Dissertations / Theses on the topic 'Sport psychology interventions'
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Scherzer, Carrie Beth. "Training athletic trainers in the delivery of sport psychology rehabilitation interventions." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280648.
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In recent years, much has been learned about the beneficial role of psychological skills (e.g., goal setting, stress management) in rehabilitation from injury. Several authors (e.g., Cramer Roh & Perna, 2000; Misasi, Richmond, & Kemler, 1998) suggest that athletic trainers are ideal to teach athletes psychological skills. The most effective way to integrate psychological skills in rehabilitation may be to have athletic trainers work with athletes on both the physical and psychological recovery from injury. Previous research by Roepke (1993) suggested that when athletic trainers are educated about sport psychology rehabilitation interventions, they tend to become proficient in the use of such interventions, and they consider the interventions effective. The primary goal of this study was to determine whether athletic trainers incorporate psychological skills in their work with injured athletes after receiving training in using such skills. Another goal was to assess changes in athletic trainers' attitudes (e.g., importance) with regard to incorporating psychological skills in rehabilitation. A third goal was to determine whether a brief intervention program training athletic trainers in the delivery of sport psychology rehabilitation interventions increases trainers' confidence in using such skills. Other goals related to athletes' perceptions were unable to be tested due to insufficient data. Due to low enrollment and completion rates for the study (N = 8), an additional purpose became soliciting athletic trainers to find out why they did not participate. Responses to this survey by athletic trainers and athletic training students ( N = 25) indicated that time constraints were a primary reason for non-participation. Those who did complete the study reported an increase in perceived skill level relative to using psychological techniques with injured athletes, and also reported that they thought, overall, that they used the techniques more. This latter statement was not corroborated with the data from daily reports, but does demonstrate a perceived shift in behavior. There was no change in athletic trainers' perception of the importance of psychological skills following the educational program. Low enrollment and limited compliance with the research protocol weakened the findings of this study. Implications for further work, including several alternate designs, are discussed.
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Jones, Marc Vincent. "Cognitive-behavioural interventions for the control of emotions in sport." Thesis, Coventry University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267157.
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Zizzi, Samuel J. "Effectiveness of traditional and web-based interventions on utilization of sport psychology services exploring the stages of change /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1458.
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Thesis (Ed. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains vii, 93 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 56-62).
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Moore, Zella Elizabeth. "Toward the development of an evidence based practice of sport psychology a structured qualitative study of performance enhancement interventions /." View full text, 2003.
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Sheinbein, Shelly Thurlo. "Return to Sport: Improving Athletes' Confidence and Mindset Post-ACL Surgery." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062815/.
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This study explored the impact of three psychological interventions over seven weeks - goal setting (GS), GS and imagery (IM), and GS and mindful self-compassion (MSC) - on 20 athletes' (Mage = 16.75 years) pain, cognitive appraisal, depression reinjury anxiety, psychological readiness to return to sport, and range of motion (ROM). IM and GS interventions have demonstrated initial effectiveness; however, no study has examined MSC in relation to post-ACL recovery. All athletes experienced significant decrease in pain (F(2) = 97.30, p = .000) from Week 1 to Week 7 and a significant increase in ROM from Week 2 to Week 7 (F(1) = 77.93, p = .000). All athletes experienced significantly higher depression at Week 1 compared to both Week 2 and Week 7 (F(2) = 9.01, p = .001), and significantly higher difficulty coping with their injury at Weeks 1 and 2 compared to Week 7 (F(2) = 6.32, p = .005). There were no statistically significant effects found between the intervention groups at Weeks 1, 2, and 7. However there were moderate effect sizes between interventions which suggest MSC and IM could help athletes cope with their injury during the first few weeks after surgery, and GS may contribute towards less depression at seven weeks post-surgery. Limitations include small sample size, low power, and use of self-report measures. Results have implications for orthopedic surgeons, physical therapists, and health professionals working with athletes recovering from serious sport injury.
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Stiller, Jennifer Lynn. "An evaluation of an educational intervention in psychology of injury for athletic training students." Diss., Connect to online resource - MSU authorized users, 2008. http://www.oregonpdf.org/index.cfm.
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Clement, Damien. "Effectiveness of an educational intervention on the attitudes toward sport psychology of athletic training students." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5581.
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Thesis (Ph. D.)--West Virginia University, 2008.Title from document title page. Document formatted into pages; contains viii, 120 p. : ill. (some col.). Includes abstract. Includes bibliographical references.
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Hussey, Jenna Kaitlin. "Mindfulness in sport: A proposed intervention for choking susceptible athletes." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438125159.
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Friesen, Andrew P. ""Catching" emotions : emotion regulation in sport dyads." Thesis, University of Wolverhampton, 2013. http://hdl.handle.net/2436/621877.
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The purpose of the present research programme was to inform the development and subsequent delivery of an intervention to enhance interpersonal emotion regulation. Although emotion regulation has been emphasised due to its importance in explaining performance and well-being, the focus of research has predominantly been on intrapersonal emotion regulation. The present study addressed the dual-gap in research by extending research in interpersonal emotion regulation in general and developing and testing theory-led interventions for use in sport. A three-stage programme of research was set up with stage one reviewing the extant literature before proposing a social-functional approach to emotions, and in particular the Emotions As Social Information (EASI) model, as possible theoretical frameworks for use in sport. Qualitative methods were emphasised as these are particularly useful in studies seeking to identify mechanisms underlying the effectiveness of interventions. Stage two began with a narrative analysis to outline the potential social functions and consequences of emotional expressions, verbalisations, and actions in ice hockey. Two ice hockey players, each captain of their respective team, participated in semi-structured interviews. Participants described how emotions informed them of important circumstances in their environment that required attention and prepared them for such challenges at the individual level. At a dyadic level, emotions helped participants understand the emotional states and intentions of their teammates contributing toward an assessment of the extent to which they were prepared to face their challenges. At a group level, emotions helped participants lead their teammates in meeting team goals. Finally, at the cultural level, emotions helped participants maintain culture-related identities. Stage two continued with examining the processes, strategies used, and potential moderating factors in interpersonal emotion regulation among 16 ice hockey players from an English professional league. An inductive and deductive analysis revealed 22 distinct strategies used to regulate teammates' emotions. These were distinguished between strategies that were verbal or behavioural in nature. They were further distinguished between strategies employed to initiate interpersonal emotion regulation through affective and cognitive channels. Moderating factors in the interpersonal emotion regulation process were consistent with the EASI model. Stage three involved the development, delivery and assessment of the intervention. A British ice hockey team was recruited and the intervention was delivered over the course of three competitive seasons. The primary intervention goal was to improve interpersonal emotion regulation as evidenced by being able to accurately identify when an emotion regulation strategy was needed, and select and use a strategy that changed emotions in the direction and strength intended (Webb, Miles, & Sheeran, 2012). Given the link between emotion and performance, it was expected that the intervention would bring about improvements in individual and team performance. Techniques to bring about change comprised of brief contact interventions, dressing room debriefs, feedback from emotional intelligence assessments, and the practitioner managing himself as an intervention tool. The merit of the intervention was judged through practitioner reflections, social validity assessments, pre- and post-intervention measures of emotional intelligence and performance. Collectively, the present research programme contributes to the emotion regulation literature not only in sport, but also in psychology in general. A key achievement of the programme has been the development of a theoretically sound but ecologically valid intervention designed to improve the interpersonal emotion regulation skills of athletes. Although the intervention primarily catered to the needs of the current team and utilised the professional philosophy of the researcher-practitioner, the intervention provides support for enhanced performance derived from theory explaining a social-functional account of emotions. Future research might use the theory and approach to testing the theory in different sports to examine the role of each sport sub-culture on interpersonal emotion regulation.
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Marx, Jenna M. "Health Kick: Promoting healthy eating in youth sport using an Acceptance and Commitment Therapy based intervention." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1462267128.
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Collins, Jamie. "Implementing a self-regulation intervention with an elite sport team to enhance performance and cohesion." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28446.
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Literature suggests that in team sport settings, the ability to self-regulate is associated with enhanced teamwork and performance (Bell, 2007). Despite such evidence, little research has explored the ways in which team members regulate themselves (Callary & Durand-Bush, 2008; Wylleman, 2000). As such, applied interventions designed to enhance self-awareness and self-regulation are warranted. The present study documented if and how an elite curling team comprised of four athletes and a coach could enhance their performance and cohesion by engaging in a 24-week learning process designed to help them self-regulate, particularly their felt experiences. A narrative analysis was performed (Polkinghorne, 1995) and results were presented in chronological order to reveal the experiences of all participants over the course of the intervention. Overall, it was found that through self-observation and self-reflection (Zimmerman, 2000), the participants became more aware of him or herself, their environment and how they wanted to feel in order to perform their best. They also developed individual and collective strategies to achieve their desired feel, thoughts, and behaviours, and enhance their responses to obstacles. By learning to regulate themselves and their felt experiences, the athletes and coach unanimously reported that the intervention led to enhanced team performance and cohesion, which contributed to their highly successful season. Implications and future directions are addressed.
