The BASES expert statement on emotion regulation in sport   总被引：1，自引：1，他引：0  

Lane AM  Beedie CJ  Jones MV  Uphill M  Devonport TJ 《Journal of sports sciences》2012,30(11):1189-1195

Emotions experienced before and during sports competition have been found to influence sports performance. Emotion regulation is defined as the automatic or deliberate use of strategies to initiate, maintain, modify or display emotions (Gross & Thompson, 2007) and is proposed to occur when a discrepancy exists between current and desired emotions. Two distinct motivations to regulate emotion - hedonic and instrumental (in short, for pleasure or for purpose) - have been proposed (Tamir, 2009). The instrumental approach might provide a more fruitful area of investigation for sports researchers as some athletes hold beliefs that supposedly pleasant emotions such as happiness and calmness associate with poor performance and supposedly unpleasant emotions such as anxiety and anger associate with good performance (Hanin, 2010). Athletes are more likely to try to regulate an emotion if they believe that doing so will facilitate performance. Strategies that encourage re-appraisal of factors that trigger emotions are proposed to be preferable. In this British Association of Sport and Exercise Sciences (BASES) expert statement, a summary of the key theoretical issues are offered leading to evidence-based recommendations for practitioners and researchers.  相似文献   

Examining the linkages between automobile use and carbon impacts of community-based ice hockey     

Chris Chard  Cheryl Mallen 《Sport Management Review》2012,15(4):476-484

Fossil fuels used in automobiles have generated over 15% of the carbon emissions worldwide (Nascimento et al., 2009) and driving represents the human activity contributing the most to air pollution (Barkenbus, 2009, Wiederkehr, 1995). As such, the purpose of this study was to generate understandings concerning the environmental impacts of ice hockey at the community level. Specifically, interviews with parents (n = 32) of minor “rep” ice hockey players on two teams (16 parents from “A” level and 16 parents from “AAA” level) in Ontario, Canada were conducted to elicit information on automobile usage for “away” game travel. Using this information, two carbon footprint calculators were employed (CarbonZero and PlanetAir) to ascertain the carbon footprint of these hockey players. The results of the investigation show that the teams journeyed 44,036 (“A” team) and 33,477 (“AAA” team) kilometres, respectively, for “away” games and the total environmental impact of this travel was approximately 20 tons of carbon dioxide (CO₂). Organizational and individual behavioural initiatives, to mitigate impacts, are discussed as are future research initiatives about this important issue.  相似文献   

年少的蜗牛没有壳     

Chris 《课堂内外(高中版)》2009,(12)

那时我是一个瘦瘦的女孩,站在人群里,常被人忽略。体育老师排队,下意识地让我出列,等他先将那些体形匀称、面容柔美的女孩子排完了,才发愁地看我一眼说,把你排到哪里才合适呢?  相似文献   

BOOK REVIEWS     

Megan Watkins  Anna Traianou  Maddalena Taras  Ray Huntley  Chris Abbott 《British Educational Research Journal》2009,35(3):487-495

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Emerging Technologies for Learning Science: A Time of Rapid Advances     

Chris Dede  Sasha Barab 《Journal of Science Education and Technology》2009,18(4):301-304

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Are We Ready to Recommend a College Readiness Index? A Reply to Gaertner and McClarty (2015)     

Rory A. Lazowski  Kenneth E. Barron  Jeff J. Kosovich  Chris S. Hulleman 《Educational Measurement》2016,35(3):26-29

In an article published in Educational Measurement: Issues and Practice, Gaertner and McClarty (2015) discuss a college readiness index based, in part, on nonacademic or noncognitive factors measured in middle school. Such an index is laudable as it incorporates important constructs beyond academic achievement measures that may be important in assessing college readiness. It also holds potential in identifying areas of need at a critical time and can theoretically inform important interventions that may be necessary prior to the later stages of high school. However, one of the noncognitive factors—motivation—appeared to be theoretically incomplete, underrepresented, and contained items irrelevant to the construct of academic motivation. We offer our concerns about the validity of this factor as measured by the index and the associated implications about the consequences of using this to inform educational interventions. Through this commentary, we hope to offer constructive feedback on future research that can build upon Gaertner and McClarty's important work.  相似文献   

The British Nursing Index and CINAHL: a comparison of journal title coverage and the implications for information professionals     

Simon Briscoe  Chris Cooper 《Health information and libraries journal》2014,31(3):195-203

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Priming institutional change through effective project management:A case study of the Chic project     

Richard Hall  Derek Harding  Chris Ramsden 《International Journal for Academic Development》2013,18(2):152-161

This paper explores how learning and teaching innovations undertaken by externally funded projects, with a fixed remit and lifecycle, can be integrated successfully into institutional educational developments. The example and methods of one particular project, in embedding its work within and relating it to the context of wider, nationally-promoted educational designs, is utilized to illustrate the possibilities for fostering institutional change. Such change relies upon working to promote a climate whose norms support a culture of trust, where team-working can forge a broader ownership of innovation  相似文献   

Free the sheep: improvised song and performance in and around a minecraft community     

Chris Bailey 《Literacy》2016,50(2):62-71

Recent work around the use of virtual world video games in educational contexts has conceptualised literacies as communal processes, whilst considering complex notions of collaboration through participants' multiplicity of presence in hybrid virtual / physical locations. However, further research is necessary in order to help us understand how the complex interactions afforded by such spaces influence ‐ and are influenced by ‐ children's social relationships. This article draws upon data from a year‐long ethnographic study, investigating a group of ten and eleven year old children's engagement with the video game ‘Minecraft’ as they collaborate to build a ‘virtual community’. With a particular focus on the children's improvised singing and use of song during the club, I examine how their creative practices ‐ drawing on a wide range of self‐selected resources, played out both in and out of the virtual world ‐ help to fundamentally shape the nature of the space around them. Furthermore, through examination of one particular performance, I demonstrate the importance of ensuring that such details are not written out of accounts of children interactions around technology, if we are to understand the true potential of such environments.  相似文献   

The Aboriginal soccer tribe: A history of Aboriginal involvement with the world game     

Chris Hallinan 《Soccer & Society》2015,16(4):577-580

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