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Exercise Psychology - Science topic

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Although objective measures, such as accelerometers or pedometers, are best for assessing physical activity among youth, these devices are designed to detect ambulatory movement and, therefore, may not detect static movements such as those commonly used during resistance training. I would like to know if there are any existing measures that could be used to supplement objective physical activity monitoring in order to capture participation in resistance-based exercise. I assume that it would be self-report but ideally I would like to use/adapt an instrument with acceptable psychometric properties (e.g., face validity, criterion validity, test-retest reliability etc).
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Interesting
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sleepSMG is now running on matlab.
Then I created a 64-channel tarumi_Montage and tried to load the data file into sleepSMG, but I get the following error.
How can I load it?
If possible, I would appreciate it if you could give me a concrete example of using sleepSMG.
<<<<<<<<<<<<<<<<<<<<<<<<<<<<
error: tarumi_Montage (line 6)
EEG = handles.EEG;
error: plotSleepData (line 9)
eval([plotFCN{boxInd}, '(handles, range);']);
error: sleepSMG>plotSleepIN_Callback (line 1083)
plotSleepData(handles, range)
error: gui_mainfcn (line 95)
feval(varargin{:});
error: sleepSMG (line 45)
gui_mainfcn(gui_State, varargin{:});
Error while evaluating uicontrol Callback
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
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Hi Everyone,
I am applying for graduate school and would like to recreationally read some articles, journals, and books in hopes of finding studies that focus on sports and exercise psychology theories. Could you recommend some previous research or current research?
Best,
Sean Daniell
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The following publications may further help:
  • Gratton, C. and Jones, I. (2010) Research methods for sports studies. 2nd edn. New York, NY: Routledge.
  • Moran, A. P. (2004) Sport and Exercise Psychology : A Critical Introduction. New York, NY: Routledge.
  • O’Halloran, L., Littlewood, M., Richardson, D., Tod, D. and Nesti, M. (2018) Doing descriptive phenomenological data collection in sport psychology research, in Skinner, J. and Engelberg, T. (eds.) Research Methodologies for Sport Scholarship. Oxon, UK: Routledge, Chapter 8, pp. 124-135.
  • Shaw, D. F., Gorely, T. and Corban, R. M. (2005) Instant Notes: Sport & Exercise Psychology. New York, NY: Garland Science/BIOS Scientific Publishers.
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Hello,
I am constructing a research project (MSc Sport and Exercise Psychology project) around injured / recovering athletes and am looking to a reliable measure of pain experiences in professional or recreational athletes / performers, following sport injury.
I will be looking to administer this measurement and at least two points in time (beginning of recovery and end of recovery).
What tool would you recommend the most for this purpose?
Draft research question: Does Perceived social support modify the relationship between Perception of pain and Fear of reinjury / injury anxiety / return to sport / recovery time.
Thank you!
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Dear Tsvetelina,
I would like to inform you from my scientific article witch I attached.
Please cite this, if you have possibility.
Thank you.
Kind regards
Zsolt
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Is anyone knowledgeable and experienced in using the Delphi Method willing to collaborate on applying it to setting guidelines regarding musicians health literacy? I'd be most grateful to hear from you! Please see below (we will start with a series of workshops for now):
What should musicians’ health education sound like? The floor is yours!
Workshops funded by Realab and the IMR
Wednesday, 19 September OR Monday, 24 September 2018 | 11.30 AM; Royal Northern College of Music (RNCM), Manchester, UK
Tuesday, 25 September OR Saturday, 29 September 2018 | 11.30 AM
Institute of Musical Research, Senate House, London, UK
The physical and psychological demands of the training and practice that musicians must achieve to perform to a high standard can produce deleterious effects on their health and wellbeing. However, music conservatoires still endorse practices that are informed by tradition more than evidence, while health literacy and critical thinking are still not embedded in music students’ core training. Finally, there are no guidelines or regulations regarding what conservatoires should provide in terms of health education.
We want to address that AND we need your help!
We invite psychologists (both researchers and practitioners, from any specialism and not restricted to those who work with musicians) to join us in this discussion! We have prepared comprehensive lists of topics and we shall discuss their relevance and priority in small groups. Additionally, we will brainstorm ideas about what other topics might be needed as part of the conservatoires’ curricula.
Places are free, but limited. While we prioritise psychologists (due to the nature of our task and topic focus), we also welcome:
- Health professionals working with musicians
- Health educators
- Philosophers (yes, yes! We’d also like to discuss cognitive biases and logical fallacies!)