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McNeill, Kylie. "Understanding Burnout and Self-Regulation Capacity in Canadian Developmental and Elite Sport Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37913.
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The overarching aims of this research were to advance knowledge of coach burnout and interventions addressing this syndrome by investigating (a) the associations between burnout, well-being, self-regulation capacity, and perceived stress in coaches, and (b) the perceived impact of a self-regulation intervention implemented with coaches experiencing moderate to high levels of burnout. A sequential mixed methods design was employed to collect quantitative and qualitative data in two separate phases. In Phase 1, an online survey was used to collect cross-sectional quantitative data from a sample of 260 Canadian developmental and elite sport coaches to assess associations between the variables of interest (i.e., burnout, well-being, self-regulation capacity, and perceived stress). Selected based on data from Phase 1, five coaches experiencing moderate to high levels of burnout then participated in a self-regulation intervention in Phase 2, which involved completing a workbook and a reflective journal and participating in a semi-structured intake and outtake interview before and after the intervention, respectively. Four studies were carried out to address the overall aims of this research. Phase 1. The purposes of Study 1 were to identify profiles of psychological functioning within a sample of coaches based on burnout and well-being indices, and investigate whether coaches in these profiles differed in their capacity to self-regulate and their perceptions of stress. Findings of the two-stage cluster analysis revealed that 54% of the coaches were characterized by a “thriving” profile (i.e., relatively low burnout and relatively high well-being), while 14% of the coaches were characterized by a “depleted” profile (i.e., relatively high burnout and relatively low well-being). The remainder of coaches were characterized by an “at-risk” profile (i.e., relatively high burnout and moderate well-being), which suggests that experiencing symptoms of burnout may not necessarily preclude coaches from experiencing well-being. Moreover, thriving coaches reported higher levels of self-regulation capacity and lower levels of perceived stress than coaches in the two more maladaptive profiles. Depleted coaches also reported higher levels of perceived stress than at-risk coaches. These findings speak to the salience of effective self-regulatory capacity and stress management skills in coaches’ adaptive functioning. Finally, depleted coaches worked longer hours and were more likely to be remunerated for their coaching than thriving coaches, demonstrating the importance of monitoring these situational factors to ensure coaches’ optimal functioning. The purpose of Study 2 was to examine the associations between self-regulation capacity, perceived stress, and burnout in coaches, and more specifically, to test the intervening variable effect of perceived stress in the association between coaches’ self-regulatory capacity and their emotional exhaustion, depersonalization, and personal accomplishment. Results of the structural equation modeling showed that coaches with greater self-regulatory competencies (i.e., self-control and self-observation) perceived less stress in their lives, and in turn, experienced less emotional exhaustion and depersonalization, and greater personal accomplishment (i.e., lower burnout). A direct association between these self-regulatory competencies and coaches’ sense of accomplishment was also found. This indicates that effective self-control and self-monitoring competencies may enable coaches to feel more efficacious in their coaching, regardless of their perceptions of stress. Phase 2. The purpose of Study 3 was to investigate coaches’ subjective experiences of burnout in order to shed light on the complex emotional nature of this syndrome. To this end, idiographic, first-person narrative accounts of the five coaches’ subjective experiences of burnout were provided. The narratives revealed that burnout was highly individualized and characterized by a variety of emotions (e.g., apathy, anger, dejection) linked to the dimensions of burnout. Burnout had negative implications for the coaches’ well-being (e.g., loss of enjoyment) and their coaching practice (e.g., yelling at athletes), and was associated with deficits in the coaches’ self-regulatory capacity (e.g., resistance to healthy eating and exercise). These findings underscore the need for interventions to help coaches effectively manage their personal and professional life and their symptoms of burnout. The purpose of Study 4 was to implement a self-regulation intervention with coaches experiencing moderate to high levels of burnout and examine the perceived impact of this intervention on their self-regulation capacity and experiences of burnout and well-being. A content analysis of the coaches’ outtake interviews and five bi-weekly journals revealed that all five coaches learned to self-regulate more effectively by developing various competencies (e.g., self-monitoring) and strategies (e.g., task delegation) throughout the intervention. Four of the coaches also perceived improvements in their symptoms of burnout (i.e., felt less emotionally drained, more engaged with their work and/or accepting of their athletes, and more effective in their coaching) and their well-being (e.g., experienced more positive emotions, satisfaction with life, and autonomy). Overall, the results of the current research shed light on important personal resources (i.e., self-regulation competencies) that can be strengthened to help coaches prevent or manage burnout and achieve greater well-being. This research also provides data on the first known empirical investigation of an intervention implemented with coaches experiencing burnout. As such, the findings from this dissertation make novel empirical and practical contributions to the literature on coach burnout.
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Quinones, Paredes David Julian. "Effects Of A Mindfulness Meditation Intervention On The Flow Experiences Of College Soccer Players." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406716606.
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Diehl, Caren. "Emotional intelligence in diverse populations : theory to intervention." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/109994.
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This research tested the relationship between Emotional Intelligence (EI) and mood states prior to performance, using two culturally diverse populations and using a mixed methodology. The objective was to explore whether there were cultural differences between the two samples thereafter exploring whether EI can be enhanced in the two cultures, using a psychological skills intervention. Phase 1 and 2 used the BRUMS-32 (Terry et al., 1999), and the EIS (Schutte et al., 1998) to investigate mood states and EI among a sample of UK wheelchair basketball players (phase 1: n = 51), and Ghanaian footballers (phase 2: n = 70). Five semi-structured interviews were also completed in phase 1. In phase 3 interventions (goal-setting, self-talk, relaxation and daily diaries) were used to enhance EI in a sample of UK wheelchair basketball players (n = 6) and Ghanaian football players (n = 8). Self-talk questionnaires, daily diaries, EIS and structured interviews were used to collect data during the intervention. Phase 1 MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.7 = .01, F = 74.76, P = .00, Partial Eta2 = .99) and indicated that optimism and utilisation of emotions contributed significantly to variation in mood by performance. Four key themes emerged from semi-structured interviews: antecedents of emotions; emotion and performance; emotional intelligence; and coping with emotions. Results suggested that EI correlated with performance. Phase 2, MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.40 = .50, F = 7.82, P < .00, Partial Eta2 = .50) and indicated that emotion regulation and appraisal of other‟s emotions contributed significantly to variations in mood by performance. When seen collectively, results of phase 1 and 2 indicate that there were cultural differences between the two populations.Phase 3 indicated that in both populations EI could be enhanced for some of the participants. Culture could be an explanation for the intervention only partially working. The EI theory or the EIS may only work in the culture it was developed in as it did not seem to detect changes in the Ghanaian sample.
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Olausson, David. "Emotion and concentration regulation training in Swedish female handball players : A short-term IZOF-based intervention." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-26050.
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The objectives of this mixed-method intervention study were: (1) To examine idiosyncratic profiles of emotions and performance of 3-4 leading handball team players in successful and less successful games and identify their strengths and limitations in emotion-concentration regulation; (2) To develop, implement, and evaluate an intervention program aimed at optimizing the players' emotion-concentration regulation and performance. The participants (n= 4, age= 24,5) consisted of four female elite handball players from the same team. An emotion-performance profiling process was conducted to facilitate objective one. To facilitate objective two, a small group IZOF based short term intervention was developed and implemented. The participants’ emotion-performance profiles are presented. The evaluation of the intervention indicated that the intervention increased the participants’ awareness and knowledge, and stimulated psychological skills development (i.e., emotion regulation and concentration). Methodological issues,future directions, and implications are discussed.
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Roepke, Nancy Jo. "Psychological interventions used by athletic trainers in the rehabilitation of the injured athlete." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186288.
