Group-Based Emotions: Evidence for Emotion-Performance Relationships in Team Sports

Purpose: In team sports, players have to manage personal interests and group goals, emphasizing intricacies between personal and social identities. The focus of this article was to examine the effect of identity mechanisms on appraisal processes, based on the following research question: Does the level of self-abstraction (low [personal identity] versus high [social identity]) lead to group-based emotions and influence performances? Method: An experimental design was used in which the level of self-abstraction was manipulated through the induction of a self- versus a team-oriented goal. Thirty elite male rugby players (M_age = 19.06, SD = 0.78, randomly split) participated in a match reproducing conditions similar to those of official games. Individual and perceived team-level emotions and performance were measured 17 times during the match. Results: Linear Mixed Effects models showed that a high level of self-abstraction: (a) led to more positive and less negative individual (variances explained: 52% and 46%) and perceived team-referent (variances explained: 57% and 40%) emotions; (b) reduced the correlation of team-referent emotions with individual ones; and (c) positively influenced team and individual performances (variances explained: 50% and 19%). Moreover, after controlling for potential effects of the level of self-abstraction, only positive team-referent emotions influenced performance. Conclusions: This study is the first to experimentally manipulate athletes’ social identity to examine group-based emotions in sport. Challenging the usual intrapersonal approaches, these findings suggested that social identity and its association with team-referent emotions could be one of the key dimensions of emotion-performance relationships in team sports.     

Learning to Lead: an Approach to Mathematics Teacher Leader Development

This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in mathematics by building the district’s capacity to conduct school-based PD for mathematics teachers. Given the power of school-based subject-specific PD for improving instructional quality, we worked with Teacher Leaders from participating schools to prepare and support them to lead PD workshops at their schools. In this paper, we examine how Teacher Leaders learn and adapt key elements of a PD model over three school years through the lenses of Prediger et al.’s Three-Tetrahedron-Model (2019) and the university’s Learning to Lead model. Over 3 years, we see that Teacher Leaders use the key structures of the PD model; make adaptations in response to school goals, interests, and priorities; and gain confidence in their work with colleagues. By viewing the adaptations through the lens of pedagogies of practice as well as the relationships illustrated by the 3-T model, this work offers insights into the complexities of teacher leadership development.

     

Effects of stretch shortening cycle exercise fatigue on stress fracture injury risk during landing

The purpose of this study was to examine changes in landing performance during fatigue that could result in increased stress fracture injury risk. Five participants performed nonfatigued and fatigued drop landings (0.60 m), while ground reaction force (GRF), electromyographic (EMG) activity, and kinematics were recorded. Fatigue was defined as a 5-20% reduction in vertical jumping performance. Single-subject analyses revealed that all participants were affected (p < or = .05) by fatigue. Post hoc comparisons revealed a group effect (p < or = .05) for selected variables. Participants landed with (a) less joint flexion at contact and used a greater range of motion, (b) greater GRF peaks and loading rates, and (c) less EMG activity. These changes were consistent with greater risk of stress fracture.     

The behavioral regulation in sport questionnaire (BRSQ): instrument development and initial validity evidence

The purpose of the four studies described in this article was to develop and test a new measure of competitive sport participants' intrinsic motivation, extrinsic motivation, and amotivation (self-determination theory; Deci & Ryan, 1985). The items for the new measure, named the Behavioral Regulation in Sport Questionnaire (BRSQ), were constructed using interviews, expert review, and pilot testing. Analyses supported the internal consistency, test-retest reliability, and factorial validity of the BRSQ scores. Nomological validity evidence was also supportive, as BRSQ subscale scores were correlated in the expected pattern with scores derived from measures of motivational consequences. When directly compared with scores derived from the Sport Motivation Scale (SMS; Pelletier, Fortier, Vallerand, Tuson, & Blais, 1995) and a revised version of that questionnaire (SMS-6; Mallett, Kawabata, Newcombe, Otero-Forero, & Jackson, 2007), BRSQ scores demonstrated equal or superior reliability and factorial validity as well as better nomological validity.     

教练员在反兴奋剂中的作用

兴奋剂已成为世界体育界一个严重问题,体育明星卷入兴奋剂案件,不仅反映出世界范围内大众媒体对比赛公正性的关注,也突显了体育界反兴奋剂所面临的复杂局面.     

Usefulness of lipase / amylase ratio in acute pancreatitis in South Indian population

This retrospective study was conducted to assess the serum lipase / amylase ratio in acute pancreatitis for South Indian population attending the clinics of Gastroenterology and Emergency medicine in the last five years. One thousand one hundred and thirty two patients (768 males and 364 females) with acute pancreatitis (AP) were selected for the study. The diagnosis of AP was based on clinical evaluation, Computed Tomography (CT) findings and biochemical parameters such as serum lipase and amylase. Based on the etiology, the groups were divided into alcoholic, biliary and miscellaneous AP. Based on CT findings, groups were divided into mild, moderate and severe AP. Serum lipase, amylase and lipase / amylase ratio were calculated and statistically analyzed. Serum lipase levels in alcoholic group (3226.3 ± 1384.7) were significantly lower in comparison to biliary (6064.5 ± 1640.8) group though the levels were not significantly different from miscellaneous group (2132.3 ± 1210). Serum amylase values were significantly lower in alcoholic group (923.4 ± 557.5) in comparison to biliary (1736.2 ± 390.7) and there was significant difference between alcoholic and miscellaneous group (535.8 ± 477.6). The serum lipase / amylase ratio > 4 occurred in alcoholic group than with biliary and miscellaneous group. The sensitivity and specificity to predict alcoholic AP with lipase / amylase ratio at >4.0 was 84 % and 59 % respectively. In conclusion the serum lipase to amylase ratio greater than 3.0 could be used to differentiate but keeping the cut off at 4.0 would be of higher sensitivity without much change in specificity. The serum lipase to amylase ratio with a cut off of 3.0 or greater is not useful to differentiate the severe AP from milder AP. Hence, serum amylase and lipase are important for evaluation of pancreatitis though it is not a gold standard for the diagnosis or assessment of severity of acute pancreatitis.     

Refugee Students at College and University: Improving Access and Support

This article summarizes the findings and recommendations of a study into access to, and experience of, colleges of further education and universities by refugees in Sydney, Australia. The study sought to identify examples of institutional good practice which are potentially transferable to other major host countries for refugees in the developed world. It focuses upon the factors influencing the decision to enter college or university, sources and usefulness of information and advice, access courses and special entry schemes, the recognition of prior learning and overseas qualifications and institutional sensitivity and support. It concludes with a series of recommendations for providers of further and higher education to improve access and support for students from refugee backgrounds.