scholarly journals Ironic or Overcompensation Effects of Motor Behaviour: An Examination of a Tennis Serving Task Under Pressure

2019 ◽  
Vol 9 (2) ◽  
pp. 21 ◽  
Author(s):  
Recep Gorgulu
Keyword(s):  
Repeated Measures ◽  
Motor Behaviour ◽  
Mental Control ◽  
Tennis Players ◽  
Self Confidence ◽  
Paired Samples ◽  
Specific Direction ◽  
Ironic Processes ◽  
The Individual

With specific regard to the hypothesized effects of anxiety on performance in motor behaviour, the rival predictions emanating from the Wegner’s “ironic processes theory” and the “implicit overcompensation hypothesis” are largely indiscriminate. Specifically, Wegner’s theory predicts that self-instructions not to perform in a certain manner would lead to the very behaviour the individual seeks to avoid under pressure. On the other hand, the implicit overcompensation hypothesis predicts that avoidant instructions would produce the opposite outcome to that intended by the performer under pressure. The present novel study directly compared these predictions using a tennis serving task under manipulated instructions. The sample comprised 32 (20 men, 12 women; Mage = 20.81, SD = 2.20) experienced tennis players who performed a tennis serving task. Participants’ levels of cognitive anxiety, somatic anxiety and self-confidence were measured by using Mental Readiness Form-3. A 2 (anxiety: low, high) × 3 (serving zone: target zone, non-target ironic error zone, non-target non-ironic error zone) repeated measures of ANOVA revealed a significant anxiety × serving zone interaction F(2, 62) = 32.27, p < 0.001 which provides specific support for the Wegner’s ironic processes of mental control theory rather than implicit overcompensation hypothesis. More specifically, Bonferroni-corrected follow-up paired samples t-tests revealed that when instructed not to serve in a specific direction, anxious performers did so a significantly greater number of times (t31 = −5.15, p < 0.001). The present research demonstrates that ironic performance errors are a meaningful and robust potential concern for performers who are required to perform under pressure.

Who Attends and Who Benefits from CBT “Self-Confidence” Workshops Run in Routine Practice? A Pilot Study

2009 ◽  
Vol 37 (5) ◽  
pp. 585-593 ◽  
Author(s):  
Marta Prytys ◽  
Kate Harman ◽  
Rachel Lee ◽  
June S. L. Brown
Keyword(s):  
Pilot Study ◽  
Repeated Measures ◽  
Effective Means ◽  
Cost Effective ◽  
Psychological Interventions ◽  
Routine Practice ◽  
The Public ◽  
Self Confidence ◽  
Depression Symptomatology

Background:This study examined characteristics of members of the public who self-referred and the effectiveness of psycho-educational CBT self-confidence workshops when run in routine practice.Method:Repeated measures were employed at pre- and post-workshop stages.Results:Of the 56 members of the general public who self-referred to the workshops, 70% were above the clinical cut-offs for Global Distress (CORE OM) and 86% were above the clinical cut offs for depression symptomatology (CES-D). Follow up data (n= 31) showed significant reduction in self-reported distress and depression at 4-week follow-up. A further analysis showed that those whose scores were above the clinical threshold at initial presentation benefited most but those with scores below the threshold did not seem to benefit.Conclusions:This study demonstrates that psycho-educational CBT workshops attract those with high levels of distress and depression, and have potential as a cost effective means of disseminating psychological interventions.

Music Therapy for Chronic Tinnitus: Variability of Tinnitus Pitch in the Course of Therapy

2014 ◽  
Vol 25 (04) ◽  
pp. 335-342 ◽  
Author(s):  
Elisabeth Hutter ◽  
Miriam Grapp ◽  
Heike Argstatter ◽  
Hans Volker Bolay
Keyword(s):  
Music Therapy ◽  
Repeated Measures ◽  
Acoustic Stimulation ◽  
Therapeutic Interventions ◽  
Chronic Tinnitus ◽  
Retest Reliability ◽  
Pitch Matching ◽  
Paired Samples ◽  
The Individual ◽  
Test Retest Reliability