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Recent research suggests that psychological techniques may facilitate injured athletes' rehabilitation, yet little is known about the psychological techniques trainers currently employ and how they view these interventions. In this study, 206 athletic trainers assigned Likert scale ratings to 11 psychological techniques indicating how much they valued a specific technique, how skillfully they employed it, and how often they utilized it. Trainers also responded to an open ended question asking how they would deal with the psychological aspects of an injury described in a short scenario. Results revealed a tentative model for the way trainers view psychological techniques. Categories of techniques included techniques involving the modification of physical and psychological states (goal setting, pain management, relaxation, imagery, and breathing techniques), techniques involving verbal cognitive techniques (communicating openly, changing negative self talk, emotional counseling, and crisis counseling), and non-recommended techniques (encouraging heroism and screening negative information). The study explored trainers' perceptions of each of the 11 psychological techniques in depth and discussed these findings. The study found that although trainers highly value psychological interventions in their work with injured athletes, they assigned low ratings to the techniques they knew little about. However, as exposure to sport psychology information increased, ratings assigned to the techniques that modify physical and psychological states also increased. Similarly, the longer trainers had worked in their field, the more highly they valued the verbal cognitive interventions. In contrast, neither exposure to sport psychology information or athletic training experience proved predictive of ratings assigned to the non-recommended psychological techniques. These findings suggest the importance of introducing skills training for psychological techniques early in the athletic trainers' educational curriculum so that trainers can gain awareness of the efficacy of certain psychological techniques and skill at using these techniques. Moreover, trainers could benefit from course work explaining potential negative consequences of employing harmful or ineffectual psychological interventions.
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Hale, Trevor A. "The Experiences of Athletes Rehabilitating From Season Ending Injuries and Their Perceived Value of Psychological Interventions: Three Case Studies." Full-text, 2008. http://eprints.vu.edu.au/1988/1/Trevor_Hale_TESIS_Bound.pdf.
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Research has shown that athletes who sustain injury often experience negative emotions such as anger, anxiety, and depressed mood, and that a negative psychological state can have a detrimental effect on injury rehabilitation and return to sport. For the most part, researchers have focused on athletes who have experienced short to moderate term injuries. Few have addressed long-term injury rehabilitation (LTIR). This thesis focuses on athletes who had experienced season ending injuries. Each athlete (3) was interviewed (four times) and invited to participate in psychological interventions (e.g., psycho-educational and cognitive behavioural) throughout LTIR lasting at least nine months. Athletes’ experiences are reported as long, narrative case studies. While the case studies explore four broad themes (affect, coping, social support, and psychological interventions) the overall narratives articulate the coherence and discord among athletes’ LTIR experiences (e.g., the positive and negative consequences of social support, life stress, pain, affect; the value of psychological interventions; the therapeutic aspect of ‘just’ talking to someone; etc.). The intimate issues identified and lived by each participant are examined and discussed in relation to the pre-existing athletic injury literature. Complex and dynamic relationships among the variables (e.g., emotional and behavioural responses, social factors, and physiological aspects) proposed in integrated models of injury rehabilitation (e.g., biopsychosocial) emerged in these narratives. These integrated models outline the dynamic and interrelated responses athletes have in response to injury and are the maps that practitioners treating these athletes may use. The athletes’ stories presented here, therefore, express some of the common ground injured athletes travel and are also rich and full of unique personal experiences. In both senses, though, they depict the actual, dynamic, rough, and often lonely process of LTIR—they are the real-life territory that those maps only partially describe.
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Leffingwell, Thad Ryan. "Psychological skills training utilization among college athletes : an intervention and investigation of determinants /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9152.
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Yu, Alexander Brian. "The Role of Cultural Self-Construal and Autonomy on Athlete Preference for Intervention." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011792/.
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Self-construal (SC) refers to the way people perceive their identities in relation to self and others (Markus & Kitayama, 1991b). It has been found in the literature to influence thinking, decision-making, and preferences (e.g., Sung, Choi, & Tinkham, 2012) which suggests that a person's SC may affect her/his preference on psychological interventions. However, no empirical studies can be located that examined this relationship. The study examined the effects of independent SC, interdependent SC, general autonomy (GA), and sport autonomy (SA) on athletes' preferences and desire to use the interventions in the future, especially how these relations might vary as a function of the type of intervention. It was hypothesized that the relationship between each of the predictors and preference for and desire to use intervention would be moderated by the type of intervention received. Four hundred and thirty-one current and former athletes were recruited to participate in this study. Participants completed a questionnaire that measured SC, GA, and SA and were then randomly assigned to receive one of two self-talk interventions, representing either a self- or other-focused intervention. Participants were asked to rate their preference for and desire to use the given intervention in the future. Results found positive significant relationships with all predictors and intervention preference, in both self- and other-focused groups. Initial hierarchical multiple and logistic regression analyses did not support a significant moderation effect of intervention type on the relationships between the independent and dependent variables. However, a post-hoc analysis that conducted a hierarchical multiple regression with participants separated by gender found a significant moderation effect of intervention type on the relationship between independent SC and preference for intervention for females only. Additional post-hoc analyses were conducted to replicate Sung et al.'s (2012) analysis procedures in which the SC continuous variables were transformed into categorical ones, and a 2x2 ANOVA and Pearson chi-square analyses were conducted. Post-hoc analyses revealed significant interaction effects of intervention type and participants' dominant self-construal type on their desire to use intervention. Limitations, implications for counseling/consulting, and future research directions are discussed.
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Kane, Beth Brown. "Effects of a concentration routine intervention on the performance of intercollegiate golfers." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2283.
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It was hypothesized that a concentration routine intervention would have a significant positive effect on the performance of intercollegiate golfers. A concentration routine consisted of a preshot and a postshot routine. In addition, this study predicted that a positive relationship would exist between routine execution and golf performance. The seven members of an NCAA Division I female golf team participated in this study.
A one-way factorial design with repeated measures on multiple dependent variables tested the effects of the treatment among three time-frames. The three timeframes were: (a) Pre-treatment, which consisted of the four tournaments prior to the intervention; (b) Treatment-one, which consisted of the three tournaments immediately following the Introduction and Implementation Phases of the intervention; and (c) Treatment-two, which consisted of the three tournaments immediately following treatment-one.
The results indicated that the treatment had a significant effect on golf performance. Subsequent discriminant function analyses and univariate F-tests revealed that scoring differential -- score minus the course rating -- contributed most to the difference in overall golf performance and exhibited a significant treatment effect. On the other hand, (a) percentage of fairways hit, (b) percentage of greens hit in regulation, (c) percentage of up-and-downs, and (d) number of putts per round revealed no significant treatment effect.
A Least Significant Difference (LSD) post hoc test indicated that: (a) Scoring differential increased significantly from pre-treatment to treatment-one; (b) Scoring differential decreased significantly from treatment-one to treatment-two; and (c) Scoring differential decreased significantly from pre-treatment to treatment-two.
A multivariate multiple regression found a significant relationship between routine execution and golf performance. The canonical correlation coefficient (Rc), combined with the canonical correlation coefficient squared (Rc2 ), revealed that a majority of the variance between the sets was shared. Additional canonical correlation analyses indicated that a portion of the variance in the individual measures of golf performance was explained by a linear composite of routine execution. Therefore, for this sample of golfers, it was asserted that routine execution was a significant contributor to golf performance.
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Shapiro, Jamie L. "An individualized multimodal mental skills intervention for college athletes undergoing injury rehabilitation." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10293.
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Thesis (Ph. D.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains ix, 177 p. : ill. (some col.). Includes abstract. Includes bibliographical references.
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Foweather, Lawrence. "The effects of interventions on fundamental movement skills, physical activity and psychological well-being among children." Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/5966/.
