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51.
Robert Vaughan Sylvain Laborde Christopher McConville 《European Journal of Sport Science》2019,19(2):225-233
The quality of decision and assessment of risk are key determinants of successful sport performance. Athletes differ fundamentally in their decision-making ability according to their athletic expertise level. Moreover, given the influence of emotions on decision-making, it is likely that a trait reflecting emotional functioning, trait emotional intelligence, may also influence decision-making. Therefore, the aim of this research was to investigate the respective contribution of athletic expertise and trait emotional intelligence to non-athletic decision-making. In total, 269 participants aged between 18 and 26 years with a range of athletic experience i.e. none (n?=?71), novice (n?=?54), amateur (n?=?55), elite (n?=?45) and super-elite (n?=?44), completed the Emotional Intelligence Scale and the Cambridge Gambling Task. Regression modelling indicated a significant positive relationship of athletic expertise and trait emotional intelligence with the quality of decision-making, and a negative relationship with deliberation time and risk-taking. Cognitive skills transfer may explain the higher decision-making scores associated with higher athletic expertise, while individuals with higher trait emotional intelligence may anticipate better the emotional consequences linked with a gambling task, which may help individuals make better decisions and take less risks. 相似文献
52.
Samuel T. Orange Phil Marshall Leigh A. Madden Rebecca V. Vince 《Journal of sports sciences》2019,37(11):1227-1234
This study examined the relationship between sit-to-stand (STS) power and physical function in adults with severe obesity. Thirty-eight adults (age: 44 ± 12 years; body mass index [BMI]: 45.2 ± 7.8 kg/m2) completed evaluations of STS power, strength and functional performance. STS power was measured with a wearable inertial sensor, strength was assessed with the isometric mid-thigh pull, and function was measured with the timed up-and-go (TUG), six-minute walk test (6MWT) and 30-s chair STS. Power and strength (normalised to body mass) entered regression models in addition to age, gender, BMI and physical activity (daily step count). Power displayed large univariate associations with TUG (r = 0.50) and 30-s chair STS (r = 0.67), and a moderate association with 6MWT (r = 0.49). Forward stepwise regression revealed that power independently contributed to TUG (β = ?0.40, p = 0.010), 30-s chair STS (β = 0.67, p < 0.001) and 6MWT performance (β = 0.27, p = 0.007). Power also appeared to be a superior determinant of function compared with strength. Power generated via the STS transfer largely underpins the ability to perform functional tasks in adults with severe obesity, although intervention studies are required to investigate a potentially causal relationship. 相似文献
53.
54.
Justin X. Nicoll Andrew J. Galpin Donald B. Thomason Christopher A. Moore 《European Journal of Sport Science》2017,17(9):1194-1202
Purpose: There is a paucity of research investigating the expression of mitogen-activated protein kinases (MAPK) in chronically trained (CT) athletes. Thus, it is unclear how MAPK may contribute to performance and muscle adaptation in CT subjects. The purpose of this study was to determine MAPK total protein, and phosphorylated expression of extracellular signal-regulated kinases 1 and 2 (ERK1/2), c-Jun N-terminal kinase (JNK), and p38-MAPK (p38) between untrained, and chronically trained runners. Methods: Tissue samples were analysed from sedentary (SED; n?=?5) controls and chronically trained runners (CT; n?=?5). Resting muscle biopsy samples were analysed for total-MAPK – and ratio of phosphorylated/total (p-MAPK) – ERK1/2, JNK, and p38-MAPK via western blotting. Mann–Whitney U tests and effect sizes were utilized to determine differences in total MAPK protein content and phosphorylation status between SED and CT subjects. Results: There was no difference in total-MAPK expression between SED and CT (p?>?.05). p-p38-MAPK tended to be greater for CT compared to SED (p?=?.07). There were moderate effect sizes of decreased pERK/total-ERK (d?=??0.69) and increased pJNK/total-JNK (d?=?0.54) in CT compared to SED. There was a positive correlation between p-p38-MAPK/total-MAPK and the percentage of type I fibres (r?=?0.73, p?=?.016). Conclusion: Contrary to previous studies, chronic endurance training does not greatly influence total MAPK protein expression in chronically trained runners. However, resting phosphorylation of p38-MAPK may contribute to enhanced oxidative metabolism at chronically trained levels. These alterations are likely involved in the different physiological adaptations that occur following long-term training or at highly competitive levels. 相似文献
55.
Richard C. Thelwell Christopher R. D. Wagstaff Adam Rayner Michael Chapman Jamie Barker 《Journal of sports sciences》2017,35(1):44-55
The present study aimed to extend research that has focused on the identification of stressors associated with coaching practice by systematically evaluating how such stressors effect athletes, and more broadly, the coach–athlete relationship. A total of 13 professional- and national-level athletes were interviewed to address the three study aims: how they detect when a coach is encountering stressors, how coach experiences of stress effects them as an athlete, and how effective the coach is when experiencing stress. Following content analysis, the data suggested athletes were able to detect when a coach was experiencing stress and this was typically via a variety of verbal and behavioural cues. Despite some positive effects of the coach experiencing stress, the majority were negative and varied across a range of personal influences on the athlete, and effects on the general coaching environment. It was also the broad view of the athletes that coaches were less effective when stressed, and this was reflected in performance expectations, perceptions of competence, and lack of awareness. The findings are discussed in relation to the existing theory and with reference to their implications for applied practice, future research, and development of the coach–athlete relationship. 相似文献
56.
