text:
Current Search: Tenenbaum, Gershon (x) » Educational psychology (x) » text (x)
Applied Golf Research: Affective States during Golf Performance.
Van der Lei, Harm, Tenenbaum, Gershon, Eklund, Robert, Turner, Jeannine, Panton, Lynn, Department of Educational Psychology and Learning Systems, Florida State University
Many studies utilized psychophysiological indices to measure attentional and affective states for the examination of affect-performance relationships in stressful competitive conditions. In this applied, but scientifically driven, project we determined individual affect-related performance zones (IAPZs) by utilizing Kamata, Tenenbaum, and Hanin's (2002) probabilistic model as a basis for examining idiosyncratic affective patterns during golf performance. The investigation implemented a multi...
Show moreMany studies utilized psychophysiological indices to measure attentional and affective states for the examination of affect-performance relationships in stressful competitive conditions. In this applied, but scientifically driven, project we determined individual affect-related performance zones (IAPZs) by utilizing Kamata, Tenenbaum, and Hanin's (2002) probabilistic model as a basis for examining idiosyncratic affective patterns during golf performance. The investigation implemented a multi-modal assessment approach in which the probabilistic relationship between affective states and both, performance process and performance outcome, measures was determined. More specifically, introspective (i.e. verbal reports) and objective (heart rate and respiration rate) measures of arousal were incorporated to examine the relationships between arousal states and both, process components (i.e., routine consistency, timing), and outcome scores related to golf performance. Three male golfers of a varsity golf team at a major Division I university in the Southeastern United States were observed during three rounds of golf competition. The performance and the associated physiological measures were recorded simultaneously for each golfer with video and telemetry equipment. The results revealed distinguishable and idiosyncratic IAPZs associated with physiological and introspective measures for each golfer. The associations between the IAPZs and decision-making or swing/stroke execution were strong and unique for each golfer. Optimal IAPZs were often not associated with the most consistent patterns for glances at the target, practice swings or strokes, and time phases during the pre-performance routines. In addition, the patterns during the pre-performance routine were found to be highly consistent, differed between the golfers, and appeared to vary with task difficulty and task specificity. Comparison of the temporal patterns associated with the project's four functional time phases indicated more consistent time use by the golfers during the confirmation and evaluation phase immediately preceding and following the task execution (i.e., swing or stroke), respectively, compared to the information processing phase and the reorientation phase preceding and ensuing the task execution (i.e., swing or stroke), respectively. Consequently, an hourglass performance (HP) model for golf was developed to illustrate the relationship between a golfer's information processing pattern and the functional performance phases in golf.
FSU_migr_etd-4534
Attention and Performance: When Does Choking under Pressure Occur and What Is the Debilitating Source?.
Reeves, Jennifer Lyn, Tenenbaum, Gershon, Baumeister, Roy, Kamata, Aki, Reynaud, Cecile, Department of Educational Psychology and Learning Systems, Florida State University
The explicit monitoring theory proposes that pressure causes a performer to pay attention to and attempt to control the automaticity of a well-learned skill (Baumeister, 1984; Beilock & Carr, 2001; Lewis & Linder, 1997). For novice performers, focusing on the process is necessary and beneficial to performance; however, for expert performers, focusing on an automatic process results in choking under pressure, unless one is accustomed to performing under self-focused conditions (i.e., they have...
Show moreThe explicit monitoring theory proposes that pressure causes a performer to pay attention to and attempt to control the automaticity of a well-learned skill (Baumeister, 1984; Beilock & Carr, 2001; Lewis & Linder, 1997). For novice performers, focusing on the process is necessary and beneficial to performance; however, for expert performers, focusing on an automatic process results in choking under pressure, unless one is accustomed to performing under self-focused conditions (i.e., they have undergone self-consciousness training; Baumeister, 1984; Beilock & Carr, 2001; Reeves, Acharya, Lidor, & Tenenbaum, in review). Research on attention and performance has only looked at performance on a one-dimensional level (i.e., only looking at speed) and has failed to include all aspects of performance in one comprehensive study. Consequently, the purpose of the present study was threefold: (a) to determine when and where choking under pressure occurs, (b) to conclude whether performing in front of external evaluators or trying to meet a criterion induces greater performance pressure, resulting in performance decrements, and (c) to introduce a conceptual scheme of choking under pressure. Participants consisted of sub-elite and novice soccer players from Leon, Lincoln and Chiles High Schools. Participants were randomly assigned to one of four attentional focus conditions: internal, relevant (i.e., participants focused on their dribbling foot); internal, non-relevant (i.e., participants focused on their thoughts); external, relevant (i.e., participants focused on the soccer ball); and external, non-relevant (i.e., participants focused on crowd noise); while dribbling a soccer ball through a slalom course with their dominant and non-dominant feet, during low pressure, while trying to meet a criterion, and while performing in front of external evaluation. Results combined performance speed and accuracy to produce an overall measure of performance outcome (i.e., speed/accuracy tradeoff). The speed/accuracy tradeoffs exemplified an external attentional focus (i.e., focusing on crowd noise and the ball) to be most beneficial to sub-elite performance, while a relevant attentional focus (i.e., focusing on their foot and the ball) was most beneficial to novice performance. Furthermore, sub-elite participants were found to perform similarly to expert soccer players (rather than novices) regardless of attentional focus condition or task difficulty. So, when and where does choking under pressure occur? It appears that participants focusing internally on non-relevant aspects of performance (i.e., one's thoughts, or the arm in soccer) choke under pressure, regardless of expertise-level or task difficulty. In addition, expert and sub-elite participants choke under pressure while focusing internally, on relevant aspects of performance (i.e., foot in soccer, arm in a throwing task); while novices choke under pressure while focusing externally on non-relevant aspects of performance (i.e., crowd noise), regardless of task difficulty. Furthermore, it appears that performing in front of external evaluators induces greater performance decrements than trying to meet a criterion; i.e., external pressure was more debilitating to performance than internal pressure. These findings support the explicit monitoring theory of choking under pressure and expand the current literature on attention and performance. Future research needs to replicate the present study to include expert performers to ensure the reliability and validity of the conceptual scheme of choking presented in Figures 28a and 28b; and use this schema to design an intervention to prevent paradoxical performance effects, allowing all performers to reach their highest potential.
Attentional Strategies and Their Relationship with Perceived Exertion and Flow.
Connolly, Cathleen T. (Cathleen Teresa), Tenenbaum, Gershon, Peterson, Gary, Panton, Lynn, Kelly, F. Donald, Department of Educational Psychology and Learning Systems, Florida...
Show moreConnolly, Cathleen T. (Cathleen Teresa), Tenenbaum, Gershon, Peterson, Gary, Panton, Lynn, Kelly, F. Donald, Department of Educational Psychology and Learning Systems, Florida State University
A study was designed to explore a proposed conceptual scheme linking the concepts of perceived exertion, flow, and the attention strategies of association and dissociation. The purpose of the current study was to: 1) examine whether attention allocation would vary as a function of perceived effort, 2) examine if flow would vary as a function of attention allocation, and 3) examine if flow would vary as a function of perceived effort. Sixty high school and collegiate rowers were recruited to...
Show moreA study was designed to explore a proposed conceptual scheme linking the concepts of perceived exertion, flow, and the attention strategies of association and dissociation. The purpose of the current study was to: 1) examine whether attention allocation would vary as a function of perceived effort, 2) examine if flow would vary as a function of attention allocation, and 3) examine if flow would vary as a function of perceived effort. Sixty high school and collegiate rowers were recruited to participant in the rowing ergometer task. Participants were divided into 30 experienced (15 males and 15 females) and 30 novice rowers (15 males and 15 females) based on years of experience. After establishing a maximal power output, participants were asked to row at 30%, 50%, and 75% workload intensities for 10 minutes. At each minute, measures of heart rate, attention, and perceived exertion were taken. After completion of all sessions, participants completed the Flow State Scale-2 (FSS-2), commitment checks, and recorded their thoughts. Results demonstrated that: 1) as workload increased, perceived exertion and heart rates significantly increased, and attention significantly shifted from dissociation to association; 2) as workload increased, endorsement of the nine flow dimensions also changed. Merging of action and awareness, sense of control, and clear goals were felt more intensely during lower levels of perceived exertion and dissociation, while total concentration and challenge-skill balance were more highly endorsed during higher levels of perceived exertion and association. 3) Males and females did not differ in their use of attention as workload increased. In regards to flow, females reported higher global flow at the highest workloads, while males reported higher global flow at the 30% workload. 4) In regards to experience, novice and experienced rowers did not significantly differ in attention allocation or flow experience as workload increased. Results lend support for the proposed conceptual model in that a relationship did exist between perceived exertion, attention allocation, and flow. Both attention allocation and endorsement of the nine flow dimensions shifted as workload and perceived exertion increased. Future research should further examine the conceptual model in different settings and activities.
Be a Performance Enhancement Consultant: Enhancing the Training of Student Sport Psychology Consultants Using Expert Models.
Tashman, Lauren S. (Lauren Saenz), Tenenbaum, Gershon, Burnett, Kathleen, Eccles, David, Eklund, Robert, Department of Educational Psychology and Learning Systems, Florida State...
Show moreTashman, Lauren S. (Lauren Saenz), Tenenbaum, Gershon, Burnett, Kathleen, Eccles, David, Eklund, Robert, Department of Educational Psychology and Learning Systems, Florida State University
Binder (1999) suggested that interactive, multimedia-training activities could be used to fill the gap between coursework and supervised practicum experiences. Consistent with this idea, the purpose of the present study was to evaluate a computer-training program that combines case-based instruction, self-evaluation, and models as feedback. Case-based instruction gives learners practice with applying their knowledge in real-world situations (Mayo, 2002), situating the learning in the context...
Show moreBinder (1999) suggested that interactive, multimedia-training activities could be used to fill the gap between coursework and supervised practicum experiences. Consistent with this idea, the purpose of the present study was to evaluate a computer-training program that combines case-based instruction, self-evaluation, and models as feedback. Case-based instruction gives learners practice with applying their knowledge in real-world situations (Mayo, 2002), situating the learning in the context in which it will be used (Williams, 1992). Thus, learners become more flexible and effective in transferring and applying their knowledge in a variety of situations, and are better able to build adaptive expertise. Adaptive experts are more effectively able to think and act flexibly and appropriately, handle uncertainty, and build understandings for new experiences (Fazey, Fazey, & Fazey, 2005). Thirty-four sport psychology graduate students participated in the study, and responded to four sets of two performance-consulting scenarios. Participants outlined for each scenario the additional information they would want in the situation, and how they might handle the situation. Half of the participants then viewed other sport psychology graduate students' responses, while the other half viewed experienced professionals' responses. Participants were also assessed on their self-efficacy before and after viewing the models and ratings of comparisons with the models. Participants were subsequently asked to comment on the usefulness of the program and the models. The results of the study provided only limited support for the idea that viewing experienced professionals' models would be more beneficial to learning, though there was evidence of potential trends for their usefulness, particularly with respect to the participants' written responses. This is important given that individuals with more knowledge in a domain have more elaborate mental representations, which over time enable them to develop situation awareness and adaptive expertise, resulting in more flexible and effective application of their knowledge to a wide variety of situations (Berliner, 1994; Endsley, 1995; Ericsson, 2003; Glaser, 1987; Hatano & Inagaki, 2005; Tan, 1997). Self-efficacy ratings overall did not depend on which models were viewed, but rather may be based on the previous backgrounds and experiences of the participants. Model comparison ratings also did not depend on which models were viewed, which may be due to the design of the program rather than an indication of a lack of learning. However, the results highlighted a potential trend that participants in the novice feedback group rated their responses as more comparable to the models than did participants in the expert feedback group. Overall, participants indicated that the program would be a useful addition to performance consulting training, and stated that the models, regardless of level, were a beneficial aspect of the program. Suggestions for modifications to the program are discussed in order to further enhance the usefulness of the program. The process of sport psychology practice in the real world is not widely discussed in the field (Anderson, 2000), and learning activities need to be made available to students so that they can practice providing services to clients (Silva, Conroy, & Zizzi, 1999; Tod, Marchant, & Anderson, 2007). Therefore, the usefulness of this computer program is that it provides quality practice opportunities for graduate students in sport psychology to test out their skills, view the processes of how others approach consulting situations, and engage in reflective practice to become more self-aware and competent practitioners.
Causal Ascriptions and Emotional Attachments: Distance Runners' Perspectives.
Ormsby, Peter D., Tenenbaum, Gershon, Pargman, David, Losh, Susan, Kent, Aubrey, Department of Educational Psychology and Learning Systems, Florida State University
Previous research by Biddle (1994) has shown that a great deal of attributional research has focused on athlete's performance outcomes, while only few investigations were aimed toward athlete's responses during athletic competition. In this line, Botterill and Brown (2002) suggested that athletes, and their coaches, have a weak understanding of both the nature and function of emotions experienced during competition. Therefore, performance attributions and their corresponding emotions...
Show morePrevious research by Biddle (1994) has shown that a great deal of attributional research has focused on athlete's performance outcomes, while only few investigations were aimed toward athlete's responses during athletic competition. In this line, Botterill and Brown (2002) suggested that athletes, and their coaches, have a weak understanding of both the nature and function of emotions experienced during competition. Therefore, performance attributions and their corresponding emotions compromise two viable areas of investigation of an athlete's competitive experience. The current study was the first to take an active (i.e., investigate real- time emotions and attributions) opposed to the traditional post-event, outcome-centered protocol investigating the attribution-affect performance linkage. Although competing under like conditions on the same courses during the season, athletes (n= 7) demonstrated subtle individual and gender-based similarities (e.g., number of identified phases) and differences (e.g., perceptions of outcome) with respect to subjectively identified performance phases (i.e., positive, positive-flat, negative, & negative flat). Positive and positive-flat performance phases elicited significantly stronger affective (i.e., arousal & pleasantness) responses than did negatively-associated phases. In addition, participants assumed greater responsibility for their performance outcomes (i.e., positive or negatively associated phases) through increased internal control and locus, while eliciting lower stability, and external control attributions; with male participants eliciting higher attributional ratings than females. Further analysis identified affect-related individualized performance zones (APZ's) and linked it to performance related attributions given by athletes, providing beneficial information for both the athlete and coach alike by forming an optimal individualized competitive profile. The research introduces an innovative process-oriented method for studying the performance-affect-attribution linkage.
Changes in Affect, Self-Efficacy, Motivation and Performance Among Participants in a Boring and Challenging Task.
Shapiro, Brett S., Tenenbaum, Gershon, Sampson, James, Proctor, Briley, Department of Educational Psychology and Learning Systems, Florida State University
The present study examined Reversal theory (RT), which explains the personality and motivations of individuals as they engage in activity or competition. RT is concerned with two metamotivational states, the telic state and the paratelic state. In a telic state, an individual is said to be serious-minded, non-playful, and adhering to less challenging activity while in a paratelic state individuals are playful in nature, spontaneous, and not serious-minded. Prior RT research has focused on...
Show moreThe present study examined Reversal theory (RT), which explains the personality and motivations of individuals as they engage in activity or competition. RT is concerned with two metamotivational states, the telic state and the paratelic state. In a telic state, an individual is said to be serious-minded, non-playful, and adhering to less challenging activity while in a paratelic state individuals are playful in nature, spontaneous, and not serious-minded. Prior RT research has focused on athlete's preference for risky or safe sports based on their specific metamotivational dominance. The present research builds on past research by looking at one's metamotivational dominance, self-efficacy, motivation, and affect (i.e., arousal and pleasure) in relationship to two non-athletic tasks (i.e., circling vowels and completing puzzles). It was hypothesized that telic individuals would perform better and have higher self-efficacy, motivation, and affect in the task of circling vowels and that the paratelic individuals would perform better and have higher self-efficacy, motivation, and affect in the task of completing puzzles. Ninety-five participants completed the Sensation Seeking Scale-V (Zuckerman, 1979), and based on the results a final sample of 32 participants who met telic and paratelic characteristics were asked to participate in the study. Participants completed two different tasks: circling vowels (i.e., a boring task) and completing puzzles (i.e., a challenging task). Results indicated that with regards to the boring and challenging task, the hypotheses for task performance and affect were in the expected hypothesized direction, however, the hypotheses for self-efficacy and motivation were not supported. It is essential for future research to explore the following: (1) It should examine differences between telic and paratelic individuals under conditions which vary in complexity, excitation, and challenge, and identify tasks that truly differentiate telic from paratelic individuals; (2) it should develop better measurement tools for eliciting more reliable measures of metamotivational dominance and hedonic tone; and (3) it should focus on tasks that are better categorized and specified.