Background: In general, tinnitus pitch has been observed to be variable across time for most patients experiencing tinnitus. Some tinnitus therapies relate to the dominant tinnitus pitch in order to adjust therapeutic interventions. As studies focusing on tinnitus pitch rarely conduct consecutive pitch matching in therapeutic settings, little is known about the course and variability of tinnitus pitch during therapeutic interventions. Purpose: The purpose of this study was to investigate the variability and development of tinnitus pitch in the course of therapeutic interventions. Tinnitus pitch was suspected to be highly variable. Research design: The researchers conducted a descriptive, retrospective analysis of data. Study Sample: A total of 175 adult patients experiencing chronic tinnitus served as participants. All patients had received a neuro-music therapy according to the “Heidelberg Model of Music Therapy for Chronic Tinnitus.” Data Collection and Analysis: During therapeutic interventions lasting for 5 consecutive days, the individual tinnitus frequency was assessed daily by means of a tinnitus pitch–matching procedure. The extent of variability in tinnitus pitch was calculated by mean ratios of frequencies between subsequent tinnitus measurements. Analysis of variance of repeated measures and post hoc paired samples t-tests were used for comparison of means in tinnitus frequencies, and the test-retest reliability of measurements was obtained by the Pearson product-moment correlation coefficient. Results: Tinnitus pitch displayed a variability of approximately 3/5 to 4/5 octaves per day. Overall, the mean frequency declined in the course of the therapy. Detailed analysis revealed three groups of patients with diverging tinnitus progression. The test-retest reliability between assessments turned out to be robust (r = 0.74 or higher). Conclusions: Considerable variation in tinnitus pitch was found. Consequently, a frequent rechecking of tinnitus frequency is suggested during frequency-specific acoustic stimulation in order to train appropriate frequency bands.

scholarly journals Two manual therapy techniques for management of lumbar radiculopathy: a randomized clinical trial

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Musa S. Danazumi ◽  
Bashir Bello ◽  
Abdulsalam M. Yakasai ◽  
Bashir Kaka
Keyword(s):  
Manual Therapy ◽  
Repeated Measures ◽  
Treatment Protocol ◽  
Leg Pain ◽  
Lumbar Radiculopathy ◽  
Pain Disability ◽  
Short Term Study ◽  
The Individual ◽  
Reported Data

Abstract Context Evidence has shown that spinal mobilization with leg movement (SMWLM) and progressive inhibition of neuromuscular structures (PINS) are individually effective in the management of lumbar radiculopathy. However, previous evidence reported data for only a short-term study period and did not investigate the effect of the combined manual therapy techniques. Objectives To compare the combined effects of two manual therapy techniques (SMWLM and PINS) with the individual techniques alone (SMWLM or PINS) in the management of individuals with lumbar radiculopathy. Methods A total of 60 patients diagnosed with unilateral lumbar radiculopathy secondary to disc herniation were randomly allocated into three groups: 20 participants each in the SMWLM, PINS, and combined SMWLM + PINS groups. Each group attended two treatments per week for 30 min each, for three months. Participants were assessed at baseline, immediately posttreatment, and then at three, six, and nine months follow-up using the Visual Analog Scale (VAS), Rolland-Morris Disability Questionnaire (RMDQ), and Sciatica Bothersomeness Index (SBI). Results Between-groups analyses using a two-way repeated-measures analysis of variance indicated significant interactions between groups and follow-up times for all outcomes (p=0.001). Participants receiving combined SMWLM + PINS treatment experienced greater improvement in leg pain, back pain, disability, and sciatica at all timelines (immediately posttreatment, and three, six, and nine months follow-up) than the participants receiving SMWLM or PINS alone (p<0.05). However, participants receiving SMWLM alone showed better improvement than the participants receiving PINS alone at all timelines (p<0.05). Conclusions A combined SMWLM + PINS treatment protocol showed greater improvement than the individual techniques alone in the management of individuals with LR in this study.

scholarly journals THE BUILD FULL SELF-CONFIDENCE IN TENNIS FEMALE PLAYERS 13-15 YEAR OLD IN THE PSYCHOLOGICAL COACHING SYSTEM

2019 ◽  
Vol 9 (7) ◽  
pp. 482-485
Author(s):  
LE THI MINH DAO*,DO VINH KHIET
Keyword(s):  
Rating Scale ◽  
Diagnostic Study ◽  
Young Athletes ◽  
Self Assessment ◽  
Tennis Players ◽  
Self Confidence ◽  
Treatment Techniques ◽  
Psychological Suffering ◽  
Preparatory Stage ◽  
The Individual

