The Development of a Behavior Checklist for Mentally Tough Behaviors in Volleyball

2020 ◽  
Vol 34 (3) ◽  
pp. 177-186
Author(s):  
Leilani Madrigal
Keyword(s):  
Behavioral Assessment ◽  
Mental Toughness ◽  
Systematic Observation ◽  
Mental Performance ◽  
Game Play ◽  
Observation Instrument ◽  
Stage Process ◽  
And Behaviors ◽  
Behavioral Checklist

Mental toughness is a factor related to performance, better coping, and increased confidence. There has been a growing trend toward assessing mental toughness behaviorally. The purpose of this paper was to develop a behavioral assessment of mental toughness in volleyball. Following a five-stage process to develop a systematic observation instrument, the current study identified 10 mental toughness behaviors in volleyball, specifically, six behaviors occurring during a play and four behaviors after a play (i.e., when a point is scored from the opposing team). Furthermore, eight behaviors represent mentally tough actions, while two behaviors represent mentally weak actions. The results indicate that the behavioral checklist is a reliable systematic observation instrument. Coaches and certified mental performance consultants can benefit from using this checklist by discussing mental toughness and behaviors corresponding to mental toughness during game play, and then have a quantifiable way to track behaviors with individuals and volleyball teams.

A Five-Stage Process for Establishing Contextually Valid Systematic Observation Instruments: The Case of Rugby Union

2002 ◽  
Vol 16 (2) ◽  
pp. 138-159 ◽  
Author(s):  
Clive J. Brewer ◽  
Robyn L. Jones
Keyword(s):  
Interobserver Agreement ◽  
Rugby Union ◽  
Face Validity ◽  
Validity And Reliability ◽  
Systematic Observation ◽  
Observation Instrument ◽  
Observation Instruments ◽  
Elite Level ◽  
Stage Process ◽  
Reliability Check

The purpose of this paper is to propose a five-stage process for establishing both validity and reliability in new systematic observation instruments. The process is contextualized within the working behaviors of elite level rugby union coaches within the practice setting. The sequential stages began with observer training and progressed through the identification of coaching behaviors through induction (to establish content validity), to establishing face validity through a domain-referenced test. The objectivity and reliability of the developed behavioral classifications are determined through an interobserver agreement test while, finally, the researcher’s ability to reliably reproduce data with the developed instrument is determined using a test/retest intraobserver reliability check. The developed instrument (the Rugby Union Coaches Observation Instrument: RUCOI) is deemed able to record the situationally unique behaviors arising from the nature of the sport and of the elite standard, both of which were considered to impinge upon the pedagogical process in the said context.

Relationships between Psychometric and Observational Measures of Performance in Low-Functioning Children

AAESPH Review ◽  
1978 ◽  
Vol 3 (2) ◽  
pp. 123-128 ◽  
Author(s):  
Martin H. Diebold ◽  
W. Scott Curtis ◽  
Rebecca F. DuBose
Keyword(s):  
Group Performance ◽  
Systematic Observation ◽  
Observational Measures ◽  
Observation Instrument ◽  
Behavior Observation ◽  
Blind Children ◽  
Systematic Behavior ◽  
Low Functioning ◽  
Highly Correlated ◽  
The Relationship

The purpose of this study was to determine the relationship between measures of cognition, socialization, motor ability, and language ability obtained through the use of two approaches to the assessment of low-functioning multisensorily handicapped children: administration of standardized developmental scales and a systematic behavior observation instrument (the Telediagnostic Protocol). Subjects were 24 ambulatory deaf-blind children who were candidates for admission to educational programs at seven institutions for the handicapped. Results revealed that, as a set, systematic observation measures were highly correlated with the significantly predicted group performance on the standardized developmental scales.

Trends and Analysis of Research on Teaching in Doctoral Programs

1987 ◽  
Vol 7 (1) ◽  
pp. 61-70 ◽  
Author(s):  
Stephen Silverman
Keyword(s):  
Data Analysis ◽  
Instrument Development ◽  
Teaching Methods ◽  
Doctoral Programs ◽  
Systematic Observation ◽  
Observation Instrument ◽  
Descriptive Research ◽  
Research On Teaching ◽  
Observation Instruments ◽  
Univariate Statistics

The purpose of this study was to describe and analyze research on teaching in doctoral programs. Research on teaching was differentiated from research on teacher education. Abstracts of research were obtained from Dissertation Abstracts International for dissertations completed from 1975 to 1984. Data were recorded for the year the dissertation was completed, primary and secondary (if any) focus of the study, observation instruments used, population, and the type of statistics used to analyze the data. Some 120 studies were identified as research on teaching in physical education. A majority of the studies (55) were comparisons of teaching methods using no observation instrument. Methods research was followed in frequency by descriptive research (22), instrument development (16), and comparisons among student subgroups (15). Systematic observation was not used in 60 studies. Of those studies where systematic observation was used, specific instruments were developed for research and other common instruments were employed. Most research occurred in elementary and secondary schools. A large proportion of the studies used univariate statistics to complete the data analysis.