Climbing to the Top: Uncovering the Processes That Facilitate and Inhibit Attaining Excellence.
Johnson, Michael B., Tenenbaum, Gershon, Peterson, Gary, Imwold, Charles, Pfeiffer, Steven I., Roehrig, Alysia D., Department of Educational Psychology and Learning Systems,...
Show moreJohnson, Michael B., Tenenbaum, Gershon, Peterson, Gary, Imwold, Charles, Pfeiffer, Steven I., Roehrig, Alysia D., Department of Educational Psychology and Learning Systems, Florida State University
Previous research by Bloom (1985) and Côté (1999) illustrated the developmental patterns of elite athletes. Additionally, Ericsson, Krampe, and Tesch-Romer (1993) introduced the theory of deliberate practice, which has since attempted to explicate elite athletic achievement. These three primary areas of research into the development of athletic expertise have drawn cause-and-effect relationships between environmental factors and sport achievement level, minimizing possible predisposing...
Show morePrevious research by Bloom (1985) and Côté (1999) illustrated the developmental patterns of elite athletes. Additionally, Ericsson, Krampe, and Tesch-Romer (1993) introduced the theory of deliberate practice, which has since attempted to explicate elite athletic achievement. These three primary areas of research into the development of athletic expertise have drawn cause-and-effect relationships between environmental factors and sport achievement level, minimizing possible predisposing natural factors and neglecting the impact of any potential interactions among factors. The current study is the first to interview very accomplished athletes (i.e., swimmers) of differing achievement levels, a parent of each, and their coach. The objective of this study was to uncover potential reasons for performance differences among athletes who experienced similar developmental and training backgrounds, i.e., competed for the same team and coach and grew up in families with similar resources. Analyses of qualitative and quantitative data support and clarify a 4-factor, interactive systemic model. These four factors, as they relate to the development of athletic expertise, include: (a) high effort factors, (b) environmental factors, (c) coping factors, and (d) physically and psychologically predisposing factors. All four are likely required to become an elite athlete, and must be present in such a manner that they are systematically and idiosyncratically functional for the athlete in his or her unique environment, as each by itself may be inadequate to reach expert performance. "Hard work beats talent until talent decides to work hard." Coach of swimmers E4, S4a, and S4b
The Coaching Experience in Charitable Cause-Based Endurance Training Programs: A Self-Determination Theory Perspective.
Jeffery, Karin Ann, Becker, Betsy Jane, Eklund, Robert C. (Robert Charles), Kelley, Colleen M., Tenenbaum, Gershon, Almond, Russell G., Florida State University, College of...
Show moreJeffery, Karin Ann, Becker, Betsy Jane, Eklund, Robert C. (Robert Charles), Kelley, Colleen M., Tenenbaum, Gershon, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
The purpose of this study was to examine the coaching experience in charitable cause-based endurance training programs, in which participants receive coaching to complete a marathon or similar endurance athletic event in return for raising funds for a charitable cause. In particular, the purpose of this study was to investigate the nature and extent of coach burnout in this setting, and their correlated factors. Male and female coaches (n = 150) from six different endurance sports...
Show moreThe purpose of this study was to examine the coaching experience in charitable cause-based endurance training programs, in which participants receive coaching to complete a marathon or similar endurance athletic event in return for raising funds for a charitable cause. In particular, the purpose of this study was to investigate the nature and extent of coach burnout in this setting, and their correlated factors. Male and female coaches (n = 150) from six different endurance sports participated in this study. Their average reported age was 50.94 years (SD = 10.01) and their average years of coaching in the charitable setting was 6.76 (SD = 4.77). They completed four questionnaires: a demographic questionnaire, the Areas of Worklife Survey (Leiter & Maslach, 1999), the Basic Psychological Need Satisfaction scale (Deci & Ryan, 2000; Deci, Ryan, Gagné, Leone, Usunov, & Kornazheva, 2001), and the Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1996). Items in these last three questionnaires were modified, with permission, to more specifically reflect the charitable coaching setting. Path analyses indicated that basic needs played a relatively minor mediating role between worklife satisfaction and burnout, compared with the direct effects of both the AWS and BPN dimensions. In particular, BPN emerged as an important direct predictor of burnout rather than a mediator. This study was, to my knowledge, the first to examine the coaching experience in the charitable setting. It was also the first to present a model of the coaching experience that combined two separate lines of research: worklife satisfaction in relation to burnout, and the satisfaction of basic psychological needs as presented in self-determination theory. It is hoped that this model will have applications to coaching in other settings, as well as to other areas in sport and exercise psychology. In addition, this is one of the few studies to examine any aspect of the charitable cause-based endurance training phenomenon, despite the fact that this phenomenon has now been in existence for over 30 years, and has successfully induced millions of beginner athletes around the world to complete long-distance endurance events such as marathons. Therefore, this study helps to address a research gap regarding the success of these programs in motivating individuals to pursue large-scale fitness goals.
FSU_2016SP_Jeffery_fsu_0071E_13014
Cognitions and Emotions Experienced under Pressure: A Self Presentation and Challenge/Threat Perspective.
Howle, Timothy, Eklund, Robert, Tenenbaum, Gershon, Eccles, David, Department of Educational Psychology and Learning Systems, Florida State University
An experiment was conducted to investigate the cognitions and emotions athletes experience in pressure situations. Athlete participants were asked to read either a low self-presentation script, which de-emphasized self-presentation concerns, or a high self-presentation script, which emphasized self-presentation concerns. All participants were then asked to complete measures of cognitive appraisal, associated variables (i.e., self-efficacy, perceived control, and approach/avoidance goal focus)...
Show moreAn experiment was conducted to investigate the cognitions and emotions athletes experience in pressure situations. Athlete participants were asked to read either a low self-presentation script, which de-emphasized self-presentation concerns, or a high self-presentation script, which emphasized self-presentation concerns. All participants were then asked to complete measures of cognitive appraisal, associated variables (i.e., self-efficacy, perceived control, and approach/avoidance goal focus), emotion, and the perception of emotion. Participants who read the low self-presentation script reported more of a challenge state of cognitive appraisal, higher self-efficacy, lower avoidance goal focus, and more positive emotion. Participants who read the high self-presentation script experienced more of a threat state of cognitive appraisal and reported more negative emotion. Non-significant differences were found for the perception of emotion, although participants who read the low self-presentation script did perceive positive emotion as comparatively more facilitative to performance and negative emotion as comparatively more debilitative to performance. The results give support to the notion that self-presentation concerns play an important role in explaining performance under pressure. It is suggested that self-presentation imperatives, cognitive appraisal, and emotion should all be included in models which seek to explain the experience and performance of athletes in pressure situations.
Cohesion Team Mental Models and Collective Efficacy: Towards an Integrated Nomological Network of Team Sports.
Medeiros Filho, Edson S. (Edson Soares), Tenenbaum, Gershon, Welsh, Tom, Eccles, David W., Johnson, Tristan E., Yang, Yanyun, Department of Educational Psychology and Learning...
Show moreMedeiros Filho, Edson S. (Edson Soares), Tenenbaum, Gershon, Welsh, Tom, Eccles, David W., Johnson, Tristan E., Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State University
A nomological network on team dynamics in sports consisting of a multi-framework perspective is introduced. The aim was to explore the interrelationship among cohesion team mental models (TMM), collective-efficacy (CE) and perceived performance potential (PPP). A secondary aim was to assess intra and inter team variability among these team level properties. Three hundred and forty college soccer players of both genders (178 female, 52.4%; and 162 male 47.6%) and representing 17 different...
Show moreA nomological network on team dynamics in sports consisting of a multi-framework perspective is introduced. The aim was to explore the interrelationship among cohesion team mental models (TMM), collective-efficacy (CE) and perceived performance potential (PPP). A secondary aim was to assess intra and inter team variability among these team level properties. Three hundred and forty college soccer players of both genders (178 female, 52.4%; and 162 male 47.6%) and representing 17 different teams (n = 8 female and 9 male) affiliated to the National Association of Intercollegiate Athletics (NAIA) agreed to participate in the study. The participants were 20.38 years old on average (SD = 2.12) and had 14.66 years (SD = 3.92) of experience in the sport. They responded to surveys on team cohesion (i.e., The Group Environment Questionnaire), TMM (i.e., Team Assessment Diagnostic Measure), CE (i.e., Collective Efficacy Questionnaire for Sports) and PPP (i.e., Team Outcome Questionnaire). Descriptive and structural equation modeling analyses indicated that cohesion, TMM and CE are conceptually and statistically interrelated constructs. Specifically, cohesion was found to be an exogenous variable predicting both TMM and CE beliefs. These former team attributes were found to predict PPP which in turn accounted for approximately 60% of the variance of objective performance scores as measured by teams' season record. Altogether, findings of this study are congruent with the theoretical feasibility and statistical validity of an integrated view of team dynamics in sports. Applied implications involve the development of evidence-based protocols to enhance team PPP as related to cohesion, TMM and CE beliefs.
A Comparison of Coping Strategies: Effects Upon Perceived Exertion in a Cycling Task.
Stanley, Christopher T., Pargman, David, Tenenbaum, Gershon, Kamata, Akihito, Department of Educational Psychology and Learning Systems, Florida State University
The purpose of this study was to compare the effects of associative and dissociative intervention strategies upon perceived exertion in undergraduate and graduate female students (n = 13, 18 - 24 years of age) exercising on stationary bicycles. Participants had some experience with cycling, as they were recruited from physical education spinning classes at a large southeastern university. They were assigned to each treatment condition, and performed the same 10-minute cycling task for four...
Show moreThe purpose of this study was to compare the effects of associative and dissociative intervention strategies upon perceived exertion in undergraduate and graduate female students (n = 13, 18 - 24 years of age) exercising on stationary bicycles. Participants had some experience with cycling, as they were recruited from physical education spinning classes at a large southeastern university. They were assigned to each treatment condition, and performed the same 10-minute cycling task for four consecutive weeks. The order of treatment was randomized to discourage order effects. Interventions applied were derived from Stevinson and Biddle's (1999) two-dimensional coping strategy model. The first dimension was task relevance, comprised of associative (e.g. bodily sensations, pace) and dissociative (e.g. daydreams, environmental distractions) processes. The second dimension was direction of attention, i.e. internal or external. Therefore, the model yields four coping strategy types: internal association, external association, internal dissociation, and external dissociation. It was hypothesized that (1) participants in the internal and external dissociation conditions would report lower RPE than participants in the internal and external associative conditions, (2) there would no difference between the internal and external associative conditions, and (3) there would be no difference between the internal and external dissociative conditions. The first session was the same for all participants, consisting of a sub maximal multiple-stage test aimed at assessing the participants VO2 max and corresponding heart rates. The following four sessions each introduced a different intervention, but maintained an equivalent physical load. The task required the participants to ride an exercise bicycle for a total of 20-minutes during each session: comprised of a five-minute warm-up, a 10-minute physical task, and a five-minute cool down. The participants were asked to maintain a 75% HRmax range throughout the 10-minute cycling task. In order to examine the three hypotheses, a repeated measures ANOVA with one within subject factor (treatment condition) was used to analyze the data. The dependent variable is RPE as reported by the participants. Two main effects were observed: treatment condition and time. One interaction effect was also found: treatment by time. Results yielded significant differences (p < .01) between the associative and dissociative treatments. The associative treatments provided higher perceived exertion levels than the dissociative treatments for the same physical load. Therefore, task relevance may affect perceived exertion. However, the differences in perceived exertion were not significant between the internal association and external association (p = .22) and the internal dissociation and external dissociation treatments (p = .99). These findings suggest that the directional dimension of the model may not affect the perceived exertion of endurance tasks as much as task relevance.
The Contributions of Psychological Skills and Mindfulness to NCAA Student-Athlete Well-Being.
Foster, Brian Joseph, Chow, Graig Michael, Newman, Joshua I., Tenenbaum, Gershon, Dong, Shengli, Florida State University, College of Education, Department of Educational...
Show moreFoster, Brian Joseph, Chow, Graig Michael, Newman, Joshua I., Tenenbaum, Gershon, Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Participation in elite level sport requires being subjected to considerably stressful training and competition environments. Psychological skills and mindfulness have been demonstrated to enhance performance in sport, but less is known regarding how they impact an athlete's well-being in their sport and in their life. Greater knowledge of this relationship would aid practitioners in developing holistic, more psychologically well-adjusted student-athletes. To meet this end, 222 current NCAA...
Show moreParticipation in elite level sport requires being subjected to considerably stressful training and competition environments. Psychological skills and mindfulness have been demonstrated to enhance performance in sport, but less is known regarding how they impact an athlete's well-being in their sport and in their life. Greater knowledge of this relationship would aid practitioners in developing holistic, more psychologically well-adjusted student-athletes. To meet this end, 222 current NCAA Division I fall and winter sport athletes representing six different sports completed the Mental Health Continuum –Short Form (Keyes et al., 2008), Sport Mental Health Continuum –Short Form (Foster & Chow, 2016), Ottawa Mental Skills Assessment Tool-3 (Durand-Bush et al., 2001), Mindfulness Inventory for Sport (Thienot et al., 2014), and the Athletic Identity Measurement Scale (Brewer et al., 1993). Path analysis indicated that both psychological skills and mindfulness had significant moderate direct effects on sport well-being; however, only mindfulness was shown to have a significant moderate direct effect on global well-being. Correlational data indicated foundational skills and somatic skills, specifically self-confidence, relaxation, and activation, to be the most salient psychological skills for sport well-being and global-well. Nonjudgmental acceptance was the most salient mindfulness skill, as it had a moderate causal path to sport well-being and a strong causal path to global well-being. The practical implications of the findings include evidence for the importance of developing these skills in college athletes to enhance their sport well-being and global well-being.
FSU_2017SP_Foster_fsu_0071E_13758
Criticality of Game Situations' Effect on Officials' Stress Levels.
Ritchie, Jason, Tenenbaum, Gershon, Yang, Yanyun, Rodenberg, Ryan, Department of Educational Psychology and Learning Systems, Florida State University
Sports officials experience moderate to low amounts of stress, which can affect the outcome of games, seasons, and officials' careers. Furthermore, officials' report that the criticality of game situation (situation criticality) is one of the major sources of stress they experience. Situation criticality is comprised of score differential (i.e., more pressure in close games) and time remaining in a game (i.e., more pressure as time expires). Surprisingly, there is a lack of research examining...
Show moreSports officials experience moderate to low amounts of stress, which can affect the outcome of games, seasons, and officials' careers. Furthermore, officials' report that the criticality of game situation (situation criticality) is one of the major sources of stress they experience. Situation criticality is comprised of score differential (i.e., more pressure in close games) and time remaining in a game (i.e., more pressure as time expires). Surprisingly, there is a lack of research examining the association between situation criticality and officials' stress level. However, previous research has indicated that situation criticality impacts athletes' stress levels (Bar-Eli & Tenenbaum, 1998a). Thus, the present study explored the effect of situation criticality on officials' stress levels. Specifically, high school basketball officials were given a survey packet containing game situations that vary in criticality (i.e., score differential: > 6, < 6, and tied game; time of game: two minutes into the first half, last two minutes in the first half, last two minutes in the second half). For each game situation (a total of nine) officials completed the Stress Appraisal Measure (SAM). The SAM includes a measure of overall stress level as well as the officials' appraisals of the stressor. Results revealed that situation criticality has an effect on officials' perceived stress levels. Officials' perceived stress levels increased as score differential decreased and as time remaining in the game decreased. In addition, officials reported that a tie game at the end of the second half was the most stressful situation presented. Both threat and challenge appraisals were positively correlated with perceived stress. Furthermore, results indicated that threat appraisal had the greatest impact on overall stress level. These findings indicate that officials' stress levels fluctuate within games depending on score differential and time of game. This finding should encourage officials to manage their stress, possibly through their appraisals, to improve performance and job satisfaction. Additionally, this finding can impacts the training of officials in the management of stress as well as potential rule changes that reflect the increased situational demands on officials in critical situations (e.g., expanded instant replay).
Decision-Making and Reported Thought Processes Among Expert, Intermediate, and Novice Poker Players.