To develop a program of self-confidence of young tennis athletes during psychologicalcoaching, a complex psychological diagnostic study was organized, to analyze the individualcharacteristics of the athletes. motivate women from 13 to 15 years old andtest the effects of art treatment on the formation of optimal emotional state and personalpotential. The goal is based on testing means and methods of establishing fullself-confidence in 13-15 year old tennis female players to develop practical recommendationsfor coaches and sports psychologists about Psychological coaching for tennisplayers in the previous preparatory stage. Test results identify the individual characteristicsof 31 tennis players, 13 to 15 years old. Psychological diagnostic methodsare performed using the technique ”Self-assessment”, the technique of Yu.M. Orlova”Success rating scale”, ”Self-confidence of the required level” technique (Helen G.O &Iaroslava M, 2017; Dao C.T, 2019). There are 36 hours of editing work through artpsychotreatment methods. During the study, the effectiveness of exercises and techniquesforming full self-confidence of tennis players 13-15 years has been determined.Results. Usually, selfesteem of young athletes meets high, medium or high levels. Themain directions of its development and adjustment to an appropriate level, increasingthe adequacy of their own ideas and the perception of others, increasing personalresponsibility to achieve personal goals and decide on urgent sports goals. The selectionof exercises to form the full self-confidence of tennis players from 13 to 15years old must use the art of resource treatment techniques. Woks need to be donewith young athletes Parents about forming the full self-confidence of young athletes.The effectiveness of the exercises and techniques proposed in creating the full selfconfidenceof tennis players from 13 to 15 years old is proven by research, allowingthe recommendation to use them in a standard program Psychological suffering foryoung athletes.

scholarly journals PENGEMBANGAN MODEL ASSESSMENT FOR LEARNING PADA PEMBELAJARAN MATEMATIKA DI SMP

2013 ◽  
Vol 15 (1) ◽  
pp. 71-91 ◽  
Author(s):  
Mansyur Mansyur
Keyword(s):  
Repeated Measures ◽  
Mathematics Learning ◽  
Assessment For Learning ◽  
Self Awareness ◽  
Model Assessment ◽  
Self Confidence ◽  
Repeated Measures Analysis ◽  
Research Findings ◽  
The Individual ◽  
Two Stages

Tujuan penelitian ini adalah untuk menemukan cara mengembangkan model assessment for learning pada pembelajaran matematika. Penelitian ini merupakan penelitian pengembangan model Hopkins & Clark. Subjek uji coba adalah 20 orang guru matematika dan 199 orang siswa kelas VII SMPN 13 dan SMPN 27 Makasar. Analisis data dilakukan dua tahap dan secara kualitatif dan kuantitatif. Ujicoba model AfL meng-gunakan repeated measures analysis. Hasil penelitian menunjukkan bahwa model assessment for learning yang dikembangkan memiliki lima karakteristik utama. pembelajaran lebih memberikan rasa keadilan bagi semua siswa, dan cocok diterapkan untuk semua mata pelajaran. Beberapa temuan dalam penelitian ini yaitu: (1) informasi yang diperoleh melalui penggunaan Model-AfL akurat dan sesuai dengan kebutuhan nyata siswa dan (2) penerapan Model-AfL dalam pembelajaran matematika me-ningkatkan motivasi, kepercayaan diri, kesadaran diri siswa, perilaku siswa selama pembelajaran, dan kemampuan siswa terhadap matematika; dan (3) kemajuan belajar siswa ditampil-kan melalui profil individu dan profil kelas. Kata kunci: asesmen, asesmen formatif, assessment for learning, pendidikan matematika, pembelajaran______________________________________________________________ DEVELOPMENT OF AN ASSESSMENT-FOR-LEARNING MODEL IN MATHEMATICS LEARNING IN JUNIOR HIGH SCHOOLS Abstract This study aimed to develop an assessment-for-learning (AfL) model in mathematics learning. This was a research and development study using the Hopkins & Clark model. The tryout subjects consisted of 20 mathematics teachers and 199 Year VII students of SMPN 13 and SMPN 27 Makasar. The data were analyzed in two stages by means of quantitative and qualitative techniques. The tryout of the AfL model used a repeated measures analysis. The results show that the developed AfL model has five main characteristics. The model provides all students with fairness and is appropriate for all subjects. Some research findings show that: (1) information obtained through the application of the AfL model is accurate and relevant to the students’ real needs; (2) the application of the AfL model in mathematics learning improves students’ motivation, self-confidence, self-awareness, behaviors during the learning process, and competence in mathematics; and (3) students’ learning progress is presented through the individual and class profiles. Keywords: assessment, formative assessment, assessment for learning, mathematics education, and learning

scholarly journals Don’t Miss, Don’t Miss, D’oh! Performance When Anxious Suffers Specifically Where Least Desired