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A large proportion of UK children do not meet the recommended guidelines for participation in physical activity, which is a public health concern as the prevalence of overweight and obesity among children is rising. Increasing perceptions of competence and levels of fundamental movement skill proficiency are potential strategies to promote physical activity. The aims of this thesis were to, a) investigate the prevalence of skill proficiency and levels of perceived physical competence in UK children, b) examine the relationships between fundamental movement skill competence and physical self-perceptions with children's physical activity, fitness and body fatness, and c) determine the effectiveness of non-curricular interventions to increase fundamental movement skills and enhance perceptions of competence. The first stage of research presented is the cross-sectional study of 152 children (41% boys; Age mean 9.7?0.3 years), which were recruited from 8 primary schools. Children completed the Children and Youth Physical Self-Perception Profile (CYPSPP) and were assessed on 8 skills using video-analysis and process measures. In addition, cardiorespiratory fitness was directly measured during a treadmill protocol to exhaustion; body fat (%) was determined by dual-energy x-ray absorptiometry; and physical activity was assessed by accelerometers over 7 days. The results revealed that children generally had positive perceptions of their physical self. However, levels of physical self-perceptions did not significantly predict physical activity behaviour. Perceptions of physical condition and physical strength were weak predictors of cardiorespiratory fitness and percent body fat, collectively explaining 7% and 7.8% of variance. Children's perceptions of competence were not related to their actual competence levels. Prevalence of proficiency in fundamental movement skills was low-to-moderate in boys and low in girls. Chi-square tests revealed a significantly (P < 0.01) higher proportion of boys were rated as proficient than girls in the kick (x = 37.4), catch (x = 25.3), strike (x = 28.4) and throw (x = 44.1). Total skill score significantly (P < 0.01) accounted for 11% and 9.2% of the variance in physical activity and percent total body fat, respectively. Locomotor skills significantly (P<0.01) predicted 7.7% of unique variance in moderate-to vigorous physical activity, 5.6% of total physical activity, 13.4% of cardiorespiratory fitness, and 23.7% of variance in percent body fat. Object-control skills weakly predicted total body fat (2%; P=0.04) but did not account for variance in other outcomes. This study highlighted the importance of fundamental movement skills to children's health and identified the need for interventions to enhance skill competence in older children. The next stage of research sought to determine the efficacy of interventions to increase skill competence and physical self-perceptions. An exploratory study examined the effects of a 9 week afterschool multi-skills club on skill proficiency, physical self-perceptions and body mass index (BMI) in 8-9 year old children. Two schools were randomly assigned to either a comparison (n = 15) or multi-skill club (n = 19) group. The multi-skill club received 18 coaching sessions designed to improve movement skills, while the comparison group followed normal routines. Children completed the CY-PSPP and assessments of seven movement skills, and were measured for stature and mass to calculate BMI. It was found that children in the multi-skill club had higher BMI (P<0.05) and possibly lower perceptions of body attractiveness and physical condition than children in the comparison group at post-test. Participation in the multi-skill club delivered significant (P<0.01) improvements in proficiency at post-test in static balance, whilst potentially practically important improvements were observed in performance of the catch, throw and kick skills. It was concluded that an afterschool multi-skill club offers a viable opportunity for movement skill acquisition, but any such programme would need to run for a longer duration to identify if this type of activity could benefit all skills. The final study was unique in that it was the first study to assess the impact of three different 12 month interventions on children's skill levels and perceived physical competence. One hundred and fifty-two 9-10 year old children were randomised by school to one of four conditions: a bi-weekly high-intensity physical activity afterschool club (HIPA; n=36); a bi-weekly multi-skill (fundamental movement skill) after-school club (FMS; n=37); a behaviour-modification programme (PASS; n=45); or a control-comparison (CON; n=34). Outcome measures, as employed within the cross-sectional study, were assessed at baseline, 9- and 12 months. It was found that participation in the FMS group was associated with moderate positive intervention effects on skill competence and increased the likelihood of attaining proficiency at post-test skill in 7 out of 8 skills. Participation in HIPA was associated with a small positive intervention effect on locomotor skill competence, and increased likelihood of proficiency in 5 skills, while PASS had no effect on skill competence but did increase the likelihood of attaining proficiency in 3 skills. In boys, participation in FMS and HIPA were associated with higher perceptions of sports competence, condition, and physical self-worth; HIPA elevated perceptions of strength, and, FMS increased perceived body attractiveness. PASS was associated with more positive perceptions of sports competence and body attractiveness at 9- but not 12-months. In girls, there were no positive intervention effects on CY-PSPP subscales, whilst all interventions were associated with more negative perceptions of body attractiveness. No group differences were found for body fat or physical activity, which increased from baseline to mid-test but fell sharply at post test in all conditions. Boys in HIPA improved fitness levels relative to controls, whilst girls participating in the FMS and PASS groups had lower fitness at post-test. It was concluded that multi-skill afterschool clubs are most effective at improving fundamental movement skills. Afterschool clubs may provide a means to augment boys' perceptions of competence, irrespective of activity mode; however, after-school clubs do not appear to enhance physical self-perceptions in girls. Behaviour-modification programmes appear least effective at improving actual and perceived competence, but a combined structured exercise and behaviour modification programme may be necessary to improve health outcomes. A subsequent follow-up study is required to assess long term impact of the interventions. The studies within this thesis have provided a detailed insight into the effects of different interventions on children's actual and perceived competence. To summarise, it was found that many children are not proficient at fundamental movement skills, which is important given their associations with important health outcomes. A multi-skill club programme can best impact such skills, whilst other forms of physical activity can also promote skill development. Perceptions of physical competence do not appear to have strong associations with children's health at this age. The influences of interventions on perceptions of competence appear complex and gender differences suggest that different forms of interventions may be necessary for girls.
23
Fleming, Tracey Laura. "A goal-setting intervention with motocross racers : a case study investigating the effects of an intervention on perceived motivation, confidence, and self-efficacy." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012996.
Full textAbstract:
This study aimed to investigate the effects that a specifically tailored goal-setting program would have on two motocross racers in terms of their self-efficacy and motivation, as well as the process of designing this intervention. This case-study approach involved a mixed methods approach, consisting of pre-intervention and post-intervention assessments, interviews, and performance profiles. The tools used include Vealey’s (1986) Competitive Orientation Inventory (COI), Gill and Deeter’s (1988) Sport Orientation Questionnaire (SOQ), performance profiles, and semi-structured interviews. The goal-setting intervention lasted a total of five weeks. The results from the preintervention and post-intervention assessments were compared to determine whether any changes in motivation or self-efficacy occurred during the intervention. For the first participant, significant changes in both motivation and self-efficacy were present in addition to significant changes in competitive orientation. For the second participant, there were no significant changes in either motivation or self-efficacy. However, for the second participant there was also no change in competitive orientation. Findings suggest that the focus and competitive orientation of an athlete have a significant influence on the types of goals set, and consequently on positive changes in motivation, confidence, and self-efficacy. The influence of the competitive orientation in athletes also highlighted the importance of attaining a balance between performance and outcome goal-related activities. It was also discovered through qualitative assessment that this program is suitable for particular groups of athletes such as those who are injured, display an external locus of causality or are otherwise not performing at their prime.
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Hale, Trevor A. "The Experiences of Athletes Rehabilitating From Season Ending Injuries and Their Perceived Value of Psychological Interventions: Three Case Studies." Thesis, Full-text, 2008. https://vuir.vu.edu.au/1988/.
Full textAbstract:
Research has shown that athletes who sustain injury often experience negative emotions such as anger, anxiety, and depressed mood, and that a negative psychological state can have a detrimental effect on injury rehabilitation and return to sport. For the most part, researchers have focused on athletes who have experienced short to moderate term injuries. Few have addressed long-term injury rehabilitation (LTIR). This thesis focuses on athletes who had experienced season ending injuries. Each athlete (3) was interviewed (four times) and invited to participate in psychological interventions (e.g., psycho-educational and cognitive behavioural) throughout LTIR lasting at least nine months. Athletes’ experiences are reported as long, narrative case studies. While the case studies explore four broad themes (affect, coping, social support, and psychological interventions) the overall narratives articulate the coherence and discord among athletes’ LTIR experiences (e.g., the positive and negative consequences of social support, life stress, pain, affect; the value of psychological interventions; the therapeutic aspect of ‘just’ talking to someone; etc.). The intimate issues identified and lived by each participant are examined and discussed in relation to the pre-existing athletic injury literature. Complex and dynamic relationships among the variables (e.g., emotional and behavioural responses, social factors, and physiological aspects) proposed in integrated models of injury rehabilitation (e.g., biopsychosocial) emerged in these narratives. These integrated models outline the dynamic and interrelated responses athletes have in response to injury and are the maps that practitioners treating these athletes may use. The athletes’ stories presented here, therefore, express some of the common ground injured athletes travel and are also rich and full of unique personal experiences. In both senses, though, they depict the actual, dynamic, rough, and often lonely process of LTIR—they are the real-life territory that those maps only partially describe.
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Caumeil, Benjamin. "Etude des déterminants de l'anxiété de re-blessure chez le sportif : Identification de profils psychologiques et étude de l'efficacité d'une intervention d'imagerie mentale auprès de sportifs blessés au ligament croisé antérieur." Thesis, Bordeaux, 2020. http://www.theses.fr/2020BORD0082.