St. Germain, Joseph, Tenenbaum, Gershon, Mondello, Michael, Eklund, Robert, Eccles, David, Department of Educational Psychology and Learning Systems, Florida State University
The experimental design utilized in this study tested the decision-making and reported cue utilization among poker players. Forty-five participants, 15 in each group, comprised expert, intermediate, and novice poker players. Subjects completed the Computer Poker Simulation Task (CPST), comprised of 60 hands of the No-Limit Texas Hold 'Em. During the CPST, participants engaged in a think-aloud protocol in which they literally "thought out loud" throughout the hand. The 60 hands were broken...
Show moreThe experimental design utilized in this study tested the decision-making and reported cue utilization among poker players. Forty-five participants, 15 in each group, comprised expert, intermediate, and novice poker players. Subjects completed the Computer Poker Simulation Task (CPST), comprised of 60 hands of the No-Limit Texas Hold 'Em. During the CPST, participants engaged in a think-aloud protocol in which they literally "thought out loud" throughout the hand. The 60 hands were broken into six separate conditions, two time conditions nested within three style conditions. All hole cards for the participant and computer players, and all community cards, i.e. the flop, turn, and river, were identical across players. The DM performance measures of Expected Value (EV) and profit were subjected to Repeated Measures ANOVAs (RM-ANOVA). The think-aloud protocol was coded to determine if there were skill-level differences in reported cue utilization, using chi square analysis. RM-ANOVAs revealed several significant (p Experts displayed higher EV scores than novices at all stages of play. In addition, expert players outperformed intermediate players at the pre-flop and flop stages. Also, intermediate player's EV scores were higher than novice player's EV scores on the turn. Intermediates scores were higher than novices on the river, but this difference was not significant. All skill-level groups displayed higher EV and profit scores in the timed condition. Novices displayed a large difference in EV scores between the non-timed and timed conditions, while expert and intermediate players displayed only small differences. Experts and novices exhibited large differences in profit scores between the timed and non-timed conditions, with novices displaying the greatest difference. Intermediates displayed moderate differences in profit scores, but these differences were modest in comparison to novices and experts. In the non-timed condition, expert players displayed higher EV scores than novice players at all stages of play, other than the flop. Intermediate players' EV scores were higher than novice players' EV scores on the turn and river. In the timed condition, expert players outperformed novice players in EV scores on the pre-flop, flop, and turn stages. Expert players also displayed higher EV scores than intermediate players on the pre-flop and flop stages. To examine differences in EV scores between the time and non-timed conditions for each skill group by stage of play, effect sizes were calculated. Experts displayed larger EV scores in the timed condition in the flop and turn stages but performed better on the river stage in the non-timed condition. Intermediates displayed higher EV scores in the flop and turn stages in the timed condition. In the turn and river stages, novices displayed a large difference in EV scores between the timed and non-timed conditions, in favor of the timed condition. Considering the think-aloud protocol, expert players reported processing more thoughts than intermediate players, who reported processing more thoughts than novice players. The majority of reported thoughts processed by expert players were of the "Opponent Behavior" and "Advanced Poker Considerations" nature. Intermediate players reported focusing the majority of their attention on three categories: "Opponent Behaviors", "Basic Poker Considerations", and "Advanced Poker Considerations". The majority of reported thoughts processed by novice players were from the "Basic Poker Considerations" and "Other" categories. Overall, expert and intermediate poker players outperformed novice players in DM performance. This difference was largest at later stages of the hand. This can be attributed to greater attendance to the most relevant stimuli, which has the best chance of triggering a correct response (Alain, 1991), and enables prediction of later events allowing subsequent behavior to be planned (Eccles et al., 2002). Experienced players outperformed novices in all styles conditions, which infers that the ability of experts to make better decisions is useful against any opponent style. In the timed condition, contrary to research in other areas, the novices displayed the greatest increase in DM performance. Experts have been found to activate higher-level complex strategies when they had to plan several actions (Poplu et al., 2003). In the non-timed condition, experts and intermediates were given the time required to engage in more complex DM strategies and evaluative DM processes. However, in the timed condition, the initial heuristically-based decisions may have been distorted, and due to time constraints evaluative processes could not occur.
Decision-Making for Law Enforcement Officers: Can "Brain-Training" Develop Critical Decision-Making Skills?.
Bedard, Roy R., Tenenbaum, Gershon, Boot, Walter Richard, Chow, Graig Michael, Gabana, Nicole T., Florida State University, College of Education, Department of Educational...
Show moreBedard, Roy R., Tenenbaum, Gershon, Boot, Walter Richard, Chow, Graig Michael, Gabana, Nicole T., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Decision-making (DM) efficacy is influenced by several factors including development of perceptual-cognitive skills (PCS) that underpin DM processes. In the current study I have examined the effect of a "brain-training" method using Neuro-Tracker (i.e., a three-dimensional moving object tracker;3D-MOT) which aimed at improving law enforcement officers PCS on decision-making capability. Forty elite law enforcement officers completed a pre-posttest experiment on a video based simulated task...
Show moreDecision-making (DM) efficacy is influenced by several factors including development of perceptual-cognitive skills (PCS) that underpin DM processes. In the current study I have examined the effect of a "brain-training" method using Neuro-Tracker (i.e., a three-dimensional moving object tracker;3D-MOT) which aimed at improving law enforcement officers PCS on decision-making capability. Forty elite law enforcement officers completed a pre-posttest experiment on a video based simulated task environment (STE) to establish baseline scores for situational awareness, anticipation and DM skills. Participants were randomly assigned to one of three conditions (i.e. treatment, active control and no-contact). The treatment participants trained on the 3D-MOT over a period of three-weeks. The active control read articles and answered questions on the readings during that same time period. A no-contact control condition was used to control for learning effects on the STE. Pre- and post-testing was scored by five police procedures subject-matter-experts. Inspection of the DM Scores shows a descriptive trend where by the Passive Control participants showed an average decline in DM Total Score, the Active Control participants remained unchanged while the 3D-MOT participants showed slight increase. An occlusion paradigm was administered to more closely examine situational awareness and anticipation. On average, the participants in the three experimental conditions improved in situational awareness across experimental conditions and in anticipation However, neither the experimental condition nor its interaction with time resulted in significant effect. The nonsignificant results are discussed within the general-specific transfer conceptual framework and future directions are introduced.
2019_Summer_Bedard_fsu_0071E_15404
Determinants of Social Physique Anxiety in Collegiate Female Athletes.
Cortese, Jessica, Eklund, Robert, Tenenbaum, Gershon, Eccles, David, Department of Educational Psychology and Learning Systems, Florida State University
Concerns about self-presentation affect many athletes. Oftentimes, athletes who struggle to control the way they present themselves develop Social Physique Anxiety. Ample research has been completed providing evidence of negative outcomes associated with Social Physique Anxiety. These adverse consequences make it necessary to understand the particular environment in which social physique anxiety and self-presentational concerns are fostered with the goal of eliminating its source. Female...
Show moreConcerns about self-presentation affect many athletes. Oftentimes, athletes who struggle to control the way they present themselves develop Social Physique Anxiety. Ample research has been completed providing evidence of negative outcomes associated with Social Physique Anxiety. These adverse consequences make it necessary to understand the particular environment in which social physique anxiety and self-presentational concerns are fostered with the goal of eliminating its source. Female collegiate volleyball players (n=156) participated in the study. Ages ranged from 18-23 years old. There were 8 respondents from Division I programs, 53 respondents from Division II programs, 91 respondents from Division III programs, and 5 respondents from the National Association of Intercollegiate Athletics (NAIA). Each participant initially completed the trait portion of the Trait Anxiety Inventory to ensure equal trait anxiety across conditions. Participants were randomly assigned to the control condition, practice condition, intersquad scrimmage condition, or heavy spectator condition. Scores for social physique anxiety were collected using the Social Physique Anxiety Scale and scores for self-presentation concerns were collected using the Self-Presentation in Sport Questionnaire. Results indicated that there were no significant differences across conditions for self-presentation concerns, but that the intersquad scrimmage condition experienced significantly less physique anxiety than the control condition.
The Development and Validation of the Shared Mental Models in Team Sports Questionnaire.
Gershgoren, Lael, Tenenbaum, Gershon, Eccles, David, Mondello, Michael, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State University
Shared Mental Models (SMM) is a dynamic team-related cognitive process that governs team coordination when communication is limited or absent. In team sports, where overt communication is limited, and many actions are reactive in nature, the importance of SMM is prominent. This notion is even more salient under pressure. Therefore, the purpose of this study was to develop and validate a SMM measure in team sports. At the onset of the validation process, items were generated based on an a...
Show moreShared Mental Models (SMM) is a dynamic team-related cognitive process that governs team coordination when communication is limited or absent. In team sports, where overt communication is limited, and many actions are reactive in nature, the importance of SMM is prominent. This notion is even more salient under pressure. Therefore, the purpose of this study was to develop and validate a SMM measure in team sports. At the onset of the validation process, items were generated based on an a priori model which emerged from a separate qualitative inquiry with elite coaches. Following two experts' examination of the relatedness of the items' content to SMM, the Shared Mental Models in Team Sports Questionnaire (SMMTSQ) was administrated to 372 Israeli student-athletes from seven interactive team sports (e.g., soccer, basketball, and volleyball). To validate the structure of the SMMTSQ model, a CFA procedure was employed. Reliability of the SMMTSQ and it scales was estimated using stratified alpha coefficient. In addition, Test-retest reliability was calculated using a subset of 118 student-athletes. Concurrent and predictive validity were examined using team cohesion and perceived performance questionnaires respectively. The results of this study validated the SMMTSQ as a shared cognitions measure. Following its content approval and data collection, the SMMTSQ demonstrated a good fit to the data. Furthermore, stratified alpha coefficients were greater than .90 for all the scales and for the measure as a whole. Test-retest reliability was .86 supporting its stability over 10 days on average. Moderately high correlations with the team cohesion and perceived performance questionnaires supported the concurrent and predictive validity of the SMMTSQ. Overall, the SMMTSQ emerged to be a good instrument for measuring shared cognitions in team sports. Through providing vital information pertaining to areas in which cognitions are shared or unshared in a team, intervention programs can be tailored. Future research may explore the suitability of the SMMTSQ to capture SMM across skill levels and cultures.
The Effect of Communication Strategy and Planning Intervention on the Processes and Performance of Course Material Development Teams.
Putri, Dewi A. Padmo, Johnson, Tristan E., Adams, Jonathan, Tenenbaum, Gershon, Dennen, Vanessa, Department of Educational Psychology and Learning Systems, Florida State University
ABSTRACT In most open and distance learning institutions, the development of learning materials, whether in print or electronic form, is created by teams consisting of people with different skills. Team communication has a critical influence on the development of team shared mental models (SMMs) as well as team performance. A review of the literature reveals a gap in our knowledge about the effects of communication on team performance in open and distance learning institutions. The purpose of...
Show moreABSTRACT In most open and distance learning institutions, the development of learning materials, whether in print or electronic form, is created by teams consisting of people with different skills. Team communication has a critical influence on the development of team shared mental models (SMMs) as well as team performance. A review of the literature reveals a gap in our knowledge about the effects of communication on team performance in open and distance learning institutions. The purpose of this study was to examine the effects of a communication strategy and planning intervention designed to promote team communication, team SMM, team psychological state and team performance in the development of course materials in the Indonesia Open University. Sixty teams were randomly assigned to the treatment group (30 teams) and to the control group (30 teams). The study consisted of a treatment as a between subject factor (communication intervention vs. control) and several dependent variables (team communication, team SMM, team psychological components, and team performance). Team communication and team SMM were measured at the beginning, middle, and end of the projects. Team psychological components were measured at the beginning and end of the project, and team performance was measured at the end of the project. In terms of team communication, the treatment group's mean score was significantly higher than the control groups for team communication planning level and team communication planning value. The treatment group's score mean for the team SMM degree and team SMM similarity was significant higher than the control group. In team psychological components, the treatment group's mean score in team efficacy, team satisfaction, and team frustration was significantly higher than the control groups. The effect of the communication strategy and planning intervention on the team performance showed that the intervention was effective in helping teams to improve their product quality. The quality of the introduction section and the closing section produced by the treatment group was significantly higher than those of the control group, which indicates that the increased communication among the team members improved the quality of those sections, and required more time to complete. In terms of team product submission, the intervention did not lead to a better product submission.
The effect of olfactory ovulation cues on males' attention allocation and perception of exertion.
Basevitch, Itay, Razon, Selen, Filho, Edson, Boiangin, Nataniel, Gutierrez, Oscar, Braun, Robyn, Arsal, Guler, Tenenbaum, Gershon
The purpose of the present study was to examine the effect of olfactory ovulation cues (i.e., female body odors) on a range of psychological, physiological, and behavioral indices in males during an exertive motor task. Eighty-eight male participants performed a handgrip squeezing task at 20% of maximum squeezing capacity to volitional fatigue. There were three conditions to the study: control, placebo, and ovulation. Researchers recoded participants' rate of perceived exertion (RPE),...
Show moreThe purpose of the present study was to examine the effect of olfactory ovulation cues (i.e., female body odors) on a range of psychological, physiological, and behavioral indices in males during an exertive motor task. Eighty-eight male participants performed a handgrip squeezing task at 20% of maximum squeezing capacity to volitional fatigue. There were three conditions to the study: control, placebo, and ovulation. Researchers recoded participants' rate of perceived exertion (RPE), attention allocation, heart rate (HR), and skin conductance response (SCR). Multivariate analysis did not reveal significant differences among the groups. However, as task duration increased, small to large effect sizes (Cohen's d; d = .13 - .60) emerged between the ovulation and both the control and placebo groups for HR, SCR, and attention allocation. Effect size magnitude suggests female ovulation cues may have a delayed effect on males' attention and RPE during an exertive task. Future research should focus on alternative methods of collection and distribution of olfactory ovulation cues. To increase ecological validity, research also needs to test these effects by means of diverse tasks and settings (aerobic tasks, team tasks).
FSU_migr_edpsy_faculty_publications-0004
The Effect of Parental Feedback on Young Athletes' Percieved Motivational Climate, Goal Involvement, Emotions, and Performance.
Gershgoren, Lael, Tenenbaum, Gershon, Eklund, Robert C., Roehrig, Alysia D., Department of Educational Psychology and Learning Systems, Florida State University
This study examines the effect of parental feedback on young athletes perceived motivation climate, goal orientation, and goal involvement. Additional psychological variables, such as anxiety, affect, performance, and enjoyment were measured. Young competitive male soccer players (n = 81) and their parents were randomly assigned to either ego-oriented or task-oriented parental feedback conditions. Players performed 6 soccer penalty kicks and completed measures of perceived motivation climate,...
Show moreThis study examines the effect of parental feedback on young athletes perceived motivation climate, goal orientation, and goal involvement. Additional psychological variables, such as anxiety, affect, performance, and enjoyment were measured. Young competitive male soccer players (n = 81) and their parents were randomly assigned to either ego-oriented or task-oriented parental feedback conditions. Players performed 6 soccer penalty kicks and completed measures of perceived motivation climate, goal orientation, goal involvement, anxiety, affect, performance, and enjoyment prior and after receiving feedback from their parents. Young athletes receiving ego-oriented feedback from their parents increased significantly in their perceived performance motivational climate in both specific (i.e., parental only) and general (i.e., including coach, parents, teammates, etc) levels. Furthermore, these athletes were significantly more ego-involved. Players in the task-oriental parental feedback condition increase significantly in their perception of mastery motivational climate in both levels as well as in their task-involvement. No pre-to-post between groups differences were revealed for anxiety, affect, performance, and enjoyment.
The Effect of Self-Talk on Attention Allocation, Perception of Effort, and Exercise Endurance.
Nascimento, Tonya, Tenenbaum, Gershon, Panton, Lynn, Eklund, Robert, Gluekhauf, Robert, Department of Educational Psychology and Learning Systems, Florida State University
Engagement in physical activity generates exertive sensations; at high enough intensities, these sensations eventually reach a high level of discomfort. The negative affective response may be partially to blame for the high rates of physical inactivity in the United States (Ekkekakis, 2011). Discomfort from physical effort appears to be dose-related and mediated by attention allocation (Tenenbaum, 2001). According to Tenenbaum's model, during the early phases of the exercise task, attention...
