Performing under pressure: Exploring the psychological state underlying clutch performance in sport     

Christian Swann  Lee Crust  Patricia Jackman  Stewart A. Vella  Mark S. Allen  Richard Keegan 《Journal of sports sciences》2017,35(23):2272-2280

Clutch performance is improved performance under pressure. However, little research has examined the psychological state experienced by athletes in these situations. Therefore, this study qualitatively examined the subjective experience underlying clutch performance across a range of sports (e.g., team, individual) and standards (Olympic to recreational athletes). Sixteen athletes (M_age = 27.08 years; SD = 6.48) took part in in-depth, semi-structured interviews primarily after an exceptional performance (M = 4.38 days later; SD = 3.14). Data were analysed inductively and thematically. Clutch states involved 12 characteristics, including heightened and deliberate concentration, intense effort, and heightened awareness, which distinguished the experience of clutch from other optimal psychological states such as flow. Other characteristics, such as perceptions of control, were also reported and supported previous experimental research on clutch. These findings present in-depth qualitative insights into the psychological state underlying clutch performance, and are discussed in relation to the existing literature on optimal psychological states in sport.  相似文献   

Other 'routes': the critical challenge for Asian academia     

Allen Chun  A. B. Shamsul 《Inter-Asia Cultural Studies》2013,14(2):167-176

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A Systems Framework for Museums     

Colin Eades 《Curator: The Museum Journal》1987,30(2):118-123

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Light's retention scale: Does it have content validity?     

Stanley F. Vasa  Frederick C. Wendel  Allen L. Steckelberg 《Psychology in the schools》1984,21(4):447-449

The content validity of the Light's Retention Scale (LRS) was examined by assessing the use of selected retention criteria from the scale. Results indicated that several criteria were not typically considered in retention decisions and the remaining criteria varied widely in their use. Suggestions for limitations on use of the LRS were included.  相似文献   

Response to Intervention in Middle Schools: Practices and Outcomes     

Sara Prewett  Daryl F. Mellard  Donald D. Deshler  Justin Allen  Ryan Alexander  Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147

Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.  相似文献   

Questions     

Colin Richards 《Education 3-13》2013,41(2)

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Not by intuition alone     

Colin Richards 《Education 3-13》2013,41(2)

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Parenting the gifted adolescent     

Marolyn Parker  Allen Ross  Robin Deutsch 《Roeper Review》2013,35(4):40-42

Parenting gifted adolescents requires democratic and androgynous parenting practices to provide the guidance that gifted students look for as they grow toward adulthood.  相似文献   

The Economics and Use of Video in Education,Particularly in Teaching at a Distance     

Colin Dunnett 《Educational Media International》2013,50(3)

Abstract

This short article is a resumé of a paper which will be presented at the ICEM Conference, ‘Media Efficiency 90’ in Vienna in October 1990.  相似文献   

The graduate assistant looks at himself     

Ronald R. Allen 《Communication Studies》2013,64(2):47-50

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