Full textAbstract:
Résumé : Lors du retour au sport, les sportifs blessés sont exposés à des émotions et cognitions négatives spécifiques. Ce vécu psychologique a donné lieu à l’émergence du concept d’anxiété de re-blessure, dont les conséquences portent également sur la performance et la santé physique du sportif au vu du risque accru de re-blessure qui y est associé. Si certains travaux scientifiques récents ont permis d’améliorer la prédiction de l’anxiété de re-blessure ainsi que d’évaluer l’efficacité d’interventions psychologiques visant à la réduire, de nombreux domaines d’étude restent à approfondir en lien avec ce concept. Ce travail doctoral, structuré des articles scientifiques rédigés et soumis pendant la thèse ainsi que de ceux qui pourront en découler de façon prioritaire, proposera donc d’étudier le concept d’anxiété de re-blessure en référence à 5 objectifs complémentaires. Le premier chapitre de ce travail présentera une revue systématique de littérature visant à mieux identifier les déterminants de l’anxiété de re-blessure et des autres concepts proches, tout en précisant leurs définitions. Cette revue souligne l’importance de privilégier le concept d’anxiété de re-blessure pour décrire les réactions psychologiques du sportif reprenant la pratique sportive après blessure. Le second chapitre portera sur l’adaptation et une validation en langue française d’un outil de mesure de l’anxiété de re-blessure. L’étude de la structure factorielle de l’outil permet, au-delà du score global issu du questionnaire, l’identification de trois sous-dimensions : la peur de se re-blesser, l’anxiété de contre-performance et les manifestations anxieuses. Le troisième chapitre proposera d’étudier les déterminants de l’anxiété de re-blessure à l’aide d’analyses de régression et de modèles de médiation et de modération. Les résultats montrent que le stress, la symptomatologie anxieuse et le genre prédisent l’anxiété de re-blessure de façon directe, mais également indirecte au vu des effets médiateurs et modérateurs traduisant leurs interactions avec d’autres caractéristiques psychologiques. L’utilisation d’un modèle croisé décalé permet également de montrer le rôle du stress dans la prédiction de l’anxiété de re-blessure dans une perspective longitudinale. Le quatrième chapitre proposera de tester l’existence de profils psychologiques liés à l’anxiété de re-blessure. Les analyses en clusters réalisées mettent en évidence quatre profils différents, au sein desquels apparaissent deux profils caractérisé par la présence de l’anxiété de re-blessure et d’autres émotions négatives (l’un à un niveau modéré, l’autre à un niveau élevé), un profil caractérisé par un faible niveau d’anxiété de re-blessure, et un dernier profil caractérisé par un niveau d’anxiété de re-blessure « intermédiaire » et surtout par le manque de confiance que le sportif accorde à la partie du corps blessé. Enfin, le cinquième chapitre présentera le travail d’élaboration et de mise en place ainsi que l’évaluation de l’efficacité d’une intervention d’imagerie mentale de type Visuo-Motor Behavior Rehearsal (VMBR) proposée à des sportifs ayant subi une intervention chirurgicale du ligament croisé antérieur dans le cadre d’un protocole randomisé contrôlé. L’intervention s’avère efficace sur la réduction de l’anxiété de re-blessure, du stress et de la douleur. Par ailleurs, elle permet de renforcer d’autres facteurs protecteurs tels que l’optimisme et la recherche de soutien social. L’intervention permet également aux athlètes de revenir plus rapidement au sport que ceux ne l’ayant pas reçue. La synthèse générale de ce travail proposera de déterminer les conditions de généralisation des principaux résultats obtenus tout en identifiant les perspectives d’applications rendues possibles dans le champ sportif dans la prise en charge d’autres problématiques sportives mais également auprès d’autres populations confrontés à des enjeux de performance ou exposés à des risques de blessureAbstract : When returning to sports, athletes are exposed to specific negative cognitions and emotions. One of these negative emotions was named re-injury anxiety. The consequences of re-injury anxiety could lead to an impact on performance and physical well-being, increasing the risk of re-injury. The psychological aftermath of re-injury anxiety have been depicted with increasing interest in literature, and interventions decreasing this specific emotion, many gaps in literature remain to be developed. The purpose of this doctoral work, with published scientific articles, will study the concept of re-injury anxiety in reference to five complementary objectives. The first chapter of the thesis will present a systematic review of the literature, highlighting the factors of re-injury anxiety and other close concepts. This review of literature will demonstrate the importance in prioritising the concept of re-injury anxiety to describe psychological reactions when an athlete return to sport after an injury. The second chapter will focus on the adaptation and a validation in French language of a measuring tool for re-injury anxiety. Exploratory and confirmatory factorial analysis allowed us to identify three subscales of this specific anxiety : the latter will be named : fear of re-injury, performance anxiety and signs of anxiety. The third chapter will propose the study of the factors of re-injury anxiety with regression analysis, mediation and moderation models. The results showed that stress, anxious symptomatology and gender were directly predicting re-injury anxiety, and also indirectly with mediating and moderating effects, describing their interactions with other psychological characteristics. Using cross-lagged models allowed us to identify the signification of stress in predicting re-injury anxiety in a longitudinal perspective. In the fourth chapter, we will investigate the psychological cluster related to re-injury anxiety. Cluster analysis highlighted four different profiles with 2 specific profiles characterised by high level of re-injury anxiety and other negative emotions (i.e., one with moderate level, and one with very high level of re-injury anxiety). An other profile was characterised by a low re-injury anxiety level, and the last profile was characterised with average re-injury anxiety especially with very low knee confidence. Finally, the fifth chapter will discuss the psychological interventions which can be proposed to athletes expressing re-injury anxiety. The fifth part of this work will present the implementation in a rehabilitation center of a controlled randomised interventional protocol based on mental imagery like Visuo-Motor Behavior Rehearsal (VMBR) on athletes who injured at anterior cruciate ligament. The intervention turns out to be efficient on the reduction of negative effects caused by the injury such as re-injury anxiety, stress but also pain. Besides, it allows the increased mobilisation of protective factors such as optimism and social support seeking. Resorting to a VMBR-like intervention also allows athletes to return to sport faster than those who didn’t. The general synthesis of this thesis will offer to generalise the principal results obtained while identifying the perspectives of application of the results in other types of interventions, contexts, or in other populations
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Cicek, Bunyamin Erkan. "Pedestrian Safety Around Elementary Schools." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611198/index.pdf.
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This study establishes pedestrian safety focused environment around elementary schools. In order to reach this objective 3 consecutive goals are fulfilledfirstly
proposing, a newly designed black spot analysis, &ldquo
Behavioral Black Spot Analysis&rdquo
, secondly
documenting pedestrian behavior around black spots, and finally stimulating effective interventions around elementary schools. This study proposes a newly designed methodology
&ldquo
Behavioral Black Spot Analysis&rdquo
which is namely based upon pedestrians&rsquo
route choice and risk perception statements. Additionally it is observed that students choose the shortest route on their way. &ldquo
Behavioral Black Spot Analysis&rdquo
reveals that traffic flows, pedestrian visibility, vehicle visibility, waiting time, road width are most important parameters of pedestrians&rsquo
perception of traffic safety. Results of unobtrusive observations indicate that interventions have significant effect on vehicle speed, number of conflicts, yielding behavior of drivers, total number of cars forming a queue, number of pedestrians stopping on the curb, head movements, crossing angles, crossing tempos, and crossing distances of pedestrians. Behind this interventions affects pedestrians&rsquo
waiting time in negative manner. Recommendations for pedestrian safety interventions are suggested.
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Matarazzo, Fabiola. "A arteterapia na preparação psicológica de atletas: uma abordagem junguiana." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/15281.
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Previous issue date: 2013-06-14The present work has as its main objective to understand the process of Art Therapy as a resource to psychological preparation regarding athletes taking into account Jungian theory reference. Such research has been performed in a city located in the countryside of São Paulo and its integrants, 22 female athletes, all around 21 years old, participating in sports (volleyball, handball and judo). The qualitative method based on eight meetings on Art Therapy. The work was analyzed in the light of Jungian Psychology. The Instruments used were the following: socio demographic questionnaire, tipology assessment, Art Therapy process and final assessment questionnaire (closing). The results revealed Art Therapy recourses used favored development and improvement of important psychology abilities towards the athlete as well as being a contribution to the possibility of a balanced relationship between opposing parts cohabitating in a competitive environment recognizing potentials and finding satisfaction and pleasure in such a path fulfilled of psychological and sports growth
O presente trabalho teve por objetivo compreender o processo da Arteterapia como um recurso na preparação psicológica de atletas a partir do referencial teórico junguiano. Esta pesquisa foi realizada em uma cidade do interior de São Paulo com 22 atletas do sexo feminino pertencentes a 3 modalidades esportivas (voleibol, handebol e judô) com uma média de 21 anos de idade. Foi utilizado o método qualitativo, baseado em oito encontros de Arteterapia analisados à luz da Psicologia Junguiana. Os instrumentos utilizados foram: questionário sociodemográfico e esportivo, questionário de avaliação tipológica, o processo de Arteterapia e o questionário de avaliação (fechamento). Os resultados revelaram que os recursos arteterapêuticos utilizados favoreceram o desenvolvimento e o aperfeiçoamento de habilidades psicológicas importantes ao atleta, bem como contribuíram com a possibilidade de uma relação harmoniosa entre os opostos vivenciados no ambiente competitivo reconhecendo potenciais, encontrando satisfação e prazer neste caminho de crescimento psicológico e esportivo
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Ginoux, Clément. "Activité physique et bien-être professionnel. De l'identification des antécédents et des mécanismes explicatifs à la mise en œuvre et l'évaluation d'une intervention." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAS016/document.