Show moreEngagement in physical activity generates exertive sensations; at high enough intensities, these sensations eventually reach a high level of discomfort. The negative affective response may be partially to blame for the high rates of physical inactivity in the United States (Ekkekakis, 2011). Discomfort from physical effort appears to be dose-related and mediated by attention allocation (Tenenbaum, 2001). According to Tenenbaum's model, during the early phases of the exercise task, attention is primarily dissociative and can easily switch between attention outward and attention inward (i.e., away from or on the task and exertive sensations). As exercise intensifies, attention shifts to primarily associative focus; physiological factors dominant attention, and this marks imminent termination of the task. Researchers using this model investigate strategies for decreasing discomfort or effort perception during the dissociative phase and for delaying the shift from dissociative to associative attention in order to increase effort endurance. Based on Tenenbaum's model, psychological interventions using imagery (Coote & Tenenbaum, 1998; Razon, Basevitch et al., 2010), music (Atkinson, Wilson, & Eubank, 2004; Elliot, Carr, & Orme, 2005; Yamashita, Iwai, Akimoto, Sugawara, & Kono, 2006), and smells (Basevitch et al., 2010) have been studied to date. This study investigated the effect of self-talk on attention allocation, effort perception, and effort endurance. Four self-talk conditions were used: motivational, instructional, task-irrelevant, and a control condition. Each participant used one type of self-talk during two different isometric tasks: a handgrip task and a leg extension task. The use of self-talk successfully directed attention focus, either toward effort (i.e., internal-associative) or away from effort (i.e., external-dissociative). The use of task-irrelevant self-talk delayed the D/A shift, led to decreased effort perception, and resulted in longer overall task endurance in comparison with the control condition. The use of instructional self-talk led to dissociative attention and delayed the D/A shift in comparison with the control condition, but did not decrease effort perception or lead to longer overall endurance. The use of motivational self-talk resulted in the longest task endurance at high intensities. Results lend support to Tenenbaum's (2001) model and may aid in making suggestions for self-talk interventions that are appropriate for an exerciser's goals, whether reducing effort perception, enduring longer on task overall, or enduring longer at higher intensity. Future research directions include investigating the effectiveness of self-talk in more dynamic tasks, using self-talk congruent with the participant's natural self-talk, and expanding or clarifying the attention mediator with current models of attention focus.
The Effect of Telic/Paratelic Dominance and Task Condition on Motor Performance, Affect, Telic/Paratelic State, and Self-Efficacy.
Bindarwish, Jamal S., Tenenbaum, Gershon, Kent, Aubrey, Pargman, David, Kamata, Akihito, Department of Educational Psychology and Learning Systems, Florida State University
Reversal theory conceptualizes that telic-dominant individuals tend to be more serious-minded and anxiety-avoidant than paratelic-dominant individuals who tend to be more playful and excitement-seeking. Previous reversal theory research has shown that telic/paratelic metamotivation plays an important role in the way individuals experience their sport involvement. This study was undertaken given the fact that no known effort has been made to comprehensively examine the influence of motor task...
Show moreReversal theory conceptualizes that telic-dominant individuals tend to be more serious-minded and anxiety-avoidant than paratelic-dominant individuals who tend to be more playful and excitement-seeking. Previous reversal theory research has shown that telic/paratelic metamotivation plays an important role in the way individuals experience their sport involvement. This study was undertaken given the fact that no known effort has been made to comprehensively examine the influence of motor task conditions (favorable vs. unfavorable) on motor performance and related affective states for individuals who differ in their metamotivational dominance. The main purpose of this research was to experimentally examine whether motor performance, affect, self-efficacy, and telic/paratelic state vary as a function of task condition (favorable vs. unfavorable) and telic/paratelic dominance. It was hypothesized that paratelic-dominant individuals would show better motor performance, more pleasant feelings, and higher efficacy perceptions under unfavorable task conditions (i.e., losing) compared to telic-dominant individuals. On the other hand, telic-dominant individuals would show better motor performance, and more pleasant feelings under more favorable task conditions (i.e., winning) compared to paratelic-dominant individuals. Furthermore, it was predicted that telic-dominant individuals would reverse to a paratelic state of mind while performing under favorable condition, whereas paratelic-dominant individuals would tend to maintain a paratelic state of mind for a longer period of time until they reverse to the telic state under unfavorable conditions. Participants (n = 40) were divided into three dominance groups (telic, nondominant, and paratelic) based on their paratelic dominance scale (PDS) total scores. Two main tasks were employed in the current study. The first task required participants to throw darts from short (1.37m) and long (3.37m) distances from the dartboard. The second task required participants to compete against each other under positive (win), variable (win/lose), and negative (lose) feedback conditions. The dependent variables included dart-throwing accuracy, pleasantness, arousal, self-efficacy, and telic/paratelic state. Repeated measures analyses of variance (ANOVAs) were utilized to test the study's hypotheses. Although the hypothesized condition-by-dominance interaction effects did not achieved statistical significance, the main effects of the dart-throwing condition on the dependent variables were evidenced. Results for dart performance, pleasantness, and efficacy perception in the competitive task revealed that the effects of receiving variable and negative feedback were relatively more negative for telic-dominant participants than for their paratelic counterparts. Under variable and negative feedback, paratelic-dominant participants demonstrated better dart accuracy performance, more pleasant feelings, and higher efficacy perceptions compared to the telic-dominant participants. The results further showed that several reversals from telic-to-paratelic state and from paratelic-to-telic state occurred between and within conditions. Participants were more serious-minded under the long throwing distance and negative feedback conditions (more unfavorable conditions), whereas they tended to be more playful-minded under the short throwing distance and the positive feedback conditions (more favorable conditions), with significant differences between conditions. Furthermore, the results showed that the pleasant feelings and efficacy perceptions experienced in the short throwing distance and the positive feedback conditions were more pronounced than in the long throwing distance and negative feedback conditions. These differences between conditions were found to be significant. Furthermore, overall results of this study revealed that participants were more paratelic-minded and reported the highest pleasant scores in the short throwing distance and positive feedback conditions. Their efficacy perceptions were also the highest in these conditions. This suggests that the perception of self-efficacy is important in elevating feelings of pleasantness, as well as inducing the paratelic state while performing. These results might therefore clarify previously reported findings. Moreover, results showed that although paratelic-dominant participants performed better and felt more self-efficacious under the short throwing condition; they felt less pleasant compared to their telic counterparts. In accordance with reversal theory, this suggests that paratelic-minded participants might have interpreted their high efficacy as an indication of task competence and, thus, such a non-challenging task is less likely to be appealing to them. Overall, the study's findings provide some evidence that supports previously reported research findings that assert that task condition interact with metamotivational dominance to determine feelings and motivations. The current study emphases the importance of including metamotivational dominance in future reversal theory research. Importantly, this study adds efficacy perceptions to the existent reversal theory literature on telic/paratelic dominance. Telic and paratelic-dominant individuals' difference in efficacy perceptions might be valuable to consider in order to more fully understand their sport behavior and experience (e.g., affect, physical activity preference, risk taking). Thus, forthcoming reversal theory studies need to consider both telic/paratelic dominance and efficacy perceptions in studying sport and exercise experiences.
The Effects of a Psychological Skills Training Program on Maintenance of Use and Self-Efficacy in Psychological Methods.
Klein, Tyler Gregory, Chow, Graig Michael, Panton, Lynn B., Tenenbaum, Gershon, Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department...
Show moreKlein, Tyler Gregory, Chow, Graig Michael, Panton, Lynn B., Tenenbaum, Gershon, Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
This study explored maintenance of psychological method use and self-efficacy of method use during and following a systematic psychological skills training (PST) program. A sample size of 44 division-I collegiate athletes (27 males, 17 females) competing in baseball (n=19), softball (n=14), and track and field (n=11) sports participated in a quasi-experimental, two-group, untreated control group design study with dependent pretest-posttest and three-month follow-up. The PST program, titled...
Show moreThis study explored maintenance of psychological method use and self-efficacy of method use during and following a systematic psychological skills training (PST) program. A sample size of 44 division-I collegiate athletes (27 males, 17 females) competing in baseball (n=19), softball (n=14), and track and field (n=11) sports participated in a quasi-experimental, two-group, untreated control group design study with dependent pretest-posttest and three-month follow-up. The PST program, titled AIM (Adopt, Integrate, Maintain), combined evidence-based practices with pragmatic psychological method use recommendations, and was implemented using systematic protocols for each session. Participants received four successive and cumulative PST sessions consisting of goal setting, relaxation, imagery, and self-talk that emphasized education, skill building, self-monitoring, and regulation of psychological methods. Participants were measured on use of psychological methods via the Test of Performance Strategies-2 (TOPS-2; Hardy, Roberts, Thomas, & Murphy, 2010) and self-efficacy in use of psychological methods via a scale constructed based on Bandura's (2006) recommendations. Both measures were administered pretest (pre-intervention), posttest (one week following fourth session), and at six-week follow-up. Repeated measures MANOVAs conducted for method use and method efficacy separately, revealed nonsignificant interaction effects. Conversely, within-subjects contrasts revealed treatment group participants significantly increased (pre- to posttest) and maintained (posttest to follow-up) method use in relaxation, imagery, and self-talk. Control group contrasts indicated significant increases in imagery from posttest to follow-up. For method efficacy, the treatment group significantly increased and maintained efficacy for all four methods with no significant changes for the control group. To the author's knowledge, this is the first sport psychology study to employ intervention fidelity monitoring, revealing full adherence and adequate intervention quality. Overall, findings from the study revealed support for increasing and maintaining method use and efficacy treatment gains three months following PST.
FSU_SUMMER2017_Klein_fsu_0071E_14076
Effects of an Instructional Gaming Characteristic on Learning Effectiveness, Efficiency, and Engagement: Using a Storyline to Teach Basic Statistical Analytical Skills.
Novak, Elena, Johnson, Tristan E., Iatarola, Patrice, Shute, Valerie, Tenenbaum, Gershon, Department of Educational Psychology and Learning Systems, Florida State University
The study explored instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course. In addition, the study focused on examining the effects of a storyline GC on specific learning outcomes, i.e., factual, conceptual, and application knowledge. In order to study the interactions between the storyline GC and human performance, a...
Show moreThe study explored instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course. In addition, the study focused on examining the effects of a storyline GC on specific learning outcomes, i.e., factual, conceptual, and application knowledge. In order to study the interactions between the storyline GC and human performance, a storyline was embedded in an instructional simulation. The goal of the simulation was to engage students in problem solving and data analysis in the context of basic statistics and allow students to practice the newly acquired skills for analyzing real-world examples. The author developed two different versions of the instructional simulation: (1) Simulation+No GC and (2) Simulation+Storyline GC. All versions had the same instructional content but differed in presence or absence of a storyline GC. Sixty-four graduate students with basic statistical knowledge participated in the study. Students were randomly assigned to two intervention conditions: (1) Simulation+No GC, and (2) Simulation+Storyline GC. Each of the intervention groups completed an online instructional module that required approximately two hours for a learner without a substantial background in the subject matter. During the instructional module, participants were engaged in: (1) an online instruction presenting statistics concepts to-be-learned, (2) a pretest assessing students' prerequisite and prior knowledge of the subject matter, (3) a simulation-based practice, (4) a posttest assessing the taught skills and concepts, and (5) demographic and engagement surveys. The results indicated that adding a storyline to a learning simulation did not result in significant improvements in learning effectiveness or efficiency. The analysis of students' performance scores for factual, conceptual and application knowledge did not reveal any significant differences between the interventions as well. However, students' performance from both interventions combined significantly improved from pre- to posttest. Both interventions (simulation and simulation with a storyline) showed significant learning gains related to application knowledge, thus supporting previous research showing a positive effect of simulations and games on developing higher cognitive skills. With regard to engagement, significantly higher engagement levels were observed among the students from the Simulation+No GC than the Simulation+Storyline GC group. The findings of this study suggest that adding a storyline may distract students from an instructional task and pose a higher level of extraneous cognitive load that might be detrimental to learning outcomes. Moreover, students' preferences as well as the nature of the storyline and the storytelling system can affect students' engagement in the learning process. Designing games with adaptive instructional gaming characteristics that reflect students' preferences may improve students' performance and engagement.
The Effects of Cardiovascular Health on Cognitive Function and Driving Performance among Healthy Older Adults.
Mason, Justin Richard, Tenenbaum, Gershon, Panton, Lynn B., Chow, Graig Michael, Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreMason, Justin Richard, Tenenbaum, Gershon, Panton, Lynn B., Chow, Graig Michael, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Aging is associated with a decline in cognitive and psychomotor functions, resulting in difficulties with daily activities such as driving. Cognitive function has been found to be associated with arterial stiffening. These age-related decrements can be mitigated through routine aerobic exercise. To determine the effects of life-long aerobic exercise on cognitive function, driving performance, and cardiovascular health (i.e., arterial stiffness and thickness) among older adults (65 – 84 years...
Show moreAging is associated with a decline in cognitive and psychomotor functions, resulting in difficulties with daily activities such as driving. Cognitive function has been found to be associated with arterial stiffening. These age-related decrements can be mitigated through routine aerobic exercise. To determine the effects of life-long aerobic exercise on cognitive function, driving performance, and cardiovascular health (i.e., arterial stiffness and thickness) among older adults (65 – 84 years old). A cross-sectional design was utilized to compare 27 endurance-trained older adults with 35 sedentary counterparts. Driving performance and cognitive function were measured via driving simulator and a cognitive battery, respectively. Cardiovascular health was assessed via a perceptually-regulated exercise test, carotid-intima media thickness (IMT) via Doppler ultrasound, and carotid-femoral pulse wave velocity (cf-PWV). Fitness comparisons were made using an independent sample t-test. Cognitive function and driving performance scores were transformed to Z-scores. VO2max was higher in the endurance-trained group compared to the sedentary group (41±9 vs 25±3 ml/kg/min, p<.01). There were no differences between the groups in cf-PWV (12±2 vs. 12±2 m/s), carotid-IMT (.74±.15 vs .76±.13 mm), nor cognitive function scores (-.01±.57 vs -.09±.97). However, the endurance-trained group performed better on the driving simulator (.18±.58 vs -.28±.92, p<.05). Enhanced cardiorespiratory fitness may mitigate age-related decrements to driving performance.
FSU_FALL2017_Mason_fsu_0071E_14223
The Effects of Guided Imagery and HRV Biofeedback Training on Psychological Variables and Post-Operative Outcome Measures of Orthopaedic Surgical Patients.
Grossman, Lisa E. (Lisa Estevez), Tenenbaum, Gershon, Panton, Lynn B., Roehrig, Alysia D., Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education,...
Show moreGrossman, Lisa E. (Lisa Estevez), Tenenbaum, Gershon, Panton, Lynn B., Roehrig, Alysia D., Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Complementary and Alternative Medicine (CAM) is comprised of a range of therapeutic modalities and atypical practices which have been found to successfully accompany standard medical care. Interventions such as guided imagery and stress management education, among many others, have been linked to improved health outcomes and recovery in the area of mind-body research (Freeman, 2005; Tusek et al., 1997). The objective of this study was to ascertain the degree of impact biofeedback and guided...