2015 ◽  
Vol 29 (3) ◽  
pp. 213-223 ◽  
Author(s):  
Tim Woodman ◽  
Matthew Barlow ◽  
Recep Gorgulu
Keyword(s):  
Mental Control ◽  
Significant Limitation ◽  
Specific Direction ◽  
Ironic Processes ◽  
Specific Support ◽  
Dart Throwing ◽  
Performance Error ◽  
Performance Setting ◽  
Ironic Effects ◽  
A Performance

We present two novel tests of Wegner’s (1994) theory of ironic processes of mental control using a hockey penalty-shooting task (Study 1) and a dart throwing task (Study 2). In Study 1 we aimed to address a significant limitation of ironic effects research in a performance setting by differentiating nonironic performance error from specifically ironic performance error. When instructed not to miss in a specific direction, anxious performers did so a significantly greater number of times; importantly, there was no difference in nonironic error, which provides the first specific support for Wegner’s theory in a performance setting. In Study 2, we present the first examination of the precision of ironic errors. When anxious, participants performed not only more ironically but also performed more precisely in the to-be-avoided zone than when they were not anxious. We discuss the results in the context of the importance of specific instructions in coaching environments.

scholarly journals Reaching Out to Problem Anger: Assessing the Effectiveness of One-Day Cognitive Behavioural Workshops in a Community Setting in the UK

2016 ◽  
Vol 44 (5) ◽  
pp. 615-619 ◽  
Author(s):  
Nathan A. Illman ◽  
June S. L. Brown
Keyword(s):  
Repeated Measures ◽  
Depressive Symptomatology ◽  
Community Sample ◽  
Community Setting ◽  
Depression And Anxiety ◽  
Small Community ◽  
Client Group ◽  
Cognitive Behavioural ◽  
The Individual

Background: Problem anger is frequently experienced by the general population and is known to cause significant problems for the individual and those around them. Whilst psychological treatments for problem anger are becoming increasingly established, this is still an under-researched area of mental health. We present an evaluation of a series of one-day anger management workshops for the public, targeting problem anger with a cognitive-behavioural approach. Aims: The main aim was to evaluate the effectiveness of a brief group-based anger intervention in terms of subjectively reported anger provocation levels and of depression and anxiety. Method: Workshop participants completed a number of questionnaire measures at baseline before the intervention and at 1 month follow-up. The key questionnaires measured self-reported anger provocation levels (Novaco Anger Scale-Provocation Inventory), depressive symptomatology (PHQ-9) and symptoms of generalized anxiety (GAD-7). Change scores were analysed using repeated measures analyses. Results: We found a significant reduction in anger provocation among workshop participants at 1 month follow-up (p = .03). Reductions in depression and anxiety were not statistically significant. Conclusions: We conclude that this brief psychoeducational anger intervention was effective in a small community sample and suggest future work should assess the effectiveness on similar brief interventions using a larger client group and examine outcomes on a broader range of anger measures.

scholarly journals Adapted motivational interviewing for bariatric surgery patients: a pilot study.

2021 ◽  
Author(s):  
Lauren David
Keyword(s):  
Bariatric Surgery ◽  
Motivational Interviewing ◽  
Repeated Measures ◽  
Mixed Model ◽  
Pilot Trial ◽  
Dietary Guidelines ◽  
Future Research ◽  
Post Intervention ◽  
Paired Samples

The current pilot trial examined the efficacy of a single-session Adapted Motivational Interviewing (AMI) protocol for improving outcomes for bariatric surgery patients. Forty-six post-operative patients from the Bariatric Surgery Program at Toronto Western Hospital were randomly assigned to either an AMI group (n = 23) or a wait list group (n = 23). From pre- to post-intervention, paired samples t-tests found that participants reported greater readiness and self-efficacy for change, as well as improvements to binge eating characteristics and to some measures of adherence to dietary guidelines at the 4-week follow-up. Repeated measures ANOVAs found that the behavioural changes were maintained over the 12-week follow-up but mixed model ANOVAs suggest that these changes may not be as marked next to patients receiving standard bariatric care. These preliminary findings suggest that AMI is an acceptable and feasible intervention that might be effective for some bariatric patients. Future research is warranted.

