Lew Hardy

Bio: Lew Hardy is an academic researcher from Bangor University. The author has contributed to research in topics: Anxiety & Sport psychology. The author has an hindex of 62, co-authored 153 publications receiving 11487 citations. Previous affiliations of Lew Hardy include University of Wales & University College of the North.

Understanding Psychological Preparation for Sport: Theory and Practice of Elite Performers

Abstract: INTRODUCTION. Why Write Yet Another Book on Psychological Preparation? CURRENT STATE OF KNOWLEDGE REGARDING PSYCHOLOGICAL PREPARATION FOR SPORTS PERFORMANCE. Basic Psychological Skills. Self-Confidence. Motivation. Arousal and Activation. Stress and Anxiety. Concentration and Attention Control. Coping with Adversity. IMPLICATIONS AND FUTURE DIRECTIONS. A Unifying Model of Psychological Preparation for Peak Athletic Performance. Future Research Directions. Implications for Guiding Practice.

The relative impact of cognitive anxiety and self-confidence upon sport performance: a meta-analysis.

Abstract: This meta-analysis (k = 48) investigated two relationships in competitive sport: (1) state cognitive anxiety with performance and (2) state self-confidence with performance. The cognitive anxiety mean effect size was r = −0.10 (P <0.05). The self-confidence mean effect size was r = 0.24 (P <0.001). A paired-samples t-test revealed that the magnitude of the self-confidence mean effect size was significantly greater than that of the cognitive anxiety mean effect size. The moderator variables for the cognitive anxiety-performance relationship were sex and standard of competition. The mean effect size for men (r = −0.22) was significantly greater than the mean effect size for women (r = −0.03). The mean effect size for high-standard competition (r = −0.27) was significantly greater than that for comparatively low-standard competition (r = −0.06). The significant moderator variables for the self-confidence-performance relationship were sex, standard of competition and measurement. The mean effect size for men ...

A catastrophe model of anxiety and performance

Abstract: An experiment is reported which tests Fazey & Hardy's (1988) catastrophe model of anxiety and performance. Eight experienced basketball players were required to perform a set shooting task, under conditions of high and low cognitive anxiety. On each of these occasions, physiological arousal was manipulated by means of physical work in such a way that subjects were tested with physiological arousal increasing and decreasing. Curve-fitting procedures followed by non-parametric tests of significance confirmed (p less than .002) Fazey & Hardy's hysteresis hypothesis: namely, that the polynomial curves for the increasing vs. decreasing arousal conditions would be horizontally displaced relative to each other in the high cognitive anxiety condition, but superimposed on top of one another in the low cognitive anxiety condition. Other non-parametric procedures showed that subjects' maximum performances were higher, their minimum performances lower, and their critical decrements in performance greater in the high cognitive anxiety condition than in the low cognitive anxiety condition. These results were taken as strong support for Fazey & Hardy's catastrophe model of anxiety and performance. The implications of the model for current theorizing on the anxiety-performance relationship are also discussed.

Knowledge and conscious control of motor actions under stress.

Abstract: A recent study by Masters (1992) investigated the effect of stress upon the performance of a well-learned motor skill, golf putting, acquired under implicit and explicit learning conditions. Masters found that stress had a detrimental effect on performance for the explicit learning group but not for the implicit learning group. However, the implicit learning group was required to perform articulatory suppression during the learning trials but not during the stress trials. As such, it is possible that the subjects in the implicit learning group continued to improve during the stress session simply because they were performing an easier task. This paper reports an experiment which re-examines Masters' (1992) conclusions by replicating and extending his method. An additional implicit learning group was included which was required to carry out articulatory suppression during both the learning trials and the stress trials. It was hypothesized that this ‘new’ implicit learning group would suffer the same disruption to performance as the explicit learning group, providing evidence which would contradict Masters' explanation. Thirty-two subjects were allocated to one of four groups. Performance measures were analysed using two-factor analysis of variance (4 × 5: groups × sessions) with repeated measures on the sessions factor. The main dependent variable was the number of putts successfully completed. The analysis revealed that both the implicit learning groups continued to improve their performance under stress whilst the explicit learning group did not. Despite limitations to both Masters' (1992) and the present study, these results add support to Masters' explicit knowledge hypothesis.

Test of performance strategies: Development and preliminary validation of a comprehensive measure of athletes' psychological skills

Abstract: We report the initial stages of validation of the 64-item Test of Performance Strategies, a self-report instrument designed to measure the psychological skills and strategies used by athletes in competition and during practice. Data were obtained from a sample of 472 athletes competing across a range of performance standards in a wide variety of sports. Exploratory factor analyses of their responses produced eight competition strategy subscales and eight practice strategy subscales,each consisting of four items.Internal consistencies of the subscales ranged from 0.66 to 0.81 (x=0.75). Correlations among strategies were examined within and between performance contexts. Subgroups defined by age, sex and current standard of performance in sport differed significantly in their psychological skills and strategies.

Regression Diagnostics: Identifying Influential Data and Sources of Collinearity

Abstract: 1. Introduction and Overview. 2. Detecting Influential Observations and Outliers. 3. Detecting and Assessing Collinearity. 4. Applications and Remedies. 5. Research Issues and Directions for Extensions. Bibliography. Author Index. Subject Index.

기독교 사역과 Leadership

Abstract: Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

Statistical Methods For Assessing Measurement Error (Reliability) in Variables Relevant to Sports Medicine

Abstract: Minimal measurement error (reliability) during the collection of interval- and ratio-type data is critically important to sports medicine research. The main components of measurement error are systematic bias (e.g. general learning or fatigue effects on the tests) and random error due to biological or mechanical variation. Both error components should be meaningfully quantified for the sports physician to relate the described error to judgements regarding ‘analytical goals’ (the requirements of the measurement tool for effective practical use) rather than the statistical significance of any reliability indicators.