Hearts in the fire, heads in the fridge: a qualitative investigation into the temporal patterning of the precompetitive psychological response in elite performers

Retrospective perceptions and causal beliefs regarding the temporal patterning of precompetitive psychological responses were examined in 12 elite rugby union players. Composite sequence analysis resulted in a series of temporal networks to describe participants' cognitive, affective, and behavioural responses in a time-to-event paradigm. Match-related cognitions remained stable in the lead up to competition, while perceptions of physical symptoms peaked at the onset of performance. Affective responses were associated with feelings of anxiety and tension in the early temporal phases but excitement, confidence, and efficacy in team-mates directly before competition. Behavioural themes described activities associated with technical and physical preparation, familiarization with environmental conditions, and strategies to control activation states early on or directly before competition. The findings highlight the idiosyncratic and dynamic nature of the temporal patterning of precompetitive responses and the influence that perceptions of the team have upon individual preparation for performance. Implications are discussed in the context of the type and timing of intervention for developing individual and team preparatory routines.     

On the temporal and behavioural consistency of pre-performance routines: an intra-individual analysis of elite basketball players' free throw shooting accuracy

The effectiveness of pre-performance routines on skilled performance in a self-paced skill has yet to be verified. In this study, we examine the importance of temporal and behavioural consistency in these routines. The duration and specific pattern of behaviours exhibited before each free throw (n = 284) were observed during 14 National Basketball Association play-off games. An intra-individual standardized score was calculated for each shot's duration. Each player's dominant behavioural routine was identified and each shot was classified as "sequence followed" or "sequence not followed". No difference was observed in the success rates of shots associated with brief, long, and regular duration routines (P > 0.05). However, players were more successful when they followed their dominant behavioural sequence (83.77% success) than when they deviated from their specific behavioural pattern (71.43% success) (P < 0.05). The findings are interpreted in light of relevant theory and implications for practice are discussed.     

Do physical activity beliefs differ by age and gender?

Age and gender are consistently related to physical activity (PA), yet theoretical explanation for these associations is scant. The present study compared the mean values and correlations of a population sample, divided by gender and age group, with respect to theory of planned behavior beliefs (behavioral, normative, and control) and PA. Participants were a sample (N=6,739) of adults (M age=49.65, SD=16.04) who completed measures of social and health demographics, theory of planned behavior beliefs, and self-reported PA. Mean analyses identified greater perceived control over PA for seniors than for young and middle-aged adults (N>.025). Belief-behavior correlations, however, were not different across age and gender in 24 of 26 tests (q<.19). Thus, PA beliefs are invariant across age and gender with the exception of mean levels of perceived control, which are lower among younger adults than older adults. Factors such as early parenthood and career demands were considered the likely reasons for differences. Overall, the evidence suggests that adapting theoretical models for specific age groups or based on gender may not be necessary.     

A season-long team-building intervention: examining the effect of team goal setting on cohesion

The purpose of the current study was to determine whether the implementation of a season-long team-building intervention program using team goal setting increased perceptions of cohesion. The participants were 86 female high school basketball players from 8 teams. The teams were randomly assigned to either an experimental team goal-setting or control condition. Each participant completed the Group Environment Questionnaire (GEQ; Carron, Brawley, & Widmeyer, 2002; Carron, Widmeyer, & Brawley, 1985), which assessed cohesion at both the beginning and end of the season. Overall, the results revealed a significant multivariate effect, Pillai's trace F(12, 438) = 2.68, p = .002. Post hoc analyses showed that at the beginning of the season, athletes from both conditions did not differ in their perceptions of cohesion. However, at the end of the season, athletes in the team goal-setting condition held higher perceptions of cohesion than athletes in the control condition. Overall, the results indicated that team goal setting was an effective team-building tool for influencing cohesiveness in sport teams.     

The influence of anxiety on visual attention in climbing

The object of the current study was to investigate anxiety-induced changes in movement and gaze behavior in novices on a climbing wall. Identical traverses were situated at high and low levels on a climbing wall to manipulate anxiety. In line with earlier studies, climbing times and movement times increased under anxiety. These changes were accompanied by similar changes in total and average fixation duration and the number of fixations, which were primarily aimed at the holds used for climbing. In combination with these findings, a decrease in search rate provided evidence for a decrease in processing efficiency as anxiety increased.     

Adolescent personality and school and college performance: A follow-up study

This study reports correlations between the High School Personality Questionnaire and various indices of school achievement and compares the validities with prior studies. Three achievement scores are utilized: a self-report of high-school grades, a parental report of high-school grades several years after the testing, and actual college grades several years after the testing. In all cases, the results were similar and substantial, and consonant with typical values from earlier, nonlongitudinal studies.     

Incorporating a vocational component into a school psychological evaluation: A case example

Vocational assessment services increasingly are being provided to handicapped secondary school students as a result of recent federal legislation. This article describes the need for such services and describes a vocationally oriented psychological evaluation completed on a handicapped adolescent by a school psychologist. The relevance of traditionally derived school psychological assessment data in vocational programming, the value of expanding assessment batteries to include vocationally specific assessment techniques, and the writing of vocationally oriented psychological reports are discussed.