Perceptual and Motor Skills最新文献

{"title":"The Relationship Between Time Perception and Academic Performance in Primary School Students and the Apparent Mediating Effect of Academic Procrastination","authors":"Yihan Xu, Hongyao Fu, Wenhui Li","doi":"10.1177/00315125241284107","DOIUrl":"https://doi.org/10.1177/00315125241284107","url":null,"abstract":"In this study, we explored (i) the relationship between time perception and primary school students’ academic performance and (ii) the mediating effect of their academic procrastination. We measured time perception in 321 students in primary grades 2, 4, and 6 in Shenyang, China. Students also completed the General Procrastination Acale, and we obtained measures of their academic performance during the semester from their teacher. Results indicated that time perception was significantly and positively correlated with academic performance ( β = 0.16, t = 3.18, p < .001), and time perception and academic procrastination were significantly negatively correlated ( β = −0.16, t = −2.92, p < .01); academic procrastination and academic performance were also significantly negatively correlated ( β = −0.27, t = −5.38, p < .001). Academic procrastination played a mediating role in the relationship between time perception and academic performance, with an indirect effect of 0.04 that accounted for 25.96% of the total academic performance effect. The bootstrap 95% CI was 0.01–0.08. These results may help teachers improve primary school students’ academic performance and inspire parents and schools to cultivate students’ accurate time perception and prevent academic procrastination in young learners.","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142260901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Music on Repeated-Sprint Performance of Elite Tunisian Soccer Players: Comparing Morning to Afternoon Practice Sessions","authors":"Mohamed Tounsi, Asma Aloui, Seif Messaoud, Hamdi Chtourou, Yassine Trabelsi","doi":"10.1177/00315125241280500","DOIUrl":"https://doi.org/10.1177/00315125241280500","url":null,"abstract":"Our aim in the present study was to examine the effect of listening to self-selected music during soccer warm-ups in morning and afternoon sessions on repeated-sprint performances of elite soccer players. Twenty elite academy male soccer players performed a repeated-sprint ability (RSA) test in the morning (i.e., 07:00 hours) and in the afternoon (i.e., 17:00 hours), with or without listening to music during the warm-up period. The RSA test consisted of six 40-meter sprints with 180° direction changes interspersed with a 20-second passive recovery period. Ratings of perceived exertion (RPE) were obtained at the end of the warm-up period and immediately after the RSA test. Results showed that listening to music during warming-up had no significant effect on these selected performance measures (i.e., mean sprint time, best sprint time, RSA decrement), regardless of whether performances were in the morning or the afternoon. Moreover, players reported higher post-warm-up RPE scores in the music listening condition than in the no-music listening condition, only in the afternoon session. Furthermore, RPE scores measured after the RSA test were higher in the no-music listening condition compared to the music listening condition, only in the morning session. Thus, the use of music during warming-up in elite soccer players appears to be an individual athlete’s choice but not a reliable means of enhancing performance.","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142260948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptual-Cognitive Skills of Basketball Referees: On-The-Court Visual Search Behavior","authors":"Antonio J. Ruiz, Carlos Albaladejo-García, Raúl Reina, Francisco J. Moreno","doi":"10.1177/00315125241278532","DOIUrl":"https://doi.org/10.1177/00315125241278532","url":null,"abstract":"Perceptual-cognitive skills are crucial in successfully managing information and decision-making in sports, particularly in high-pressure environments. We examined 16 basketball referees’ on-the-court visual search behavior by comparing referees of different experience levels (experienced, n = 8; and novice, n = 8) and different court positions. Participants’ visual search behavior was analyzed during 20 live gameplay situations using eye-tracking technology. Dependent variables were the number of eye fixations, mean fixation time, and total fixation time on selected areas of interest; and independent variables were the referees’ experience and visual angles (lead and trail referee positions). Experienced referees