Do the physical and environment PETTLEP elements predict sport imagery ability?     

Nurwina Anuar  Sarah E. Williams  Jennifer Cumming 《European Journal of Sport Science》2017,17(10):1319-1327

The present study aimed to examine whether physical and environment elements of PETTLEP imagery relate to the ability to image five types of sport imagery (i.e. skill, strategy, goal, affect and mastery). Two hundred and ninety participants (152 males, 148 females; M_age?=?20.24 years, SD?=?4.36) from various sports completed the Sport Imagery Ability Questionnaire (SIAQ), and a set of items designed specifically for the study to assess how frequently participants incorporate physical (e.g. ‘I make small movements or gestures during the imagery’) and environment (e.g. ‘I image in the real training/competition environment’) elements of PETTLEP imagery. Structural equation modelling tested a hypothesised model in which imagery priming (i.e. the best fitting physical and environment elements) significantly and positively predicted imagery ability of the different imagery types (skill, β?=?0.38; strategy, β?=?0.23; goal, β?=?0.21; affect, β?=?0.25; mastery, β?=?0.22). The model was a good fit to the data: χ² (174)?=?263.87, p?<?.001, CFI?=?.96, TLI?=?.95, SRMR?=?.09, RMSEA?=?0.05 (90% CI?=?0.03–0.05). Findings displayed that priming imagery with physical and environment elements is associated with better skill, strategy, goal, affect and mastery imagery ability. The findings extend models of imagery use by indicating that how athletes images may influence their imagery ability.  相似文献   

Imagery use in elite youth sport participants: reinforcing the applied significance of achievement goal theory     

Harwood C  Cumming J  Hall C 《Research quarterly for exercise and sport》2003,74(3):292-300

This study examined the motivational profiles of elite youth athletes to determine whether individual differences in goal orientation corresponded with differential levels of imagery use. Two hundred ninety male (n = 88) and female (n = 202) young athletes (M = 16.6 years, SD = 1.48) completed the Perceptions of Success Questionnaire (POSQ, Roberts, Treasure, & Balague, 1998) to assess dispositional goal orientations and the Sport Imagery Questionnaire (Hall, Mack, Paivio, & Hausenblas, 1998) to assess frequency and function of imagery use. A two-stage cluster analysis on the POSQ scores revealed a three-cluster solution with a multivariate analysis of variance indicating significant differences among cluster groups in imagery use. Athletes in Cluster 3 (higher task/higher ego) used significantly more imagery, regardless of the function than athletes in Cluster 1 (lower task/moderate ego) or Cluster 2 (moderate task/lower ego). These findings are discussed with reference to the role of achievement motivation in influencing young athletes' behavioral investments in mental strategies.  相似文献   

Effects of a motivational climate inntervention for coaches on young athletes' sport performance anxiety     

Smith RE  Smoll FL  Cumming SP 《运动与训练心理学杂志》2007,29(1):39-59

The mastery approach to coaching is a cognitive-behavioral intervention designed to promote a mastery-involving motivational climate, shown in previous research to be related to lower anxiety in athletes. We tested the effects of this intervention on motivational climate and on changes in male and female athletes'cognitive and somatic performance anxiety over the course of a basketball season. Hierarchical linear modeling analyses revealed that the athletes in the intervention condition perceived their coaches as being more mastery-involving on the Motivational Climate Scale for Youth Sports when compared to athletes in an untreated control condition. Relative to athletes who played for untrained coaches, those who played for the trained coaches exhibited decreases on all subscales of the Sport Anxiety Scale-2 and on total anxiety score from preseason to late season. Control group athletes reported increases in anxiety over the season. The intervention had equally positive effects on boys and girls teams.  相似文献   

Where, when, and how: a quantitative account of dance imagery     

Nordin SM  Cumming J 《Research quarterly for exercise and sport》2007,78(4):390-395

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The role of outdoor adventure education in facilitating groupwork in higher education     

Sam J. Cooley  Victoria E. Burns  Jennifer Cumming 《Higher Education》2015,69(4):567-582

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Language play in the classroom: encouraging children's intuitive creativity with words through poetry     

Rachel Cumming 《Literacy》2007,41(2):93-101

This article begins by identifying that children have a spontaneous predilection for playing with language, engaging in poetic discourse even before their first poetry lesson. Although children's language play is relatively unresearched in the classroom, in a case study of two groups of pupils aged between 10 and 11, it was observed that children engaged in creative word play, and that this was generated in response to interaction with poetry and each other. This article suggests that children's poetical experiences may best be nurtured by building bridges between children's existing knowledge of language play and the specialised knowledge of poetry taught in the classroom through a teaching methodology based on socio‐constructivist principles.  相似文献   

