Do cognitive training strategies improve motor and positive psychological skills development in soccer players? Insights from a systematic review     

Maamer Slimani  Nicola Luigi Bragazzi  David Tod  Alexandre Dellal  Olivier Hue  Foued Cheour 《Journal of sports sciences》2016,34(24):2338-2349

ABSTRACT

Soccer players are required to have well-developed physical, technical and cognitive abilities. The present systematic review, adhering to Preferred Reporting Items for Systematic reviews and Meta-Analysis guidelines, examined the effects of cognitive training strategies on motor and positive psychological skills development in soccer performance and identified the potential moderators of the “cognitive training–soccer performance” relationship. Thirteen databases were systematically searched using keywords related to psychological or cognitive training in soccer players. The review is based on 18 studies, employing 584 soccer players aged 7–39 years. Cognitive strategies, particularly imagery, appear to improve sports performance in soccer players. Regarding imagery, the combination of two different types of cognitive imagery training (i.e., cognitive general and cognitive specific) has a positive influence on soccer performance during training, whereas motivational imagery (i.e., motivational general-arousal, motivational general-mastery and motivational specific) enhance competition performance. Younger soccer players employ cognitive general and cognitive specific imagery techniques to a greater extent than older soccer players. Combined cognitive training strategies were more beneficial than a single cognitive strategy relative to motor skills enhancement in elite (particularly midfielders) and amateur (i.e., when practising complex and specific soccer skills in precompetitive period) soccer players. In conclusion, it appears that there are differences in cognitive/psychological training interventions, and their efficacy, according to whether they are directed towards training or competition, and the age, standard and playing position of the players.  相似文献   

A LONGITUDINAL STUDY OF THE DEVELOPMENT OF MATHEMATICS STRATEGIES AND UNDERLYING COUNTING SCHEMES     

Barry Biddlecomb  Martha Carr 《International Journal of Science and Mathematics Education》2011,9(1):1-24

The purpose of this study was to determine whether patterns of strategy use in second, third and fourth grade children’s arithmetic supported Steffe’s model of numerical development. In addition to student-generated strategies, we looked at commonly taught algorithms not considered in Steffe’s model to determine whether these algorithms reflected underlying schemes. 206 children were assessed on their strategy use while solving arithmetic problems in the second grade, the third grade and again in the fourth grade. Factor analyses indicated some support for Steffe’s model, but there were exceptions. Not all children progressed in their number knowledge and strategies as a function of schooling and schooling appeared to affect the types of strategies children use independent of underlying schemes.  相似文献   

Students Investigating the Antiproliferative Effects of Synthesized Drugs on Mouse Mammary Tumor Cells          下载免费PDF全文

Rasha Hammamieh  Margery Anderson  Katharine Carr  Christine N Tran  Debra L Yourick    Marti Jett 《CBE life sciences education》2005,4(3):221-233

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Cognitive Development in Gifted Children: Toward a More Precise Understanding of Emerging Differences in Intelligence   总被引：3，自引：0，他引：3  

Hillary Hettinger Steiner  Martha Carr 《Educational Psychology Review》2003,15(3):215-246

To truly understand gifted performance, it is necessary to merge research on giftedness with current thinking in cognitive development and intelligence. This article presents traditional research on gifted children's cognitive development then considers how the application of newer models and theories from the field of cognitive development can be combined with research on giftedness to change the way people think about gifted performance. First four factors that have often been associated with giftedness are discussed from the perspectives of cognitive developmental psychology and gifted education. Next, emphasis is placed on investigating the strategic development of gifted children. Specifically, R. S. Siegler's (Emerging Minds: The Process of Change in Children's Thinking, Oxford University Press, New York, 1996) model of strategy development is addressed in terms of what it may contribute to understanding gifted cognition. Finally, future lines of research using models from cognitive development and complex systems models of development are recommended.  相似文献   

A Plea to Americans     

Doris Carr 《The Educational forum》2013,77(3)

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Exploring Sign Use in Two Settings     

Nicola Grove  Sine McDougall 《British Journal of Special Education》1991,18(4):149-156

Nicola Grove, speech/language therapist, and Sine McDougall, psychologist, from the Division of Psychiatry of Disability, Department of Mental Health Sciences, St. George's Hospital Medical School, London, explore use of Makaton signs in teacher-directed and free play settings by children with severe learning difficulties.  相似文献   

Educational Attainments of Spina Bifida Children attending Ordinary or Special Schools     

Janet Carr  M.D. Halliwell  Thomas Coram  A.M. Pearson 《British Journal of Special Education》1983,10(3):22-24

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Educational attainments of spina bifida children attending ordinary or special schools     

J Carr  M D Halliwell  A M Pearson 《Special education: forward trends》1983,10(3):22-24

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Can Educational Research be Scientific?   总被引：2，自引：0，他引：2  

Wilfred Carr 《Journal of Philosophy of Education》1983,17(1):35-43

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The effects of anxiety and strategic planning on visual search behaviour     

Moran A  Byrne A  McGlade N 《Journal of sports sciences》2002,20(3):225-236

The past decade has witnessed increased interest in the visual search behaviour of athletes. Little is known, however, about the relationship between anxiety and eye movements in sport performers or about the extent to which athletes' planned and actual visual search strategies correspond. To address these issues, we conducted two studies. In Study 1, eight expert female gymnasts were presented with three digital slides of a model performing a skill that is known to be anxiety-provoking in this sport--namely, the 'back flip' on the beam. By varying the height of the beam and the presence or absence of safety mats, the slides differed in the amount of anxiety that they elicited vicariously in the viewer. In the study, the gymnasts were asked to imagine themselves in the position of the depicted model and to describe the anxiety that they felt. As they viewed the slides, their eye movements were recorded. As predicted, anxiety was associated with an increase in the number of fixations to peripheral areas. In addition, the more 'threatening' slides elicited significantly more fixations than the less feared images. In Study 2, the plans of 15 equestrian performers (5 expert, 5 intermediate and 5 novice) were elicited as they engaged in a virtual 'walk' around a computerized show-jumping course. Contrary to expectations, the congruence between intended and actual search behaviour was not significantly greater for expert riders than for the less skilled groups. Also, the fact that the top riders allocated more fixations to slides than the less skilled performers challenged the prediction that expertise would be associated with economy of visual search. Finally, as expected, the expert riders were significantly less dependent on the overall 'course plan' than the intermediate and novice equestrian performers when inspecting the fences.  相似文献