in ecological dynamics for measuring physical literacy","authors":"Brett Wilkie ,&nbsp;Jonathan Foulkes ,&nbsp;Carl T. Woods ,&nbsp;Alice Sweeting ,&nbsp;Colin Lewis ,&nbsp;Keith Davids ,&nbsp;James Rudd","doi":"10.1016/j.ajsep.2022.03.002","DOIUrl":"10.1016/j.ajsep.2022.03.002","url":null,"abstract":"<div><p>Ideas and concepts taken from ecological dynamics might provide an alternative perspective on physical literacy assessment. The aim of this paper was to pilot an assessment of physical literacy conceptualised in an ecological dynamics theoretical rationale. The assessment that was designed has a number of unique features: its scale of analysis is captured at an individual-environment interaction level during game play and it captures key affordances that a child is attuning to and how they are functionally playing the game. Data collection involved observing primary school children playing invasion games in physical education classes. Digital, video-based tagging (Dartfish Pro) of children's behaviours using the emergent game-based assessment tool was completed. Pilot data provided insights on the potential rich interpretations possible, such as readily differentiating between low and high physical literacy learners’ behaviours when playing small-sided games. Greater knowledge <em>of</em> the performance environment was observed in children with higher physical literacy, noted through a greater capacity to favourably regulate their relative positioning between competing and cooperating players, adopting more varied offensive functionality, and exhibiting greater attunement to key affordances. Better understanding children's knowledge <em>of</em> the environment during games play, provides practitioners novel insight into how physical literacy reveals itself through embedded actions. This appreciation can help inform practice more holistically, contributing to richer learning environments and task design.</p></div>","PeriodicalId":100129,"journal":{"name":"Asian Journal of Sport and Exercise Psychology","volume":"2 1","pages":"Pages 50-58"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2667239122000041/pdfft?md5=6cc4a59724a7f9eb3137518e62d3c1cc&pid=1-s2.0-S2667239122000041-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89917229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An ecological dynamics approach to motor learning in practice: Reframing the learning and performing relationship in high performance sport","authors":"Ian Renshaw ,&nbsp;Keith Davids ,&nbsp;Mark O'Sullivan ,&nbsp;Michael A. Maloney ,&nbsp;Rian Crowther ,&nbsp;Chris McCosker","doi":"10.1016/j.ajsep.2022.04.003","DOIUrl":"10.1016/j.ajsep.2022.04.003","url":null,"abstract":"<div><p>For practitioners working in high performance sport, the primary goal is to ensure that precious preparation time is utilised efficiently, effectively and resourcefully to provide maximal impact on the performance potential of the individual or team. To achieve this goal, there is a need to treat athlete learning and development as an integral part of performing with a key focus on increasingly aligning the <em>relation between the perfomer(s) and their environment</em>, which may differ according to practice and performance (Button et al., 2020b). This article critiqued the weaknesses and limitations of traditional learning approaches in sport, seeking to highlight instead the value of adopting a contemporary ecological dynamics perspective, informing how practitioners should design practice to support a greater connectivity between the contexts of performance and learning.</p></div>","PeriodicalId":100129,"journal":{"name":"Asian Journal of Sport and Exercise Psychology","volume":"2 1","pages":"Pages 18-26"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2667239122000089/pdfft?md5=0ad389ec2010dcdd3cc39cd4b699cd7c&pid=1-s2.0-S2667239122000089-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76078560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}