Show moreComplementary and Alternative Medicine (CAM) is comprised of a range of therapeutic modalities and atypical practices which have been found to successfully accompany standard medical care. Interventions such as guided imagery and stress management education, among many others, have been linked to improved health outcomes and recovery in the area of mind-body research (Freeman, 2005; Tusek et al., 1997). The objective of this study was to ascertain the degree of impact biofeedback and guided imagery have on psychological variables and medical measures as individual and combined interventions among orthopedic patients who underwent joint replacement surgery. Hip and knee arthroplasty patients (n = 60) were randomly assigned to one of four groups where each received some form of preoperative intervention. Participants in the guided imagery, biofeedback, guided imagery and biofeedback, and general education groups all met with the researcher one to two weeks preoperatively where baseline measures were collected, instruction and demonstration on the use of the interventions were provided, and packets were distributed with assessments to be completed during their inpatient stay. Anxiety, stress and coping strategies were all measured at baseline, the day of surgery, and in the hospital on the last day of admission just prior to discharge. In addition, the patients level of reported pain each day following surgery while inpatient was appraised as well as the amount of pain medication needed and length of hospital admission. Results of the present study support continued use of biofeedback and imagery in medicine and demonstrated the enhanced benefit of combining interventions as proposed. The imagery intervention reduced anxiety and perceived pain among the patients. A reduction in state anxiety scores was observed from baseline measurement to the day of discharge and its patients experienced a significant (p < .01) reduction in pain on post-operative day 3 from days 1 and 2. The biofeedback intervention generated positive results on a number of variables evaluated. A steady decline in stress was observed among patients from baseline measurement through discharge from the hospital as well as the continued reduction in medication use from post-operative day 1 through day 3. Furthermore, participants in the biofeedback treatment reported a significant (p < .05) reduction in pain from post-operative day 2 to day 3 (p < .05). Combining both imagery and biofeedback to be used simultaneously as its own intervention elicited the most significant outcomes compared to all other treatment conditions in reducing stress and medication use. Only participants in the combo intervention experienced a significant (p < .001) reduction in stress from the day of surgery to the day of discharge and required significantly (p < .001) less medication administered through the pain pump than any other treatment condition (p < .01). Patients in the general standard of care intervention receiving education experienced a reduction in anxiety from the initial baseline measurement to day of discharge although it was minimal. Positive outcomes were observed for all interventions provided in the present study. Outcomes reflect those reported across much of the CAM research exploring the benefits of interventions such as guided imagery and biofeedback on health related outcomes (Blanchard et al., 1987; Gervitz, Hubbard, & Harpin, 1996; Scherwitz et al., 2005). While guided imagery and biofeedback yielded benefits for the variables evaluated as sole treatment approaches, current findings reflect the efficacy of a combined approach with greater significance. The benefits of patients in any complementary and alternative medical practice can only positively influence the overall experience and potential results. Continued development and evaluation of more multifaceted approaches are essential in order to provide an optimal level of care.
FSU_2016SU_Grossman_fsu_0071E_13433
The Effects of Imagery on Perceived Exertion, Attention, and Exercise Adherence.
Razon, Selen, Tenenbaum, Gershon, Panton, Lynn, Eklund, Robert, Eccles, David, Department of Educational Psychology and Learning Systems, Florida State University
IIn recent years, much research effort was devoted to delineate the effects of attentional strategies on exercise-related perceptions and adherence (Basevitch et al., 2011; Connolly & Tenenbaum, 2010; Razon et al., 2010; Razon et al., 2011). Results from these studies paralleled the previous ones suggesting that both associative and dissociative strategies are beneficial, albeit in distinct ways depending on task-characteristics (Lind, Welch, & Ekkekakis, 2009). Less clear, however, remained...
Show moreIIn recent years, much research effort was devoted to delineate the effects of attentional strategies on exercise-related perceptions and adherence (Basevitch et al., 2011; Connolly & Tenenbaum, 2010; Razon et al., 2010; Razon et al., 2011). Results from these studies paralleled the previous ones suggesting that both associative and dissociative strategies are beneficial, albeit in distinct ways depending on task-characteristics (Lind, Welch, & Ekkekakis, 2009). Less clear, however, remained the extent to which the use of attentional strategies may contribute to design innovative solutions for the primary public health concern of the 21st century; physical inactivity (Blair, 2009). From a dose-response perspective, exercise intensity is a major mediator of physical activity adherence (Ekkekakis, Backhouse, Gray, & Lind, 2008). Specifically, as the workload intensity (and/or time spent on task) increases, the distractive properties of the dissociative strategies are compromised (Lind et. al., 2009; Tenenbaum, 2001), which partly explains the decrease in the perceived exercise-pleasantness (Ekkekakis et al., 2008), and the subsequent ending of the applied effort (Pandolf, 1978). Most recently, the use of cognitive approaches, including imagery use were shown beneficial in allowing distraction from task (Razon et al., 2010; Razon et al., 2011). The current study attempted to investigate the effectiveness of differential imagery use on (1) the perception of exertion and allocation of attention focus, (2) task adherence, and (3) the physiological parameters inherent in physical effort. It was hhypothesized that (1) dissociative imagery would enable reduced perception of exertion and extended distraction from task, (2) associative imagery would prolong time on task, and (3) imagery in general would aid motivation and task-perseverance. 45 students participated in the study. Using a stratified random assignment protocol, 15 participants were assigned to each of the following conditions: 1) dissociative imagery, 2) associative imagery, and 3) no imagery. At session one, participants were first tested for maximal oxygen consumption (VO2 max) to later perform a handgrip squeezing task at 30% maximal contraction value to volitional fatigue. At session two, participants performed a cycling task at 10% above anaerobic threshold (AT) to volitional fatigue. During task performance, participants assigned to dissociative imagery condition used dissociative imagery while their counterparts assigned to associative imagery condition used associative imagery. For both task, participants' rates of perceives exertion (RPE), attention focus, and time on task was recorded. Additionally, on the cycling task, participants' lactate accumulation (LA) ,and heart rate (HR) were measured. The current findings indicated some support for the benefits of (1) dissociative imagery for reducing perception of exertion and facilitating distraction from task, (2) associative imagery for extending task-adherence, and (3) imagery at large for increasing motivation and perseverance on task. This is important given that imagery's effects on exercise behavior is less known then its effects on elite sport performance, and researchers have long called for additional inquiry of these effects (see Duncan, Rodgers, Hall, & Wilson, 2011; Hall, 1995; Munroe-Chandler & Gammage, 2005). Imagery, through its motivational qualities (Paivio, 1985) potentiates the effects of attentional strategies, thus provides the exerciser with an additional tool to facilitate the physical activity experience. To help individuals adopt and maintain physical activity behavior, imagery and/or imagery-based interventions (e.g. simulated technologies) need to be made available. Suggestions for designing and integrating imagery into the physical activity regimens are discussed.
The Effects of Meta-Motivational Dominance Sensation Seeking on Performance under Pressure.
Cromer, Jason, Tenenbaum, Gershon, Eklund, Robert, Eccles, David, Department of Educational Psychology and Learning Systems, Florida State University
The present study examined aspects of Reversal Theory; more specifically meta-motivational dominance in combination with sensation seeking on motor tasks in pressure-filled and non-pressure conditions. Meta-motivational dominance refers to an individual's tendency to maintain in either a telic or paratelic state the majority of the time. Telic dominant individuals tend to be more serious-minded and goal-oriented, and adhere to less challenging activities while paratelic dominant individuals...
Show moreThe present study examined aspects of Reversal Theory; more specifically meta-motivational dominance in combination with sensation seeking on motor tasks in pressure-filled and non-pressure conditions. Meta-motivational dominance refers to an individual's tendency to maintain in either a telic or paratelic state the majority of the time. Telic dominant individuals tend to be more serious-minded and goal-oriented, and adhere to less challenging activities while paratelic dominant individuals are more playful, spontaneous, and less serious-minded in nature. Sensation seeking individuals tend to engage in more challenging, high-risk activities for the sake of immediate enjoyment, while low non-sensation seekers prefer to avoid such activities and challenge. This study was undertaken given the fact that no previous research had combined paratelic/telic dominance and sensation seeking characteristics in an attempt to determine performance on motor tasks under non-pressure and pressure-filled situations. The main purpose of this research was to experimentally examine whether performances under pressure and task-characteristics would vary as a function of high paratelic dominant sensation seeking (high SSPT) versus telic dominant low sensation seeking (low SSPT) in individuals. It was hypothesized that high SSPT individuals would perform more accurately on both novel apparatus guidance and vowel circling tasks under the pressure-filled condition than low SSPT individuals, and that low SSPT individuals would perform better under the low-pressure condition on the vowel circling task. It was also hypothesized that high SSPT individuals would perceive the pressure-filled scenario as more facilitating, regardless of task. Seventy-three participants completed the Sensation Seeking Scale-V (Zuckerman, 1979) and the Paratelic Dominance Scale (Cook & Gerkovich, 1993) and a final sample of 24 individuals was asked to participate in the task-oriented study. Participants completed a boring task (vowel circling) and a challenging task (a novel apparatus) under both a control setting and a pressure-filled setting. Each task was comprised of three 10-minute trials under each setting, during which time participants were asked to fill out manipulation check questions regarding perceived pressure, facilitation, determination, and challenge. Performance was computed by tabulating the amount of completions and errors made on each task for each trial. A RM-ANOVA was performed in order to determine differences in the dependent variables across for tasks and settings. Contrary to hypotheses and predictions based on Reversal Theory, high SSPT participants scored more completions and fewer errors on both the vowel circling and novel apparatus tasks, regardless of the pressure level. Although high SSPT participants performed better under the pressure condition than low SSPT participants as expected, the pressure variable had little to no effect on performance. SSPT was also not found to influence perceived facilitation. Overall, the current study's findings provide evidence that SSPT influences task performance, but regardless of setting or the task being performed. Further consideration regarding SSPT and motor task performance must be made to better understand this connection.
Effects of Task-Centered vs. Topic-Centered Instructional Strategy Approaches on Problem Solving: Learning to Program in Flash.
Rosenberg-Kima, Rinat B., Johnson, Tristan E., Plant, E. Ashby, Jeong, Allan, Tenenbaum, Gershon, Merrill, M. David, Department of Educational Psychology and Learning Systems,...
Show moreRosenberg-Kima, Rinat B., Johnson, Tristan E., Plant, E. Ashby, Jeong, Allan, Tenenbaum, Gershon, Merrill, M. David, Department of Educational Psychology and Learning Systems, Florida State University
The task-centered instructional strategy (Merrill, 2009) was designed specifically for the purpose of teaching complex problem-solving skills and emphasizes teaching in the context of a concrete real world task. Nevertheless, unlike other problem-centered instructional methods (e.g., constructivism) the task-centered instructional strategy is a form of direct instruction but in the context of authentic, real-world tasks. Unlike traditional part-task instructional strategies (e.g., Gagné, 1968...
Show moreThe task-centered instructional strategy (Merrill, 2009) was designed specifically for the purpose of teaching complex problem-solving skills and emphasizes teaching in the context of a concrete real world task. Nevertheless, unlike other problem-centered instructional methods (e.g., constructivism) the task-centered instructional strategy is a form of direct instruction but in the context of authentic, real-world tasks. Unlike traditional part-task instructional strategies (e.g., Gagné, 1968), which assume that any task can be broken down into a collection of instructional objectives that need to be mastered, the task-centered instructional strategy is content-centered meaning the content-to-be-learned and not the objectives are specified first. Specifically, a progression of complete tasks with increasing complexity is specified and serves as the backbone of instruction. The purposes of the current study were to (a) investigate whether and why a task-centered approach might be superior to a topic-centered approach for problem solving, (b) attempt to reveal emotional and cognitive processes behind complex learning in the domain of technological skills, and (c) provide recommendations for effective training methods while considering individual differences. Rooted in Bandura's (1986) Social Cognitive Theory in which cognitions are assumed to mediate the effects of the environment on human behavior with a continuous reciprocal interaction, in the current model two reciprocal interactions are assumed to be in the heart of task-centered instructions. These interactions that can be viewed as two positive feedback loops include performance-motivation loop and performance-cognition loop. In the performance-motivation loop, the progression of tasks from easy to difficult increases the likelihood of successful completion leading to an increase in self-efficacy, which in turn should influence performance further (e.g., Bouffard-Bouchard, 1990). In the performance-cognitive loop, authentic-tasks, which characterize task-centered instructions, can help the learner construct schemata, which may reduce working memory and lead to better performance, which in turn may further increase schemata construction. Thus, it was expected that task-centered instruction would result in better performance as a result of motivational and cognitive considerations. To achieve the study purposes, two computer-based instructional strategies for teaching Flash were employed. In the task-centered condition, the learners were first presented with three tasks with increased level of difficulty. Each of the three tasks included all the elements of the whole-task, thus, in step one, for example, the learners learned the basics of timeline, texts, and buttons. In the topic-centered condition, on the other hand, no task was presented to the learners up front. Instead, objectives were presented to the learners at the beginning of each topic section. Thus, in the topic-centered condition, each of the three steps referred to only one of the topics. Overall, sixty five students from a large southeastern university in the United States were randomly assigned to one of the two conditions. The results revealed that participants in the task-centered condition performed significantly better on part 3 of the module, on the skill-development test, and on the near and far process development tests than participants in the topic-centered condition. In addition, participants in the task centered condition reported significantly higher cognitive load on parts 1 and 2 of the module and significantly lower cognitive load on part 3 of the module than participants in the topic-centered condition with matching differences in completion time. Regarding attitudes, consistent with the hypothesis, participants in the task-centered condition reported significantly lower computer anxiety after the module than participants in the topic-centered condition. In contrary to the hypothesis, there was no significant difference in computer self-efficacy between the conditions. Nevertheless, participants in the task-centered condition reported significantly higher confidence on part 3 of the module than participants in the topic-centered condition. In addition, as expected, participants in the task-centered condition indicated significantly higher level of relevance, and significantly higher level of confidence. Last, self-efficacy was found to be a significant partial mediator of the effect of instructional strategy on skill-development performance, and near and far transfer process-development performance. Overall, findings of this study suggest using the task-centered instructional strategy (Merrill, 2007b) for the purpose of teaching complex problem-solving skills with far-transfer needs and support the proposed theoretical model. Task-centered instructional strategy resulted in better performance while completing the module, which led to an increase in self-efficacy, which then led to better performance on the post-test. The superior performance on the post-test was also likely a result of cognitive considerations including advanced schemata construction in the task-centered condition. This theoretical model can be used to further investigate the cognitive and motivational factors that are in the heart of complex learning.
Emotional Control, Commitment, & Performance: A Case Study of the United States Coast Guard Helicopter Rescue Swimmer School.
Sanchez, Christine M., Tenenbaum, Gershon, Panton, Lynn, Eklund, Robert, Roehrig, Alysia, Department of Educational Psychology and Learning Systems, Florida State University
A Helicopter Rescue Swimmer is one of the most physically and mentally demanding jobs in the United States Coast Guard (USCG). In order to become a USCG Helicopter Rescue Swimmer, interested candidates must successfully complete a rigorous 18-week training program, called Aviation Survival Technician (AST) A-School, where the average attrition rate is over 50%. Within military and civilian literature, few researchers have reported on performance in Search and Rescue (SAR) environments. More...
Show moreA Helicopter Rescue Swimmer is one of the most physically and mentally demanding jobs in the United States Coast Guard (USCG). In order to become a USCG Helicopter Rescue Swimmer, interested candidates must successfully complete a rigorous 18-week training program, called Aviation Survival Technician (AST) A-School, where the average attrition rate is over 50%. Within military and civilian literature, few researchers have reported on performance in Search and Rescue (SAR) environments. More specifically, to the researcher's knowledge, there are no empirical reports on the psychological components needed for optimal Helicopter Rescue Swimmer performance. The purpose of this study, therefore, was to build upon pilot research in which AST A-School Instructors identified psychological components of high-level AST performance, as well as stressors that students commonly encounter during AST A-School (Sanchez, 2009). Maintaining emotional control and displaying strong commitment were two of the nine identified psychological components leading to high-level AST performance. A case study research design involving qualitative inquiry was selected as the best method to gain a deeper understanding as to how emotional and commitment influence AST A-School student performance. One AST A-School class (N = 11) was followed on-site throughout the duration of the four-month training program to capture the students' experiences and build upon the study's research questions. Due to the lower than average attrition rate and number of dismissed students with training related injuries, it became difficult to examine psychological components of successful and unsuccessful AST A-School students. As the weeks progressed during data collection, new themes emerged and the purpose of the study shifted to examining the variables influencing successful AST A-School performance within a larger than average graduating class. Several themes emerged from data obtained in this investigation. First, although Go (i.e., passed AST A-School, n = 7) and No-Go (i.e., dismissed from AST A-School, n = 4) students reported high commitment to complete the training program; the Go students reported slightly higher commitment than the No-Go students. Examining the quality of students' commitment aided in gaining a deeper understanding of the reasons why students remained committed to completing AST A-School. The Investment Model/Sport Commitment Model (Rusbult, 1980; Scanlan, Carpenter, Schmidt, Simons, & Keeler, 1993) was utilized as a framework for describing AST A-School Commitment. High perceived rewards, low attractive alternatives, high personal investment, social constraints acting as motivators, and high perceived involvement opportunities contributed to understanding why students remained committed throughout AST A-School. Second, social supports consisting of a spouse, family members, and fellow classmates emerged as personal resources for AST A-School students that facilitated coping with many of the stressors encountered during the course. Fellow classmates emerged as the most commonly utilized form of social support. The positive class dynamics of the Go Group appeared to be a factor facilitating students' success in the training program. Interview data with the Go students revealed several key characteristics of the class dynamics that aided in creating a positive learning environment: (a) supportiveness, (b) shared leadership, (c) camaraderie, (d) similar skill level, (e) cohesion, and (f) open communication. Third, the mental skills of attention control and self-confidence emerged as skills facilitating successful AST A-School performance. Fourth, results were consistent with initial pilot study data (Sanchez, 2009) and served to refine an understanding of AST A-School stressors. Students identified numerous stressors that one must cope with while participating in AST A-School: (a) AST instructors, (b) experiencing a restricted airway, (c) managing personal life responsibilities, (d) skill tests, (e) the uncertainty of training, (f) becoming injured, and (g) time management. Fifth, Go students and No-Go students appraised stressors as both challenging and threatening. Overall, both sets of students reported experiencing more negative emotions when encountering AST A-School Stressors, as compared to positive emotions or mixed emotions. The coping efforts of Go and No-Go students served specific purposes (i.e., functions), and these purposes varied by the stressor. Sometimes students' coping efforts for a particular stressor served multiple purposes. Students also utilized a wide assortment of coping strategies to manage each stressor. These coping strategies also varied by the individual. Within each stressor, specific strategies emerged to facilitate specific coping functions. When comparing the coping strategies between the Go and No-Go Groups, the No-Go students typically coped to manage their emotional responses to stressors. On the other hand, the Go students primarily coped to redefine the personal meaning of stressors. The Go students engaged in a variety of coping strategies, however, "keeping things in perspective by accepting and redefining into a positive" was the most frequently reported coping strategy. The study's findings contribute new performance psychology knowledge in understanding how emotional control, commitment, and class dynamics influence performance in military settings. Applications for the applied consultant are discussed.