- Cognitive scientists
- Specialists in music education
- PhD students in any of the topics above
Please note the same workshop will be held four times. Please choose only one and register your interest here: https://mmu.onlinesurveys.ac.uk/musicians-health-education-workshop-sept-2018
For any queries, please contact the organisers: Raluca Matei, AHRC-funded PhD student in music psychology: raluca.matei@student.rncm.ac.uk | +44 757 061 2760 OR
Keith Phillips, PhD student in music psychology: keith.phillips@student.rncm.ac.uk
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Why did you not include health educators? They have training in health behavior as well as in research methods including the Delphi method.
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I wish to find out the major barriers which adolescents face to involve in physical activity. In search of a highly valid & reliable scale for the same
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Maybe you will find these references useful:
Steinhardt, M., & Dishman, R. (1989). Reliability and validity of Expected Outcomes and Barriers for Habitual Physical Activity. Journal Of Occupational Medicine, 31(6), 536-546.
Brown, S. (2005). Measuring perceived benefits and perceived barriers for physical activity. American Journal of Health Behavior, 29(2), 107-116.
Brown, S., Huber, D., & Bergman, A. (2006). A perceived benefits and barriers scale for strenuous physical activity in college students. American Journal of Health Promotion, 21(2), 137-140.
Sechrist, K., Walker, S., & Pender, N. (1987). Development and psychometric evaluation of the exercise benefits/barriers scale. Research in Nursing & Health, 10(6), 357-365.
Best regards,
Zeljko
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Can and would a mature adults who has mild acute attention muscular dystrophic distractive impairment, (in brain-mind) recover successfully and confidently from a lack of 02 {oxygen reported) causal affect at birth? (*Just thinking and wondering curiously, honest and really help.)
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Neurofeedback for ADHD goes back at least 30 years, and there is yet to be good evidence that it is more effective than an active placebo control group. Certainly, having a child stare at a computer screen for 50 hours while attempting to manipulate something on the screen will help develop concentration ability. What has not been demonstrated is if a control group receiving cognitive retraining/mindfulness other than neurofeedback does any worse.
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I want to know if anyone has looked at feedback on exercise-induced mood as a method of promoting future activity intentions or behaviour.
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A review of the latest research provides clues about what motivates people to exercise and what keeps them coming back.
 
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With some colleagues, we decided to investigate differences in psychological well-being between professional athletes, amateur athletes and non-athletes. We cannot locate much on the amateur group. Any ideas?
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Hi, I advice you uses a sample of runners, because is a sport that nowadays practice a lot of people and there are many races every weekend and you can compare this data with professional athletes. I and my research group are investigating some psychological variables in this group of people and we are finding some conclusions really interesting, cos amateur runners each time more are living like a professional athletes.
I hope it help you¡
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Hi I am interested in applying a psychoanalytic approach to what motivates bodybuilders. Before I go full steam ahead with this project, does anyone have any advice/suggestions or even any information on research that has been done on this before? Any advice will be appreciated. Many thanks.
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I think you need to be mindful of the difference between embodiment--experiencing yourself as embodied and building muscles or working out.   Many professional athletes and dancers learn to disconnect from body sensations in order to push themselves further and ignore pain.   You might look at two books edited by Fran Anderson as well as my article on the embodied analyst.   
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Hi,
So im currently trying to find strategies for a body builder to maintain his motivation. It is my understanding that different degrees of motivation (extrinsic, intrinsic, amotivated) can affect self-determination in terms of internalization and integration. I have read that for some athletes who are extrinsically motivated, combining introjected regulations (guilt, anxiety, ego enhancements that help regulate contingent self-esteem) and external regulations can help create a steady motivation composite. I was wondering what type of strategies might help induce those types of behaviours.
Furthermore, if you know any strategies that can help regulation through identification (conscious valuing of a behavioural goal or regulation, such that it is accepting as ones own) and integration regulation (integration of regulated behaviours that are fully assimilated to oneself and brought into congruence with ones values and needs) that would be very helpful as well!
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Hi  Jonny,
have you thought about coaching?
Coaching can improve Goal Self-Concordance (GSC), helping the coachee to integrate extrinsic goals while improving goal effort that lead to goal attainment and the coachees satisfaction. The basis for this is a strong coaching relationship based on trust between the coach and the coachee. Furthermore, Basic Psychological Need satisfaction (autonomy, competence and relatedness) can enhance goal internalisation while mediating the relationship between the coaching relationship and GSC.
