Attentional Style and Pace Monitoring on Rate of Perceived Exertion and Run Performance

Run-tracking devices are used by athletes and exercisers to monitor various metrics of human locomotion such as pace and distance. This study sought to determine the effects of pace monitoring on run performance and rate of perceived exertion (RPE). Participants were 41 (17 male, 24 female) recreationally fit runners, age 19-40 years (M = 22.4, SD = 4.4), who completed the Test of Attentional and Interpersonal Style (TAIS) to determine individual attentional focus. They then completed an associative condition (AC) 1-mile time trial and a dissociative condition (DC) 1-mile time trial 24-36 hours apart. Individual, independent t-tests compared completion time means between conditions. The internalizers group (AC) performed significantly faster in the associative condition (M = 496.10, SD = 105.05 seconds) than in the dissociative condition (M = 525.00, SD = 109.67 seconds), t(20) = 5.79, p < .001. The externalizers group (DC) performed significantly faster in the dissociative condition (M = 522.70, SD = 97.37 seconds) than in the associative condition (M = 556.90, SD = 116.62), t(19) = -4.92, p < .001. Results support the value of identifying an individual’s preferred attentional focus to place them in the optimal environment for success. While the study showed no significant difference in RPE scores between conditions, there may be practical implications of similar RPE scores when accompanied by significant changes in performance.

Efecto de las estrategias de control conductual sobre la frustración de las necesidades psicológicas básicas en judo (Effect of behavioral control strategies on the frustration of basic psychological needs in judo)

El objetivo del presente estudio fue analizar las relaciones que se establecen entre los factores que componen el estilo interpersonal controlador del entrenador y la frustración de las necesidades psicológicas básicas, así como identificar las diferencias que puedan existir a nivel de categorías y horas de entrenamiento en judocas competidores (M = 22,78; DT = 5,80). Se realizaron análisis descriptivos y de correlación de todas las variables. Para analizar las diferencias en las categorías y horas de entrenamiento se llevaron a cabo las pruebas U de Mann-Whitney y Kruskal-Wallis, respectivamente. Los resultados mostraron diferentes correlaciones significativas entre las dimensiones del estilo controlador y la frustración de las necesidades psicológicas básicas. Además, se hallaron diferencias significativas entre categorías en la frustración de las tres necesidades psicológicas básicas y en la atención condicional negativa. Todas las dimensiones del estilo controlador del entrenador mostraron diferencias significativas en las horas de entrenamiento semanales. Estos resultados apuntan a que las técnicas de control de los entrenadores pueden influir sobre la frustración de las necesidades básicas de los judocas competidores según su categoría o sus horas de entrenamiento. === The objective of the study was to analyze the relationships between the factors that compose the coach’s controlling interpersonal style and the frustration of basic psychological needs, as well as to identify differences between category and training hours in competing judokas (M = 22.78; SD = 5.80). Descriptive and correlation analyses were performed. In order to analyze differences in the categories and training hours, the Mann-Whitney and Kruskal-Wallis U tests were conducted respectively. Results showed significant correlations between the dimensions of the controlling style and the frustration of basic psychological needs. Moreover, significant differences were found between categories, in the frustration of the three basic psychological needs and in negative conditional attention. All the dimensions of the coach’s controlling style showed significant differences in terms of weekly training hours. These results suggest that the coaches´control could influence the judokas´ frustration of the basic needs according to their category or their training hours.

Examining Controlling Styles of Significant Others and Their Implications for Motivation, Boredom and Burnout in Young Swimmers

The aim of the study was to examine the controlling style in two contexts of social influence: the team (i.e., coach and teammates) and the family (i.e., father and mother), as well as the mediational role of motivation (autonomous, controlled, and amotivation) and its relationship with boredom and burnout in young swimmers. To this end, 267 swimmers (140 girls and 127 boys) between 12 and 18 years of age (M = 14.26; SD = 1.61) were assessed. The results showed that in the team context, coaches’ controlling style directly promoted controlled motivation and boredom in their swimmers, and indirectly influenced burnout through the mediating role of swimmers’ controlled motivation. Teammates’ controlling style was directly associated with controlled motivation, amotivation, and burnout, and indirectly associated with boredom and burnout through the mediating role of amotivation. Regarding the family context, the father’s controlling style showed direct associations with controlled motivation and burnout, and indirect associations with boredom through the mediating role of swimmers’ controlled motivation. Finally, the associations of the mother’s controlling style with all the variables studied were neutralized by the father’s controlling interpersonal style. This study emphasizes the differentiating role of significant others when displaying controlling styles, and it confirms that the controlling style has a significant relationship with maladaptive sport practice experiences.

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.

Humor in Dark Personalities: An Empirical Study on the Link Between Four Humor Styles and the Distinct Subfactors of Psychopathy and Narcissism

BackgroundHumor is a main ingredient of interpersonal relationships. Two sets of psychopathological traits known for their devastating impact on interpersonal relationships are psychopathy and narcissism. The current study was developed to provide a fine-grained analysis of the relationship between four humor styles (affiliative, self-enhancing, self-defeating, and aggressive) and both psychopathic and narcissistic traits. Specifically, it addresses how humor styles relate to the three psychopathy subfactors (following the triarchic model) and four subfactors of grandiose narcissism.MethodSelf-report measures in a non-clinical male sample N = 177.ResultsMultiple regression analyses revealed psychopathic and narcissistic traits’ relation to using both benign and injurious humor. Subfactor analyses showed that aggressive and self-defeating humor were mostly associated with impulsivity and entitlement, while dominance levels actuated the use of humor to cope with stress. The cold-heartedness component of psychopathy proved to be particularly humorless, setting it aside as a distinctively disturbing psychopathic subfactor.Conclusions and implicationsHumor strongly colors the interpersonal style of both psychopathic and narcissistic personalities. Differential components of both personality types inform on the possible underlying motivations that drive the use of distinct styles of humor. This implies that psychopathic and narcissistic traits could potentially be lowered through the alternation of humor styles.

Review of Neuropsychological and Electrophysiological Correlates of Callous-unemotional Traits in Children: Implications for EEG Neurofeedback Intervention

Conduct disorder is a significant psychiatric disorder of childhood and adolescence. The Diagnostic and Statistical Manual of Mental Disorders, fifth version (DSM-5), added the limited prosocial specifier to identify those individuals who exhibit a more severe pattern of behavior characterized by a callous and unemotional (CU) interpersonal style across multiple settings and relationships. This review has attempted to summarize the relevant research focusing on the significance of CU interpersonal style in the development of psychopathy. The primary focus was on the electrophysiological and neuropsychological correlates of CU traits and their implication on the treatment protocol using neurofeedback training for children with such traits. The source of the literature search was PubMed, which majorly uses the MEDLINE database. The keywords used included CU traits, conduct disorder, child psychopathy, empathy, electrophysiology, criminal behavior, neuropsychology, neurofeedback training, and so on. Studies from the last 15 years were considered for the review. This review revealed that children with conduct disorder and high-CU traits with a combination of reactive and proactive aggression are more likely to develop psychopathy. Evidence suggests that these children have distinct forms of electrophysiological and neuropsychological correlates. However, research in this area is still not conclusive as they yield variation in findings. Studies on the efficacy of neurofeedback training on reducing symptoms such as impulsivity, hostility, and psychopathy indicate that neurofeedback training can be a promising treatment alternative for children with severe conduct disorder.