scholarly journals The Cognitive and Motivation Intervention Program in Youth Female Volleyball Players

2017 ◽  
Vol 59 (1) ◽  
pp. 55-65 ◽  
Author(s):  
Fernando Claver ◽  
Ruth Jiménez ◽  
Alexander Gil-Arias ◽  
Alberto Moreno ◽  
M. Perla Moreno
Keyword(s):  
Intervention Program ◽  
Procedural Knowledge ◽  
Autonomous Motivation ◽  
Need Satisfaction ◽  
Control Group ◽  
Sport Commitment ◽  
Psychological Need ◽  
Volleyball Players ◽  
Post Test ◽  
Experimental Group

AbstractThis study, grounded in Self-Determination Theory (Deci and Ryan, 1985, 2002) was aimed to determine the influence of a cognitive-motivational intervention program, to improve the basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment, in youth volleyball players. Participants included 34 Under-19 female volleyball players. A quasi-experimental design was carried out with an experimental group (n = 16; M = 17.45; SD = .45) and a control group (n = 18; M = 16.64; SD = .70). The experimental group followed a multidimensional intervention program comprised of 24 sessions held over three months (two training sessions per week). It was based on two strategies: giving athletes the possibility of choice in specific training tasks (proposing training situations with several action alternatives) and questioning (cognitively involving players through tactical questions). A repeated-measures MANOVA 2 (group: experimental and control) x 2 (time: pre-test and post-test) was used to analyse the effect of Group x Time interaction. The results of the inter-group analysis showed significant differences in the post-test measurement between the experimental group and the control group (in favour of the experimental group) in the variables: basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment. Given the relevance of the cognitive-motivational processes, not only for performance but also for sport commitment, this intervention has important implications for sport coaching.

The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

2014 ◽  
Vol 36 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Tae Ho Yu ◽  
Hue Ryen Jang
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Autonomy Support ◽  
Intervention Program ◽  
Longitudinal Research ◽  
Autonomous Motivation ◽  
Well Being ◽  
Need Satisfaction ◽  
Control Group ◽  
Experimental Group

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students

2012 ◽  
Vol 34 (3) ◽  
pp. 365-396 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Ik Soo Moon
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Equation Model ◽  
Need Satisfaction ◽  
Control Group ◽  
Psychological Need ◽  
Experimental Group ◽  
Psychological Need Satisfaction

Using the field’s state-of-the-art knowledge, we designed, implemented, and assessed the effectiveness of an intervention to help physical education (PE) teachers be more autonomy supportive during instruction. Nineteen secondary-school PE teachers in Seoul were randomly assigned into either an experimental or a delayed-treatment control group, and their 1,158 students self-reported their course-related psychological need satisfaction, autonomous motivation, amotivation, classroom engagement, skill development, future intentions, and academic achievement at the beginning, middle, and end of the semester. Observers’ ratings and students’ self-reports confirmed that the intervention was successful. Repeated-measures ANCOVAs showed that the students of teachers in the experimental group showed midsemester and end-of-semester improvements in all dependent measures. A multilevel structural equation model mediation analysis showed why the teacher-training program produced improvements in all six student outcomes—namely, teachers in the experimental group vitalized their students’ psychological need satisfaction during PE class in ways that teachers in the control group were unable to do, and it was this enhanced need satisfaction that explained the observed improvements in all six outcomes.

scholarly journals Motivation and Commitment to Sports Practice During the Lockdown Caused by Covid-19

2021 ◽  
Vol 11 ◽  
Author(s):  
Marta Leyton-Román ◽  
Ricardo de la Vega ◽  
Ruth Jiménez-Castuera
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Autonomous Motivation ◽  
Need Satisfaction ◽  
Male Gender ◽  
Self Determination ◽  
Behavioral Regulation ◽  
Sport Commitment ◽  
Psychological Need ◽  
Controlled Motivation