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I plan to adapt Behavioral Regulation in Exercise Questionnaire-3 in Turkish. Let s work cross-cultural!
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Hi,
i am coming from Slovenia and  i am willing to translate your questionnar in Slovene language if you are interested in :)
Best regards,
Katarina
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we are interested in investigating psychological wellbeing from physical activity in green spaces and wanted to use physiological measurements ... Does anyone have any ideas? Heart rate etc. won't really work aS participants will be physically active, the measurements will need to be taken in the field and they will need to assess not only reductions in things like stress ... But also more positive psychological outcomes .. So cortisol, dopamine etc might be ideal? But what else and how?
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Cortisol is a good measure of stress and easy to administer if you haven't done physiological measures before. Skin conductance and heart rate variability may not work if they are going to be physically active anyway, but you could always think of taking a baseline score and then continued measures over multiple time points to assess how they change. Endorphins can be measured from blood plasma, but dopamine and serotonin, being neurotransmitters are likely not so easily measured without invasive techniques.
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Can anyone guide me to any previous studies that focused on the relation between brain activity and sports?
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thanks Anthony G Gordon for your reply 
actually i think there are difference between sports such as sports depend on thinking and relaxation more than other sports like archery etc so This affects extension on brain activity
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I am currently studying an MSc Sport and Exercise Psychology course at Loughborough University and am in the process of my writing up a research proposal for my dissertation based around the negative effects of psychological needs satisfaction and psychical activity levels in youth. Could anyone recommend any journals advice around this area? Thanks in advance.
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Most of the available cognitive assessment tools are for abnormal people.
I am trying to grade the cognition in normal people.
I am interested in doing research on effect of yoga on cognitive abilities in normal population.
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It depends on the outcome(s) you are hypothesizing.  There are all sorts of batteries you could use that are designed for typically developing adults, e.g., Wechsler IQ tests, Kaufman assessment batteries, etc. for overall cognitive ability.  But maybe you're wondering about potential changes in attention or memory, or nonverbal reasoning, in which case you would look at other measures that focus specifically on these abilities.  (There are no risks of ceiling effects unless you are somehow anticipating that your sample is either atypically gifted or that yoga will have a very large effect, as these tools are normed on reasonably large, representative samples.)
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My husband is working on Olympic education programs, and he needs this questionnaire.
Thanks ....... 
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Hi there, 
I personally write about this my PhD. I hope you gonna like it! But, in Poland, I have had to use another questionnaire, which I had to prepare first. It's working great, but I have a copy only in Polish language. 
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I want to measure the effect of a specific situation on children's physical self-worth and body satisfaction, but the physical self perception profile is a trait questionnaire and less susceptible to change with acute effects. My participants' age is 8 to 12 years old.
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I have used each of the three scales I have suggested. See the copy of the research presentation on my Researchgate page: The eating behaviours of children and young adults and their attitudes towards their bodies. They were not used to assess changes pre- and post-interventions/ exercises, but could you not use them for that purpose?
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I am researching how elevated expectations can affect performance in a repetitive golf putting task and want to measure how and if it has any derogatory effects on efficacy.
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Hi Richard,
You may wish to look at Feltz and Chase's Outcome Expectancies scale here and adapt the way it is used slightly to fit your research design.
Many Thanks
John
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We are studying how a course in our sports/PE teacher education, called ”Football across cultural boundaries”, can contribute to develop the teacher students’ cultural competence. We would like to use focus group interviews in order to evaluate whether the students have developed these compences.
Our definition of cultural competence is based on the article: "ISSP Position Stand: Culturally competent research and practice in sport and exercise psychology" (2013) by Tatiana V. Ryba, Natalia B. Stambulova, Gangyan Si & Robert J. Schinke. 
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Hi Soren,
I guess you may know about this book I attach. I believe you can have clear insights on how you can carry out your research.
by the way, I had the opportunity to visit your university two years ago. I had a great time there. I've been to Haderslev Teaching Degree Faculty.
Best,
Laura
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There is an increasing focus on research exploring professional practice-related issue in sport and exercise psychology. i am keen to develop a project that seeks to develop an in-depth understanding of the consultants experiences.
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Hi
if you really want an indepth process that will help you get to the essence of the experience then you really only have two options ... Phenomenology or Grounded theory. The first is descriptive and you may want to use interpretive phenomenological methodology, the second is about developing theory ... If either of these are of interest let me know ... I am now based in MMU, crewe so a chat would be easy.