Liang-Ching Tsai Yi-An Ko Kyle E. Hammond John W. Xerogeanes Gordon L. Warren Christopher M. Powers 《Journal of sports sciences》2017,35(24):2405-2411
Although most ACL injury prevention programmes encourage greater hip and knee flexion during landing, it remains unknown how this technique influences tibiofemoral joint forces. We examined whether a landing strategy utilising greater hip and knee flexion decreases tibiofemoral anterior shear and compression. Twelve healthy women (25.9 ± 3.5 years) performed a drop-jump task before and after a training session (10–15 min) that emphasised greater hip and knee flexion. Peak tibiofemoral anterior shear and compressive forces were calculated using an electromyography (EMG)-driven knee model that incorporated joint kinematics, EMG and participant-specific muscle volumes and patella tendon orientation measured using magnetic resonance imaging (MRI). Participants demonstrated a decrease in peak anterior tibial shear forces (11.1 ± 3.3 vs. 9.6 ± 2.7 N · kg?1; P = 0.008) and peak tibiofemoral compressive forces (68.4 ± 7.6 vs. 62.0 ± 5.5 N · kg?1; P = 0.015) post-training. The decreased peak anterior tibial shear was accompanied by a decrease in the quadriceps anterior shear force, while the decreased peak compressive force was accompanied by decreased ground reaction force and hamstring forces. Our data provide justification for injury prevention programmes that encourage greater hip and knee flexion during landing to reduce tibiofemoral joint loading. 相似文献
57.
Richard C. Thelwell Christopher R. D. Wagstaff Michael T. Chapman Göran Kenttä 《Journal of sports sciences》2017,35(19):1928-1939
This study extends recent coach stress research by evaluating how coaches perceive their stress experiences to affect athletes, and the broader coach–athlete relationship. A total of 12 coaches working across a range of team sports at the elite level took part in semi-structured interviews to investigate the 3 study aims: how they perceive athletes to detect signals of coach stress; how they perceive their stress experiences to affect athletes; and, how effective they perceive themselves to be when experiencing stress. Following content analysis, data suggested that coaches perceived athletes able to detect when they were experiencing stress typically via communication, behavioural, and stylistic cues. Although coaches perceived their stress to have some positive effects on athletes, the overwhelming effects were negative and affected “performance and development”, “psychological and emotional”, and “behavioural and interaction” factors. Coaches also perceived themselves to be less effective when stressed, and this was reflected in their perceptions of competence, self-awareness, and coaching quality. An impactful finding is that coaches are aware of how a range of stress responses are expressed by themselves, and to how they affect athletes, and their coaching quality. Altogether, findings support the emerging view that coach stress affects their own, and athlete performance. 相似文献
58.
Jerome M. Sattler John R. Andres Lisa S. Squire Rick Wisely Christopher F. Maloy 《Psychology in the schools》1978,15(4):486-489
Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. Clinical and school psychologists (N = 62) and graduate students (N = 48) scored WISC-R Similarities, Comprehension, and Vocabulary responses obtained in a group administration procedure. From over 15,000 responses obtained, only unusual, atypical, or ambiguous responses were selected; 726 responses were scored, with 11 groups of 10 raters each scoring 66 responses. Considerable scoring disagreement occurred. Unanimous agreement (within each group of 10 raters) was found on only 13% of the responses, while 80% of the raters agreed on 44% of the responses. Rates of scoring agreement were not related to level of rater experience, but were related to specific subtests. Higher rates of agreement were found on the Similarities and Comprehension subtests than on the Vocabulary subtest for both experienced and inexperienced raters. The results suggest that even with the improved WISC-R manual, scoring remains a difficult and challenging task. 相似文献
59.
Christopher F. Sharpley Geraldine M. Parsons Helen Tillinh 《Psychology in the schools》1989,26(4):411-414
The effects of three routine classroom tasks upon heart rate reactivity were investigated with a sample of 30 typical fifth-grade children. Instructions for a mental arithmetic task, the mental arithmetic task itself, and silent reading were administered under standardized conditions, with a reward being offered for performance on the mental arithmetic task to enhance competition. Heart rate was individually monitored each second during these tasks, and data were collected on mental arithmetic performance and reading ability. Results indicated that some children showed large increases in their heart rates during the three tasks, and that these children should be considered as at-risk in terms of their cardiac health. 相似文献
60.
The goals of this study were twofold: first, to examine whether preschool children's name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examine the effect of name length on preschool children's emergent literacy skills including alphabet knowledge and spelling. In study 1, a range of emergent literacy tasks was administered to 296 preschool children aged 4-5 years. The more advanced name writers outperformed the less advanced name writers on all emergent literacy measures. Furthermore, children with longer names did not show superior performance compared to children with shorter names. In study 2, four measures of alphabet knowledge and spelling were administered to 104 preschool children. Once again, the more advanced name writers outperformed the less advanced name writers on the alphabet knowledge and spelling measures. Results indicated that having longer names did not translate into an advantage on the alphabet knowledge and spelling tasks. Name writing proficiency, not length of name appears to be associated with preschool children's developing emergent literacy skills. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. 相似文献