An Evidence-Based Guideline for Introducing Oral Feeding to Healthy Preterm Infants

2003 ◽  
Vol 22 (5) ◽  
pp. 45-50 ◽  
Author(s):  
Gail McCain
Keyword(s):  
Preterm Infants ◽  
Behavioral Assessment ◽  
Oral Feeding ◽  
Evidence Based ◽  
Systematic Observation ◽  
Feeding Method ◽  
Nonnutritive Sucking ◽  
Behavioral Organization ◽  
Infant Neurodevelopment ◽  
Evidence Based Guideline

The ability of a preterm infant to make the transition from gavage to oral nipple feeding depends on the infant’s neurodevelopment in relation to behavioral organization, to a rhythmic suck-swallow-breathe pattern, and to cardiorespiratory regulation. Research-based knowledge about infant neurodevelopment in these three areas has led to the creation of a semidemand feeding method to aid in this transition. The method combines the use of nonnutritive sucking to promote awake behavior for feeding, use of behavioral assessment to identify readiness for feeding, and systematic observation of and response to infant behavior cues to regulate frequency, length, and volume of oral feedings. Semidemand feeding may be individualized for healthy preterm infants. This article discusses both the relevant knowledge about neurodevelopment and the semidemand feeding method itself.

scholarly journals Systematic Observation of the Verbal Behavior of Families of Youth Athletes in Grassroots and Team Sports

2020 ◽  
Vol 17 (4) ◽  
pp. 1286
Author(s):  
Elisa I. Sánchez-Romero ◽  
Francisco J. Ponseti Verdaguer ◽  
Pere A. Borràs ◽  
Alejandro García-Mas
Keyword(s):  
Verbal Behavior ◽  
Family Involvement ◽  
Geographical Area ◽  
Team Sports ◽  
School Age ◽  
Systematic Observation ◽  
Youth Athletes ◽  
Observation Instrument ◽  
Sport Events ◽  
Sports Activities

Some of the more protective and favorable factors for the development and health in children and teenagers are family and sport, so family involvement in the children’s sports activities is vital in their sports process. The purpose of this study was to analyze the verbal behavior (positive, negative, and neutral comments) of family spectators of school-age athletes regarding sociodemographic and sporting variables. The sample consisted of 190 family spectators of 215 male and female (Mage = 11.66; SD = 1.60) football, basketball, and volleyball players. The Parents’ Observation Instrument at Sport Events (POISE) was used for the observation and LINCE was used to codify the verbal comments made. After registering 38,829 comments, the results showed statistically significant differences in relation to the comments made and the gender of athletes, geographical area, kind of sport, and the sporting category. The findings highlight that in a competitive environment, the comments made by spectators related to athletes do not seem to be initiators of potentially violent situations but rather are dependent on the atmosphere in question. Further research is required in this area to foster positive conduct relating to grassroots sports.

A Systematic Observation of More and Less Successful High School Tennis Coaches

1988 ◽  
Vol 7 (4) ◽  
pp. 302-310 ◽  
Author(s):  
David B. Claxton
Keyword(s):  
High School ◽  
The Other ◽  
State University ◽  
Arizona State University ◽  
Systematic Observation ◽  
Behavioral Category ◽  
Early Season ◽  
Instructional Behaviors ◽  
Late Season ◽  
Observation Instrument

The purpose of this study was to describe and analyze systematically the coaching behaviors of more and less successful high school boys’ tennis coaches during practice sessions. The Arizona State University Observation Instrument, consisting of 14 behavior categories, was used to compile data on nine coaches (five judged as more successful and four judged less successful, based on win records). Time sampled event recording was used to collect the data, with each coach being observed during preseason/early season, midseason, and late season for a total of three observations per coach. Analysis of the data showed that the more successful coaches asked a significantly greater number of questions of their players than did the less successful coaches. The tennis coaches demonstrated more instructional behaviors than any other behavior but spent more intervals in the Other category than in any other behavioral category. Other, Management, and Silence accounted for almost 75% of all intervals.

Student Learning as a Measure of Teacher Effectiveness in Physical Education

1989 ◽  
Vol 8 (4) ◽  
pp. 298-311 ◽  
Author(s):  
J. Len Gusthart ◽  
Eric J. Sprigings
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Group Process ◽  
Force Production ◽  
Second Grade ◽  
Teaching Behaviors ◽  
Systematic Observation ◽  
Observation Instrument ◽  
Process Characteristics ◽  
Skills Learning

The purpose of the study was to examine the effects of two experienced and expert teachers on the degree of student learning in a second grade physical education class. A systematic observation instrument (QMTPS) and number of practice trials were utilized to collect data on teaching behaviors. The experimental teachers were videotaped for later analysis over a 3-week period. Students were pretested and posttested to determine the extent of learning in selected force production and reduction skills. Analysis of the data showed that for three of the four force production and reduction skills, learning did occur in the experimental group. Process characteristics of the experimental teachers were described.

Academic Learning Time—Physical Education (ALT-PE) of Students with Mild Intellectual Disabilities in Regular Victorian Schools

1999 ◽  
Vol 16 (1) ◽  
pp. 64-74 ◽  
Author(s):  
Viviene A. Temple ◽  
Jeff W. Walkley
Keyword(s):  
Physical Education ◽  
Intellectual Disabilities ◽  
Student Behavior ◽  
Academic Learning ◽  
Systematic Observation ◽  
Learning Time ◽  
Observation Instrument ◽  
Academic Learning Time ◽  
Total Data ◽  
And Gender

The purpose was to describe the engagement of students with mild intellectual disabilities (MID) and their nondisabled peers (NDP) in regular physical education lessons and to determine whether this varied with gender, grade, or disability. Participants were 24 students with MID and 48 NDP Data on student behavior were gathered using an Academic Learning Time—Physical Education (ALT-PE) systematic observation instrument. Each lesson, including one student with MID and two same-gender NDP, was observed on five occasions (120 total). Data from primary and secondary levels were pooled. A MANOVA with PE Time, PE Engaged, Motor Engaged (ME), and Motor Appropriate (MA) as dependent measures revealed significant main effects for disability and gender. Follow-up analyses disclosed that the only difference between boys and girls was PE Time and that engagement level showed no difference. Students with MID spent significantly less time (p ≤ .01) than NDPs at each level.

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