Peter J. Clough

Effects of negative mood states on risk in everyday decision making

How does negative mood affect risk taking? A brief questionnaire was used to measure state anxiety, depression, and fatigue, and a daily mood diary allowed state and trait (average level) mood to be separated. Studies 1 and 2 used natural moods and Study 3 a mood induction procedure. Risk was assessed using hypothetical everyday choice scenarios. Study 1 showed that riskiness was affected by state fatigue, but not by anxiety and depression. Study 2 showed that increased riskiness over a two - week period was predicted by fatigue changes, after controlling for riskiness and trait and state mood at time 1. Fatigue effects were stronger for more important scenarios, and when state anxiety was also high. In Study 3, covariance analyses showed that the observed increased in riskiness was related to induced fatigue, rather than to anxiety or depression. The effects are discussed in relation to the literature on fatigue effects, and models of mood and cognition.

The effects of attentional focusing strategies on novice dart throwing performance and Their task experiences

Abstract Novice darts throwers completed a dart‐throwing task using either control (no additional instruction), external, or internal attentional focusing instructions. Ratings of the experience of using the instructions were collected post‐task (e.g., instructional difficulty). Participants using the external and control instructions performed significantly more accurately than those using the internal focus instructions but did not differ themselves. The control instructions were rated as significantly easier and less mentally demanding to use than the external instructions. The external and internal conditions did not differ in ratings of mental demands, but the external instructions were rated as more successful than the internal instructions. These results support previous research advocating the use of instructions that emphasize external goal‐related information and that novices can benefit immediately from such instruction.

Relationship between mental toughness and physical endurance.

This study tested the criterion validity of the inventory, Mental Toughness 48, by assessing the correlation between mental toughness and physical endurance for 41 male undergraduate sports students. A significant correlation of .34 was found between scores for overall mental toughness and the time a relative weight could be held suspended. Results support the criterion-related validity of the Mental Toughness 48.

Are Adolescents With High Mental Toughness Levels More Resilient Against Stress

Mental toughness has been explored predominantly within sport contexts. Nevertheless, it is difficult to conceive mental toughness as only applicable to athletes. This study examines whether mentally tough participants exhibit resilience against stress. This is a cross-sectional study based on two different samples: Sample 1 consisted of 284 high school students (99 males, 185 females, M = 18.3 years). Sample 2 consisted of 140 first through fifth semester undergraduate students (53 males, 87 females, M = 20.0 years). Participants provided information about their level of perceived stress (10-item Perceived Stress Scale), mental toughness (48-item Mental Toughness Questionnaire) and depressive symptoms (Beck Depression Inventory). Consistent across the two samples, mental toughness mitigated the relationship between high stress and depressive symptoms. The interaction between stress and mental toughness explained 2% of variance in the adolescent sample and 10% of variance among young adults. The promotion of protective factors that foster resilient adaptation is a relevant issue. Mental toughness may appeal to individuals that are typically difficult to be reached with health interventions. Because mental toughness is part of young peoples daily speech, it may serve as a less academic resource than other health psychology concepts.

Assessing Model Fit: Caveats and Recommendations for Confirmatory Factor Analysis and Exploratory Structural Equation Modeling

Despite the limitations of overgeneralizing cutoff values for confirmatory factor analysis (CFA; e.g., Marsh, Hau, & Wen, 2004), they are still often employed as golden rules for assessing factorial validity in sport and exercise psychology. The purpose of this study was to investigate the appropriateness of using the CFA approach with these cutoff values for typical multidimensional measures. Furthermore, we ought to examine how a model could be respecified to achieve acceptable fit and explored whether exploratory structural equation modeling (ESEM) provides a more appropriate assessment of model fit. Six multidimensional measures commonly used in sport and exercise psychology research were examined using CFA and ESEM. Despite demonstrating good validity in previous research, all eight failed to meet the cutoff values proposed by Hu and Bentler. ESEM improved model fit in all measures. In conclusion, we suggest that model misfit in this study demonstrates the problem with interpreting cutoff values rigidly. Furthermore, we recommend ESEM as a preferred approach to examining model fit in multidimensional measures.

Novice motor skill performance and task experience is influenced by attentional focusing instructions and instruction preferences

Abstract Novices threw darts during two sessions (one week apart) using either internal or external attentional focusing instructions. During session one, participants used internal instructions for half the throws and external instructions for the other half of the throws, whereas session two required the use of only one strategy for all throws. Accuracy during session one was not affected by attentional strategy, although a significant interaction indicated that accuracy is influenced when changing from one strategy to the other. After session one, significantly more participants reported a preference for the external instructions. During session two, the external strategy group was significantly more accurate than the internal group. Of those using the external strategy, participants indicating an internal strategy preference after practice were significantly less accurate than those who indicated a preference for the external strategy. Participants rated their preferred strategy as requiring less effort than the alternative

Developing Mental Toughness: From Research to Practice

This article reviews recent evidence concerning the development of mental toughness in young athletes, from first involvement in sport through to early adulthood. The role and importance of genetics, environmental factors, and psychological-skills training in the development of mental toughness is discussed. In particular, environmental factors that can be manipulated and influenced by coaches and parents are emphasized to aid the transfer of knowledge from scientific research into applied practice. Of central importance is the development of independent problem-solving and personal responsibility through a challenging yet supportive learning environment. We argue that to develop mental toughness, young athletes must be gradually exposed to, rather than shielded from, demanding situations in training and competition in order to learn how to cope. Also, as athletes become more emotionally mature, they should become increasingly involved in making decisions regarding their own development. Athletes should be encouraged and supported in reflecting upon setbacks and failures that occur as a natural part of the developmental process. Negative experiences, as well as the confidence-boosting outcomes of achieving goals, provide opportunities for personal growth, and allow important lessons to be learned. Various practical suggestions are provided.

Adolescents With Greater Mental Toughness Show Higher Sleep Efficiency, More Deep Sleep and Fewer Awakenings After Sleep Onset

PURPOSE Mental toughness (MT) is understood as the display of confidence, commitment, challenge, and control. Mental toughness is associated with resilience against stress. However, research has not yet focused on the relation between MT and objective sleep. The aim of the present study was therefore to explore the extent to which greater MT is associated with objectively assessed sleep among adolescents. METHODS A total of 92 adolescents (35% females; mean age, 18.92 years) completed the Mental Toughness Questionnaire. Participants were split into groups of high and low mental toughness. Objective sleep was recorded via sleep electroencephalograms and subjective sleep was assessed via a questionnaire. RESULTS Compared with participants with low MT, participants with high MT had higher sleep efficiency, a lower number of awakenings after sleep onset, less light sleep, and more deep sleep. They also reported lower daytime sleepiness. CONCLUSIONS Adolescents reporting higher MT also had objectively better sleep, as recorded via sleep electroencephalograms. A bidirectional association between MT and sleep seems likely; therefore, among adolescence, improving sleep should increase MT, and improving MT should increase sleep.

Predictors of sweat loss in man during prolonged exercise

SummaryNineteen healthy male subjects, differing in training status and