Agreement in activity energy expenditure assessed by accelerometer and self-report in adolescents: variation by sex, age, and weight status     

Machado-Rodrigues AM  Coelho-E-Silva MJ  Mota J  Cyrino E  Cumming SP  Riddoch C  Beunen G  Malina RM 《Journal of sports sciences》2011,29(14):1503-1514

The agreement between self-reported and objective estimates of activity energy expenditure was evaluated in adolescents by age, sex, and weight status. Altogether, 403 participants (217 females, 186 males) aged 13-16 years completed a 3-day physical activity diary and wore a GT1M accelerometer on the same days. Partial correlations (controlling for body mass) were used to determine associations between estimated activity energy expenditure (kcal · min(-1)) from the diary and accelerometry. Differences in the magnitude of the correlations were examined using Fisher's r to z transformations. Bland-Altman procedures were used to determine concordance between the self-reported and objective estimates. Partial correlations between assessments of activity energy expenditure (kcal · min(-1)) did not differ significantly by age (13-14 years: r = 0.41; 15-16 years: r = 0.42) or weight status (normal weight: r = 0.42; overweight: r = 0.39). The magnitude of the association was significantly affected by sex (Δr = 0.11; P < 0.05). The agreement was significantly higher in males than in females. The relationship between activity energy expenditure assessed by the objective method and the 3-day diary was moderate (controlling for weight, correlations ranged between 0.33 and 0.44). However, the 3-day diary revealed less agreement in specific group analyses; it markedly underestimated activity energy expenditure in overweight/obese and older adolescents. The assessment of activity energy expenditure is complex and may require a combination of methods.  相似文献   

Can self-esteem protect against the deleterious consequences of self-objectification for mood and body satisfaction in physically active female university students?     

Thøgersen-Ntoumani C  Ntoumanis N  Cumming J  Bartholomew KJ  Pearce G 《运动与训练心理学杂志》2011,33(2):289-307

Using objectification theory (Fredrickson & Roberts, 1997), this study tested the interaction between self-objectification, appearance evaluation, and self-esteem in predicting body satisfaction and mood states. Participants (N = 93) were physically active female university students. State self-objectification was manipulated by participants wearing tight revealing exercise attire (experimental condition) or baggy exercise clothes (control condition). Significant interactions emerged predicting depression, anger, fatness, and satisfaction with body shape and size. For participants in the self-objectification condition who had low (as opposed to high) appearance evaluation, low self-esteem was associated with high depression, anger, and fatness and low satisfaction with body shape and size. In contrast, for participants with high self-esteem, these mood and body satisfaction states were more favorable irrespective of their levels of appearance evaluation. For female exercisers, self-esteem-enhancing strategies may protect against some of the negative outcomes of self-objectification.  相似文献   

Deliberate imagery practice: the reliability of using a retrospective recall methodology     

Cumming J  Hall C  Starkes JL 《Research quarterly for exercise and sport》2005,76(3):306-314

This study examined the reliability of a retrospective recall methodology for providing evidence of deliberate imagery practice. A secondary purpose was to determine which imagery activities constituted the sport-specific definition of deliberate practice (Starkes, Deakin, Allard, Hodges, & Hayes, 1996). Ninety-three Canadian athletes from one of three different competitive levels (regional, provincial, and national) completed the Deliberate Imagery Practice Recall Questionnaire, which was specifically designed for the present study. The athletes also completed a 1-week imagery diary to assess their use of 14 different imagery activities. The results of the study indicated that the athletes were able to reliably estimate their use of imagery over a short recall interval. Four imagery activities were also determined to fulfill the sport specific definition of deliberate practice.  相似文献   

Reasonable Adjustments in Assessment: Putting Law and Policy into Practice in Australia     

Joy Cumming  Elizabeth Dickson  Amanda Webster 《International Journal of Disability, Development & Education》2013,60(4):295-311

The Australian Disability Standards for Education 2005 (Cth) require education providers to make reasonable adjustments in educational assessment so that students with disability can participate on the same basis as other students and be able to demonstrate what they know and can do. Reasonableness is governed by a determination of the balance of interests, benefits and detriment to the parties involved. The Standards require providers to consult with students and associates on adjustments, although guidance on how consultation should occur and how the views of students and associates are to be taken into account is vague. In this article, we identify three principles to be considered in order to put appropriate and effective reasonable adjustments in assessment into practice. While Australian law and assessment contexts are used to examine intentions, expectations and practices in educational assessment for students with disability, we argue that these three principles must be considered in any national education system to ensure equitable assessment practices and achieve equitable educational inclusion for students with disability.  相似文献