scholarly journals Correlation between Factors of Psychological Preparation and Physical Condition and Team Performance in Latvian Youth Basketball

2018 ◽  
Vol 4 (71) ◽  
Author(s):  
Zermena Vazne
Keyword(s):  
Factor Structure ◽  
Physical Condition ◽  
Self Regulation ◽  
Correlation Coefficients ◽  
Team Cohesion ◽  
Practice Research ◽  
Basketball Players ◽  
Psychological Preparation ◽  
Team Success ◽  
And Performance

Topicality of the research stems out of theoretically argued and empirically proved facts, analyzing the test results of Latvian youth national basketball teams in the preparation period before the European Championship Games in 2007 and 2008. Scientific investigation of dominating factors of athletes’ psychological preparation and physical condition requires research as there is a range of discrepancies: imbalance between the increasing number of important competitions and athletes’ inability to maintain concentration for a long time at the necessary level as it affects the quality of performance; the discrepancy between players’ opinion about the cohesion level necessary in winning teams and the real situation; imbalance between the belief that psychological preparedness is one of the most important parts of the preparation process and the inability to use theory in practice. Research aim is to evaluate the correlation between the Latvian National Youth Basketball Team players’ psychological preparation and physical condition factor structure and performance. The research methods: testing, inquiry, the analysis of game score sheets; mathematical statistics. Researching team cohesion and team success (performance) in sport, A. Carron, S. Bray and M. Eys (2002) analysed whether team cohesion correlated with team success. They concluded that there was a mutual connection between team cohesion in GI-U and ATG-U scales and team success (r = 0.60 and r = 0.62 (p = 0.01)) and much attention was paid to the content of the ATG-T scale (Carron, Bray, Eys, 2002). But in the research carried out in Latvia the connection between GI-U and GI-S, and team success (performance) (r = 0.60 and r = 0.598 (p = 0.01)) was found. “Success” was characterized by ranged percentage of team wins and loses (their rank was processed with the help of SPSS programme). We suppose that the differences were determined by applying different research design or the differences in the players’ mentality. In the course of the research the criteria to evaluate the content of the factor structure elements were established and the recommendations to improve the content were developed. As a result of the factor analysis of the young basketball players’ psychological preparation and physical condition indices three factors were obtained — “team cohesion”, “physical condition and emotional stability”, and “motivation and self-regulation”. The results in the complex research in Latvian youth teams allow to make suggestions how to optimize basketball players’ training, based upon statistically significant correlation coefficients. The analysis of the results shows that working with young Latvian athletes more attention should be paid to the improvement of the players’ self-regulation skills, understanding the importance of emotions and emotional conditions in sport, as well as the development of concentration and imagination abilities and to the content of team cohesion structure characterising scale (ATG-T, GI-T, GI-S).Keywords: team cohesion, mental stability, basketball 

scholarly journals The relationship between spiritual intelligence and self-regulation with success of Iranian EFL university lecturers

2018 ◽  
Vol 8 (3) ◽  
pp. 104-111
Author(s):  
Seyedeh Elham Elhambakhsh ◽  
Forough Amirjalili ◽  
Samaneh Jahandoust
Keyword(s):  
Interpersonal Relationships ◽  
Interpersonal Relationship ◽  
Self Regulation ◽  
Correlation Coefficients ◽  
Spiritual Intelligence ◽  
Educational Goals ◽  
Successful Teachers ◽  
And Performance ◽  
University Lecturers ◽  
The Relationship

