Jenny O

Exercise motivation: a cross-sectional analysis examining its relationships with frequency, intensity, and duration of exercise

BackgroundIt is important to engage in regular physical activity in order to maintain a healthy lifestyle however a large portion of the population is insufficiently active. Understanding how different types of motivation contribute to exercise behavior is an important first step in identifying ways to increase exercise among individuals. The current study employs self-determination theory as a framework from which to examine how motivation contributes to various characteristics of exercise behavior.MethodsRegular exercisers (N = 1079; n = 468 males; n = 612 females) completed inventories which assessed the frequency, intensity, and duration with which they exercise, as well as the Behavioral Regulation in Exercise Questionnaire including four additional items assessing integrated regulation.ResultsBivariate correlations revealed that all three behavioral indices (frequency, intensity, and duration of exercise) were more highly correlated with more autonomous than controlling regulations. Regression analyses revealed that integrated and identified regulations predicted exercise frequency for males and females. Integrated regulation was found to be the only predictor of exercise duration across both genders. Finally, introjected regulation predicted exercise intensity for females only.ConclusionsThese findings suggest that exercise regulations that vary in their degree of internalization can differentially predict characteristics of exercise behavior. Furthermore, in the motivational profile of a regular exerciser, integrated regulation appears to be an important determinant of exercise behavior. These results highlight the importance of assessing integrated regulation in exercise settings where the goal of understanding motivated behavior has important health implications.

Observation interventions for motor skill learning and performance: an applied model for the use of observation

Using the 5 Ws and 1 H journalistic approach of Beveridge Mackie (2011), we reviewed the observation intervention research that targeted sport skills or daily movement tasks. Through this review, it became apparent that while there is much research that examines observation of a live or video (what), skilled model (who) for enhanced skill learning (why) in laboratory settings (where), there is a need for not only a wider scope of research, but also a deeper one. Following the review of literature, an applied model for the use of observation is advanced. Through this applied model, we propose that practitioners should first assess the observers characteristics and the task characteristics for which any observation intervention is being created. The practitioner should then gain an understanding of the context and the desired outcomes of the learner and use this advance information to vary the characteristics of: (1) who is observed; (2) what is observed and what instructional features will accompany the intervention; (3) when it is observed; and (4) how the observed information should be delivered. Future research directions are also forwarded with regard to identified gaps in the literature.

The content of imagery use in youth sport

Abstract The purpose of the present study was to investigate the content of young athletes’ imagery use. The participants were 7–8 (n = 24), 9–10 (n = 30), 11–12 (n = 35), and 13–14 (n = 21) year‐old male and female athletes competing in both team and individual sports. Sixteen focus groups, two for each age category and gender, were used as the method of data collection. Each focus group consisted of 6–8 participants grouped by gender and age and was structured to assess what they image in sport. Emerging from the focus groups were five content categories of imagery including imagery sessions, the effectiveness of imagery, the nature of imagery, the surroundings, and the type of imagery. These categories support previous imagery research conducted with adult athletes (Munroe, Giacobbi, Hall, & Weinberg, 2000). Imagery with respect to age and gender are discussed.

Modality and Perceptual-Motor Experience Influence the Detection of Temporal Deviations in Tap Dance Sequences

Accurate temporal information processing is critically important in many motor activities within disciplines such as dance, music, and sport. However, it is still unclear how temporal information related to biological motion is processed by expert and non-expert performers. It is well-known that the auditory modality dominates the visual modality in processing temporal information of simple stimuli, and that experts outperform non-experts in biological motion perception. In the present study, we combined these two areas of research; we investigated how experts and non-experts detected temporal deviations in tap dance sequences, in the auditory modality compared to the visual modality. We found that temporal deviations were better detected in the auditory modality compared to the visual modality, and by experts compared to non-experts. However, post hoc analyses indicated that these effects were mainly due to performances obtained by experts in the auditory modality. The results suggest that the experience advantage is not equally distributed across the modalities, and that tap dance experience enhances the effectiveness of the auditory modality but not the visual modality when processing temporal information. The present results and their potential implications are discussed in both temporal information processing and biological motion perception frameworks.

A Qualitative Analysis of Athletes’ Voluntary Image Speed Use

Abstract The present study sought to describe the various reasons why athletes choose to manipulate the speeds of their images (i.e. image in slow motion, real-time, or fast motion). Athletes (N= 9) were interviewed using a one-on-one, semi-structured interview format. All interviews were transcribed verbatim and content analyzed for themes. Results suggested that the particular image speed selected by an athlete does often serve a specific purpose. Slow-motion images were primarily employed to enhance the learning, development, review, or refinement of skills and strategies. Real-time imagery was employed when athletes wanted to accurately represent movement tempo, relative timing, or absolute movement duration in their images. Fast motion images were used to enable strategy planning during competition, to increase or maintain confidence perceptions, to energize athletes, and to increase imagery session efficiency and focus. Furthermore, regarding the use of multiple image speeds, athletes emphasized the importance of avoiding exclusively imaging in fast- or in slow-motion, making note of the importance of real-time image speed use in ensuring accurate mental representations of temporal aspects of performance. The findings of the current study indicate that the timing guideline of the PETTLEP approach to motor imagery (Holmes & Collins, 2001) may require revision. The use of any given image speed may be a matter of personal preference rather than one of functional necessity. One exception, however, does appear to be images focused on learning some temporal aspect of performance. In these instances, real-time speed seems to be a necessary characteristic of one’s image.