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Le burnout est de plus en plus présent dans le monde professionnel. Dans un rapport publié en 2014, 17% des employés français se disaient épuisés par leur travail. Ce constat a conduit les autorités sanitaires et les organismes de recherche à considérer la question du bien-être professionnel comme une thématique prioritaire de la santé au travail. Parmi les solutions proposées afin de promouvoir le bien-être et prévenir le burnout en contexte professionnel, l’AP s’est révélée être une stratégie appropriée, puisqu’elle est associée à certains bénéfices susceptibles de minimiser les effets négatifs du stress chronique sur le bien-être professionnel des employés. Cependant, les études menées à ce jour ne permettent pas de comprendre par quels mécanismes l’AP agit sur le bien-être professionnel. Par ailleurs, elles ont peu examiné cette relation en tenant compte des caractéristiques de l’environnement de travail, pourtant reconnues comme les principaux déterminants du bien-être professionnel. La question centrale de ce travail doctoral était de savoir si et à quelle condition l’AP pratiquée en dehors du temps de travail pouvait améliorer le bien-être professionnel en prenant en compte l’environnement de travail, les différences intra- et inter-individuelles, et l’effet des différents mécanismes identifiés dans la littérature, dans des perspectives observationnelles et interventionnelles. Les principaux résultats de ce travail doctoral mettent en avant que (a) l’AP a un effet bénéfique sur le bien-être professionnel quelles que soient les demandes et les ressources professionnelles perçues par les employés, mais que cet effet varie selon le niveau d’analyse considéré (intra- ou inter-individuel), (b) certains mécanismes permettent d’expliquer l’effet bénéfique de l’AP sur le bien-être professionnel, (c) et les programmes d’AP réalisés sur le lieu de travail permettent de promouvoir efficacement le bien-être professionnel des employés. Ces résultats soulignent l’intérêt de mobiliser différents cadres théoriques afin de comprendre l’effet de l’AP sur le bien-être professionnel. Ce travail doctoral met également en évidence des pistes de recherches restantes à explorer afin de comprendre plus finement cette relationBurnout is more and more present in the workplace. In a report published in 2014, 17% of French employees reported that they were exhausted at work. This has led health authorities and research organizations to consider the question of work-related well-being as a priority topic in occupational health. Among the solutions identified to promote work-related well-being and prevent burnout in the workplace, physical activity (PA) has emerged as an appropriate strategy, as it is associated with certain benefits that can reduce the negative effects of chronic stress on employees' work-related well-being. Existing studies do not provide an understanding of the mechanisms by which PA affects work-related well-being. Moreover, studies have rarely examined this relationship by taking into account the characteristics of the work environment, which are known to be the main determinants of work-related well-being. The main question of this doctoral work was whether and under what conditions PA practiced outside working time could improve work-related well-being by taking into account the working environment, intra- and inter-individual differences, and the effect of the different mechanisms identified in the literature, from observational and intervention perspectives. The main results of this doctoral dissertation highlight that (a) PA has a beneficial effect on work-related well-being regardless of the job demands and resources perceived by employees, but that this effect varies according to the level of analysis considered (within- or between-person), (b) some mechanisms may explain the beneficial effect of PA on work-related well-being, (c) and workplace PA programs effectively promote work-related well-being of employees. This results emphasize the importance of considering different theoretical frameworks to understand the effect of PA on work-related well-being. This doctoral dissertation also highlights avenues of research that should be explored in order to understand more accurately this relationship
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Xoxo, Thabo Daniel. "A study of psychological intervention strategies used by national soccer coaches for male teams in South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006883.
Full textAbstract:
The purpose of the current study was to examine the Psychological Intervention Strategies (PIS) that are used by coaches for male soccer teams in South Africa to enhance the performance of the national soccer teams. National soccer coaches for male teams (n = 4) completed a questionnaire and attended in-depth interview. Results from both the questionnaire and in-depth interview revealed a lack of knowledge of PIS which was further supported by the data from the analysis. While some of the coaches did not utilise goal setting and relaxation in their coaching responsibilities, the current results further show that these soccer coaches do not utilise mental imagery as well. These results suggest that the SAFA soccer coaches could not integrate PIS in the coaching. Although the results cannot be generalised there is evidence that the SAFA trained soccer coaches demonstrate inadequacy in using PIS in their soccer coaching. The study finds that soccer coaches are psychologically under-prepared for their arduous task of soccer coaching. By implication the players are also mentally under-prepared that they cannot face their peers competitively. Current studies point to this psychological preparedness as the psychological momentum.
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(6060729), El Zahraa Majed. "THE IMPACT OF POSITIVE YOUTH DEVELOPMENT-PHYSICAL ACTIVITY BASED INTERVENTIONS ON BULLYING AMONG ADOLESCENTS: A SYSTEMATIC REVIEW." Thesis, 2019.
Find full textAbstract:
Background. Despite on-going efforts to reduce bullying among adolescents, this phenomena remains a persistent public health problem (Espelage & Colbert, 2015). Positive youth development (PYD)-physical activity based programs have the potential to target health risk behaviors by focusing on positive psychological assets and promoting personal growth (Fraser-Thomas, Côté, & Deakin, 2005). Similarly, physical activity has been associated with physical and psychosocial benefits as it enhances the process of development, promote life skills, and foster personal and interpersonal skills through peers and non-parental adult interactions (Fraser-Thomas et al., 2005; Weiss, Smith, & Stuntz, 2008). While we know quite a bit about PYD programs and understand the importance of physical activity related to its influence on bullying behaviors, we know far less about the effectiveness of anti-bullying programs that combine both PYD with physical activity components. However, addressing this gap in the literature could inform prevention science research efforts as it would enhance understanding on how such interventions might decrease bullying in youth. This study aimed to evaluate the effectiveness of positive youth development (PYD) physical activity based interventions on bullying behaviors among pre- and young adolescents (8 - 14 years old). Methods. A systematic review was conducted and included a search of five databases (PsycINFO, PubMed, Cochrane Library, ERIC and CINAHL), and reference lists of included studies and reviews from 2003 to 2017. Additional information was requested from study authors. The study inclusion criteria included interventions that used both PYD and physical activity components, recruited participants who ranged in age from 8 to 14, and that targeted bullying behaviors (bullying, victimization, and bystander). Two independent reviewers assessed studies, and extracted data, and one reviewer evaluated risk of bias using the Cochrane risk of bias tool (Higgins, Sterne, Savović, Page, & Hróbjartsson, 2016). Studies were placed into two groups based on type of study (quasi-experimental and experimental). To determine effect sizes for the quasi-experimental designs and experimental designs, Pearson’s correlation coefficient (r) and standardized mean differences (SMD) were used, respectively. Results. Seven studies met the inclusion criteria, of which three were quasi-experimental and four were experimental studies. For bullying outcome, the quasi-experimental studies were found to have a small effect size (r = -.24 to -.22) while experimental designs had small, medium, and large effect size (SMD = -.68 to -.27). For victimization, a medium effect size was found in one study (SMD = -.53), and for bystander involvement, a medium effect size was found for unadjusted model (r = .37), and a small/negligent effect size was found for the adjusted model (r = -.05). Reductions in bullying and victimization, and increase in prosocial bystander behavior were found across the physical activity-based, PYD interventions, which utilized a combined approach of PYD components (e.g., caring, empathy, respect), and physical activity context, as well as the use of an interactive and supportive approach to deliver the program’s PYD component between the participants and staff. Selection bias, lack of blinding bias, attrition to follow-up bias, and failure to control for confounding were found across the studies, with experimental study designs reporting generally better quality than quasi-experimental. Conclusion. PYD-based, anti-bullying interventions with a physical activity component are promising in reducing bullying among adolescents. Findings revealed that the further interventions should be structured into a physical activity-based PYD setting that foster youth’s psychosocial development and provide them with opportunities to develop these PYD components in a mastery-oriented climate, which in turn may reduce problem behaviors The small number of studies identified strongly suggests that there remains a critical need for PYD-physical activity based interventions that target bullying behaviors.
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Forbes, Jody Anne. "Extending body image intervention from daughters to mothers: a two-part evaluation of parallel school-based body image interventions for mothers and daughters in an independent school for girls." Thesis, 2021. https://vuir.vu.edu.au/43124/.