Successful lectures adapt themselves to the circumstances and comply with changes in addition to having good psychological adjustment, interpersonal relationships, and performance on achievement-related tasks. Researchers acknowledge that self-regulation (SR) and spiritual intelligence (SI) are both crucial for success in many life domains. As lecturers can influence the complex process of learning in education, understanding the factors influencing their pedagogical success can help them achieve more effective teaching. This study investigated the relationship between spiritual intelligence (SI) and self-regulation (SR) with pedagogical success of 20 Iranian EFL university lecturers, instructing at the universities in Yazd, Iran,  whose success was assessed by 83 of their EFL learners studying for a bachelor’s degree. For this purpose, a sequential mixed-method was designed. Quantitative data were gathered through Spiritual Intelligence questionnaire (SIQ), self-regulation questionnaire (SRQ), and Characteristics of Successful Teachers’ Questionnaire (CSTQ). To enrich the data, qualitative data were also gathered through classroom observations. The findings from Pearson product correlation coefficients revealed that there was a positive and meaningful relationship between the lecturers’ SI and SR with their success. Also, observation checklists revealed a high contribution of some components of SI (e. g. transcendent self-realization, spiritual experiences, and patience) to the teachers’ pedagogical success. The more spiritually intelligent lecturers being more responsible, courageous, creative, confident, and conscious, had a better interpersonal relationship and were less anxious about pursuing their educational goals. Besides, the successful lecturers proved to have a better ability to develop, implement, and flexibly maintain planned behavior in order to achieve their goals. Such findings imply that high levels of SI and SR can help L2 lecturers promote their success and, in turn, improve their learners’ L2 achievement in the classroom.

Convergent and Incremental Effects of Cohesion on Attributions for Self and Team

1980 ◽  
Vol 2 (3) ◽  
pp. 181-194 ◽  
Author(s):  
Anne Marie Bird ◽  
Constance D. Foster ◽  
Geoffrey Maruyama
Keyword(s):  
Team Cohesion ◽  
Partial Support ◽  
Basketball Players ◽  
Team Success ◽  
Collegiate Basketball

Midseason and postseason measures taken from female collegiate basketball players provided information about their perception of team cohesion, personal and team success, and attributions for their own and their team's performance. First, it was hypothesized that players from highly cohesive teams show more consistency between self and team attributions than players from teams with low cohesion. This prediction received partial support, in that at the end of their season, players on cohesive teams demonstrated greater convergence between attributions for self and team than did players from less cohesive teams. Players associated with less cohesive teams made greater luck attributions and lesser task attributions for their performance than for the performance of their team. No significant differences were found for either effort or ability attributions. The second hypothesis predicted that cohesion influences players' team attributions over and above any influence of team outcome. Only for unsuccessful teams did cohesion affect attributions independently of team outcome. Finally, Schlenker and Miller's (1977b) notion of “fairness” in self-attributions as a function of high cohesion was explored.

Goals, feedback, and performance: A dynamic self-regulation perspective

2008 ◽  
Author(s):  
Traci Sitzmann ◽  
Katherine Ely ◽  
Ruth Kanfer
Keyword(s):  
Self Regulation ◽  
And Performance

scholarly journals Hand Preference and Performance in Basketball Tasks

2019 ◽  
Vol 16 (22) ◽  
pp. 4336 ◽  
Author(s):  
Emanuela Gualdi-Russo ◽  
Natascia Rinaldo ◽  
Alba Pasini ◽  
Luciana Zaccagni
Keyword(s):  
Professional Training ◽  
Factor Model ◽  
Hand Preference ◽  
Control Group ◽  
Basketball Players ◽  
Confirmatory Factor Analyses ◽  
Left Hand ◽  
Confirmatory Factor ◽  
And Performance ◽  
The Right

The aims of this study were to develop and validate an instrument to quantitatively assess the handedness of basketballers in basketball tasks (Basketball Handedness Inventory, BaHI) and to compare it with their handedness in daily activities by the Edinburgh Handedness Inventory (EHI). The participants were 111 basketballers and 40 controls. All subjects completed the EHI and only basketballers filled in the BaHI. To validate the BaHI, a voluntary subsample of basketballers repeated the BaHI. Exploratory and confirmatory factor analyses supported a two-factor model. Our results show that: (i) Handedness score (R) in daily actions did not differ between basketball players (R by EHI = 69.3 ± 44.6) and the control group (R by EHI = 64.5 ± 58.6); (ii) basketballers more frequently favored performing certain sport tasks with the left hand or mixed hands (as highlighted by R by BaHI = 50.1 ± 47.1), although their choice was primarily the right hand in everyday gestures; and (iii) this preference was especially true for athletes at the highest levels of performance (R by BaHI of A1 league = 38.6 ± 58.3) and for those playing in selected roles (point guard’s R = 29.4 ± 67.4). Our findings suggest that professional training induces handedness changes in basketball tasks. The BaHI provides a valid and reliable measure of the skilled hand in basketball. This will allow coaches to assess mastery of the ball according to the hand used by the athlete in the different tasks and roles.