Considerations for Conducting Imagery Interventions in Physical Education Settings

Abstract There is a need to develop effective physical activity interventions for children, given the growing concerns about physical inactivity and the related health issues (Colley et al., 2011). The Task Force on Community Preventive Services (2002) strongly recommends that school-based physical activity interventions could be an effective way to increase physical activity levels by modifying the social environment and the behaviours that take place within it. PE is not only an important source of physical activity (Sallis & McKenzie, 1991); it also provides important benefits regarding children’s psychosocial and motor skill outcomes, making them more likely to engage in physical activity into adolescence and adulthood (Sallis et al., 2012). We know that mental skills such as imagery have been shown to influence motivation, participation, and performance in motor learning, sport, and exercise (Hall, 2001). Therefore, the use of imagery in a PE context seems to be a natural extension of its traditional use in sport and exercise settings. The purpose of this review paper is to discuss factors to consider when designing and implementing an imagery intervention in a school-based PE setting. The recommendations will be discussed within three main categories: (a) the specific school context in which the intervention would be administered, (b) the design of contextually-appropriate and feasible methodology, and (c) individualizing imagery prompts to be sample- and situation-appropriate for the developmental level of the students as well as the PE context through which they would be delivered. Limitations as well as recommendations for future research or interventions conducted in PE settings will also be discussed.

Undergraduate Research and Service-Learning Programs in a Kinesiology Program at a Teaching University

ABSTRACT High-impact practices foster student success, but faculty faced with heavy teaching loads and lack of resources and infrastructure are challenged to implement such practices. Kinesiology faculty at California State University, East Bay collaborated to implement two student programs: Kinesiology Research Group and Get Fit! Stay Fit! The Kinesiology Research Group, a faculty–student research group, and Get Fit! Stay Fit!, a service learning experience, partnered to consolidate human and structural resources. Student–faculty mentoring circles were used to support this innovative partnership. Here, we report student perceptions of the value of these programs to their academic and professional development.

The reliability of vertical jump tests between the Vertec and My Jump phone application

Background The vertical jump is used to estimate sports performance capabilities and physical fitness in children, elderly, non-athletic and injured individuals. Different jump techniques and measurement tools are available to assess vertical jump height and peak power; however, their use is limited by access to laboratory settings, excessive cost and/or time constraints thus making these tools oftentimes unsuitable for field assessment. A popular field test uses the Vertec and the Sargent vertical jump with countermovement; however, new low cost, easy to use tools are becoming available, including the My Jump iOS mobile application (app). The purpose of this study was to assess the reliability of the My Jump relative to values obtained by the Vertec for the Sargent stand and reach vertical jump (VJ) test. Methods One hundred and thirty-five healthy participants aged 18–39 years (94 males, 41 females) completed three maximal Sargent VJ with countermovement that were simultaneously measured using the Vertec and the My Jump. Jump heights were quantified for each jump and peak power was calculated using the Sayers equation. Four separate ICC estimates and their 95% confidence intervals were used to assess reliability. Two analyses (with jump height and calculated peak power as the dependent variables, respectively) were based on a single rater, consistency, two-way mixed-effects model, while two others (with jump height and calculated peak power as the dependent variables, respectively) were based on a single rater, absolute agreement, two-way mixed-effects model. Results Moderate to excellent reliability relative to the degree of consistency between the Vertec and My Jump values was found for jump height (ICC = 0.813; 95% CI [0.747–0.863]) and calculated peak power (ICC = 0.926; 95% CI [0.897–0.947]). However, poor to good reliability relative to absolute agreement for VJ height (ICC = 0.665; 95% CI [0.050–0.859]) and poor to excellent reliability relative to absolute agreement for peak power (ICC = 0.851; 95% CI [0.272–0.946]) between the Vertec and My Jump values were found; Vertec VJ height, and thus, Vertec calculated peak power values, were significantly higher than those calculated from My Jump values (p < 0.0001). Discussion The My Jump app may provide a reliable measure of vertical jump height and calculated peak power in multiple field and laboratory settings without the need of costly equipment such as force plates or Vertec. The reliability relative to degree of consistency between the Vertec and My Jump app was moderate to excellent. However, the reliability relative to absolute agreement between Vertec and My Jump values contained significant variation (based on CI values), thus, it is recommended that either the My Jump or the Vertec be used to assess VJ height in repeated measures within subjects’ designs; these measurement tools should not be considered interchangeable within subjects or in group measurement designs.

Muscle power predicts bone strength in Division Ii athletes

The relationship between muscle fitness measures and tibial bone strength in collegiate level athletes was investigated. Eighty-six Division II collegiate athletes (age: (18-29 years), height: 1.71 m (.09): mass: 66.7 kg (10.5) 56 female: 30 male) participated in this cross-sectional study. Maximum grip strength (GS), 1 repetition maximum leg press (1RM) and vertical jump peak power (PP) tests were measured. Cortical area (Ct.Ar), cortical bone mineral density (cBMD), moment of inertia (J) and bone strength (polar strength-strain index, SSIp) were measured using peripheral quantitative computed tomography (pQCT) at 50% tibia length. For each bone strength parameter, a hierarchical multiple regression (HMR) analysis was performed to examine the contribution of sex and the 3 muscle fitness parameters (muscle power, relative 1 repetition leg extensor strength and relative grip strength) to bone parameters. Vertical jump peak power explained 54-59% of the variance in bone strength parameters, and relative leg extensor and grip strength were not predictive of bone strength parameters. Muscle power correlated with bone mass and architecture variables but not cBMD values. Cortical bone mineral density (cBMD) was also not predicted by relative leg extensor strength or relative grip strength. Muscular fitness assessment, specifically peak power calculated from vertical jump height assessments provides a simple, objective, valid and reliable measure to identify and monitor bone strength in collegiate athletes.