Full textAbstract:
Body dissatisfaction is a significant concern with severe and persistent consequences. Thus, there is a need for effective prevention and early intervention strategies that can be delivered in a timely and efficient manner, such as within the context of schools by teachers. There have been calls within the field for researchers to evaluate existing interventions under diverse conditions prior to global dissemination, and adopt an ecological approach by extending interventions to include parents.
The project included two consequative studies conducted two-years apart. The first study aimed to identify effective intervention strategies for improving body image outcomes in Year 8 girls. Heeding calls for rigorous and independent evaluation of existing programs under varied conditions, Study 1 aimed to replicate the UK school-based body image program Dove Confident Me (DCM) among a selective population of adolescent girls in Australia. Expanding on Study 1, Study 2 aimed to improve body image outcomes for both Year 8 girls and their mothers. The second study evaluated a modified version of DCM alongside an investigation of Raising Confident Girls (RCG), a school- based 3-session seminar delivered to mothers. Further, the thesis aimed to understand factors contributing to improved parental uptake in body image programs and to examine whether extending classroom-based interventions to include mothers enhances the effectiveness of outcomes in daughters.
Study 1, involving teacher delivery of DCM to Year 8 students (n=198) attending an independent girls’ school in Australia, hypothesized that compared to the control group (n=208), girls receiving DCM would report significant improvements in body image and psychosocial outcomes, alongside reduced severity of known eating disorder risk factors and behaviours. Multilevel mixed modeling analyses revealed significant intervention effects for social comparison and sociocultural pressure, but not in the direction hypothesized. A lack of teacher confidence with delivery, limited student engagement with the UK version of the program, and poor student-teacher relationship due to a timetable issue were highlighted as areas for improvement. Study 2, answered calls within the body image field to develop both etiological and ecological programs by conducting a second replication of a modified version of DCM and the addition of a parental intervention Raising Confident Girls (RCG) delivered to mothers. The modified DCM program was delivered to Year 8 students (n=242) and outcomes were compared with a control group (n=354). Despite significant improvements in acceptability and engagement ratings, the modified DCM program did not improve body image outcomes for participants. Interestingly, the intervention group reported a significant increase in both internalization of the thin-ideal and perceived sociocultural pressure following participation in the intervention. Raising Confident Girls (RCG), was delivered to Year 8 mothers (n=69) and outcomes were compared with a control group (n=51). Multilevel mixed modelling analyses revealed that mothers who participated in RCG reported significantly greater body esteem and body appreciation compared to the control group. Further, as predicted, participation in RCG improved a mother’s knowledge, confidence and skills parenting an adolescent girl, and improved her positive role modeling for her daughter with respect to body image. Receiving high acceptability ratings, strong engagement and low attrition rates, the RCG program appeared successful in overcoming long held difficulties with engaging parents in body image interventions. Finally, Study 2 examined whether students completing DCM benefited from having their mother attend RCG. Students whose mothers participated in RCG demonstrated a significant change in appearance-based talk at 3-month follow-up compared to students whose mothers were not involved in RCG. Additionally, there were noticeable improvements in a number of body image outcomes from pre-test to post-test for the group of students whose mothers attended RCG, however none of these findings reached significance. The study offered valuable insights towards increasing our understanding of transfer of parent intervention outcomes to daughters.
The findings of the thesis contribute knowledge to the field of research regarding body-image intervention for adolescent girls and their mothers, in addition to providing practical insights for schools intending to implement body image interventions. Specifically, the study draws attention to the complexities of global dissemination and the limitations of using selective and universal programs interchangeably. The thesis highlights that while researchers are experts in etiological theory, school personnel are experts regarding their community. Cognizant of this, researchers are encouraged to work together with school personnel to develop school-based resources malleable in content and design, but robust enough to sustain effectiveness when adapted to suit diverse school environments. While the findings add to the growing body of research supporting task-shifting facilitation of body image programs to teachers, findings suggest that a strong student-teacher relationship and perceived credibility and competence of facilitator can be as essential as content of program.
The thesis provides deeper insight into improving parental engagement in body image interventions delivered within the school context. Specifically, the findings emphasize the importance of tailoring the intervention to suit the needs of the parent group and suggest that the process of delivering a parent program is as important as the content of the intervention. Finally, the study reveals that providing an intervention to mothers alongside a classroom-based intervention for students enhances outcomes for daughters. Overall, the thesis supports the premise of extending classroom-based body image interventions to include parents, and identifies a number of recommendations for further research.
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Doley, Joanna. "How should we talk about eating disorders? Reducing stigma without iatrogenic effects." Thesis, 2018. https://vuir.vu.edu.au/39377/.
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Anderson, Deidre. "Lifeskill intervention and elite athletic performance." Thesis, 1999. https://vuir.vu.edu.au/15432/.
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Behrmann, Mandy. "Imagery rehearsal ability, relaxation and brain wave activity: implications for imagery intervention programmes in sport psychology." Thesis, 2016. http://hdl.handle.net/10539/20623.
Full textAbstract:
A dissertation submitted to the Faculty of Arts, University of the
Witwatersrand, Johannesburg, in partial fulfilment of the requirements for
the degree, Master of Arts (Psycho!ogy)(By coursework and Research
Report).Despite the well documented advantageous functions of imagery rehearsal as it pertains to sporting performance, the relationship between relaxation, imagery rehearsal ability and brainwave activity has received relatively little attention from sport researchers. With this in mind, the primary purpose of the present study was to invest'gate the possibility of the existence (If such a triadic relationship and consider the implications that this relationship may have on the development of imagery intervention programmes in Sport Psychology. Two male and seven female undergraduate Physical Education students, aged between 18 and 28 years volunteered to participate in the study. The Vividness of Movement Imagery Questionnaire (VMIQ) was administered to all subjects in order to assess each subject's imagery ability. The subjects were then randomly assigned to either the control or to the experimental group. Two weeks after completing the VMIQ, the subjects completed the VMIQ for a second tim, During the second administration of the VMIQ all subjects were attached to an EEG ~ojectroencephalograph) machine. The strategically placed EEG electrodes were attached for the purpose of assessing whether or not significant changes in alpha brainwave patterns were evident during imagery rehearsal. The experimental group differed from the control group in that the experimental group took part in a relaxation exercise prior to completing the VMIQ for a second time, whilst the control group did not receive the relaxation intervention. The results of the study indicated that there was enhanced alpha brainwave activity in the right occipital lobe during the imagery conditions. Whilst it could be speculated from the research findings that imagery ability and. brainwave activity differed from individual to individual and from one imagery condition to another, these differences were not statistically significant. Although not statistically significant, the differences observed between the pre and post-test scores for the experimental group were however purported to be meaningful since three of'the four subjects from the experimental group showed an improvement on imagery ability following the relaxation intervention. This finding justifies the need for future research into the relationship between relaxation and imagery rehearsal. It was also concluded that whilst some subjects emitted the greatest alpha activity during the same imagery dimensions for which they reported the highest imagery abilitiy scores, other subjects emitted the greatest alpha activity during the same imagery dimensions for which they reported the lowest scores in imagery abilitiy. As such, it could not be concluded from the present research findings that a correlation between imagery ability and alpha brainwave activity actually exists.
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Matta, Punit. "Is sports participation protective for child mental health?" Thesis, 2019. https://hdl.handle.net/2144/36584.
Full textAbstract:
INTRODUCTION: Psychiatric disorders are among the most common illnesses in children. Most psychiatric disorders begin in childhood but most children with psychiatric symptoms receive delayed or no treatment. A resilience-based strategy for at-risk children in primary care, such as enhancing childhood sports participation, could be an effective and feasible early intervention. Existing literature demonstrates an association between sports participation and mental health in adolescents and adults, and that exercise can improve depressive symptoms. There are few studies on the link between mental health and sports participation in children under twelve.
OBJECTIVE: Since sports participation could be a simple and potentially available intervention for mental health, we investigated the association between sports participation in children ages 6-11 and measures of psychiatric impairment.
METHODS: We performed linear regression analyses between measures of psychiatric symptoms (total number of CBCL/6-18 syndrome scale elevations and individual syndrome scale elevations) and sports participation as measured by the number of parent-reported sports, with demographic factors as covariates.
RESULTS: The association between sport count and number of CBCL syndrome scale elevations was not significant (p = 0.638). However, we found a significant association between fewer numbers of sports reported and higher T-scores on the Withdrawn/Depressed CBCL syndrome scale (p = 0.019) and was also significant for age (p = 0.003) and ethnicity (p = 0.037).
CONCLUSION: Playing one or fewer sports during childhood is associated with higher withdrawn/depressive symptoms in school-age children. This replicates earlier findings which suggest that sports participation may be protective for child mental health.
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Perry, Frank D. "Examining the effects of a mindfulness-based biofeedback intervention on self-regulation and sport performance in soccer athletes." Thesis, 2018. https://hdl.handle.net/2144/30647.
