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Persuasion and Communication in Sport, Exercise, and Physical Activity

Authors:
Ben Jackson at The University of Western Australia
Ben Jackson
James A. Dimmock at The University of Western Australia
James A. Dimmock
Josh Compton at Dartmouth College
Josh Compton
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Abstract

See link: http://goo.gl/wnSKdD ---- How can we use persuasion methods to make people more physically active and improve their sport and exercise experiences? How can instructors, coaches, athletes, and practitioners most effectively communicate their messages to others? Persuasion and Communication in Sport, Exercise, and Physical Activity is the first book to consider the applications of persuasion frameworks within activity-related contexts, whilst also summarising the major developments relating to communication topics in these settings. It provides a state of the art review of the key developments, challenges, and opportunities within the field. It brings together international experts from the fields of social, health, and sport and exercise psychology, to give theoretical overviews, insights into contemporary research themes and practical implications, as well as agendas for future research. Covering topics such as changing attitudes towards exercise, social influence, persuasive leadership and communicating with people with physical disabilities, this book provides a contemporary approach to persuasion and communication in a sport, exercise and physical activity setting. It is an important text for upper-level undergraduate and postgraduate students, as well as academics in the fields of Sport and Exercise Science, Kinesiology, Health and Physical Activity Promotion and related areas of Psychology.
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Persuasion and Communication in Sport, Exercise,
and Physical Activity
Contents
Part I: Persuasion and Messaging
1. The Evolution of Health Communications Research: The Consequent Challenges and Opportunities
in the case of Physical Activity Message Framing (Amy E. Latimer-Cheung and Alexander Lithopoulos)
2. The Elaboration Likelihood Model: Changing Attitudes toward Exercising and Beyond
(Richard E. Petty, Pablo Briñol, Jacob Teeny, and Javier Horcajo)
3. Physical Activity Messaging for Action Control (Ryan E. Rhodes and Alison Quinlan)
4. The Role of Perceived Threat and Efficacy in Motivating Behavior Change in Sport and Physical Activity
Communication Contexts (Anthony J. Roberto, Lisa J. Van Raalte, Yanqin Liu, and Karlee A. Posteher)
5. Inoculation Messaging (Josh Compton and Bobi Ivanov)
6. Psychological Reactance Theory, Sport, and Exercise: A Bright Future
(Brian L. Quick, Tobias Reynolds-Tylus, and Andrea Martinez Gonzalez)
7. Automatically Activated Cognitions and Physical Activity Messaging (Tanya Berry)
8. Shaping Expectations (Jessica A. Emerson, Harold Lee, and David M. Williams)
9. Harnessing the Weapons of Social Influence in Sport, Exercise, and Physical Activity
(Nikos L. D. Chatzisarantis, Sarah Hardcastle, Martin S. Hagger, and Cecilie Thøgersen-Ntoumani)
Part II: Interpersonal Communication
10. Need-Supportive Communication: Implications for Motivation in Sport, Exercise, and Physical Activity
(Nikos Ntoumanis, Eleanor Quested, Johnmarshall Reeve and Sung Hyeon Cheon)
11. Persuasive Leadership in Sport and Exercise: Taking a Closer Look under the Hood
(Geralyn R. Ruissen, Desmond McEwan, and Mark R. Beauchamp)
12. Principled Negotiation in Sport, Exercise, and Physical Activity (James A. Dimmock and Ben Jackson)
13. Embodiment in Sport: Strength, Readiness, Aggression, and Beyond
(Pablo Briñol, Richard E. Petty and Luke Hinsenkamp)
14. Communicating within Sport Teams (Mark Eys, Mark Surya and Alex J. Benson)
15. Communicating Physical Activity Information to People with Physical Disabilities
(Marie-Josée Perrier and Kathleen A. Martin Ginis)
16. Self-presentation and Communication in Physical Activity Settings (Robert C. Eklund and Timothy C. Howle)
... Bu doğrultuda antrenörün mesleki anlamda donanımlı olması sporcunun baĢarı ve kabiliyetini aynı zamanda motivasyonunu doğrudan etkileyecektir (Bayrak ve Nacar 2015). Antrenör ve sporcu iliĢkisinde iletiĢim ortak amaç ve doğrultuda kullanılmakta ve geliĢtirilmektedir (Jackson, Dimmock, Compton, 2018). Antrenörlerin, sporcuların ve yöneticilerin baĢarıya ulaĢmak için etkili iletiĢim becerilerine sahip olması gerekir (Erickson, 2013). ...
