Coach–athlete attachment and the quality of the coach–athlete relationship: implications for athlete’s well-being

Abstract

This study examined whether athletes’ attachment styles with the coach were linked to aspects of the coach–athlete relationship quality and, in turn, whether relationship quality was linked to athletes’ well-being. One hundred and ninety-two athletes completed a questionnaire measuring their attachment styles and relationship quality with the coach as well as their feelings of positive affect (PA) and negative affect (NA). Structural equation modelling (SEM) analysis found athletes’ avoidant and secure attachment styles to be associated with aspects of coach–athlete relationship quality such as social support, relationship depth, and interpersonal conflict. Interpersonal conflict appeared to play a key role in athletes’ PA and NA. From a practical perspective, an understanding of conflict management could provide a resource that allows athletes (and coaches) to enhance the quality of their sporting relationships. Specifically, an awareness of proactive strategies (e.g., steps to clarify expectations) and reactive strategies (e.g., cooperation during the discussion of disagreements) could potentially lead both coaches and athletes to “broaden” their viewpoints and in turn “build” connections that are capable of generating positive emotions including interest, excitement, happiness, and zeal.     

Enhanced expectancies improve movement efficiency in runners

Abstract

We followed up on recent findings demonstrating that enhancing performers' expectancies can improve their performance. Specifically, we examined whether providing experienced runners with positive feedback regarding their movement efficiency would increase running efficiency. Two groups of experienced runners ran on a treadmill at 75% of their maximum oxygen consumption ([Vdot]O_2max) for 10 min. One group (enhanced expectancy) was provided with (fabricated) feedback about the efficiency of their running style every 2 min. A control group was not given feedback. Oxygen consumption decreased in the enhanced expectancy group across measurement times (every 2 min for 10 min), but remained the same in the control group. In addition, performance perceptions changed only in the enhanced expectancy group, indicating a perception of greater ease of running and reduced fatigue when assessed after compared with before running. Finally, positive affect increased from a pre- to a post-test in the enhanced expectancy group, in contrast to the control group. Our findings show that enhanced expectancies can have a positive effect on movement efficiency and running experience. They add to the accumulating evidence for the social-cognitive-affective-motor nature of motor performance.     

The fourth dimension: A motoric perspective on the anxiety–performance relationship

This article focuses on raising concern that anxiety–performance relationship theory has insufficiently catered for motoric issues during, primarily, closed and self-paced skill execution (e.g., long jump and javelin throw). Following a review of current theory, we address the under-consideration of motoric issues by extending the three-dimensional model put forward by Cheng, Hardy, and Markland (2009) (‘Toward a three-dimensional conceptualization of performance anxiety: Rationale and initial measurement development, Psychology of Sport and Exercise, 10, 271–278). This fourth dimension, termed skill establishment, comprises the level and consistency of movement automaticity together with a performer's confidence in this specific process, as providing a degree of robustness against negative anxiety effects. To exemplify this motoric influence, we then offer insight regarding current theories’ misrepresentation that a self-focus of attention toward an already well-learned skill always leads to a negative performance effect. In doing so, we draw upon applied literature to distinguish between positive and negative self-foci and suggest that on what and how a performer directs their attention is crucial to the interaction with skill establishment and, therefore, performance. Finally, implications for skill acquisition research are provided. Accordingly, we suggest a positive potential flow from applied/translational to fundamental/theory-generating research in sport which can serve to freshen and usefully redirect investigation into this long-considered but still insufficiently understood concept.     

Emotions correlate with perceived mental effort and concentration disruption in adult sport performers

Abstract

Two studies explored the relationship between emotions, perceived mental effort and concentration disruption in adult sport performers. In Study 1, semi-professional association football players completed questionnaire measures before and after a competitive match. In Study 2, student athletes completed questionnaire measures for two performance scenarios: one in which they were performing above their normal level and one in which they were performing below their normal level. Findings demonstrated that cognitive trait anxiety was associated with greater disruptions in concentration but was unrelated to mental effort. For state measures, athletes reported greater levels of concentration disruption when experiencing high levels of anxiety or high levels of happiness, and fewer disruptions in concentration when experiencing high levels of excitement. Findings also showed that excitement was associated with low levels of mental effort during good performances and high levels of mental effort during poor performances; anxiety and happiness were associated with high levels of mental effort during good performances and low levels of mental effort during poor performances. Taken together, these studies point towards potential benefits accompanying high levels of excitement and potential disadvantages accompanying high levels of anxiety and happiness.     

Intra-individual movement variability during skill transitions: A useful marker?

Abstract

Applied research suggests that athletes and coaches need to be challenged in knowing when and how much a movement should be consciously attended to. This is exacerbated when the skill is in transition between two more stable states, such as when an already well-learnt skill is being refined. Using existing theory and research, this paper highlights the potential application of movement variability as a tool to inform a coach's decision-making process when implementing a systematic approach to technical refinement. Of particular interest is the structure of co-variability between mechanical degrees-of-freedom (e.g., joints) within the movement system's entirety when undergoing a skill transition. Exemplar data from golf are presented, demonstrating the link between movement variability and mental effort as an important feature of automaticity, and thus intervention design throughout the different stages of refinement. Movement variability was shown to reduce when mental effort directed towards an individual aspect of the skill was high (target variable). The opposite pattern was apparent for variables unrelated to the technical refinement. Therefore, two related indicators, movement variability and mental effort, are offered as a basis through which the evaluation of automaticity during technical refinements may be made.     