Enhancing Decision-Making in Experienced Military Medics: A Case Study Intervention.
Loney, Brittany S. (Brittany Susan), Tenenbaum, Gershon, Panton, Lynn B. (Lynn Biship), Chow, Graig Michael, Zhang, Qian, Florida State University, College of Education,...
Show moreLoney, Brittany S. (Brittany Susan), Tenenbaum, Gershon, Panton, Lynn B. (Lynn Biship), Chow, Graig Michael, Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Decision-making (DM) is a critical task performed by military medics. Often split-second decisions must be made and executed in high pressure situations that tax the human system. The consequence for either making the wrong decision or executing the right decision poorly can threaten medics' survival and the survival of those they are treating. While experience and a solid knowledge base are necessary components in the DM process, these qualities may not be sufficient. DM is strongly...
Show moreDecision-making (DM) is a critical task performed by military medics. Often split-second decisions must be made and executed in high pressure situations that tax the human system. The consequence for either making the wrong decision or executing the right decision poorly can threaten medics' survival and the survival of those they are treating. While experience and a solid knowledge base are necessary components in the DM process, these qualities may not be sufficient. DM is strongly influenced by the medics' schemas, and emotions and attention activate these blueprints (Tenenbaum & Razon, 2008). Because DM is greatly influenced by the aforementioned factors, we conducted a case study using three experienced United States (US) Army medics to enhance our understanding of the impacts of a 12-session intervention designed to enhance Tactical Combat Casualty Care (TC3) DM under pressure. The training program began with arousal control (AC) as the medic's Internal Environment (i.e., emotion-memory relationship) affects the perception-cognition-action linkage, and thus each aspect of the DM process (Tenenbaum et al., 2009). Because perception and cognition are inter-related and play a critical role in DM (Tenenbaum & Razon, 2008), the intervention also included imagery-driven schema development (SD) and attention training (AT). Multiple sources of data, including both qualitative and quantitative measures were incorporated into the near and far transfer measures to provide an in-depth examination of the effectiveness of the DM training. Near transfer measures, which were assessed at four points, included baseline biometrics (e.g., HRV), imagery use, and a computer-based multi-tasking and an attention shifting task. As hypothesized, all near transfer measures increased for each medic. Far transfer measures consisted of TC3 performance ratings and interviews, resting biometrics taken pre- and post-performance, active biometrics collected during TC3 execution, appraisal-based surveys, and interviews pertaining to TC3 anticipation and attention. TC3 performance improved for two of the three medics. As expected, average resting and active HRV increased for each medic. This study supported the previously found relationship between perceived stress reactivity and higher threat appraisals, negative emotions and reduced performance satisfaction (Britton et al., 2019; Nicholls et al., 2012). Overall imagery use increased and may have exerted some influence on performance. Lastly, we found TC3 performance and evaluator-derived relevant attention frequency to be associated. Although the medics may have reduced their self-reported relevant attention, their ability to refocus upon recognition of distraction improved.
2019_Summer_Loney_fsu_0071E_15395
An Examination into the Temporal Patterning of Emotions, Cognitions, and Coping Strategies in Instrumental Performers.
Kane, Kristen Leigh, Tenenbaum, Gershon, Jimenez, Alexander, Eklund, Robert, Roehrig, Alysia, Department of Educational Psychology and Learning Systems, Florida State University
In the last two decades, the link between emotions and performance has received increased attention (Hanin, 2000a). While competitive anxiety has been examined in the domain of sport, performance anxiety has also been investigated in the performing arts (Kirchner, 2002; Tamborrino, 2001; Wilson, 1997). Researchers have attempted to identify effective coping strategies to manage these symptoms to prevent negative behavioral consequences (Salmon, Schrodt, & Wright, 1989; Steptoe, 1989; Wolfe,...
Show moreIn the last two decades, the link between emotions and performance has received increased attention (Hanin, 2000a). While competitive anxiety has been examined in the domain of sport, performance anxiety has also been investigated in the performing arts (Kirchner, 2002; Tamborrino, 2001; Wilson, 1997). Researchers have attempted to identify effective coping strategies to manage these symptoms to prevent negative behavioral consequences (Salmon, Schrodt, & Wright, 1989; Steptoe, 1989; Wolfe, 1990). Although there is a great deal of research considering coping with emotions in sport and exercise (Fenz, 1976; Holt & Hogg, 2002; Marks, 2000; Yoo, 2001), studies considering performing artists have been poorly designed and implemented (Brodsky, 1996). Relatively few investigators have examined a performer's experience with anxiety beyond a description of the phenomenon. Lazarus' (1999) cognitive-motivational-relational (CMR) theory of emotion is applicable to stressful situations, such as performance. The CMR theory was used as a framework to study emotions, cognitions, self-control, and coping strategies during solo and ensemble performance timelines in a college-aged sample. This study addressed previously identified needs in the current literature such as the timeline for study, differences between experience levels, and gender differences. This study was intended to examine temporal patterns of emotions, cognitive appraisals, and coping strategies in musicians within a larger conceptual framework. A mixed methods design was utilized to employ qualitative interview data as well as quantitative analysis. The study included questionnaires given a week, a day, an hour, 5 minutes before, immediately after, and one week after a solo and ensemble performance. The questionnaires included: Demographic Information, Competitive State Anxiety Inventory-2 revised version, Affect Grid, Perceived Performance Questionnaire, The Multiple Situations' Behaviors Questionnaire, and the Emotion Identification Inventory. These questionnaires measured the constructs of anxiety, arousal, pleasure, perceived performance, self-control, and emotions. A qualitative interview was conducted a week after performance to assess the above mentioned constructs, coping strategies, and as a method of triangulation. As expected, solo performance elicited more cognitive anxiety, somatic anxiety, emotional intensity, and negative emotions than ensemble performance. Debilitative emotions were also experienced with greater intensity for solo performance than for ensemble performance. Furthermore, less pleasantness, positive emotions, and self-confidence were reported for solo performance. Performers also reported utilizing more problem-focused and emotion-focused coping strategies to manage their emotional state prior to and during solo performance. However, there was only a significant increase in arousal in the week before performance. The quantitative results of the current study revealed few differences in experience level. The significant differences, however, were not in the hypothesized direction. For example, HEP consistently experienced less pleasantness than LEP. However, interview analysis revealed that HEP reported more negative emotions than LEP throughout both solo and ensemble performance timelines, but utilized less coping strategies. Interestingly, LEP reported experiencing mixed emotions, and more coping strategy utilization. Differences between males and females were in line with previous research. Males reported more self-confidence, more pleasantness, and higher perceptions of performance than females. They also experienced less negative emotions and emotional intensity. As predicted, females reported utilizing primarily emotion-focused coping strategies. However, males employed both types of strategies equally. There were no differences in self-control use between experience levels or genders. All performers utilized a combination of problem-focused and emotion-focused coping strategies, reflecting the closed system of self-control.
An Examination of the Integrative Relationship Among the Factors of Achievement Goal Theory and Self-Determination Theory: Addressing Existing Problems and Missing Links.
Dyrlund, Allison Kay, Tenenbaum, Gershon, Al Otaiba, Stephanie Dent, Eklund, Robert, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State...
Show moreDyrlund, Allison Kay, Tenenbaum, Gershon, Al Otaiba, Stephanie Dent, Eklund, Robert, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State University
For almost a decade researchers (Biddle, Soos, & Chatzisarantis, 1999; Wang & Biddle, 2007) have been advocating for studies that advance our understanding of the ways in which AGT and SDT are related in the exercise domain. Despite the fact that researchers have been stressing the importance of empirical tests of the convergence of the two theories, there has yet to be a satisfactory study in response to this demand. Further, existing studies that have attempted to even partially address the...
Show moreFor almost a decade researchers (Biddle, Soos, & Chatzisarantis, 1999; Wang & Biddle, 2007) have been advocating for studies that advance our understanding of the ways in which AGT and SDT are related in the exercise domain. Despite the fact that researchers have been stressing the importance of empirical tests of the convergence of the two theories, there has yet to be a satisfactory study in response to this demand. Further, existing studies that have attempted to even partially address the issue have been methodologically flawed (Biddle et al., 1999; Ntoumanis, 2001). The purpose of this study was to establish a conceptual model that consists of relating the dimensions of SDT and AGT to each other, and to test a model linking the two theories. A complete model of the relationships among the dimensions of the AGT and two subtheories of SDT (e.g., organismic integration theory and cognitive evaluation theory) was developed and tested using Structural Equation Modeling (SEM). Questionnaires developed based on the three theoretical explanations were completed online. The online survey was comprised of four measures: Perceptions of Success Questionnaire-Exercise (POSQ-E), Behavioral Regulation in Exercise Questionnaire: Intrinsic Motivation Subscale (BREQ), Exercise Motivation Scale (EMS), and Psychological Need Satisfaction in Exercise Scale (PNSE). Several structural models were tested to examine the integrative relationships among the theories. Results showed that, when compared with ego orientation, task orientation had a stronger influence on need satisfaction and internalized behavioral regulations. In addition, need satisfaction predicted behavioral regulations. Findings also suggested that both ego and task orientations not only influence behavioral regulations for exercise directly, but also indirectly through satisfaction of the needs for competence, autonomy, and relatedness.
Examining First-Year Student-Athlete Transition into College.
Freeman, Jaison Cleveland, Chow, Graig Michael, Taylor, John, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of...
Show moreFreeman, Jaison Cleveland, Chow, Graig Michael, Taylor, John, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
The purpose of this study was to develop and test a model of first-year student-athlete (FYSA) transition into college. The model examined basic psychological need satisfaction (BPNS) levels in both athletic and collegiate domains, and the impact of BPNS in each domain on athletic (sport motivation, athlete satisfaction, sport confidence, perceived sport performance), academic (academic motivation, student satisfaction, academic self-efficacy, perceived academic performance), and quality of...
Show moreThe purpose of this study was to develop and test a model of first-year student-athlete (FYSA) transition into college. The model examined basic psychological need satisfaction (BPNS) levels in both athletic and collegiate domains, and the impact of BPNS in each domain on athletic (sport motivation, athlete satisfaction, sport confidence, perceived sport performance), academic (academic motivation, student satisfaction, academic self-efficacy, perceived academic performance), and quality of life outcomes amongst a sample of FYSA at various NCAA institutions in Divisions I, II, and III across the country (N = 260). The model was tested via path analysis, and the results revealed a number of significant direct associations between the factors. Included amongst the most notable and powerful of these relationships were influences of athletic competence on sport confidence, athletic autonomy on athlete satisfaction, collegiate competence on academic efficacy and academic motivation, and sport confidence on academic efficacy and integrated quality of life. The general conclusions of the study stressed the significant impact that BPNS and the development of psychological skills can have on the transition and adaptation process for FYSA. The analyses conducted in this study contribute to the development a deeper understanding of how FYSA experience transition into college and has potentially significant implications for how athletic department administrators approach and allocate resources to orienting FYSA to the campus community.
2018_Su_Freeman_fsu_0071E_14731
Exertion-Pain Anxiety: A Cognitive-Motivational-Relational Perspective.
Thompson, Brooke, Eklund, Robert C., Panton, Lynn, Tenenbaum, Gershon, Roehrig, Alysia, Department of Educational Psychology and Learning Systems, Florida State University
The aim of the present study was to further the conceptual understanding of exertion-pain anxiety. Specifically, the purposes were to induce exertion-pain anxiety, evaluate the effect of wait times on exertion-pain anxiety, and investigate the mechanisms of exertion-pain anxiety through the lens of Lazarus' cognitive-motivational-relational (CMR) theory (1991). Eighty-one college students (40 females, 41 males) were recruited to participate in the study. As a catalyst for exertion-pain,...
Show moreThe aim of the present study was to further the conceptual understanding of exertion-pain anxiety. Specifically, the purposes were to induce exertion-pain anxiety, evaluate the effect of wait times on exertion-pain anxiety, and investigate the mechanisms of exertion-pain anxiety through the lens of Lazarus' cognitive-motivational-relational (CMR) theory (1991). Eighty-one college students (40 females, 41 males) were recruited to participate in the study. As a catalyst for exertion-pain, participants assigned to the experimental condition were exposed to a modified Wingate Test on two occasions that were separated by either 15 or 30 minutes depending upon condition assignment. Control participants engaged in a moderate cycle ride. MANOVA analyses revealed significant differences among the experimental and control conditions on pain expectations, anxiety, and pain rumination. Significant differences were not revealed between wait time conditions. Results revealed that anxiety scores increased for participants in the experimental condition from time one to time two. These findings support the notion that anxiety can be induced by exposure to a pain-inducing exercise task. In testing the three components of Lazarus' CMR theory, results indicated that pain expectations and self-efficacy, were predictors of anxiety prior to the first task. Pain expectations were the only significant predictor of anxiety prior to the second task. Coping was not a significant predictor at either time. Overall, it appears that exertion-pain anxiety may not be fully explained using Lazarus' model. Discussion concerns the utility of implementing socially based models or theories to explain responses that are physically based.
Explicit and Implicit Types of Communication: A Conceptualization of Intra-Team Communication in the Sport of Tennis.
Lausic, Domagoj, Tenenbaum, Gershon, Eccles, David, Jeong, Allan, Johnson, Tristan, Department of Educational Psychology and Learning Systems, Florida State University
The present study examined the concept of intra-team communication, which engages two or more individuals in a message exchange. In this process the sender transmits ideas, knowledge, and thoughts to the receiving party, either a teammate or a team, via explicit (verbal) or implicit (nonverbal) channels. Since the team communication influences performance outcome (Fiore et al., 2001), the current study observed differences between more effective and less effective tennis teams in the game of...