scholarly journals How Individual Self-Regulation Affects Group Regulation and Performance

2015 ◽  
Vol 46 (4) ◽  
pp. 431-454 ◽  
Author(s):  
Ernesto Panadero ◽  
Paul A. Kirschner ◽  
Sanna Järvelä ◽  
Jonna Malmberg ◽  
Hanna Järvenoja
Keyword(s):  
Self Regulation ◽  
And Performance ◽  
Individual Self

scholarly journals Are there differences between the loading of an anaerobic capacity test and an agility test in basketball players?

2020 ◽  
Vol 22 ◽  
Author(s):  
David Mancha-Triguero ◽  
Carlos David Gómez-Carmona ◽  
José Martín Gamonales ◽  
Javier García-Rubio ◽  
Sergio J. Ibáñez
Keyword(s):  
Physical Condition ◽  
Descriptive Analysis ◽  
Anaerobic Capacity ◽  
Basketball Players ◽  
Training Time ◽  
Evaluation Time ◽  
Maximum Effort ◽  
Inferential Analysis ◽  
Sample Category

Abstract The objective of this article was to know players’ needs in the selected tests, to search for differences between categories and to know if there is any relationship between different tests. The sample consists of 2 teams (u-14, u-16, n=24), which were equipped with a WimuR inertial device. The selected tests were 2 agility tests and a lactic anaerobic capacity test. Neuromuscular and kinematic variables were selected. Descriptive analysis, inferential analysis and analysis of correlation among variables were carried out. Once players’ needs are described, there are no significant differences among kinematic variables depending on the sample category. Nonetheless, there is relationship between kinematic and neuromuscular variables of the different tests. It is frequently claimed that capacity tests are those that cause more fatigue in athletes. For this reason, an analysis was carried out comparing a lactic anaerobic capacity test with an agility test in its two versions. The obtained results can facilitate the work and the evaluation time of a physical condition test since results of athletes in a capacity test could be known by performing tests of lesser requirement. In addition, this would avoid players from experiencing a situation of maximum effort and possible injury, also saving training time.

Interest as the Missing Motivator in Self-Regulation

2005 ◽  
Vol 10 (3) ◽  
pp. 175-186 ◽  
Author(s):  
Carol Sansone ◽  
Dustin B. Thoman
Keyword(s):  
Individual Differences ◽  
Psychiatric Disorders ◽  
Close Relationships ◽  
Self Regulation ◽  
Goal Pursuit ◽  
Drop Out ◽  
Goal Striving ◽  
Trade Offs ◽  
And Performance

Abstract. Typically, models of self-regulation include motivation in terms of goals. Motivation is proposed to fluctuate according to how much individuals value goals and expect to attain them. Missing from these models is the motivation that arises from the process of goal-pursuit. We suggest that an important aspect of self-regulation is monitoring and regulating our motivation, not just our progress toward goals. Although we can regulate motivation by enhancing the value or expectancy of attaining the outcome, we suggest that regulating the interest experience can be just as, if not more, powerful. We first present our model, which integrates self-regulation of interest within the goal-striving process. We then briefly review existing evidence, distinguishing between two broad classes of potential interest-enhancing strategies: intrapersonal and interpersonal. For each class of strategies we note what is known about developmental and individual differences in whether and how these kinds of strategies are used. We also discuss implications, including the potential trade-offs between regulating interest and performance, and how recognizing the role of the interest experience may shed new light on earlier research in domains such as close relationships, psychiatric disorders, and females' choice to drop out of math and science.

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