体育教学中注意规律若干问题的初探

运用注意规律去组织教学,提高体育教学质量有着非常重要的意义。本文对体育教学中学生注意的外部表现、影响注意的主客观因素,以及如何利用规律组织体育教学进行了初步分析和探讨。     

不同注意焦点训练对短跑起跑表现的影响

短跑起跑阶段需要对外部信号集中注意并快速反应,以产生最佳运动表现。因此,本研究假设：狭窄外部注意焦点导向会对短跑选手的起跑表现产生有益影响。研究基于短跑起跑的三个动力学阶段（实际反应时阶段,蹬起跑器反应动作时阶段和加速跑阶段）,测试新手和精英短跑选手在一段10M的短跑起跑中,在3种注意焦点导向条件下（狭窄外部注意导向、狭窄内部注意导向、中性指导语）的起跑表现。研究结果显示：在狭窄外部注意导向条件中,实际反应时、反应动作时和起跑加速时均显著短于狭窄内部注意焦点导向条件中的时间。研究结果证实：（1）根据信号而启动的短距离快速移动项目中,狭窄外部注意焦点导向会产生有益影响。（2）不同的注意焦点导向会影响动作表现。     

论体育教学中如何调节学生的注意力

体育教学由于其条件的特殊性,易受外界条件的干扰。要提高教学质量,达到增进学生体质的目的,就必须排除干扰提高学生的注意力。因此,教师要充分认识和利用人的注意规律,合理地运用各种教学手段,集中学生的注意力,激发其学习兴趣,从而达到提高教学效果的目的。     

锻炼自我效能的研究综述

根据自我效能的概念对锻炼自我效能进行理论界定,分析总结锻炼自我效能与锻炼行为的关系,指出对锻炼自我效能研究存在的不足以及进一步研究的方向。     

一般自我效能与冰雪运动参与的关系：一个有中介的调节模型

为探讨一般自我效能与冰雪运动参与行为的关系,揭示锻炼自我效能和锻炼效果认知在一般自我效能与冰雪运动参与行为间的作用机制,采用问卷法对366名大学生进行调查。结果表明:(1)一般自我效能通过锻炼自我效能的部分中介作用间接预测冰雪运动参与行为;锻炼效果认知调节一般自我效能和冰雪运动参与行为的关系;整体模型检验发现,一般自我效能、锻炼自我效能、锻炼效果认知、冰雪运动参与行为构成了一个有中介的调节模型;(2)一般自我效能和锻炼自我效能是两个不同且有联系的层次。本研究结果扩展了锻炼行为的研究领域,有利于揭示冰雪运动参与的影响因素和内在作用机制,对促进大学生乃至全民冰雪运动参与具有一定启示意义。     

Pay attention! A review of visual attentional expertise in sport

The objective of this paper is to review current literature on visual attentional processes in the area of sport expertise. Based on recent findings in neuroscience, attention can be divided into four distinct sub-processes, all of which differ across individuals to varying extents: orienting attention, selective attention, divided attention, and sustained attention. These four sub-processes serve as a heuristic tool to categorize the presented studies. Then, a critical assessment of the merits and limitations of the discussed studies is provided. Following that, conceptual and methodological issues in the field of attention and sport will be discussed. Finally, new potential directions for further research in the field of attention processes and expertise will be presented with a link to other research topics (e.g., motivation, creativity) and disciplines (e.g., developmental psychology). The overall aim is to show that human movement science can use important insights from other branches of the discipline (e.g., social psychology) in order to test and optimize sports training programs. At the same time, though, it is hoped that the use of ecological and complex settings will, in future, enable further development of theoretical models from other disciplines, like general, or developmental psychology.     

武术新规则的实施对浙江高校业余武术训练的影响及对策研究

浙江大学生体协从2009年起在武术套路竞赛中实行最新国际武术套路竞赛规则(简称新规则),依照规则对长拳类项目难度实行评分,长拳类套路内容发生较大变化训练强度随之增加.新规则的实施一方面推动了高校武术竞技水平的提高和技术的规范化,另一方面出现了因运动员水平不均衡使武术新手无缘名次、竞赛项目人数分布不均衡及运动强度增大造成运动损伤等现象,一定程度影响了武术在高校的发展.高校业余训练时间不确定性的特点使以难度为核心的武术训练产生较多困难.根据高校业余训练的特点实行与中等学校一体化培养运动员有利于武术难度竞技水平的提高,常年训练与武术协会结合有利于无难度项目运动员选拔,避免集中突击训练或者训练强度过大所带来的运动损伤等问题     

中国运动训练学理论研究热点与前景展望

在简要回顾与总结运动训练学理论在中国发展历程的基础上,全面深入地探讨了当前运动训练学研究领域内的热点问题,并对其未来的发展趋势进行了展望。     

竞技健美操训练中运动员自我效能感的形成和培养途径

自我效能感对改善竞技健美操运动员的学习心理及行为有独特的作用。通过对竞技健美操运动员自我效能感的形成进行探讨,认为有几条在竞技健美操训练中可遵循且行之有效的培养途径。对竞技健美操运动员能自觉、刻苦的训练,自信有能力掌握技术和对未来比赛充满信心起到一定的作用,对提高竞技健美操的训练质量大有益处。     

武术套路训练中运动员自我效能感的形成及培养途径

自我效能感是心理学和社会学的重要概念,在竞技武术套路中,运动员的自我效能感对运动员的训练、比赛有着很重要的作用。文章运用文献资料法和逻辑分析的研究方法,以自我效能感创始人班杜拉的自我效能理论为依据,探讨了影响竞技武术套路运动员自我效能感形成的因素及如何培养和提高竞技武术套路运动员的自我效能感,找出在竞技武术套路训练中可以遵循和有效的培养途径,对提高竞技武术套路运动员的训练质量和对未来比赛充满信心有一定的作用。