Show moreThe present study examined the concept of intra-team communication, which engages two or more individuals in a message exchange. In this process the sender transmits ideas, knowledge, and thoughts to the receiving party, either a teammate or a team, via explicit (verbal) or implicit (nonverbal) channels. Since the team communication influences performance outcome (Fiore et al., 2001), the current study observed differences between more effective and less effective tennis teams in the game of doubles by inspecting communication patterns and counting message exchanges. Participants consisted of high skill players from NCAA Division I Florida State Women's Tennis Team. They were involved in a competition condition where one doubles team contended against another. The matches were video and audio taped in order to capture communication that took place between and during the points. Following the matches, the participants were interviewed, so that remaining communication, which was not entirely captured during taping, could be revealed and data triangulated. To analyze communication data, Data Analysis Tool software (Jeong, 2003) was used. The results indicated that better performing teams used certain patterns more frequently (Action statement > Action statement, Uncertainty statement > Acknowledgement, and Factual statement > Action statement) than the worse performing teams. In addition, worse performing teams showed greater tendency towards using Non-task statement > Non-task statement pattern than the winning teams. This indicates that winning teams showed more capacity for problem solving and coordination than the losing teams. Action statement, Uncertainty statement > Acknowledgement, and Factual statement > Action statement) than the worse performing teams. In addition, worse performing teams showed greater tendency towards using Non-task statement > Non-task statement pattern than the winning teams. This indicates that winning teams showed more capacity for problem solving and coordination than the losing teams. Acknowledgement, and Factual statement > Action statement) than the worse performing teams. In addition, worse performing teams showed greater tendency towards using Non-task statement > Non-task statement pattern than the winning teams. This indicates that winning teams showed more capacity for problem solving and coordination than the losing teams. Action statement) than the worse performing teams. In addition, worse performing teams showed greater tendency towards using Non-task statement > Non-task statement pattern than the winning teams. This indicates that winning teams showed more capacity for problem solving and coordination than the losing teams. Non-task statement pattern than the winning teams. This indicates that winning teams showed more capacity for problem solving and coordination than the losing teams. Also, winning teams were characterized by using ten significant patterns, while losing teams used only four. Besides, winning teams communicated twice as much than the losing teams. This finding is consistent with the previous research by Orasanu (1990) and Mosier and Chidester (1991). Although teams differed in the quality of communication patterns used, the quantity of types of patterns used was similar (i.e., both teams used about 20 patterns out of possible 36). However, winning teams emerged with higher number of significant patterns (i.e., ten versus four). Furthermore, winning teams used remaining nonsignificant patterns sparingly. In contrast, losing teams used all communication patterns equally and only four emerged as significant. Moreover, visual inspection of the communication diagrams confirmed that overall communication patterns of winning teams, in comparison to losing teams, created more homogeneous model of communication, making message exchange more predictable and hence advantageous in communication process. Finally, the overall results showed that most of the communication was comprised of emotional statements (i.e., more than a half) and action statements (i.e., more than a quarter). While this study confirms some of the findings of the previous research, additional research is needed to explain additional models of communication, nonverbal communication, and types of communication in relation to the task at hand (i.e., how does the type of task, for example, proactive or reactive, affect communication). Additionally, future research should be directed towards certain patterns and their beneficial values at various stages of competition.
An Exploration of Efficacy Beliefs and Presentational Concerns Among Performing Dyads.
Habeeb, Christine M., Eklund, Robert C., Tenenbaum, Gershon, Paek, Insu, Department of Educational Psychology and Learning Systems, Florida State University
This study examined the relationships between performance and appraisals of efficacy beliefs and presentational concerns within performing dyads. The expansion of a performing unit from one to two athletes is reflected in a structure of cognitions expanding to appraisals about oneself as well one's partner. Self-efficacy, other-efficacy, and collective efficacy were examined. While evidence for self-efficacy and collective efficacy have been supported in sport psychology research, other...
Show moreThis study examined the relationships between performance and appraisals of efficacy beliefs and presentational concerns within performing dyads. The expansion of a performing unit from one to two athletes is reflected in a structure of cognitions expanding to appraisals about oneself as well one's partner. Self-efficacy, other-efficacy, and collective efficacy were examined. While evidence for self-efficacy and collective efficacy have been supported in sport psychology research, other-efficacy (Lent & Lopez, 2002), the belief in a partner's ability, has recently been examined. Self-presentation, other-presentation, and collective presentation were also assessed in a similar relational structure. Sixty-six cheerleading (male-female) dyads completed questionnaires appraising the dyad's ability and individuals within the dyad to perform. Performance by each individual and the dyad unit were assessed by four judges. Actor-Partner Interdependence Models (APIM; Kenny et al., 2006) were used to model the interdependence and mutual influence among the partners. Interaction effects were significant for the actor's self-efficacy and actor's collective efficacy. That is, dependent on position (male base or female flyer) one's self-efficacy and collective efficacy were significantly related to one's own performance. This evidence along with correlational findings were in support of the importance of relational cognitions between partners and the importance of recognizing the relationship between two athletes.
Factors Influencing and Predicting the Likelihood of Mental Health Help-Seeking of Collegiate Student-Athletes.
Bird, Matthew David, Chow, Graig Michael, Taylor, John, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational...
Show moreBird, Matthew David, Chow, Graig Michael, Taylor, John, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Collegiate athletes experience mental health concerns at similar rates to non-athlete students, however, the student-athlete population underutilizes professional mental health help with only 10% of those in need seeking services. Criticisms of the extant research on student-athlete mental health help-seeking include studies that lack theoretical guidance, and convenience samples who are not experiencing a mental health issue. The aim of this study was to conduct a theoretically driven...
Show moreCollegiate athletes experience mental health concerns at similar rates to non-athlete students, however, the student-athlete population underutilizes professional mental health help with only 10% of those in need seeking services. Criticisms of the extant research on student-athlete mental health help-seeking include studies that lack theoretical guidance, and convenience samples who are not experiencing a mental health issue. The aim of this study was to conduct a theoretically driven investigation assessing factors of help-seeking associated with the Health Belief Model and Reasoned Action Approach while sampling student-athletes who identified as currently experiencing a personal or emotional health concern. More specifically, the purpose of this study was to investigate which factors of help-seeking behavior predict the likelihood that a student-athlete will seek professional help, and to identify the differences in help-seeking factors between student-athletes with a lower likelihood of seeking help compared to those with a higher likelihood of seeking help. Participants were 269 NCAA student-athletes who completed an online survey assessing factors related to their help-seeking behavior. A multiple liner regression reveled that perceived benefits, perceived susceptibility, and perceived attitudes factors were significant predictors of the likelihood that a student-athlete would seek treatment. Results from a one-way MANOVA showed significant differences between the lower likelihood and the higher likelihood of seeking help group on the perceived seriousness, perceived susceptibility, perceived benefits, instrumental barriers, stigma-related barriers, and the perceived attitudes factors. Additional information gathered in this study suggests the most frequently reported factors which prevented student-athletes from seeking help include a belief the issues they are experiencing is not that serious, or a desire to seek help from a source other than a mental health professional. Findings from this study have implications for athletic departments, campus counseling centers, and future interventions designed to enhance mental health help-seeking.
2018_Sp_Bird_fsu_0071E_14329
A Functional Model of Team Leadership for Sport.
Coleman, Jeffrey, Tenenbaum, Gershon, James, Jeffrey, Eklund, Robert, Eccles, David, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State...
Show moreColeman, Jeffrey, Tenenbaum, Gershon, James, Jeffrey, Eklund, Robert, Eccles, David, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State University
The purpose of this study was to provide a new framework of team leadership in sport. More specifically, the aim was to examine a functional leadership paradigm in sport where full range of leadership behaviors by the coach and by the collective athletes influence team cohesion, and thereby increase the likelihood of team goal achievement. Data were utilized from 518 NCAA Division I-III athletes from 36 softball teams and 13 baseball teams. The participants completed the Multifactor...
Show moreThe purpose of this study was to provide a new framework of team leadership in sport. More specifically, the aim was to examine a functional leadership paradigm in sport where full range of leadership behaviors by the coach and by the collective athletes influence team cohesion, and thereby increase the likelihood of team goal achievement. Data were utilized from 518 NCAA Division I-III athletes from 36 softball teams and 13 baseball teams. The participants completed the Multifactor Leadership Questionnaire (Avolio & Bass, 2004), the Team Multifactor Leadership Questionnaire (Avolio & Bass, 1996), the Group Environment Questionnaire (Carron, Brawley, & Widmeyer, 1985), and the Team Outcome Questionnaire that was created for this study. Structural equation modeling was used to assess the relationships among the variables in the model. The results indicated that the original hypothesized model did not fit the data, but an acceptable alternative model was found which included transformational leadership and two transactional leadership variables as three separate leadership styles influencing perceptions of cohesion. It was discovered that transformational leadership had a significant positive effect on cohesion, which in turn appeared to have a significant positive effect on goal achievement. The author discusses a potentially fruitful direction in the examination of team leadership, within which the first step would involve a closer examination of measurement of coach leadership, team leadership, and cohesion.
Game Reading Skills in Soccer.
Basevitch, Itay, Tenenbaum, Gershon, Joiner, Thomas, Eklund, Robert, Ratliffe, Tom, Department of Educational Psychology and Learning Systems, Florida State University
In the study, anticipation and situational assessment skills were examined using a video-based simulated task environment (STE). The objectives of the study were to examine skill and gender based differences in the ability to predict what an opponent will actually do next in a given scenario (anticipation), the ability to pick-up specific information cues from their opponent, and assess the importance of that information (option generation and prioritization). High and low skill male and...
Show moreIn the study, anticipation and situational assessment skills were examined using a video-based simulated task environment (STE). The objectives of the study were to examine skill and gender based differences in the ability to predict what an opponent will actually do next in a given scenario (anticipation), the ability to pick-up specific information cues from their opponent, and assess the importance of that information (option generation and prioritization). High and low skill male and female soccer players were shown action clips of developing plays, frozen (i.e., cued) or occluded (i.e., non-cued) at three temporal points (i.e., 400ms, 200ms and 0ms prior to an opponent player's action). Participants were then asked to predict what will happen next, generate plausible options, and rank them. Results indicated that high-skill players performed better on the anticipation and situational assessment tasks throughout the task conditions (i.e., cued/non-cued, temporal). Moreover, task conditions affected high and low skill participants differently. Gender differences were also observed. Males were able to anticipate what will happen next more accurately, generate more plausible options, and prioritize them more efficiently, than females. Task conditions affected both genders similarly. The study is one of the first in the area, and findings provide insight into the option generation and anticipation processes in a dynamic team sport setting.
Getting on the Same Page: Exploring the Development and Execution of Team Coordination Through Cognitive Field Research.
Tran, Katy B., Eccles, David W., Charness, Neil, Eklund, Robert C., Tenenbaum, Gershon, Department of Educational Psychology and Learning Systems, Florida State University
Team coordination has been an area of interest for researchers in military, business, social, and cognitive psychology, while only relatively recently emerging as area of growing interest for researchers in sport psychology. Research on teams in sport traditionally has been focused on the social characteristics of the team, such as cohesion and leadership. Additionally, when the role of cognition in skilled performance in sport has been examined, the interest primarily has been in the...
Show moreTeam coordination has been an area of interest for researchers in military, business, social, and cognitive psychology, while only relatively recently emerging as area of growing interest for researchers in sport psychology. Research on teams in sport traditionally has been focused on the social characteristics of the team, such as cohesion and leadership. Additionally, when the role of cognition in skilled performance in sport has been examined, the interest primarily has been in the cognitive processes at the individual level. As a response, Eccles and Tenenbaum (2004) proposed a socio-cognitive conceptualization of team coordination in sport that has been used to frame much of the extant research in sport. However, to date most research on team cognition and coordination in sport has been conducted using the individual as the unit of analysis. The present study is a response to the need for research that captures the experience of the team as a whole and in context, to further understanding of cognitive processes underlying skilled team performance. A study was conducted with a men's collegiate soccer team over the course of a competitive season. Cognitive field research was used to investigate how the team developed, modified, and executed coordinated action in a natural setting. This method was selected on the basis that it affords the opportunity to capture contextual and social factors that influence the cognitive processes underlying skilled team performance. The key themes to emerge from the research were the importance of team members' long-term shared knowledge, moment-to-moment shared knowledge, and challenges to team coordination. The findings presented support the conceptualization of team coordination as a socio-cognitive construct. Furthermore, the results indicate that social properties of, and social processes within, a team impact the cognitive processes mediating coordination in teams. As such, the study demonstrates that the traditional focus on the cognitive processes of the individual, removed from context, might provide an incomplete explanation of the cognitive processes underlying skilled team performance. The findings have implications for current understanding of team coordination and for practitioners seeking to enhance the functioning of sports teams.
The Hot Hand and Psychological Momentum as Adaptive Beliefs in Sport.
Little, Barack, Tenenbaum, Gershon, Phillips, Beth, Paek, Insu, Department of Educational Psychology and Learning Systems, Florida State University
This study aimed at examining the dispositional effects of the hot hand and psychological momentum beliefs on mental states such as self-efficacy, perception of control, and cohesion. One hundred and seventy-six male and female participants who have athletic experience in basketball, volleyball, or baseball (NCAA, club, or intramural) were surveyed. Revised versions of hot hand and psychological momentum questionnaires from past studies were used to measure a participant's level of belief in...
Show moreThis study aimed at examining the dispositional effects of the hot hand and psychological momentum beliefs on mental states such as self-efficacy, perception of control, and cohesion. One hundred and seventy-six male and female participants who have athletic experience in basketball, volleyball, or baseball (NCAA, club, or intramural) were surveyed. Revised versions of hot hand and psychological momentum questionnaires from past studies were used to measure a participant's level of belief in the hot hand and psychological momentum, respectively. The Physical Self-Efficacy Scale (PSE) was used to measure self-efficacy, a revised version of the Self-Control Scale was used to measure perceptions of control, and the Group Environment Questionnaire (GEQ) was used to measure team cohesion. The aim of this study was to examine whether athletes who have strong beliefs in the hot hand and psychological momentum have significantly different levels of self-efficacy, perceptions of control, and team cohesion. Also, it was examined whether skill level was related to any differences in beliefs. Results indicated that athletes with stronger beliefs in the hot hand exhibited significantly higher levels of self-efficacy. Belief in psychological momentum did not predict any of the dependent variables Also, high skilled athletes showed higher self-efficacy levels than low skilled athletes, and low skilled athletes showed higher levels of team cohesion than high skilled athletes. The results suggest that belief in the hot hand can be considered an adaptive belief that can potentially affect self-efficacy in a positive manner.
Imagery Use in Unskilled and Skilled Golfers: General and Specific Measures Examining Extent, Direction, and Function.
Vosgerichian, Daniel George, Eccles, David W., Tenenbaum, Gershon, Whyte, James, Eklund, Robert C., Turner, Jeannine, Department of Educational Psychology and Learning Systems,...
Show moreVosgerichian, Daniel George, Eccles, David W., Tenenbaum, Gershon, Whyte, James, Eklund, Robert C., Turner, Jeannine, Department of Educational Psychology and Learning Systems, Florida State University
Researchers and practitioners have been particularly interested in athlete's use of imagery during practice and competition over the last 25 years (Hall, Rodgers, & Barr, 1990; MacIntyre & Moran, 2007a). A key limitation of imagery use research has been an over-reliance on measures involving questionnaires and interviews (Eccles, 2012). Imagery researchers have recommended verbal report methods in relation to a specific sport task alongside the use of traditional questionnaires, in order to...
Show moreResearchers and practitioners have been particularly interested in athlete's use of imagery during practice and competition over the last 25 years (Hall, Rodgers, & Barr, 1990; MacIntyre & Moran, 2007a). A key limitation of imagery use research has been an over-reliance on measures involving questionnaires and interviews (Eccles, 2012). Imagery researchers have recommended verbal report methods in relation to a specific sport task alongside the use of traditional questionnaires, in order to gain a better understanding of imagery use (Morris, Spittle, & Watt, 2005). The current study involved general imagery use measures (i.e., Imagery Use Questionnaire items and the Sport Imagery Questionnaire-golf) and verbal report methods (i.e., directed probe and retrospective report measures) in relation to a golf putting task. The first research question was concerned with the degree to which traditional questionnaires predict reported use of imagery from verbal report methods. The second research question was concerned with three areas of imagery use by differently skilled golfers: (a) imagery extent, (b) imagery direction, and (c) imagery function. The third research question examined how imagery use (i.e., extent and direction) is related to task difficulty. In the present study, unskilled golfers (n = 25) and skilled golfers (n = 25) completed three phases, where the aim was to measure imagery use in each phase using a different method: (a) a general imagery use phase, (b) a directed imagery use probe phase, and (c) an immediate retrospective report of recalled thoughts phase. All participants attempted to hole out 3ft (91.4 cm) and 6 ft (182.9 cm) golf putts on an artificial green during the directed probe and retrospective report phases. Imagery Use Questionnaire (IUQ) items used in the general report phase were predictive of imagery extent as measured by both directed probe and retrospective report measures. The Sport Imagery Questionnaire-golf (SIQ-golf, i.e., general report phase) had little predicative ability for imagery function as measured by directed probe. Skilled golfers used more imagery extent than unskilled golfers, regardless of measure used. Both unskilled and skilled golfers used more facilitative imagery than debilitative imagery as measured by directed probe. Both unskilled and skilled golfers used similar amounts of imagery and facilitative imagery for short and long putts. Debilitative imagery use increased from short to long putts for the unskilled golfers, but not the skilled golfers.