... Alanyazın incelendiğinde ise antrenörlük eğitimi alan üniversite öğrencilerinin iletiĢim becerileri değiĢkeninin farklı değiĢkenler ile çalıĢıldığı çalıĢmalar mevcuttur (Kalinowski, 1985;Ulukan, 2012;Dalkılıç ve ark., 2013;Yanık, 2015;Yiğit ve ark., 2015;ĠĢler ve ark., 2017;Jackson, Dimmock, Compton, 2018;Uğur ve Çolakoğlu, 2019). Mooney, üniversite öğrencileri üzerinde yaptığı çalıĢmasında üniversite öğrencilerinin problemlerinden birininde iletiĢim becerileri olduğunu saptamıĢtır (Kılıç, 1987). ...
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... The importance of communication skills in students in elementary school will greatly affect the activities of these students at school. In this study, it is revealed that children who have good communication skills will make it easier for these students in their daily learning activities (Ben Jackson, James Dimmock, 2017;Demirdağ, 2021). In this study, it is also revealed that if students use the student facilitator and explaining learning model, students will be trained to express ideas in learning, the student facilitator and explaining learning model also provides benefits for students to be able to communicate well, be able to express their opinions and also improve student learning outcomes (Loeng, 2020;Mulyono et al., 2018). ...
Exploring Communication Skills and Student Learning Outcomes through Student Facilitators and Explaining (SFAE) Learning Model
Article
Full-text available
  • Jun 2023
The low learning outcomes and communication skills of students in elementary schools still need to be solved in education in Indonesia. At the same time, basic education in the 21st century requires students to be able to collaborate and be able to communicate well. These two skills are needed in the learning process so that learning can run effectively and efficiently. This research aims to analyze students' communication skills and good learning outcomes through the student facilitator and explaining (SFAE) method. This study used a quantitative research type with a pre-experimental design with one pretest-posttest group. The research subjects were grade 2 students, totaling 34 students. Data collection methods using observation techniques, interviews, thematic learning achievement tests, and communication skills questionnaires. The research instrument used a student communication skills questionnaire which totaled 20 question items and a cognitive learning achievement test which totaled 27 multiple-choice questions with a range of C4-C5. Data analysis in this study used the normality test and paired sample t-test. The results showed that there was a significant influence between students' communication skills and student learning outcomes. Communication skills and student learning outcomes can be well explored through the student facilitator and explaining (SFAE) model.
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... It does not seem possible to achieve this without using communication. In the athlete-coach relationship, communication enables the trainer and athlete to develop their common knowledge and understanding of common goals and beliefs (Jackson, Dimmock, & Compton, 2018). ...
The Effect Of Elite Athletes' Club Environment Communication Levels On Sportsman Behavior
Article
Full-text available
  • Dec 2022
The aim of this research is to determine whether the in-club communications of elite athletes in different sports can predict their sportsmanship behaviors. The study group of the research consists of 145 athletes (51.7% male, 48.3% female) randomly selected in athlete training centers and TOHM centers. The club media communication levels of the athletes were measured with the 3D (trainer-athlete, athlete-athlete and manager-athlete) Club Environment Communication Questionnaire. Sportsmanship Behaviors, on the other hand, were measured with the Multidimensional Sportsmanship Orientation Scale, which had 4 dimensions (compliance with social norms, respect for rules and management, commitment to responsibilities in sports and respect for the opponent). While analyzing the data, multiple linear regression analysis technique was used. In the results of the research, it is seen that there are positive (linear) relations between the Scores of the Club Environment Communication and Sportsmanship Orientation Subscales. In addition, it was seen that the communication between the coach and the athlete significantly predicted the dimensions of compliance with social norms and respect for the opponent, and the communication between the athlete and the athlete significantly predicted the sub-dimension of commitment to responsibilities. The result of the study reveals that as the scores obtained from each of the sub-dimensions of club environment communication increase, the scores obtained from each of the sub-dimensions of sportsmanship orientation increase reciprocally.
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... Concerning the possible effects of some mediators between the message framing and its persuasive effects, the few studies assessing them have referred to social cognitive variables, particularly attitudes and intentions. Recently, researchers are instead calling for the exploration of alternate determinants, such as affect and information processing; Jackson et al., 2017). However, there is still a surprising paucity of studies on how emotional responses elicited in the audience when reading messages on physical activity may mediate the effect of these messages. ...
