Antecedents of Emotions in Elite Athletes     

Mark A. Uphill  Marc V. Jones 《Research quarterly for exercise and sport》2013,84(2):79-89

Cognitive motivational relational theory suggests that cognitive appraisals or core relational themes (a composite summary of appraisal components) represent the proximal determinants of athletes' emotions. Semistructured interviews with 12 current international athletes (1 woman and 11 men) ages 19 to 37 years (M age = 27 years, SD = 6.03), representing a range of sports (badminton, golf, rugby union, athletics, archery, sailing, and snooker) explored the association between athletes' appraisals and emotions. Concurrent inductive and deductive content analyses suggested that primary and secondary appraisal components (goal relevance, goal congruence, ego-involvement, blame/credit, coping potential, future expectations) were associated with a range of emotions: anger, anxiety, guilt, happiness, pride, relief, sadness, and shame. A hierarchical content analysis provided some support for Lazarus' (1991) core relational themes. Limitations and applications of this study are discussed.  相似文献   

Effects of Different Combinations of Intensity Categories on Self-Reported Exercise     

Kerry S. Courneya  Lee W. Jones  Ryan E. Rhodes  Chris M. Blanchard 《Research quarterly for exercise and sport》2013,84(4):429-433

Abstract

Self-reports of exercise are used extensively in behavioral, social psychological, and epidemiological research (Ainsworth, Montoye, & Leon, 1994; Caspersen, 1997). Schwarz (1999) noted that many characteristics strongly influence self-reports of behavior, including question wording, format, and context. Of particular interest in the present study is the possible effect of providing different combinations of intensity categories (i.e., light/mild, moderate, and vigorous/strenuous) on self-reported exercise. A review of the exercise measurement literature indicates that researcher-developed and published questionnaires have varied in the number of exercise intensity categories they present to respondents. For example, researcher-developed questionnaires have often used only one category of exercise intensity, such as moderate (e.g., Miller, Trost, & Brown, 2002; Wallace, Buckworth, Kirby, & Sherman, 2000) or vigorous (e.g., Owen, Sedgwick, & Davies, 1988; Washburn, Goldfield, Smith, & McKinlay, 1990). Conversely, published questionnaires have typically used multiple intensity categories, such as moderate and vigorous/strenuous (e.g., Blair et al., 1985; Heath, Pate, & Pratt, 1993) or light/mild, moderate, and vigorous/strenuous (e.g., Baecke, Burema, & Frijters 1982; Godin & Shephard, 1985; Myers, Bader, Madhavan, & Froelicher, 2001). It is unknown, however, if providing different combinations of exercise intensity categories has any effect on the amount of exercise reported in a given intensity category or in total.  相似文献   

Parental Perspectives on Children’s School Readiness: An Ethnographic Study     

Jose  Kim  Banks  Susan  Hansen  Emily  Jones  Rachael  Zubrick  Stephen R.  Stafford  Joel  Taylor  Catherine L. 《Early Childhood Education Journal》2022,50(1):21-31

Early Childhood Education Journal - School readiness is a construct used by educators and policy makers to describe a range of abilities that are beneficial for children transitioning to school....  相似文献   

Using applied behaviour analysis as standard practice in a UK special needs school          下载免费PDF全文

Denise Foran  Marguerite Hoerger  Hannah Philpott  Elin Walker Jones  J. Carl Hughes  Jonathan Morgan 《British Journal of Special Education》2015,42(1):34-52

This article describes how applied behaviour analysis can be implemented effectively and affordably in a maintained special needs school in the UK. Behaviour analysts collaborate with classroom teachers to provide early intensive behaviour education for young children with autism spectrum disorders (ASD), and function based behavioural interventions for children between the ages of three and 18 years. Data are presented that show how the model is effective. Children with ASD under the age of seven made significant gains on intelligence quotient and on a range of skills including language, social and play, and academic skills following three academic terms of intervention. Case study data for two children reveal a marked decrease in challenging behaviour following a function based behavioural intervention. These interventions have led to greater independence, integration and access to curricular activities. These data show that children are making significant gains within this cost‐effective model.  相似文献   

Carrying out research across the arts and humanities and social sciences: developing the methodology for Dementia and Imagination     

Andrew Newman  Michael Baber  Dave O’Brien  Anna Goulding  Catrin Hedd Jones  Teri Howson 《Cultural Trends》2016,25(4):218-232