exhibited significantly lower total fixation time than novice referees ( p = .009). Referees in the trail position showed more fixations of shorter duration and a greater focus on the basket than those in the lead position. Our findings suggest that the visual search behavior of basketball referees varies with their court position and experience. These data provide valuable insights into referees’ complex visual search patterns in the real-game context, and they highlight the importance of considering viewing angle and experience in future research.","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Adaptation Effect in Bilingual Adults Who Stutter Suggests Their Motor Learning is Influenced by Language Factors","authors":"Jasper Priences Vedanayagam, Santosh Maruthy","doi":"10.1177/00315125241276227","DOIUrl":"https://doi.org/10.1177/00315125241276227","url":null,"abstract":"Stuttering is progressively reduced when persons who stutter repeatedly read the same text. This reduction has been recently attributed to motor learning with repeated practice of speech-motor sequences. In the present study, we investigated the adaptation effect of 17 bilingual adults who stutter (BAWS). We asked these participants to complete a particular paradigm of reading passages with a 30-minute break between them. Participants were Kannada-English speaking BAWS. We split them into two groups of eight and nine participants, respectively who read in counter-balanced order two passages written in the Kannada and English languages. The averaged data from the two groups resulted in a typical adaptation curve for the five readings when read separately in both languages. When there was a switch from readings in Kannada to readings in English, there was a significant increase in the percentage of syllables stuttered. This increase in dysfluencies reduced the adaptation effect from repeated reading. These findings support the hypothesis that motor learning plays a crucial role in stuttering adaptation when participants read the same passage repeatedly in any language, but the shift in the language read suggests an interference in motor learning. Collectively, our results highlight an interaction effect between motor learning and language proficiency, seen by increased dysfluencies and a reduced adaptation effect in bilingual speakers.","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Complex Relationships Between Students' Foreign Language Attitudes and Proficiency Perceptions with Foreign Language Classroom Enjoyment: Insights from Chinese University Students of Japanese.","authors":"Nan Jiang, Bo Wang, Yinxing Jin","doi":"10.1177/00315125241273995","DOIUrl":"https://doi.org/10.1177/00315125241273995","url":null,"abstract":"<p><p>In the present study, we addressed (a) Chinese students' level of enjoyment in studying Japanese; (b) the independent and interactive predictive associations of student attitudes towards the Japanese language and their perceived Japanese proficiency with their Japanese classroom enjoyment; and (c) the gender as a potential moderating variable in these relationships. Three hundred participants completed three questionnaires assessing their attitudes towards the Japanese language, perceived Japanese proficiency, and Japanese classroom enjoyment. Descriptive analysis, multiple regression analysis, and path analysis revealed the following: (a) high overall student enjoyment in the Japanese classroom; (b) student attitudes towards both Japanese and their perceived Japanese proficiency were significant positive predictors of their levels of Japanese classroom enjoyment; (c) there was no significant interaction in the relationship between student attitudes towards the Japanese language and their perceived Japanese proficiency and Japanese classroom enjoyment; and (d) gender differences significantly moderated the relationships between perceived Japanese proficiency and Japanese classroom enjoyment, characterized by a stronger relationship among female participants; but gender was not a significant mediator in the relationship between attitudes towards the Japanese language and Japanese classroom enjoyment. We discuss these findings and their pedagogical implications, as well as the limitations of this study and future research directions.