Adaptation Processes Affecting Performance in Elite Sport

2012 ◽  
Vol 6 (2) ◽  
pp. 180-195 ◽  
Author(s):  
Robert J. Schinke ◽  
Randy C. Battochio ◽  
Timothy V. Dube ◽  
Ronnie Lidor ◽  
Gershon Tenenbaum ◽  
...  
Keyword(s):  
Elite Athlete ◽  
Elite Athletes ◽  
Self Regulation ◽  
Psychological Adaptation ◽  
Organizational Stressors ◽  
Chronic Stressors ◽  
Adaptation Response ◽  
Sport Careers ◽  
Regulation Strategies ◽  
Adaptation Processes

Sport researchers have considered the processes that elite athletes undergo to achieve positive psychological adaptation during significant chronic stressors throughout sport careers and also, acute stressors within important competitions. This review contains a description of competitive and organizational stressors that can hamper an elite athlete’s pursuit of adaptation within the aforementioned circumstances, followed by an identification of the responses that together can foster the desired outcome of adaptation. The authors propose that there are four parts that contribute to an elite athlete’s positive psychological adaptation, presented as parts of a process: (a) the appraisal of stressors, (b) coping strategies, (c) self-regulation strategies, and (d) a consolidated adaptation response. Subsequently, athlete adaptation is considered through examples taken from anecdotal literature and formal research studies pertaining to elite athlete adaptation. Implications are discussed for sport psychologists, mental training consultants, sport scientists, coaches, and athletes.

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

scholarly journals Increase in prefrontal cortex oxygenation during static muscular endurance performance is modulated by self-regulation strategies

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wanja Wolff ◽  
Maik Bieleke ◽  
Anna Hirsch ◽  
Christian Wienbruch ◽  
Peter M. Gollwitzer ◽  
...  
Keyword(s):  
Prefrontal Cortex ◽  
Self Regulation ◽  
Endurance Performance ◽  
Muscular Endurance ◽  
Regulation Strategies

scholarly journals 0322 Napping, Inhibitory Control, and Self-Regulation in 2-Year-Old Children

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A122-A122
Author(s):  
E L Shalowitz ◽  
A M Miller ◽  
J R Harsh ◽  
M K LeBourgeois
Keyword(s):  
School Readiness ◽  
Inhibitory Control ◽  
Self Regulation ◽  
Delay Of Gratification ◽  
Future Research ◽  
Cognitive Resources ◽  
Poor Sleep ◽  
Healthy Children ◽  
Number Of Children ◽  
Regulation Strategies

Abstract Introduction Poor sleep in early childhood is linked to reduced school readiness. This study examined the role of acute sleep loss in behavioral self-regulation using a delay of gratification task. We hypothesized that after acute nap deprivation, toddlers would have worse inhibitory control and resort to more maladaptive self-regulation strategies than after a nap. Methods 25 healthy children (11 males, 34.1±2.3 months-old) followed a strict sleep schedule for ≥5 days before a baseline (nap) and an acute nap deprivation condition (no-nap). After being introduced to an age-appropriate toy, children were instructed not to touch the toy and left alone for 3-minutes. To assess inhibitory control, videos of the waiting period were behaviorally coded for latency to touch and 11 self-regulation strategies. We combined strategies into adaptive and maladaptive composites; higher scores on each composite indicated greater use. Results During the nap condition, 19 children touched the toy (latency to touch=70.0±60.7 sec); during the no-nap condition, 18 children touched the toy (latency to touch=65.4±71.6 sec). The adaptive composite score was 1.58±0.25 for the nap condition and 1.17±0.27 for the no-nap condition. The maladaptive score was 0.92±0.17 for the nap condition and 0.83±0.19 for the no-nap condition. We found no differences between conditions in the number of children who touched the toy (X2=0, p=0.50), mean latency to touch (t=0.27, p=0.39), or the composite scores of adaptive (z=0.35, p=0.12) and maladaptive strategies (z=0.09, p=0.69). Conclusion Findings indicate that acute nap deprivation may not have an immediate impact on inhibitory control and self-regulation in toddlers. 30-36 months old children may not have sufficient cognitive resources to exert inhibitory control and self-regulate whether or not they have obtained adequate daytime sleep. Future research should examine developmental changes in the effects of acute sleep restriction on behavioral self-regulation. Support Research support from NIH R01-MH086566 to MKL.

