Anthony P Watt

Bio: Anthony P Watt is an academic researcher from Victoria University, Australia. The author has contributed to research in topics: Physical education & Sport psychology. The author has an hindex of 22, co-authored 80 publications receiving 1813 citations. Previous affiliations of Anthony P Watt include Tallinn University & University of Jyväskylä.

Imagery in sport.

Abstract: is a comprehensive overview of theoretical models, research, and practical applications of imagery in sport-related contexts. Not surprisingly, just about every study conducted on imagery in sport and motor performance is included in this book. These are used to highlight methodological paradigms, practical implication, and future research directions for inquiring minds. The reference-text approach to Imagery in Sport is facilitated by several tables enabling readers to compare and contrast extensive information. For example, major concepts of ten popular imagery theories are presented. Measurement tools are compared based on image modality, dimension, question style, number of items, and format. In addition, several models are utilized to illustrate research paradigms and specifi c imagery predictions. Aligned with ideas that imagery is an ability that improves with practice and that all athletes have the potential to expand the way they use imagery, practitioners will fi nd the four chapters devoted to imagery application informative. This section amalgamates applications from popular applied sport psychology textbook chapters that are limited in scope. Imagery in Sport includes extensive recommendations for implementing imagery training programs highlighting athlete characteristics, image content, rehearsal routines, and ways to evaluate imagery-training programs. Six popular imagery-training interventions are reviewed, including Visuomotor Behavioral Rehearsal (VMBR), the AIM strategy (Korn, 1994), guided imagery, and stress inoculation training. The applied examples and imagery scripts, albeit few, can be tailored to fi t client characteristics especially if practitioners pay close attention to Singerʼs (1988) fi ve step strategy intervention framework and key components of an imagery training program presented in chapter 8. For those interested in augmenting imagery with technological aids (a.k.a. techno-junkies), descriptions of video modeling, biofeedback, heart rate monitors, and fl otation devices will be fascinating. In another nifty table, the authors outline four imagery uses for rehabilitation contexts: healing, pain management, the process of rehabilitation, and performance-related imagery. Practitioners working in the allied health professions (e.g., physical therapists, athletic trainers) will benefi t from details about the imagery process and related outcomes, which can serve to assist in tailoring image content to specifi c rehabilitation goals. Although practicing sport psychologists are identifi ed as the target audience in the preface, Imagery in Sport will certainly appeal to inquiring minds including students and scholars embarking on related research or those who have taken a hiatus from the topic. A signifi cant portion of the layout is devoted to application

Imagery in Sport

Abstract: is a comprehensive overview of theoretical models, research, and practical applications of imagery in sport-related contexts. Not surprisingly, just about every study conducted on imagery in sport and motor performance is included in this book. These are used to highlight methodological paradigms, practical implication, and future research directions for inquiring minds. The reference-text approach to Imagery in Sport is facilitated by several tables enabling readers to compare and contrast extensive information. For example, major concepts of ten popular imagery theories are presented. Measurement tools are compared based on image modality, dimension, question style, number of items, and format. In addition, several models are utilized to illustrate research paradigms and specifi c imagery predictions. Aligned with ideas that imagery is an ability that improves with practice and that all athletes have the potential to expand the way they use imagery, practitioners will fi nd the four chapters devoted to imagery application informative. This section amalgamates applications from popular applied sport psychology textbook chapters that are limited in scope. Imagery in Sport includes extensive recommendations for implementing imagery training programs highlighting athlete characteristics, image content, rehearsal routines, and ways to evaluate imagery-training programs. Six popular imagery-training interventions are reviewed, including Visuomotor Behavioral Rehearsal (VMBR), the AIM strategy (Korn, 1994), guided imagery, and stress inoculation training. The applied examples and imagery scripts, albeit few, can be tailored to fi t client characteristics especially if practitioners pay close attention to Singerʼs (1988) fi ve step strategy intervention framework and key components of an imagery training program presented in chapter 8. For those interested in augmenting imagery with technological aids (a.k.a. techno-junkies), descriptions of video modeling, biofeedback, heart rate monitors, and fl otation devices will be fascinating. In another nifty table, the authors outline four imagery uses for rehabilitation contexts: healing, pain management, the process of rehabilitation, and performance-related imagery. Practitioners working in the allied health professions (e.g., physical therapists, athletic trainers) will benefi t from details about the imagery process and related outcomes, which can serve to assist in tailoring image content to specifi c rehabilitation goals. Although practicing sport psychologists are identifi ed as the target audience in the preface, Imagery in Sport will certainly appeal to inquiring minds including students and scholars embarking on related research or those who have taken a hiatus from the topic. A signifi cant portion of the layout is devoted to application

Fundamental movement skills and physical fitness as predictors of physical activity: A 6-year follow-up study

Abstract: The purpose of this study was to examine the extent to which fundamental movement skills and physical fitness scores assessed in early adolescence predict self-reported physical activity assessed 6 years later. The sample comprised 333 (200 girls, 133 boys; M age = 12.41) students. The effects of previous physical activity, sex, and body mass index (BMI) were controlled in the main analyses. Adolescents’ fundamental movement skills, physical fitness, self-report physical activity, and BMI were collected at baseline, and their self-report energy expenditure (metabolic equivalents: METs) and intensity of physical activity were collected using the International Physical Activity Questionnaire 6 years later. Results showed that fundamental movement skills predicted METs, light, moderate, and vigorous intensity physical activity levels, whereas fitness predicted METs, moderate, and vigorous physical activity levels. Hierarchical regression analyses also showed that after controlling for previous levels of physical activity, sex, and BMI, the size of the effect of fundamental movement skills and physical fitness on energy expenditure and physical activity intensity was moderate (R2 change between 0.06 and 0.15), with the effect being stronger for high intensity physical activity.

Relationships between physical education students' motivational profiles, enjoyment, state anxiety, and self-reported physical activity

Abstract: The purpose of this study was to analyze motivational profiles based on the self-determination theory (Deci and Ryan, 2000) and how these profiles are related to physical education students' enjoyment, state anxiety, and physical activity. The participants, 429 sixth grade students (girls = 216; boys = 213) completed SMS, Sport Enjoyment Scale, PESAS, and Physical Activity Scale. Cluster analyses identified two motivational profiles: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation. The students in the first cluster enjoyed physical education more and were physically more active. The results revealed that students may be motivated towards physical education lessons both intrinsically and extrinsically, and still experience enjoyment in physical education. Key pointsTWO MOTIVATIONAL PROFILES WERE REVEALED: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation.The students in the first profile enjoyed physical education more and were physically more active than the students in the second profile.Moreover, the representatives of the "High motivation profile "experienced greater anxiety toward physical education than the representatives of the "Low motivation profile"These findings raised an interesting question whether students engaging in physical education benefit more from the presence of both self-determined and non-self-determined forms of motivation, or are the benefits higher if students are primarily self-determined?

Prediction of enjoyment in school physical education

Abstract: The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand’s model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children’s and adolescents’ perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting.

Using Multivariate Statistics

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经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Internet, phone, mail and mixed-mode surveys: the tailored design method: reseña

Abstract: Resena de la obra de Don A. Dillman, Jolene D. Smyth y Leah Melani Christian: Internet, Phone, Mail and Mixed-Mode Surveys. The Tailored Design Method. New Jersey: John Wiley and Sons