This paper analyses how the methodological approach for a major Arts and Humanities Research Council and Economic and Social Research Council-funded project entitled Dementia and Imagination ¹1. http://dementiaandimagination.org.uk/View all notes was formulated. This multidisciplinary project brings together the arts and humanities with the social sciences with their different epistemological philosophies and subsequent understandings of research methods. The main objective was to determine how visual arts activities may change, sustain and catalyse community cultures, beliefs, attitudes and behaviours to create dementia-friendly communities. This project involves 6 different UK universities, 14 researchers, 10 formal partners, 7 project artists, 3 research artists and a large number of civil society organisations. The analysis presents a series of themes that have been identified as influencing the approach taken to develop methods which aimed to speak to different audiences in the social sciences, arts and humanities, policy/practice and public domains. It is concluded that a research project of this type needs to embrace a wide variety of epistemological positions if it is to successfully achieve its objectives. This paper contributes to knowledge about how the methodology of large-scale multidisciplinary projects may be constructed which will be of value to those building research consortia across different universities and between universities and community partners.  相似文献   

High Stakes: Gambling Addiction in Higher Education          下载免费PDF全文

Susan R. Jones  Jodie Nealley 《About Campus》2014,19(5):2-9

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Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder     

George A. Michna  Sierra M. Trudel  Melissa A. Bray  Jessica Reinhardt  Jessica Dirsmith  Lea Theodore  Zheng Zhou  Ishani Patel  Paul Jones  Matthew L. Gilbert 《Psychology in the schools》2023,60(2):479-494

Children and adolescents with autism have a higher likelihood of being exposed to bullying, abuse, and sexual assault which, through repeated exposure, has been demonstrated to impede academic, social, and physical functioning among this population. However, the complexity of unpacking the characteristics of autism and trauma can pose a challenge for school psychologists in using the most appropriate clinical method of intervention. This paper summarizes the co-occurrence of autism and trauma in an effort to better inform practitioners and recommends the need for valid and reliable assessments that measure adverse experiences for children with autism. A practitioner assessment guide of childhood trauma and autism spectrum disorder is also provided to facilitate a comprehensive assessment process. We conclude that there is a pressing need for more research examining the relationship between autism and trauma by better understanding the relationship of these constructs, and for the development of more effective assessments to provide more evidence-based interventions.  相似文献   

Emphasis on ethical awareness: why ethics? why now     

Dixie Alford Jones 《Journal of the Medical Library Association》2014,102(4):238-240

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Fit Fans: perspectives of a practitioner and understanding participant health needs within a health promotion programme for older men delivered within an English Premier League Football Club     

Daniel David Bingham  Daniel Parnell  Kathryn Curran  Roger Jones  Dave Richardson 《Soccer & Society》2014,15(6):883-901

Fit Fans was a men’s health promotion intervention delivered within an English Premier League Football Club (2010–2011), which aimed to support the local community dwelling older men in lifestyle promotion (physical activity [PA], diet and well-being). The purpose of this study was to provide a reflexive account of a practitioner and the needs of participants. Seven men (mean age 58?years) attended weekly PA and lifestyle sessions over an eight-month period. Baseline physiological measurements included body mass index, resting blood pressure and abdominal girth. Principles of ethnography and observational research (i.e. field notes, reflective diary) were adopted by the practitioner. Unexpectedly, the cohort exhibited a range of serious diagnosed illnesses that challenged the practitioner’s skill base and experience in the delivery of the intervention. Reflections of the practitioner and the stories of the progression that participants made add insight to future football in the community programmes.  相似文献   

VIOLENCE DIRECTED AGAINST TEACHERS: RESULTS FROM A NATIONAL SURVEY     

Susan D. Mcmahon  Andrew Martinez  Dorothy Espelage  Chad Rose  Linda A. Reddy  Kathleen Lane  Eric M. Anderman  Cecil R. Reynolds  Abraham Jones  Veda Brown 《Psychology in the schools》2014,51(7):753-766

Teachers in U.S. schools report high rates of victimization, yet previous studies focus on select types of victimization and student perpetrators, which may underestimate the extent of the problem. This national study was based on work conducted by the American Psychological Association Classroom Violence Directed Against Teachers Task Force and is one of the few national studies to examine violence directed at teachers. Participants included 2,998 kindergarten through 12^th‐grade (K‐12) teachers from 48 states who completed an anonymous web‐based survey assessing their experiences with victimization. Results revealed that 80% of teachers reported at least one victimization, and of these teachers, 94% reported being victimized by students. Nearly three‐fourths of all teachers experienced at least one harassment offense, more than half experienced property offenses, and 44% reported physical attacks. Findings suggest that specific teacher and community characteristics are associated with a higher likelihood of victimization, namely, male gender and urban settings; whereas, African American teachers were less likely to report victimization. Implications for teacher training, school interventions, public policy, and future research are discussed.  相似文献