scholarly journals Self-regulation strategies of smartphone use during university self-study

2020 ◽  
Author(s):  
Rebecca L. Barron ◽  
Linda Katherine Kaye
Keyword(s):  
Undergraduate Students ◽  
Learned Helplessness ◽  
Self Regulation ◽  
Structured Interviews ◽  
Fear Of Missing Out ◽  
Self Study ◽  
Smartphone Use ◽  
Regulation Strategies ◽  
Insight Into

The role of smartphones within education has received a lot of media and academic attention. This has typically focused on their use in the classroom, within tutor-directed sessions. However, less has been focused on how smartphone use is negotiated within self-study. Using semi-structured interviews, the current study sought to explore final year undergraduate students’ (N = 6) strategies for smartphone self-regulation during self-study time and the extent to which these strategies were effective. IPA revealed three main themes: “Urgency, Context and Consistency”, “Learned Helplessness” and “Fear of Missing out (FoMO)”. The findings extend our understanding of how conceptual frameworks such as self-regulation apply to smartphone regulation during self-study, and provide insight into the barriers for effective regulatory behaviour. Implications for both self-study efficacy and smartphone regulation are discussed.

scholarly journals Motivational Situations of Choice

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Charles Elliott ◽  
◽  
Paul Story ◽  
Keyword(s):  
Free Will ◽  
Self Regulation ◽  
The Other ◽  
Time Constraints ◽  
External Regulation ◽  
Extra Credit ◽  
Instructor Feedback ◽  
Academic Settings ◽  
Regulation Strategies

The present research explores situations that demonstrate enhancing effects on motivation based on the amount of choice seen by individuals. Individuals who are intrinsically motivated see more choice in certain academic settings, including those that foster self-regulation and autonomy. Extrinsically motivated individuals are predicted to see more promise in reward and external regulation strategies. We identified six separate situations: a free will situation, a learning of materials situation, an instructor feedback situation, an extra credit situation, and two time-based situations. Four of these situations target a certain type of motivation, either intrinsic or extrinsic. The other two situations were used as a means to analyze pressure and tension due to time constraints. The goal of the present research was to identify correlations in these crafted situations with motivational measures from previous studies which examined choice and autonomy.

From Voluntary to Obligatory

2021 ◽  
pp. 259-324
Author(s):  
Erika George
Keyword(s):  
Human Rights ◽  
Self Regulation ◽  
Business Practices ◽  
Social License To Operate ◽  
Social License ◽  
Regulation Strategies ◽  
Multistakeholder Initiatives ◽  
Human Rights Standards ◽  
Industry Sectors ◽  
Rights Issues

This chapter examines what corporations say they are doing to address human rights risks presented by particular business practices in particular contexts. It offers an overview of the different strategies being used by transnational business enterprises to respond to concerns expressed by investors, consumers, and affected communities. Among the self-regulation strategies used by businesses examined are participation in multistakeholder initiatives designed to address human rights issues, human rights impact assessments, audits and certifications, supply chain contract provisions, and corporate responses to ratings and reports by concerned stakeholder constituencies. The chapter presents the findings of a discourse analysis of codes created by competing corporations in selected industry sectors assessing over time the extent to which codes incorporate reference to human rights standards and refer to emerging self-regulation strategies. Corporate responses to allegations of complicity in abuse are analyzed. The chapter argues that the discursive frame asserted by corporate responsibility incorporating rights increasingly treats voluntary norms as obligatory to maintaining a “social license” to operate.