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Does regular exercise affect our IQ?
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Physical exercises enhances health which in turn allows one work longer (thus allows to apply one's intelligence longer).
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Especially experiences, potential benefits on health, well-being, body awareness etc.?
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Hi Ania!
Thank you for the tips!
/Mattias
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Is there any scale related to the basic psychological needs (Autonomy, Competence, Relatedness) in learning environments? Or how the previous scales can be modified (i.e., basic needs in general, sport or physical education) for learning environments?
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There are other measures of psychological need satisfaction that include fewer items.
Autonomy: Perceived Self-Determination in Life Domains Scale (Blais & Vallerand, 1991)
Competence: Perceived Competence in Life Domains Scale (Losier, Vallerand, & Blais, 1993)
Relatedness: Need for Relatedness Scale (Richer & Vallerand, 1998)
Each subscale has 4 items (you can take the Academic subscales). These scales can be downloaded from Robert Vallerand's website at:
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Currently using a drug to suppress HIF-1 expression; curious if there are rodent strains, preferably rats, that have HIF-1 knocked out of the genome.
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Arjan, thank you for the info.
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I constantly see this 50% dropout from structured exercise referenced in any gym or exercise based study either from the original or secondhand references that make the findings look newer on screening. However when actually trying to find the data it seems that it is held commercially by groups focused on the profitability of gyms rather than the health benefits. Anyone have better luck?
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As the question says I am interested from a health perspective. I am trying to find out what kind of data exists on a range of gym exercise behaviours and hope to find attendance rates also. Not everyone who drops their membership does so to do another form of exercise and most people end up taking long gaps between trying to rejoin so no it won't let me know how many people are exercising, just like sport attendance and active transport use doesn't reflect the full exercise levels either but they are still measured because they add information that can be used to highlight areas of intervention.
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While the inverted-U hypothesis claim the individual should experience a moderate level of arousal to achieve a high level of performance, the drive theorists argue that the higher levels of arousal results in better performance. Reversal theorists assume that individuals interpret arousal differently depending on their present state and that the interpretation affects their performance. Catastrophe theorists predict that a sudden and abrupt drop in performance occurs as arousal get beyond the optimal level; and theorists of the zones of optimal functioning argue that for best performances to occur, athletes may need individualized optimal levels of arousal and other emotions. tThe present model predicts that, for best and peak performances to occur, athletes need only to create an arousal level similar to the one they have experienced throughout training sessions. For peak performance, athletes do not need to have high or low arousal levels. It is important that they create the same level of arousal throughout training sessions and competition. In other words, high levels of arousal can be beneficial if athletes experience such heightened levels of arousal during some consecutive training sessions. Similarly, low levels of arousal can be beneficial if athletes experience such low levels of arousal during some consecutive training sessions.
With all my heart, I would like to invite the specialists in the field of sport psychology and motor behavior to provide me with their professional comments because I am trying to enhance the model. Besides, I announce my full readiness to share the knowledge of the field with the specialists and investigators (specifically, MA and PhD students in the field of psychology, sport psychology and motor behavior).
Please find the article at:
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Hi Matteo
Thank you for your nice comment
I could send you the article if you provide me with your email address.
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Can we use the sport self-confidence scale to measure sport self-efficacy?
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I would refer you to all of Bandura's work particularly his four modes of influencing sources of self-efficacy (SE). Namely:
1) Mastery experiences (whereby successes build a robust sense of SE whilst failure diminishes it).
2) Social modeling (seeing others similar to oneself achieve their goals through their effort and persistence are sources of aspiration and motivation which raises the observer's belief in their own abilities).
3) Social persuasion (SE builders create optimal situations/environments which promote successes and avoid failures.
4) Physical and emotional states (positive mood enhances SE and negative mood diminishes it.
If you apply Bandura's model this helps further define SE as a perceived belief which affects our actions and in turn our actions affect our SE. I would say that confidence (as a positive state) has a positive affect on one's SE but the opposite may not be true, as suggested by Lucio Sabilia, confidence is not necessarily related to a particular event as with SE.
Hope this helps.
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Specifically, using calibrated amounts of either peppermint or lavender on strips for inhalation by athletes during endurance events.
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Hi Mary, there is a paper published in The Sport Psychologist that sounds very similar to what you are looking for. http://journals.humankinetics.com/tsp-back-issues/tsp-volume-25-issue-2-june/olfactory-effects-on-attention-allocation-and-perception-of-exertion
Hope this is useful.