Steven R. Bray

Bio: Steven R. Bray is an academic researcher from McMaster University. The author has contributed to research in topics: Ambiguity & Home advantage. The author has an hindex of 47, co-authored 136 publications receiving 6701 citations. Previous affiliations of Steven R. Bray include University of Lethbridge & University of Leeds.

Transition to university and vigorous physical activity: implications for health and psychological well-being.

Abstract: The authors investigated vigorous physical activity and psychological well-being during transition from high school to first-year university in a sample of 145 Canadian undergraduates. Participants completed retrospective measures assessing vigorous physical activity during their first 2 months at university and their last 2 months at high school as well as measures assessing psychological well-being. According to nationally recommended (US Department of Health and Human Services) standards, two thirds (66.2%) of students reported adequate levels of vigorous activity in high school, whereas significantly fewer (44.1%) met the standard during their first 8 weeks at university. One third of students were active in high school but became insufficiently active once at university; 33% were active at both times; 23% consistently fell short of recommended levels; and only 11% became active once at university. Students who had become insufficiently active reported higher levels of fatigue and lower levels of vigo...

Team cohesion and team success in sport

Abstract: The main aim of this study was to examine the relationship between task cohesiveness and team success in elite teams using composite team estimates of cohesion. A secondary aim was to determine statistically the consistency (i.e. 'groupness') present in team members' perceptions of cohesion. Elite university basketball teams (n = 18) and club soccer teams (n = 9) were assessed for cohesiveness and winning percentages. Measures were recorded towards the end of each team's competitive season. Our results indicate that cohesiveness is a shared perception, thereby providing statistical support for the use of composite team scores. Further analyses indicated a strong relationship between cohesion and success (r = 0.55-0.67). Further research using multi-level statistical techniques is recommended.

The home advantage in sport competitions: Courneya and Carron's (1992) conceptual framework a decade later

Abstract: This paper had three aims. The first was to review research carried out on the home advantage from 1992 to the present. The second was to examine the extent to which a conceptual framework proposed by Courneya and Carron (1992) was/is viable as a tool to highlight and organize an understanding of the home advantage. The final aim was to provide suggestions for future research.

Gender, perceived competence and the enjoyment of physical education in children: a longitudinal examination.

Abstract: Background: The current study examined associations between gender, perceived athletic competence, and enjoyment of physical education (PE) class over time in a cohort of children enrolled in grade four (ages 9 or 10) at baseline (n = 2262). Methods: We assessed each student 5 times over a period of 2 years. We used mixed effects modeling to examine change over time in enjoyment of PE. Results: Enjoyment of PE declined among girls but remained constant among boys. Higher levels of perceived competence were associated with higher PE enjoyment. A 3-way interaction between gender, competence, and time revealed that PE enjoyment was lowest and declined most markedly among girls with low perceived athletic competence. Among boys with low competence, enjoyment remained at a consistently low level. Conclusions: Our results indicate that lower perceived athletic competence is associated with low enjoyment of PE, and, among girls, with declining enjoyment. Findings suggest that interventions in a PE context that target perceived competence should be considered in future work.

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기독교 사역과 Leadership

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Advancing a conceptual model of evidence-based practice implementation in public service sectors.

Abstract: Implementation science is a quickly growing discipline. Lessons learned from business and medical settings are being applied but it is unclear how well they translate to settings with different historical origins and customs (e.g., public mental health, social service, alcohol/drug sectors). The purpose of this paper is to propose a multi-level, four phase model of the implementation process (i.e., Exploration, Adoption/Preparation, Implementation, Sustainment), derived from extant literature, and apply it to public sector services. We highlight features of the model likely to be particularly important in each phase, while considering the outer and inner contexts (i.e., levels) of public sector service systems.

Ego depletion and the strength model of self-control: a meta-analysis.

Abstract: According to the strength model, self-control is a finite resource that determines capacity for effortful control over dominant responses and, once expended, leads to impaired self-control task performance, known as ego depletion. A meta-analysis of 83 studies tested the effect of ego depletion on task performance and related outcomes, alternative explanations and moderators of the effect, and additional strength model hypotheses. Results revealed a significant effect of ego depletion on self-control task performance. Significant effect sizes were found for ego depletion on effort, perceived difficulty, negative affect, subjective fatigue, and blood glucose levels. Small, nonsignificant effects were found for positive affect and self-efficacy. Moderator analyses indicated minimal variation in the effect across sphere of depleting and dependent task, frequently used depleting and dependent tasks, presentation of tasks as single or separate experiments, type of dependent measure and control condition task, and source laboratory. The effect size was moderated by depleting task duration, task presentation by the same or different experimenters, intertask interim period, dependent task complexity, and use of dependent tasks in the choice and volition and cognitive spheres. Motivational incentives, training on self-control tasks, and glucose supplementation promoted better self-control in ego-depleted samples. Expecting further acts of self-control exacerbated the effect. Findings provide preliminary support for the ego-depletion effect and strength model hypotheses. Support for motivation and fatigue as alternative explanations for ego depletion indicate a need to integrate the strength model with other theories. Findings provide impetus for future investigation testing additional hypotheses and mechanisms of the ego-depletion effect.