In Spain, the state of alarm declared on March 14, 2020 caused changes in the population in relation to the habits of physical activity and sports practice. This study analyzed what motivational variables predicted the self-efficacy and commitment to sports practice, as well as the differences according to gender, during lockdown and the progressive de-escalation caused by COVID-19, using the theory of self-determination as a theoretical framework. The study sample was conformed of 179 subjects (90 men and 89 women) between 18 and 65 years of age (M = 28.64; SD = 10.28). The Behavioral Regulation in Sport Questionnaire (BRSQ), the Psychological Need Satisfaction in Exercise Scale (PNSE), the Physical Activity Self-Efficacy scale, and the Sport Commitment scale were applied. The most relevant results have showed significant differences in favor of the male gender in terms of levels of controlled motivation and amotivation, as well as higher levels of self-efficacy and basic psychological need of autonomy. Furthermore, the regression analysis has revealed that self-efficacy and current commitment to sports practice were explained by a variance of 57 and 64%, respectively, due to autonomous motivation and the basic psychological need of competence. Therefore, the basic psychological need of competence should be fostered in order to increase the levels of self-determined motivation, self-efficacy, and commitment to sports practice of the population.

scholarly journals Enhancing the Conceptual, Procedural and Flexible Procedural Knowledge of Pre-Service Mathematics Teachers in Algebra

2019 ◽  
Vol 4 (2) ◽  
pp. 66-78
Author(s):  
Wasiu Ismaila Otun ◽  
Adetunji Abiola Olaoye
Keyword(s):  
Mathematics Teachers ◽  
Instructional Strategy ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Control Group ◽  
Knowledge Test ◽  
Knowledge For Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The study investigated the effects of Solve-Reflect-Pose Strategy (SRP) on pre-service mathematics teachers’ algebraic knowledge for teaching in Nigeria. A pre-test-post-test quasi experimental design was employed. Intact classes were used and in all, 182 pre-service mathematics teachers’ participated in the study (92 in the experimental group taught with the SRP and 90 in the control group taught using the Modified Conventional Method (MCM). One research instrument manipulated at three levels namely: Conceptual Knowledge Test (CKT), Procedural Knowledge Test (PKT) and Flexible Procedural Knowledge Test (FPKT), was used for the quantitative data and interview protocol for qualitative data. The two research questions formulated were analysed using descriptive statistics while independent sample t-test was used to analyse the two hypotheses. Results showed that there were statistically significant differences in the mean post-test achievement scores on conceptual knowledge test, procedural knowledge test and flexible procedural knowledge test between pre-service teachers exposed to the SRP and those exposed to the MCM, all in favour of the SRP group. Based on the results, SRP should be adopted as an instructional strategy and efforts should be made to integrate the philosophy of SRP into the pre-service teachers’ curriculum at the teacher-preparation institutions.

scholarly journals One-year Follow-up Data on the Face-to-face Autonomy-Supportive Intervention Program for Physical Education Teachers

2021 ◽  
Author(s):  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp ◽  
Andre Koka
Keyword(s):  
Physical Education ◽  
Intervention Program ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Control Group ◽  
One Year ◽  
Experimental Group ◽  
Supportive Intervention

In a recent manuscript published in International Journal of Sport Psychology, entitled “Effects of a brief one-day autonomy-supportive intervention on improving basic psychological needs, motivation, and behaviours of physical activity among middle-school students: A multidimensional approach”, we reported that a one-day eight-hour Autonomy-Supportive Intervention Program for Physical Education (ASIP-PE) was effective (Tilga et al., in press) in changing students’ perceptions of their physical education (PE) teachers’ cognitive and procedural autonomy support at a one-month follow-up, compared to control group students. After the intervention, a significant increase was also found in the experimental group students’ need satisfaction for autonomy and competence. Also, a significant decrease was found in experimental group students’ perceptions of their PE teachers’ intimidation and negative conditional regard, and in students’ need frustration for autonomy. This letter is to briefly convey additional data regarding the long-term benefits of ASIP-PE now that we have been able to conduct one-year follow-up analyses.

scholarly journals The Dual-Language Semantic Computerized Program (DISC) Maintained Local Switch Costs in MCI Older Adults

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 520-521
Author(s):  
W Quin Yow ◽  
Hui-Ching Chen ◽  
Tharshini Lokanathan
Keyword(s):  
Older Adults ◽  
Task Switching ◽  
Intervention Program ◽  
Accelerated Aging ◽  
Cognitive Tasks ◽  
Control Group ◽  
Final Sample ◽  
Post Test ◽  
Switching Task ◽  
Experimental Group