Full textAbstract:
Elite athletes are constantly in search of methods that optimize training, including physical and mental strategies that enhance performance. It is well known that thoughts and feelings, particularly during the stress of competition, can impact performance (Weinberg & Gould, 2014). Trainers and athletes seek methods that will help them manage inner states and responses related to thoughts, emotions, and attention. Such methods often focus on developing self-awareness of thoughts, emotions, and physiological states and are designed to lead to self-regulation, or the ability to manage those states and responses during training and competition. Two techniques that have received attention in sport research are biofeedback and mindfulness training. Biofeedback leverages technology to monitor a person’s physiological reactions and display them in a simple, easy to understand manner. This allows for greater self-awareness and self-regulation of physiological responses. Mindfulness training relies on present-moment, non-judgmental awareness of thoughts and feelings. To date, a number of studies have reported some benefits for athletes’ physiological or psychological outcomes, but few report actual sport performance changes (Blumenstein & Orbach, 2014; Sappington & Longshore, 2015).
A new self-regulatory strategy, mindfulness-based biofeedback, seeks to integrate the features of mindfulness training into a traditional biofeedback intervention protocol (Khazan, 2015). Athletes learn skills in present-moment, physiological and cognitive self-awareness, and consequently, self-regulation. To date, only a few studies have discussed this new technique in sport (Khazan, 2016), and none present empirical evidence for its effectiveness. The current study used a single-subject design to explore a mindfulness-based biofeedback intervention with female soccer athletes (n=4), using direct measures of physiology, psychology, and sport performance. Physiological outcomes included heart rate, heart rate variability, respiration rate, skin conductance, and skin temperature. Psychological outcomes included scores on the CSAI-2, and the MAAS. Sport performance was measured using the Loughborough Soccer Passing Test (LSPT).
Clear performance improvements were seen for all athletes, with physiological and psychological results being more variable. Physiological parameters showed improvement, while psychological variables were mixed with some signs of increased anxiety, decreased self-confidence, and decreased mindfulness. Although outside confounding factors could have contributed to increases in anxiety, decreases in mindfulness may have actually been an indication of the development of improved self-awareness. Athletes appeared to have benefited from the mindfulness-based biofeedback intervention. As this study was the first to examine mindfulness-based biofeedback training in a sport setting, the stage has been to set to more fully explore this promising athletic mental training technique.
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Noh, Young-Eun. "Psychosocial Interventions for the Prevention of Injury in Dance." Thesis, 2005. https://vuir.vu.edu.au/375/.
Full textAbstract:
In this thesis, I investigated aspects of the multi-component stress and injury model, which Williams and Andersen (1998) suggested could be applied in areas beyond sport. Two studies (Studies 1 and 2) were carried out with the goal to develop interventions, which were tested for their efficacy in the reduction of injuries, in a third study (Study 3). The purpose of Study 1 was to investigate whether psychosocial factors, such as stress, anxiety, social support, and coping skills, could predict injuries (frequency and duration) among 105 ballet dancers (101 females; 4 males), using a regression design. The dancers were professional ballet dancers (n = 27), university ballet students (n = 19), and ballet institute students (n = 59), with a mean age of 20.46 years (SD = 5.50). They completed a modified version of the Adolescent Perceived Events Scale (APES) and Sport Experiences Survey (SES), which address life and dance stress respectively, the Sport Anxiety Scale (SAS), the Athletic Coping Skills Inventory-28 (ACSI-28), and a social support for dance measure. Frequency and duration of injuries were recorded for a 10-month period after completion of the psychosocial measures. From the correlation matrix of psychosocial scales and injury, I selected for regression analysis variables that showed at least moderate correlations with the frequency and duration of injury (i.e., peaking under pressure, goal setting/mental preparation, freedom from worry, confidence, negative dance stress, negative life stress). One regression analysis identified freedom from worry and confidence as significant predictors for frequency of injury. A second regression analysis identified freedom from worry and negative dance stress as significant predictors for duration of injury. In Study 2, I examined the sources of stress and coping strategies of Korean professional ballet dancers, using in-depth interviews. Dancers (N = 20) were interviewed to identify the stressors they experienced and the coping strategies they used during practice or performance. Using inductive content analysis, I identified four major sources of stress that emerged from the data: physical (i.e., physical appearance, poor physical condition), psychological (i.e., desire, slump, personality), social (i.e., relationship with a dance director and other dancers), and situational factors (i.e., performance demands, finance). The results demonstrated that physical appearance (e.g., maintaining particular body type, keeping low body weight) was a preeminent problem. I also found that three general dimensions for coping were psychological strategies (i.e., individual cognitive and emotional strategies, avoidance strategies), behavioural strategies (i.e., dysfunctional behaviour, hobby activities, social interaction, dance related behaviour), and physical relaxation. The coping strategies mentioned most frequently in this study belonged to the behavioural strategies dimension. In particular, the dancers employed dysfunctional behaviour (e.g., overeating, drinking alcohol) to cope with stress. Identification of sources of stress and coping strategies not only help to identify the specific stressors and coping skills surrounding dance environments, but also provide a basis for designing intervention programs, which may help reduce stress through developing coping skills. The purpose of Study 3, the final study, was to examine the effects of two psychological interventions designed to prevent injury among dancers by enhancing coping skills. Participants were 35 ballet dancers. They were assigned to three conditions, control (n = 12), autogenic training (n = 12), and a broad-based coping skills condition, including autogenic training, imagery, and self-talk (n = 11). The 12-week interventions were designed on the basis of quantitative and qualitative results from the previous studies in the thesis. For weeks 13 to 24, participants were asked to practice their respective intervention three times a week. During the 24-week period (12 weeks training plus 12 weeks practice) training staff at the dance academies recorded injuries on a record sheet each day. Participants wrote injury records by themselves for another 24 weeks. Multivariate analysis of variance (MANOVA) and univariate tests for each dependent variable showed that the broad-based coping skills condition enhanced coping skills, in particular: peaking under pressure, coping with adversity, confidence and achievement motivation, and concentration. Separate analyses of covariance (ANCOVA), one using pre-intervention injury frequency as the covariate and one using pre-intervention injury duration as the covariate revealed that dancers in the broad-based coping skills condition spent less time injured than those in the control condition. Overall, results indicated that the broad-based coping skills intervention was effective for enhancing targeted coping skills and reducing injury occurrence among Korean ballet dancers, supporting Williams and Andersen’s (1998) model of stress and injury. Because the broad-based coping skills was an intervention designed for particular Korean ballet dancers, based on quantitative and qualitative research, this intervention program may not be applicable to Western dancers. For future research, I recommend the approach I employed in this thesis, as the basis for designing effective and efficient interventions for dancers.
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Pudkasam, Supa. "Physical activity motivation and self-directed physical activity in female breast cancer survivors." Thesis, 2021. https://vuir.vu.edu.au/42516/.
Full text
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Griffith, William Charles. "A psycho-educational intervention program to enhance the mental toughness of secondary school cricket players." Thesis, 2012. http://hdl.handle.net/10500/8972.
Full textAbstract:
The purpose of this study was to investigate the influence of a psycho-educational intervention program on the mental toughness of secondary school cricketers. The general aim of the study was to use psychological skills and psychological techniques to enhance the mental toughness of secondary school cricketers, within a psycho-educational framework. This general aim of the study was actualised by employing the following specific aims:
• A literature review was conducted to explore the psycho-educational model. It was found that the psycho-educational model was an appropriate model to use as the framework of the intervention program.
• The literature review investigated and evaluated different psychological skills and psychological techniques that influenced the mental toughness of cricketers positively.
• A questionnaire was designed. This questionnaire (CMTQ) fulfilled the role of a psychological skills measuring tool.
• A psycho-educational intervention program was designed around the findings of the literature study.
• Guidelines were compiled to follow when coaching mental toughness to secondary school cricketers.
• The intervention program was presented over a six week period.
• An empirical study was conducted to evaluate the successfulness of the intervention program.
The first phase of the empirical study was done before the presentation of the psycho-educational intervention program. The data suggest that Confidence and Motivation were the two main psychological skills that the participants employed in their mental game of cricket. The second phase of the empirical study was only done after the completion of the six week intervention program. The selected data analysis method employed to evaluate the effectiveness of the program was the t-test for dependant groups.
v
The results of the data analysis indicated that the participants in the experimental group improved in their mental toughness performance significantly. When the findings of the literature review and the results of the empirical study are combined, it appears as if this intervention program will have a positive influence on the cricket performance of secondary school cricketers.Psychology of Education
D. Ed. (Psychology of Education)