Expectation of internal control and parameters of empathy as determinants of university adaptation

2020 ◽  
Author(s):  
A. A. Smirnov ◽  
◽  
E. V Solovyeva
Keyword(s):  
Internal Control ◽  
Self Regulation ◽  
Psychological Adaptation ◽  
Self Control ◽  
Social Adaptation ◽  
External Control ◽  
Internal Locus Of Control ◽  
University Life ◽  
Medium Level ◽  
University Adaptation

There is a necessary for self-regulation of a personality during change of leading sort of activity and adaptation to new one. The article considers means which is able to contribute for increase of social adaptation at University. The interconnection between socio-psychological adaptation of students at University and parameters of empathy has been discovered by empirical way. This connection has been examined on analytical, structural and functional levels by using both methods of qualitative and statistical analysis, based on system approach to the research. It was used such methods of interrogation as `Assessment of the level of empathic abilities` by V. V. Boyko; `The methodology of diagnosis of socio-psychological adaptation` by C. Rogers and R. Diamond; `Adaptation of students to University` by M. S. Yurkina. The selection including 233 people was divided into levels by degree of manifestation of expectation for internal control for consideration of features. It includes low level (external control), medium level (optimum) and high one (internal control). It was determined that internal locus of control has an impact on increase of adaptation to University life. It was figured out that there is a manifestation of self-control in individuals who get predominance of conative parameters of empathy. Increase of adaptation is able to be achieved by using combination of the system elements such as an augmentation of facilitate empathic impacts, decrease of inhibitory ones and transformation of neutral effects of empathy on socio-psychological adaptation. Attention was also paid to the research of the structural complex both in general and in its individual manifestations. The structural analysis let to reveal basic and system-forming features of examined connection. Thus, conditions for the average manifestation of expectation of internal control have been found and it was determined that this phenomenon takes on base significance because its middle values promote for integration of system ingredients and increase of system system ability to adaptation process. In such a way it has been proved that harmonization of personality structure is possible being achieved due the increase of self-control and correction of empathic means as a mechanism of responsiveness.

A systematic review of self-regulation strategies to improve academic outcomes of students with EBD

2018 ◽  
Vol 18 (4) ◽  
pp. 239-253 ◽  
Author(s):  
Michelle Popham ◽  
Jennifer Counts ◽  
Joseph B. Ryan ◽  
Antonis Katsiyannis
Keyword(s):  
Systematic Review ◽  
Academic Outcomes ◽  
Self Regulation ◽  
Regulation Strategies ◽  
Students With Ebd

scholarly journals Music listening as a potential aid in reducing emotional eating: An exploratory study

2018 ◽  
Vol 24 (1) ◽  
pp. 78-95 ◽  
Author(s):  
Annemieke J. M. van den Tol ◽  
Helen Coulthard ◽  
Waldie E. Hanser
Keyword(s):  
Emotional Eating ◽  
Self Regulation ◽  
Music Listening ◽  
Emotional Needs ◽  
Mental Work ◽  
Regulation Strategies ◽  
Low Levels ◽  
Listening Strategies ◽  
The Brain ◽  
Mood Depression

Emotional Eating (EE) is understood as a maladaptive self-regulation strategy to satisfy emotional needs instead of hunger. Consequently, EE has been associated with negative health consequences. Enjoyment of food and music share similar neural activations in the brain and are both used by people for regulating affect. This suggests that music listening could potentially be a healthier alternative to EE. The present study was designed to investigate associations between EE, disordered mood, and music-related mood regulation. A total of 571 participants completed measures of EE, music listening strategies, and disordered mood. Associations between seven different music listening strategies and EE were examined, and also whether these regulation strategies were associated with depression, anxiety, and stress. Finally, we explored associations between music listening and EE in people with low and high (non-clinical) levels of disordered mood (depression, anxiety, and stress). The findings of this research indicated that music listening for discharge (releasing anger or sadness through music that expresses these same emotions) and EE were positively associated with one another. In addition, EE and the music listening strategies of entertainment, diversion or mental work were associated in people with low levels of disordered mood. When disordered mood was high, EE was higher, but was not associated with music listening strategies. These associations point towards the possibility of some music listening strategies being useful as healthier alternatives for EE.

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