Abstract It has been proposed that switching cost deficit in executive control (Velichkovsky et al., 2020) could be used as an early marker for abnormal aging processes. Although research with technology-based intervention has shown benefits in improving cognitive performance with older adults, the overall results are mixed (Ge et al, 2018). This study aims to investigate whether computerized intervention program (e.g., DISC) would help to reduce the switching costs deficits in mild-to-moderate cognitively-impaired older adults (MCI-OA). Fourteen MCI-OA (79.75±6,94) and 9 cognitively-healthy OA (age 77,25±6,9) were randomly assigned to an experimental group or a control group (a final sample size of 30 MCI and 40 cognitive-healthy older adults would be ready by conference time). All participants first completed a set of cognitive tasks as part of a larger study (i.e., pre-tests) (e.g., MMSE, Ravens, cued-base Task Switching Task). The experimental group then played cognitive games on a touch-screen tablet for about 30-40 minutes per session with a total of 24 sessions over 8-12 weeks. The control group continued their daily activity as per usual for 8-12 weeks. Participants were then asked to complete the same set of cognitive tasks again post-test. Control group MCI-OA performed worse for the local costs in the cued Task Switching task (p<.05), whereas experimental group MCI-OA maintained their performance (p=.40) post-test compared to pre-test. All cognitively-healthy OA did not show any difference in performance irrespective of condition. This suggests that the DISC program could be an effective tool in slowing down the abnormal accelerated aging process.

scholarly journals Effects of Intervention Program Prev@cib on Traditional Bullying and Cyberbullying

2019 ◽  
Vol 16 (4) ◽  
pp. 527 ◽  
Author(s):  
Jessica Ortega-Barón ◽  
Sofía Buelga ◽  
Ester Ayllón ◽  
Belén Martínez-Ferrer ◽  
María-Jesús Cava
Keyword(s):  
Repeated Measures ◽  
Intervention Program ◽  
Ecological Model ◽  
Scientific Evidence ◽  
Control Group ◽  
Empowerment Theory ◽  
Negative Consequences ◽  
Theoretical Frameworks ◽  
Post Test ◽  
Experimental Group

Due to the negative consequences of being bullied and the increase in cyberbullying among adolescents, there is a need for evidence-based programs to prevent and intervene in these types of peer violence. The aim of this study was to evaluate the effectiveness of the Prev@cib bullying and cyberbullying program, drawing on three theoretical frameworks: the ecological model, empowerment theory, and the model of personal and social responsibility. The Prev@cib program was evaluated using a repeated-measures pre-post-test design with an experimental group and a control group. The sample consisted of 660 adolescents between 12 and 17 years old (M = 13.58, SD = 1.26), randomly assigned to the experimental and control groups. Repeated-measures ANOVA of pre-post-test scores were conducted. Results showed a significant decrease in bullying and victimization and cyberbullying and cybervictimization in the experimental group, compared to the control group, indicating that the Prev@cib program is effective in reducing bullying and cyberbullying. Taking into account the harmful effects of these types of violence, the results have important implications in the prevention of these behaviors because they provide scientific evidence of the program’s effectiveness.

scholarly journals Efectos de un Programa de Intervención sobre las habilidades emocionales en niños preescolares

2020 ◽  
Vol 31 (1) ◽  
pp. 62
Author(s):  
Mirian Grimaldo Muchotrigo ◽  
César Merino-Soto
Keyword(s):  
Intervention Program ◽  
Group Analysis ◽  
Test Group ◽  
Moral Emotions ◽  
Control Group ◽  
Validity And Reliability ◽  
Participatory Techniques ◽  
Post Test ◽  
Los Grupos ◽  
Experimental Group