Expo-Laboratory: a learning path based on direct experience and peer education

2020 ◽  
Author(s):  
Claretta Christille ◽  
Susanna Occhipinti
Keyword(s):  
Scientific Method ◽  
Scientific Rigor ◽  
Learning And Teaching ◽  
The Public ◽  
Self Confidence ◽  
Learning Path ◽  
Experimental Protocols ◽  
Personal Skills ◽  
The Individual

&lt;p&gt;The teaching of experimental sciences requires continuous updating and needs of tools &amp;#8211; laboratories, materials, experimental protocols &amp;#8211; that promote the acquisition of the experimental scientific method, through the individual practice of operating procedures that allow personal and direct consolidation and experimental verification of theoretical knowledge.&lt;/p&gt;&lt;p&gt;Now in its 16th edition, the Expo-laboratory is a learning path of several exhibits, proposed annually in Aosta Valley (Italy), involving different schools and dealing each year with a different topic.&lt;/p&gt;&lt;p&gt;The exhibition, created with the collaboration of several teachers, is aimed at students from kindergarten to high school, with the aim of presenting scientific aspects both in a theoretical and practical way, through simple tools, experiments or practical demonstrations that can be easily repeated.&lt;/p&gt;&lt;p&gt;This year the exhibition, entitled &quot;The Science of Wonders&quot;, proposes a learning path made by tools and short impressive activities dealing with history and theory of some surprising topics, ranging from chemical sciences to biological, geological and physical ones.&lt;/p&gt;&lt;p&gt;The peculiarity of Expo-Laboratory is that the illustration of each exhibit is carried out by students, who are called to accompany visitors to discover the various activities, by adapting the content in relation to the age and the interest of the public.&lt;/p&gt;&lt;p&gt;The Expo-Laboratory presents itself as a real experience of peer learning and teaching and, over the years, it has shown good educational effects, offering students an opportunity to acquire new knowledge, develop scientific communication skills and increase organizational abilities through cooperation and collaboration.&lt;/p&gt;&lt;p&gt;The experience is generally appreciated by students who, operating with simple materials, but with scientific rigor, have the chance to get really involved. Playing a role they are not used to (the teacher&amp;#8217;s one), they have to deal with a heterogeneous audience, sometimes curious and demanding, other times distracted, so they need to test and improve their own engagement abilities, face follow-up questions and provide further explanations. All this, not only enhances their sense of responsibility, but also boosts self confidence and personal skills, definitely stimulating passion and students' interest in sciences.&lt;/p&gt;

scholarly journals An Examination of Ironic Effects in Air-Pistol Shooting under Pressure

2019 ◽  
Vol 4 (2) ◽  
pp. 20
Author(s):  
Recep Gorgulu
Keyword(s):  
Theoretical Framework ◽  
High Anxiety ◽  
Mental Control ◽  
Specific Direction ◽  
Ironic Processes ◽  
Specific Support ◽  
Performance Errors ◽  
Practical Instruction ◽  
Ironic Effects

This study aimed to test the incidence of ironic performance errors in elite air-pistol shooters. Previous research has revealed that, when shooters are anxious, avoidant instructions can cause ironic performance breakdown, especially in the unintended direction. Fifty-seven experienced air-pistol shooters were given specific instructions not to shoot to a certain part of a target, under low- and high-anxiety conditions, respectively. Results demonstrated that, when instructed not to shoot in a specific direction, anxious shooters did so a significant number of times. Interestingly, there was no difference in non-target non-ironic error, which provides specific support for Wegner’s theory of ironic processes of mental control in air-pistol shooting. Consequently, these findings illustrated that the combination of increased anxiety with avoidant instructions could lead to such unintended performance errors, called ironic error. Thus, understanding the mechanism of the anxiety-performance relationship may be a useful theoretical framework which could provide practical, instruction-based interventions to reduce susceptibility to ironic errors under pressure.

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