Implementation and Evaluation of a Performance Profile Intervention with Collegiate Dancers: A Randomized Controlled Trial.
Castillo, Elmer Alfonzo, Chow, Graig Michael, Ericsson, Anders, Ericsson, K. Anders, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education,...
Show moreCastillo, Elmer Alfonzo, Chow, Graig Michael, Ericsson, Anders, Ericsson, K. Anders, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Since its inception nearly three decades ago, the performance profile (PP) technique has undergone several modifications and been employed exclusively in the sport domain. The purpose of this study was to extend the application of the performance profile technique to dance and systematically examine the utility and efficacy of the revised performance profile technique (Gucciardi & Gordon, 2009b) with collegiate dancers on two specific outcomes – self-awareness and behavioral change. The...
Show moreSince its inception nearly three decades ago, the performance profile (PP) technique has undergone several modifications and been employed exclusively in the sport domain. The purpose of this study was to extend the application of the performance profile technique to dance and systematically examine the utility and efficacy of the revised performance profile technique (Gucciardi & Gordon, 2009b) with collegiate dancers on two specific outcomes – self-awareness and behavioral change. The secondary aim was to assess dancer perceptions of the benefits and future use of the revised performance profile technique. Using a RCT design, 44 collegiate dancers were randomly allocated to participate in either a revised PP (experimental; n = 22) condition or a didactic PP (active control; n = 22) condition to examine the pre-post impacts of a single performance profile intervention on the outcome measures. Systematic intervention protocols were developed to guide the implementation of the individually based revised PP and the didactic PP interventions. Results revealed significant differences in the pre-post intervention self-awareness scores between conditions, with a significant increase within the revised PP condition and a decrease within the didactic PP condition. There was no significant difference in pre-post behavior scores between the experimental and active control conditions. Analysis of a brief post-workshop evaluation administered to revised PP participants indicated that dancers felt the intervention provided several benefits and that they were highly likely to use their individual performance profiles again in the future. Applied implications and future directions are discussed.
2018_Su_Castillo_fsu_0071E_14455
Incidence of Sport Injury in Collegiate Female Athletes Across the Four Phases of the Menstrual Cycle.
Petscher, Yaacov M., Pargman, David, Tenenbaum, Gershon, Quadagno, David, Department of Educational Psychology and Learning Systems, Florida State University
Previous published investigations into the relationship between the menstrual cycle and sport behavior have focused on physiological variables associated with incidence of injury, specifically ACL laxity. More recent research has begun to look at the psychological nature of injury in sport and psychological variables that may influence the likelihood of athletic injury. This thesis research examines the link between psychological constructs reported by others to be associated with hormonal...
Show morePrevious published investigations into the relationship between the menstrual cycle and sport behavior have focused on physiological variables associated with incidence of injury, specifically ACL laxity. More recent research has begun to look at the psychological nature of injury in sport and psychological variables that may influence the likelihood of athletic injury. This thesis research examines the link between psychological constructs reported by others to be associated with hormonal fluctuations during the menstrual cycle and incidence of sport injury. It was hypothesized that there would be a greater incidence of athletic injury during the third and fourth phases of the menstrual cycle, that there would be no differences in incidence of injury across class standing (freshman, sophomore, junior, senior), and that there would be no differences in incidence of injury between athletes who took pain medication for suppression of menstrual pain with athletes who did not take pain medication. Results suggest that female athletes may have a propensity to injury during the third and fourth phases of the menstrual cycle, that there are no differences in incidence of injury related to class standing, and that there are no differences between pain medication and non-pain medication groups.
The Influence of Perceived Coaching Behaviors and Perfectionism on Types of Motivation and Burnout.
Barcza, Kelly M., Eklund, Robert C., Glueckauf, Robert, Eccles, David W., Tenenbaum, Gershon, Department of Educational Psychology and Learning Systems, Florida State University
An examination of the relationships among perfectionism, perceived coaching behaviors, types of motivation, and burnout in Division I swimmers (N = 501) was conducted. Two conceptual models were hypothesized to account for the possible relationships among variables. Structural equation modeling analyses were conducted to examine the hypothesized models relationships among variables. It was determined that the hypothesized Model B fit best to the data provided by the Division I swimmers....
Show moreAn examination of the relationships among perfectionism, perceived coaching behaviors, types of motivation, and burnout in Division I swimmers (N = 501) was conducted. Two conceptual models were hypothesized to account for the possible relationships among variables. Structural equation modeling analyses were conducted to examine the hypothesized models relationships among variables. It was determined that the hypothesized Model B fit best to the data provided by the Division I swimmers. Within Model B, socially prescribed perfectionism had a direct effect to the three forms of least self-determined motivation (i.e., amotivation, external regulation, introjected regulation). The excessive personal control subscale for perceived coaching behaviors also had a direct effect to amotivation and introjected regulation. Socially prescribed perfectionism correlated with all four perceived coaching behavior subscales (i.e., controlling use of rewards, excessive personal control, negative conditional regard, intimidation) Only amotivation and the perceived coaching behavior of excessive personal control had a direct effect to burnout. The data presented supports previous research that has found amotivation to be a potential indicator of burnout (Cresswell & Eklund, 2005a; Cresswell & Eklund, 2005b; Lonsdale, Hodge, & Rose, 2009). However, the current study suggests that perceived coaching behaviors, specifically excessive personal control, might also influence the level of burnout an athlete is experiencing. Further research should be conducted to determine other possible precursors of burnout.
The Influence of Perceived Stress on the Relationship between Perfectionism and Burnout in Specialized versus Multiple Sport Division II and III Track and Field Collegiate Athletes.
Garinger, Lindsay Michaila, Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and...
Show moreGaringer, Lindsay Michaila, Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Burnout is common when demands of the sport exceed the rewards. Individuals who have certain personality dispositions, such as perfectionism, have higher likelihood to experience stress (both in and out of sport) and subsequent burnout (Fender, 1989; Gould, Tuffey, Udry, & Loehr, 1996; Stoeber, 2011). Perfectionism has both adaptive and maladaptive dimensions, with more maladaptive qualities leading to greater perceived stress (Hamacheck, 1978; Rice & Van Arsdale, 2010). This study examined...
Show moreBurnout is common when demands of the sport exceed the rewards. Individuals who have certain personality dispositions, such as perfectionism, have higher likelihood to experience stress (both in and out of sport) and subsequent burnout (Fender, 1989; Gould, Tuffey, Udry, & Loehr, 1996; Stoeber, 2011). Perfectionism has both adaptive and maladaptive dimensions, with more maladaptive qualities leading to greater perceived stress (Hamacheck, 1978; Rice & Van Arsdale, 2010). This study examined the influence of adaptive and maladaptive perfectionism on burnout as well as the mediation of perceived stress in Division II and III track and field athletes (N=351). Specifically, specialized and multiple sport athletes were compared to explore differences in these variables. Participants completed the Sport MPS-2 (Gotwals & Dunn, 2009), Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), and Athlete Burnout Questionnaire (Raedeke & Smith, 2001) during the latter part of the competitive season. Consistent with Crocker, Gaudreau, Mosewich, and Kljajic (2014), perfectionistic concerns (maladaptive) were characterized by Concern over Mistakes while perfectionistic strivings (adaptive) were characterized by Personal Standards. MANOVA and path-analysis was used to examine relationships among the variables. Results showed a positive, indirect effect of perfectionistic concerns on burnout through stress. In contrast, perfectionistic strivings had a negative, direct effect on burnout. Thus, stress was a partial mediating variable between perfectionism on burnout. Specialized athletes showed significantly higher levels of stress compared to multiple sport athletes. Implications of the study regarding the influence of specialization, perceived stress, and perfectionism on burnout are discussed.
FSU_2017SP_Garinger_fsu_0071N_13854
Internalization of the Thin Ideal, Body Satisfaction, Self Presentation and Disordered Eating in Female Runners.
Piekarewicz, Adriana, Eklund, Robert C., Tenenbaum, Gershon, Phillips, Beth, Department of Educational Psychology and Learning Systems, Florida State University
Over the years, there have been conflicting findings concerning the question of whether athletes are at increased risk for disordered eating. While there have been many studies examining the relationship between sports demands and eating disorders, the specific risk factors underlying the development of these disorders have been debated. The purpose of this study was to expand on the existing literature and Petrie, Anderson, and Neumann's model (2011) in particular, by examining the notion of...
Show moreOver the years, there have been conflicting findings concerning the question of whether athletes are at increased risk for disordered eating. While there have been many studies examining the relationship between sports demands and eating disorders, the specific risk factors underlying the development of these disorders have been debated. The purpose of this study was to expand on the existing literature and Petrie, Anderson, and Neumann's model (2011) in particular, by examining the notion of perfectionistic self-presentation in relation to various other risk factors leading to the development of disordered eating attitudes and behaviors within the female running population. This study was conducted under the assumption that competitive females participating in lean-type sports (e.g. runners) are under the influence of sport pressures, along with societal pressures (Petrie, Anderson, & Neumann, 2011). It was predicted that these pressures would be subsequently related to greater internalization of the thin ideal. Moreover, it was expected that the greater the internalization, the lower one's body satisfaction, and the higher one's self-presentation scores. It was hypothesized that the combination of all these risk factors would relate to a higher rate of disordered eating attitudes and behaviors. A second hypothesis was that, with age, female runners would exhibit less concern about body image and self-presentation, thus producing a lowered incidence of disordered eating attitudes and behaviors. Structural equation modeling analyses were conducted to test the proposed model. Overall, the constructs within the respecified structural model were supported, although some of the initially proposed hypothesized pathways were not. The greater one's internalization of the thin ideal was, the higher one's self-presentational scores, and the lower one's body satisfaction, which then related to more disordered eating attitudes and behaviors. These findings provide direction for future research and interventions that could reduce female runners' risk of developing disordered eating attitudes and behaviors by reducing the importance placed on messages promoting the thin ideal, and instead focusing on communicating the importance of physical health over physical appearance and weight-loss.
International Student Athlete: An Acculturation Effect.
Richards, Vernice, Tenenbaum, Gershon, Ratliffe, Tom, Eklund, Robert, Ebener, Deborah, Department of Educational Psychology and Learning Systems, Florida State University
International students face deeper and more complicated transitional issues in addition to the "normal" transitional issues that student-athletes face (Boyer & Sedlacek, 1986; Hechanova-Alampay, Beehr, Christiansen & Van Horn, 2002). The process of transition from one culture to another is known as Acculturation (Castro, 2003). The role of gender, academic classification (time at the U.S institution), length of time in the U.S., and sport type, are examined in this study to elucidate their...
Show moreInternational students face deeper and more complicated transitional issues in addition to the "normal" transitional issues that student-athletes face (Boyer & Sedlacek, 1986; Hechanova-Alampay, Beehr, Christiansen & Van Horn, 2002). The process of transition from one culture to another is known as Acculturation (Castro, 2003). The role of gender, academic classification (time at the U.S institution), length of time in the U.S., and sport type, are examined in this study to elucidate their effects on the acculturation process. Questionnaires were used to examine participants' acculturation integration, orientation, acculturative stress and social support. Many mixed reviews in the current literature were echoed in the current study with few statistically significant results for the demographic variables investigated. Attention is drawn to the study design and complex nature of culture studies as avenues necessary to be reviewed when reconsidering this topic (Castro, 2003). This investigation of acculturation is of great interest for coaches, athletic administration, and athlete support professionals who seek to work and further support this growing population of international-student-athletes (Connell, 2007).
Investigating a Conceptual Framework for Trash Talk: Cognitive and Affective States.
Conmy, Oliver Benjamin, Tenenbaum, Gershon, Roehrig, Alysia, Driscoll, Marcy, Department of Educational Psychology and Learning Systems, Florida State University
The purpose of this study was to develop a conceptual framework for studying a common sport phenomenon called Trash Talk (TT). Previous research findings reveal that alteration of emotional state affects both motivation (Boutcher, 1993; Silvia & Brehm, 2001) and performance (Hanin, 2000). It also reveals that distraction of attention has a direct influence on performing motor tasks (Abernethy, 2001). Thus, TT was considered here to affect the cognitive state of the recipient of TT by...
Show moreThe purpose of this study was to develop a conceptual framework for studying a common sport phenomenon called Trash Talk (TT). Previous research findings reveal that alteration of emotional state affects both motivation (Boutcher, 1993; Silvia & Brehm, 2001) and performance (Hanin, 2000). It also reveals that distraction of attention has a direct influence on performing motor tasks (Abernethy, 2001). Thus, TT was considered here to affect the cognitive state of the recipient of TT by distracting his/her attention from the task, and at the same time decrease their motivation to compete by altering the affective state required for completing the task. Adult male and female athletes (n = 274) completed the TT Survey. A convenience sample of athletes was utilized in this study, which provided the opportunity to make preliminary explorations into the TT phenomenon. The TT survey is an original instrument developed specifically for this study corresponding to the theoretical scheme of TT. The survey was designed to explore the intentions and outcome perceptions of TT in the realm of competitive sport. The survey consisted of both closed and open-ended questions reflecting its exploratory nature. This necessitated the use of both quantitative (i.e., EFA, ANOVA) and qualitative (i.e., axial coding) research methods, which were used to collect and analyze data. Findings revealed that users of TT intended to attain an advantage over their opponent by simultaneously distracting their opponent and motivating themselves for the upcoming challenge. Users of TT perceived themselves as being highly effective when they employ TT as a feature of their competitive skill set. The recipients' perspective of TT was that it can sometimes negatively affect their cognitive and affective states during competition, and thus cause performance decline (Bandura, 1997; Lazarus, 2000; Vallerand, & Rousseau, 2001). However, when athletes responded from the recipient perspective they were more likely to refute the assertion that TT can have a significant impact on their athletic performance. There was support for the notion that TT can have paradoxical outcomes when used by athletes in competition. Results indicated that athletes, who face TT, might actually benefit from it (contrary to losing focus, or feeling a lack of motivation), in that their motivation and inspiration levels are elevated to a degree necessary for optimal performance (Hanin, 2000, Kamata, Tenenbaum, & Hanin, 2002). The study was also designed to explore which of the model's components athletes intend to affect most profoundly by using TT. The quantitative analysis resulted in one dimension emerged, consisting of emotions, cognitions, self-efficacy, and performance. Athletes could not distinguish among these components, and perceived them as an integrated dimension. This suggests rather than separating the affective, cognitive, self-efficacy, and performance components, TT should have a direct link to all of them simultaneously. The conceptual components in the model of TT were verified in this study using factor analysis of the survey responses completed by athletes. The data clearly show a prevalence of TT in the sports environment. TT can affect cognitive and affective states, and this simultaneously affects self-efficacy and performance. However, all the components that compose the model are more mutually dependent than expected, and results should be viewed from this perspective.
Theses and Dissertations (87) + -
Department of Educational Psychology and Learning Systems (1) + -
Sports sciences (2) + -
Medical sciences (1) + -
Social psychology (1) + -
Sports administration (1) + -
doctoral thesis (11) + -
master thesis (2) + -
text (88) + -
Department of Educational Psychology and Learning Systems (87) + -
Florida State University (87) + -
Eklund, Robert (29) + -
Eccles, David (19) + -
College of Education (17) + -
Chow, Graig Michael (15) + -
Eklund, Robert C. (13) + -
Roehrig, Alysia (11) + -
Panton, Lynn (9) + -
Yang, Yanyun (8) + -
Eccles, David W. (7) + -
Pargman, David (7) + -
Turner, Jeannine (7) + -
Johnson, Tristan E. (4) + -
Kamata, Akihito (4) + -
Paek, Insu (4) + -
Basevitch, Itay (3) + -
Canto, Angela I. (3) + -
Jeong, Allan (3) + -
Kelly, F. Donald (3) + -
Panton, Lynn B. (3) + -
Peterson, Gary (3) + -
Phillips, Beth (3) + -
Roehrig, Alysia D. (3) + -
Becker, Betsy Jane (2) + -
Becker, Martin Swanbrow (2) + -
Boot, Walter Richard (2) + -
Charness, Neil (2) + -
Conmy, Oliver Benjamin (2) + -
Thesis (87) + -
Journal of Multidisciplinary Research (1) + -
FSU (88) + -