RESUMENEl objetivo de este estudio es determinar los efectos del programa de intervención Descubriendo Mis emociones cuyo objetivo es reconocer y expresar las emociones positivas y morales, y el manejo de emociones negativas en un grupo de niños/as en edad preescolar de Lima. El estudio ha seguido un diseño de investigación cuasi experimental con grupo de control con pre test y post test. La muestra estuvo conformada por 125 participantes con una edad promedio de 5 años (95 del grupo experimental y 30 del control). Se determinó la evidencia basada en la validez de contenido, de constructo y confiabilidad del instrumento. El programa se organizó en diez  sesiones semanales de aproximadamente dos horas cada una, mediante la aplicación de técnicas participativas. Al inicio de la intervención, no se encontraron diferencias significativas en los puntajes obtenidos por los niños/as que conformaron el grupo control y el grupo experimental. En el análisis intragrupos, los dos grupos experimentales mostraron leves diferencias; en el análisis entre-grupos, se detectaron claras diferencias entre el grupo control y los grupos experimentales; en el análisis clinicométrico, hubo un mayor cambio confiable y clínico en los grupos experimentales. Se discuten las implicaciones de un programa orientado al reconocimiento de emociones en niños/as. ABSTRACT The goal of this study is to determine the effects of an intervention program discovering my Emotions for recognizing and expressing positive, negative and moral emotions. It was conducted with a group of preschooler’s children in Lima. The study followed a quasi-experimental research design with pre-test and post-test control groups. The study sample comprised 125 participants with an average age of 5 years (95 in the experimental group and 30 in the control group), through intentional sample. Content validity, construct validity and reliability of the instrument were determined. The program was organized in ten weekly sessions of approximately two hours per session by applying participatory techniques. In the pretest, no significant differences were found in the scores obtained from the control group and the experimental group. In the intra-test group analysis, the two experimental groups showed slight differences. In the posttest, clear differences were detected between the control group and the experimental groups; in the clinical metric analysis, there was a greater reliable and clinical change in the experimental groups. The strategies, activities and participatory techniques are analysed, the regular attendance of the participants, among other aspects and the implications of the program oriented to the recognition of emotions in children are discussed. Pre-school children who participated in the program were able to recognize and express positive, moral and negative emotions. This demonstrates the effectiveness of the program and verifies the hypothesis formulated.

scholarly journals Effects of an Interpersonal Style Intervention for Coaches on Young Soccer Players’ Motivational Processes

2017 ◽  
Vol 59 (1) ◽  
pp. 107-120 ◽  
Author(s):  
Juan J. Pulido ◽  
David Sánchez-Oliva ◽  
Francisco M. Leo ◽  
Sergio Matos ◽  
Tomás García-Calvo
Keyword(s):  
Training Programme ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Soccer Players ◽  
Control Group ◽  
Intervention Programme ◽  
Post Intervention ◽  
Sport Commitment ◽  
Experimental Group

AbstractThe main goal of the study was to assess the effects of an intervention programme developed with soccer coaches, based on promoting strategies to optimise the satisfaction of the basic psychological needs of athletes. Eight soccer coaches, aged between 19 and 50 years (M = 32.5; SD = 14.34), participated in the study. They were selected intentionally (without academic or federative training) and divided equally into a control and an experimental group by random peer selection. Also, 109 soccer players, aged between 11 and 15 years (M = 13.78; SD = 1.38), divided into a control group (CG; n = 56) and an experimental group (EG; n = 53), participated in the experiment. The training programme (12 hours) was aimed to develop methodological and motivational strategies to promote autonomy, competence and relatedness need satisfaction among the players. The results showed that the participants in the EG decreased competence and relatedness control, while significantly increased (post-intervention) competence and relatedness needs satisfaction. Moreover, values for the EG did not decrease for autonomy, competence frustration and amotivation, while they increased for the sport commitment. Also, intrinsic motivation decreased in both groups (greater decrease in the CG). In conclusion, we can affirm the effectiveness of the training programme to create an environment of “bright side” motivation, and reduce thwarting styles, needs frustration and low self-determination levels.

scholarly journals The effectiveness of forgiveness therapy for wives of alcoholics

2017 ◽  
Vol 7 (12) ◽  
pp. 72
Author(s):  
Hee kyung Kim ◽  
Kunsook Bernstein
Keyword(s):  
Emotional Abuse ◽  
Intervention Program ◽  
Repeated Measure ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Forgiveness Therapy ◽  
Emotionally Abused ◽  
Experimental Group

Purpose: The purpose of this study was to examine the effectiveness of forgiveness therapy for wives of alcoholics in South Korea suffering from emotional abuse by their spouses.Methods: Non-randomized quasi-experimental research was conducted with 2-hour weekly forgiveness therapy sessions for 12 weeks, and pre-test, post-test, and a 12-week follow-up test. A total number of 28 subjects were divided into two groups: 15 in the experimental group and 13 in the control group. The data were analyzed by descriptive statistics, t-test, χ2 test, and repeated measure ANOVA, using SPSS 20.0.Results: The experimental group showed a significantly higher score on the forgiveness scale than did the control group (t = 0.312, p < .010) and the 12-week follow-up test (F = 4.43, p = .039). In the subcategories of the forgiveness scale, affect and cognition scores were significantly increased but there was no significant change on the behavior score.Conclusions: These findings suggest that forgiveness therapy may be an effective intervention program to improve forgiveness for the emotionally abused wives of alcoholics.

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