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142018229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Mixed-Methods Investigation into the Interplay Between Supportive Work Environment, Achievement Emotions, and Teaching for Creativity as Perceived by Chinese EFL Teachers.","authors":"Hanwei Wu, Yonghong Zeng","doi":"10.1177/00315125241272593","DOIUrl":"https://doi.org/10.1177/00315125241272593","url":null,"abstract":"<p><p>Teaching for creativity (TfC) has recently received increased attention in English-as-a-foreign-language (EFL) contexts. Previous studies confirmed that TfC links with achievement emotions (AEs) in this context. Additionally, a supportive work environment (SWE) has been shown to be associated with AEs. However, relationships among all three variables - SWE, AEs, and TfC - have not been adequately explored in EFL contexts, nor have the underlying bases for these links been elucidated. In this study, we adopted a mixed-methods approach to investigate the complex associations between SWE, AEs (anxiety, pride, enjoyment, and anger), and TfC as perceived by 441 Chinese EFL teachers. Quantitative results revealed that SWE, four AEs, and TfC were significantly correlated, with small to large effect sizes. Furthermore, the four AEs collectively mediated the relationship between SWE and TfC in our structural equation model. Qualitative interviews with 15 EFL teachers provided nuanced insights into possible reasons for these statistical patterns. We discuss the theoretical and pedagogical implications of these findings and suggest directions for future research.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141982935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of a Psychological Intervention Program on Competitive Anxiety and Psychological Profile in Young Soccer Players.","authors":"José Antonio Domínguez González, Rafael Enrique Reigal Garrido, Verónica Morales Sánchez, Antonio Hernández Mendo","doi":"10.1177/00315125241256410","DOIUrl":"10.1177/00315125241256410","url":null,"abstract":"<p><p>Our aim in the present study was to test the efficacy of a 13-week, 19-session psychological intervention program on young soccer players' competitive anxiety and their sport psychological profiles. Participants were 37 players in the under-15 age category, of which 18 players formed the experimental group (<i>M</i> age = 14.67 years, <i>SD</i> = .48) and 19 players formed the control group (<i>M</i>age = 14.23 years, <i>SD</i> = .42); this was a quasi-experimental design without random assignment to groups. We had all participants complete the Psychological Inventory of Sport Performance (IPED), the Questionnaire of Psychological Characteristics of Sport Performance (CPRD), and the Competition State Anxiety Inventory-2 (CSAI-2) before and after the intervention. Results indicated positive effects for the intervention group (but not the control group) on stress control and motivation dimensions of the CPRD, cognitive anxiety and self-confidence on the CSAI-2, and self-confidence and attentional control on the IPED. These results suggest that psychological training for athletes contributes to their improved psychological skills, providing them tools to better adapt to the competitive environment.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141180415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Use of a <i>Just Noticeable Difference</i> Approach to Improve Perceptual Acuity Ability in Male Runners.","authors":"Maressa Priscila Krause, Luke Haile, Dayanne Sampaio Antonio, Andre L Peres, Robert J Robertson","doi":"10.1177/00315125241252852","DOIUrl":"10.1177/00315125241252852","url":null,"abstract":"<p><p>We were interested in micro-variations in an athlete's psychophysical state that separate peak exertion from physiological collapse. Thus, we measured perceptual acuity in runners using a classic psychophysical approach, the <i>just noticeable difference</i> (JND) on two standard stimuli runs at treadmill speed corresponding to 70%VO_2max and 80%VO_2max. Thirty-four male runners (<i>M</i> age = 35.26, <i>SD</i> = 7.33 years) first performed a maximal treadmill test to determine the speed of a standard exercise bout for the JND trials. The JND trials consisted of four 5-minute running bouts on a treadmill with 5-minute rests between bouts. For bouts 1 and 3, participants ran at the standard stimuli pace, but for bouts 2 and 4, they adjusted their speeds to achieve a level of exertion at a JND above/below the SS. They achieved differences in the final 30 seconds of the VO₂ between each JND bout and the previous standard stimuli at just above (JND-A) and just below (JND-B) the JND perceived exertions. We used a Generalized Linear Model analysis to compare the JND-A and JND-B within and between ventilatory threshold groups (lower/higher) in absolute and relative VO₂ and in terms of the total JND magnitude. The magnitude of JND-A was greater than that of JND-B at 