Affective components in promoting physical activity: A randomized controlled trial of message framing
Article
Full-text available
  • Sep 2022
Although the study of the affective components involved in predicting physical activity is spreading faster and faster, there is a lack of studies testing their role when promoting physical activity through message interventions. In the present study, we considered these components by focusing on how anticipated affective reactions and emotional processing of the messages influence receivers’ affective attitude toward physical activity, concurrent behavior, and future intention. A sample of 250 participants was involved in an intervention relying on prefactual (i.e., “If … then…”) messages promoting physical activity. All messages were sent through a research app and were focused on the expected consequences of exercising (or not exercising). Four experimental conditions involving messages differing as to their outcome sensitivity framing (i.e., gain, non-loss, non-gain, and loss) were compared to a control condition. Results showed that reading gain and non-gain messages enhanced the positive affective attitude toward physical activity, compared to control. Enhanced affective attitude after the intervention increased, in turn, self-reported physical activity and future intention. Interestingly, gain messages were even more persuasive for people with a low level of positive anticipated affective reactions. Furthermore, their effectiveness was especially attributable to the elicitation of hope in receivers. Discussion focuses on the advantages of considering affective components and their implications when promoting physical activity.
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“Let’s get back to normal”: emotions mediate the effects of persuasive messages on willingness to vaccinate for COVID-19
Article
Full-text available
  • May 2024
Objective We examined the effectiveness of three different messages for persuading individuals to get vaccinated against COVID-19, and the role that emotions play in persuasion. Methods Four hundred-thirty-six participants reported their concern about the COVID-19 pandemic and confidence/hesitancy toward vaccines. Participants were randomly assigned to one of three text conditions: (1) self-interest: a persuasive message that focused on how much of a “serious threat COVID-19 is to you,” and to get vaccinated to “protect yourself”; (2) self-interest + altruistic: a persuasive message that focused on the “threat to you and your community” and to get vaccinated to “protect you and your loved ones”; (3) self-interest + altruistic + normal: a persuasive message that included (2) but added “This is the only way we can get back to a normal life.”; and, (4) a baseline control: no text. After reading, participants reported their emotions toward COVID-19 vaccines and their willingness to get vaccinated. Results Individuals in the self-interest + altruistic + normal condition were more willing to get vaccinated compared to the control condition and self-interest + altruistic condition. However, there were no differences in willingness between the self-interest + altruistic + normal condition and the self-interest condition. Moreover, emotions mediated relations between vaccine confidence/hesitancy and willingness. Conclusion A message that focuses on “getting back to normal” can achieve important public health action by increasing vaccine uptake to protect the population. Future work is needed across multiple countries and contexts (i.e., non-pandemic) to assess message effectiveness.
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Antrenörün Sporcu Tarafından Hatırlanması: Türkiye Sultanlar Ligi ÖrneğiRemembering the Coach by the Athlete: The Example of The League of Sultans of Turkey
Article
  • May 2023
Tanınmak, bilinmek, istenilir olmak ve hatırlanmak antrenörlük mesleği için en temel özelliklerdendir. Antrenörler ile kurulan ilişki sonucunda elde edilen bilgi ve deneyim, yeniden hatırlanmak üzere sporcu belleğinde depolanır. Her sporcu, kendi adına önemli olduğunu düşündüğü her şeyi belleğinde saklar. Sezon sonuna kadar devam eden bu sürecin sonunda sporcular tarafından antrenörlerin hangi özelliklerinin hatırlandığı antrenör kimliği açısından önemli yer tutmaktadır. Çünkü antrenörlerin hatırlanmasını istediği özellikleri, kendilerinin mesleklerine verdikleri değerin temellerini de göstermektedir. Dolayısıyla bu araştırmanın temel amacı, Türkiye’deki kadın voleybolunun en üst ligi olan Sultanlar Ligi’nde çalışan antrenörlerin hangi özellikleri ile voleybolcular tarafından hatırlanmak istediklerini ve bunların nedenlerini belirlemektir. Araştırmanın çalışma grubu, kolay ulaşılabilir durum örneklemesi yöntemiyle seçilen ve araştırmaya gönüllü olarak katılan 17 Türk erkek antrenörden oluşmaktadır. Antrenörlerin hatırlanmak ile ilgili görüşlerini belirlemek için veri toplama aracı olarak iki adet açık uçlu sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme sonunda toplanan veriler, içerik analizi tekniği yardımı ile yorumlanmış ve alıntılarla desteklenerek sunulmuştur. Araştırmanın sonucunda katılımcı voleybol antrenörlerinin hatırlanmak kavramına ilişkin görüşleri incelendiğinde; iz bırakma, akılda kalma, vefalı olma, özlenme, olumlu anılma olmak üzere beş kavramı öne çıkardıkları belirlenmiştir. Bu çalışmanın bulgularının, antrenörler açısından sporcular tarafından hatırlanma konusunda hangi kavramların önemli olduğunun belirlenmesinde yararlı olacağı düşünülmektedir. Ayrıca bu çalışmanın hatırlanma olgusunun spor insanları ile olan ilgisi üzerine benzer çalışmalara örnek olacağı tahmin edilmektedir.
