Graduate Curriculums in Sport Management: The Need for a Business Orientation

The graduate level sport management cumculum must go beyond the level of providing technical competencies—it must also orient graduates to using competencies in the fulfillment of management tasks. The sport management curriculum should also emphasize the unusual and sometimes unique aspects of managing a sport organization. Sport should be studied in relation to other industries. An ideal curriculum revolves around four components of knowledge: core knowledge, functional applications across segments, supplemental electives, and segment specializations, including internships. Graduate level sport management curricula should produce managers, not entry-level technicians.     

Student-Generated Content: Enhancing learning through sharing multiple-choice questions

The relationship between students' use of PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions (MCQs), and achievement, as measured by their performance in the end-of-module examinations, was investigated in 5 large early-years science modules (in physics, chemistry and biology) across 3 research-intensive UK universities. A complex pattern was observed in terms of which type of activity (writing, answering or commenting on questions) was most beneficial for students; however, there was some evidence that students of lower intermediate ability may have gained particular benefit. In all modules, a modest but statistically significant positive correlation was found between students' PeerWise activity and their examination performance, after taking prior ability into account. This suggests that engaging with the production and discussion of student-generated content in the form of MCQs can support student learning in a way that is not critically dependent on course, institution, instructor or student.     

Bildung and educational action research: resources for hope in neoliberal times

This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers’ learning with the Nordic tradition of educational action research and ‘Bildung’ as alternative resources to guide teachers’ and principals’ collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more Bildung-informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents ‘resources for hope’ to promote collective learning based on democratic values, not in an idealized or abstract manner, but in a way which is simultaneously cognizant of empirical realities.     

The effects of anxiety upon psychomotor performance

This paper describes an experiment which examined the effects of anxiety on choice reaction time and movement time. A balanced repeated measures design was adopted in which eight female subjects performed a six‐choice visual reaction task in ‘no anxiety’ and ‘anxiety’ conditions. The anxiety condition required subjects to jump from a balcony 15 feet (4.57 m) into a foam‐filled pit below. Subjects in the anxiety condition demonstrated significantly higher levels of cognitive anxiety and longer reaction times than those in the no anxiety condition. The analysis of the reaction time data also revealed a significant interaction between anxiety and block. No significant effects emerged in the case of movement time.     

State anxiety and motor performance: Testing the conscious processing hypothesis

Previous research has argued that skills acquired explicitly are more likely to fail under stressful conditions than skills that have been learned implicitly.The present study addressed an alternative explanation for the robustness under stress of implicit task performance. As implicit learners acquired the skill of golf putting while generating random letters, it is possible that they became desensitized to self-generated verbalizations and thus immune to the effects of competitive anxiety. We tested this interpretation while controlling for a further rival hypothesis generated by Eysenck's Processing Efficiency Theory. Wealso examined the effect of increased state anxiety on the kinematic processes underlying performance breakdowns. For task performance, we found evidence that partially supported the conscious processing hypothesis, while the results of the kinematic analysis of the putting stroke were equivocal. Analysis of self-reported effort scores provided partial support for processing efficiency theory.     

Exploring self-talk and affective states in sport

In this study, we examined (1) the relationship between self-talk and affect and (2) the nature of motivating self-talk. Ninety high-school athletes completed the Affect Grid and the Self-Talk Grid before practice and competition. Significant positive second-order partial correlations of low to moderate strength offered support for a relationship between self-talk and affect. In addition, significant positive second-order partial correlations of moderate strength were found for a relationship between negative-positive self-talk and demotivating-motivating self-talk. An examination of scatter plots indicated that some athletes rated their self-talk as negative as well as being motivational. These findings lend support to the suggestion that negative self-talk may motivate some athletes.     

To me,to you: How you say things matters for endurance performance

ABSTRACT

Self-talk enhances physical performance. Nothing is known however about the way that a subtle grammatical difference in self-talk, using first or second person pronouns, may effect performance. As second person self-talk supports self-regulation in non-exercise populations, we hypothesized that 10 km cycling time-trial performance would be superior following second versus first person self-talk. Using a randomized, counterbalanced, crossover design, sixteen physically active males (M_age = 21.99, SD = 3.04 years) completed a familiarization visit followed by a 10 km time-trial during two separate experimental visits using first and second person self-talk. A paired t-test revealed that second person self-talk generated significantly faster time-trial performance than first person self-talk (p = .014). This was reflected in a significantly greater power output throughout the time-trial when using second person self-talk (p = .03), despite RPE remaining similar between conditions (p = .75). This is the first evidence that strategically using grammatical pronouns when implementing self-talk can influence physical performance providing practitioners with a new aspect to consider when developing interventions. We discussed findings in the context of a self-distancing phenomenon induced by the use second person pronouns.     

The Post Knowledge of Results Interval: Effects of Interpolated Activity on Cognitive Information Processing

Abstract

The present study investigated the effects of interpolated activity on the cognitive information processing operations occurring during the post knowledge of results (KR) interval. Eighty right-handed subjects were randomly assigned to four post-KR interval activity groups and required to complete the McCloy blocks test of multiple response to a criterion of three consecutive errorless trials in less than 35 sec each. The four post-KR intervals included: (1) interfering verbal cognitive activity, (2) attention-demanding verbal activity, (3) attention-demanding motor activity, or (4) rest. Orthogonal planned comparisons indicated that the post-KR interval activity groups differed from the rest group on the acquisition of the criterion task. Comparisons of verbal versus motor, and of interfering verbal cognitive versus attention-demanding verbal activities revealed no significant findings. Additional findings indicated no significant relationship between criterion and interpolated activity performance. Discussion centered on the role of KR in hypothesis selection and evaluation during the post-KR interval, and on the debilitating effects of interpolated activity on this process.     

Examination of the Validity of the Social Support Survey Using Confirmatory Factor Analysis

Abstract

The Social Support Survey (SSS), validated by Richman, Rosenfeld, and Hardy (1993), is a multidimensional self-report measure of social support tested with student athletes. The SSS contains eight dimensions of support. For each dimension of support the same four questions are posed. The SSS could, therefore, be scored in two ways: (a) to derive a score for the support dimensions; (b) to derive a score for the questions posed across all eight support dimensions. Confirmatory factor analyses of the SSS on 416 university athletes revealed poor fits to models for both the eight support dimensions and the four questions across all eight dimensions. This problem was clarified by using a multitrait-multimethod model, which led to improved model fit but revealed that most of the SSS items were two-dimensional. Caution should, therefore, be exercised in using the SSS as a measure of multidimensional social support.     

Sprockets and Shutters

Charles Thomas Samuels, “Movie Theater Without Walls,” New York Times Book Review, Paperbacks in Review (February 13, 1972)

Forsyth Hardy (ed.) Grierson on Documentary (New York: Praeger, 1972—$5.50, paper)

Roger Manvell's Shakespeare and the Film (New York: Praeger, 1972—$10.00)

Fitzhugh Green's The Film Finds Its Tongue (New York: Benjamin Blom, 1971—$13.50)

George Eells' Hedda and Louella: A Dual Biography of Hedda Hopper and Louella Parsons (New York: Putnam, 1972—$7.95)