70%VO_2max and 80%VO_2max in absolute units (70%VO₂ Δ = 2.62; <i>SE</i> = 0.37; <i>p</i> < .001; 80%VO₂ Δ = 1.67; <i>SE</i> = 0.44; <i>p</i> = .002) and in relative units (70%VO_2max Δ = 4.70; <i>SE</i> = 0.66; <i>p</i> < .001; 80%VO_2max Δ = 2.96; <i>SE</i> = 0.80; <i>p</i> = .002). The total magnitude was greater in the 70%VO_2max trial than 80%VO_2max in absolute units (70%VO₂ <i>M</i> = 3.78, <i>SE</i> = 0.31 mL·kg^-1·min^-1; 80%VO₂ <i>M =</i> 2.62, <i>SE</i> = 0.37 mL·kg^-1·min^-1; <i>p =</i> .020) and in relative units (70%VO_2max <i>M =</i> 6.57, <i>SE</i> = 0.53%VO_2max; 80%VO_2max <i>M =</i> 4.71, <i>SE</i> = 0.64%VO_2max; <i>p =</i> .030). The JND range narrowed when physiologic demand increased, for both physical (speed) and psychological (RPE) variables.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141420330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Motionless Interventions Based on Visual-Auditory Instructions With Sonification on Learning a Rhythmic Motor Skill.","authors":"Shiva Ghambari, Saeed Arsham, Hesam Ramezanzade","doi":"10.1177/00315125241252855","DOIUrl":"10.1177/00315125241252855","url":null,"abstract":"<p><p>Our aim in this study was to investigate the effects of motionless interventions, based on visual-auditory integration with a sonification technique, on the learning a complex rhythmic motor skill. We recruited 22 male participants with high physical fitness and provided them four acquisition sessions in which to practice hurdle running, based on a visual-auditory instructional pattern. Next, we divided participants into three groups: visual-auditory, auditory, and control. In six sessions of motionless interventions, with no physical practice, participants in the visual-auditory group received a visual-auditory pattern similar to their experience during the acquisition period. The auditory group only listened to the sound of sonified movements of an expert hurdler, and the control group received no instructional interventions. Finally, participants in all three groups underwent post-intervention and transfer tests to determine their errors in the spatial and relative timing of their leading leg's knee angular displacement. Both visual-auditory and auditory groups had significantly less spatial error than the control group. However, there were no significant group differences in relative timing in any test phase. These results indicate that the use of the sonification technique in the form of visual-auditory instruction adapted to the athletes' needs benefitted perception-sensory capacities to improve motor skill learning.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140958653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dual-Tasks in Soccer: Effects of Players' Experience and Task Condition on Physical Performance.","authors":"Gibson Moreira Praça, Pedro Henrique de Almeida Oliveira, Vitor Hugo Santos Resende","doi":"10.1177/00315125241257398","DOIUrl":"10.1177/00315125241257398","url":null,"abstract":"<p><p>In this study, we examined whether experience level and various dual motor and cognitive or single tasks influenced young soccer players' physical performance during small-sided games. Participants were 72 players from U-13 (<i>n</i> = 36) and U-17 (<i>n</i> = 36) groups who participated in 3-to-a-side small-sided games under four experimental conditions: control, a secondary motor task, an additional related secondary cognitive task, and an additional secondary non-specific task. We used GPS devices to measure physical performance in terms of distances covered and accelerations at different thresholds. We found no significant interaction effect between player experience and task condition (<i>p</i> = .540), meaning that dual tasks had comparable effects on players of different experience levels. There were significant main effects of both experience level (<i>p</i> < .001) and condition (<i>p</i> < .001) on most physically related variables. Older players outperformed younger ones, particularly in high-intensity actions. While secondary motor tasks decreased physical performance, secondary cognitive tasks, irrespective of specificity, did not impair players' performances. In conclusion, experience level did not influence the players' physical response to dual tasks, and a secondary motor task was more disruptive to physical performance than either of two types of secondary cognitive tasks. Cognitive tasks can be incorporated into soccer training without compromising physical performance.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141158572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}