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Spor Eğitimi Veren Yüksek Öğretim Kurumlarındaki Akademisyenlerin Karanlık Kişilik ve Kişi-Örgüt Uyumları Arasındaki İlişkinin İncelenmesi
Presentation
Full-text available
  • Nov 2021
Giriş ve Amaç: Bu araştırmada, İstanbul ilinde spor eğitimi veren yükseköğretim kurumlarındaki akademisyenlerin karanlık kişilik ve kişi-örgüt uyumları arasındaki ilişkinin incelenmesi amaçlanmıştır. Yöntem: Araştırmanın çalışma grubunu İstanbul ilinde bulunan üniversitelerin Beden Eğitimi ve Spor Yüksek Okulları ile Spor Bilimleri Fakültelerinde görev yapan 39 kadın 51 Erkek toplamda 90 akademisyen oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından hazırlanmış “Kişisel Bilgi Formu”, akademisyenlerin karanlık üçlü özelliklerinin belirlenmesi amacıyla Jones ve Paulhus (2014) tarafından geliştirilen, Şahin, Ağralı Ermiş ve Demirus (2018) tarafından uyarlaması gerçekleştirilen “Kısa Karanlık Üçlü Ölçeği (SD3)” ve Netemeyer vd., (1997) tarafından geliştirilen, Turunç ve Çelik (2012) tarafından uyarlaması yapılan “Kişi-Örgüt Uyumu Ölçeği” kullanılmıştır. Elde edilen veriler SPSS-24 Paket Programı ile analiz edilmiştir. Aynı zamanda verilerin çözüm ve yorumlanmasında Pearson ve Spearman korelasyon analizleri, bağımsız örneklemler (Independent-Samples) t-testi analizi, One-Way ANOVA (Tek Yönlü Varyans Analizi), Mann-Whitney U Testi ve Kruskal-Wallis H Testi kullanılmıştır. Bulgular: Ölçeklere ait puan dağılımlarının homojen dağılıp dağılmadığına yönelik Levene istatistiği sonuçlarına bakıldığında kısa karanlık üçlü ölçeği toplamı ve psikopati alt boyutunun normal dağılım göstermediği, kısa karanlık üçlü ölçeği diğer alt boyutları olan makyavelizm ve narsizm ve kişi örgüt uyumu ölçeğinin normal dağılım gösterdiği tespit edilmiştir. Akademisyenlerin cinsiyetlerine göre kişi-örgüt uyumları arasında anlamlı farklılık bulunurken, kısa karanlık üçlü ölçeği toplamı ve alt boyutları arasında anlamlı bir farklılık bulunmamaktadır. Medeni durumlarına göre kişi örgüt uyumu, kısa karanlık üçlü ölçeği toplamı ve alt boyutları olan psikopati ve narsizm arasında anlamlı farklılık bulunmazken, kısa karanlık üçlü ölçeği diğer alt boyutu olan makyavelizm arasında anlamlı farklılık bulunmaktadır. Unvan, bölüm, üniversite türü ve idari göre olma durumuna göre kişi örgüt uyumu, kısa karanlık üçlü ölçeği toplamı ve alt boyutları arasında anlamlı bir farklılık bulunmadığı tespit edilmiştir. Anahtar Kelimeler: Kişilik, Karanlık Kişilik, Kişi-Örgüt Uyumu
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كيفية تعزيز فاعلية الذات لدى الرياضين من خلال التمارين والأنشطة الرياضية How to enhance athletes' self-efficacy through exercise and sports activities
Article
Full-text available
  • Jun 2021
Self-efficacy is an important determinant of individual behavior, and it is positively linked to success during exercise and sports activities, increasing fitness levels. Exercise and sport activity also increase the level of self-efficacy. The current paper aims to know the concept of self-efficacy, the theory on which it is based, and the four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and emotional and physiological arousal, based on its four sources.
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Persuasive leadership in sport and exercise: Taking a closer look under the hood
Chapter
  • Jan 2018
In broad terms, leadership exists when one person engages a set of behavioral processes with the explicit purpose of influencing another person, or group of people, to attain a specific set of objectives or goals (1). In the context of sport and physical activity, leadership manifests itself in many different guises. Among others, these include the sport coach seeking to develop fundamental movement skills, interpersonal competencies, as well as athletic achievement among a team of young athletes, the school physical education teacher looking to promote active lifestyles among her students, the personal trainer looking to foster improvements in cardiorespiratory fitness among his clients, as well as formal (e.g., team captain) and informal (e.g., veteran team member) leadership roles performed by athletes on the field of play. The study of leadership has been extensive within the field of sport and exercise psychology, with scholars conceptualizing and testing a wide range of frameworks, with a broad objective of seeking to understand just how leadership behaviors in these different settings are related to, and influence, salient cognitive, affective, and achievement outcomes among those being led (e.g., athletes, exercisers).
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