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Journal articles on the topic 'High school athletes – Macau – Psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Pandina, Robert J., Valerie L. Johnson, Leah M. Lagos, and Helene R. White. "Substance Use Among High School Athletes." Journal of Applied School Psychology 21, no. 2 (2005): 115–43. http://dx.doi.org/10.1300/j370v21n02_07.

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2

Goldberg, Linn, and Diane L. Elliot. "Preventing Substance Use Among High School Athletes." Journal of Applied School Psychology 21, no. 2 (2005): 63–87. http://dx.doi.org/10.1300/j370v21n02_05.

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3

Pottinger, L. S., C. M. Cullum, and R. L. Stallings. "Cognitive recovery following concussion in high school athletes." Archives of Clinical Neuropsychology 14, no. 1 (1999): 39–40. http://dx.doi.org/10.1093/arclin/14.1.39a.

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4

Martin, Scott B. "High School and College Athletes' Attitudes Toward Sport Psychology Consulting." Journal of Applied Sport Psychology 17, no. 2 (2005): 127–39. http://dx.doi.org/10.1080/10413200590932434.

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5

Iverson, Grant L., Magdalena Wojtowicz, Brian L. Brooks, et al. "High School Athletes With ADHD and Learning Difficulties Have a Greater Lifetime Concussion History." Journal of Attention Disorders 24, no. 8 (2016): 1095–101. http://dx.doi.org/10.1177/1087054716657410.

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Objective: Examine lifetime history of concussions in adolescents who have developmental problems in comparison with those with no developmental problems. Method: Thirty-two thousand four hundred eighty-seven adolescent athletes completed baseline/pre-season evaluations. Based on self-reported histories, athletes were divided into four groups: ADHD only, ADHD and learning difficulties (LD), LD only, and controls. Results: Athletes with ADHD, LD, or ADHD plus LD reported a greater prevalence of prior concussions than athletes without these developmental conditions ( ps < .05). When adjusting

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6

Myers, Nicholas D., Melissa A. Chase, Mark R. Beauchamp, and Ben Jackson. "Athletes’ Perceptions of Coaching Competency Scale II-High School Teams." Educational and Psychological Measurement 70, no. 3 (2009): 477–94. http://dx.doi.org/10.1177/0013164409344520.

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7

Doumas, Diana M., and Nadine R. Mastroleo. "Reducing Alcohol Use Among High School Athletes: A Randomized Controlled Trial of a Brief, Web-Based Personalized Normative Feedback Intervention." Sport Psychologist 35, no. 1 (2021): 55–63. http://dx.doi.org/10.1123/tsp.2020-0022.

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High school athletes are at risk for heavy alcohol use, which is associated with consequences that may negatively impact performance and eligibility to participate in sports. This study evaluated the efficacy of a web-based personalized normative feedback intervention on reducing alcohol use among high school athletes in their senior year. Class periods were randomized to the intervention or an assessment-only control group. Athletes completed surveys at baseline and at a 6-week follow-up. They were classified as high-risk or low-risk drinkers based on baseline reports of binge drinking. Resul

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8

Chen, David D., and Roberta E. Rikli. "Survey of Preferences for Feedback Style in High School Athletes." Perceptual and Motor Skills 97, no. 3 (2003): 770–76. http://dx.doi.org/10.2466/pms.2003.97.3.770.

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9

Gilbert, Jenelle N. "Sport Psychology Teaching Approaches for High School Coaches and Their Student-Athletes." Journal of Physical Education, Recreation & Dance 88, no. 2 (2017): 52–58. http://dx.doi.org/10.1080/07303084.2016.1260076.

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10

Kroshus, Emily, Sara P. D. Chrisman, David Coppel, and Stanley Herring. "Coach Support of High School Student-Athletes Struggling With Anxiety or Depression." Journal of Clinical Sport Psychology 13, no. 3 (2019): 390–404. http://dx.doi.org/10.1123/jcsp.2018-0004.

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This study sought to identify factors that influence whether coaches support athletes struggling with depression and anxiety. Participants were U.S. public high school coaches who completed a written survey assessing their experiences, attitudes, and behaviors related to student-athlete mental health (n = 190 coaches, 92% response rate). Around two-thirds of coaches were concerned about mental health issues among the students they coached. They were more likely to extend help to a struggling athlete if they were aware of their school’s mental health plan and had greater confidence related to h

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11

Huang, David B., Don R. Cherek, and Scott D. Lane. "Laboratory Measurement of Aggression in High School Age Athletes: Provocation in a Nonsporting Context." Psychological Reports 85, no. 3_suppl (1999): 1251–62. http://dx.doi.org/10.2466/pr0.1999.85.3f.1251.

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This study investigated the relationship between aggression and type of sports involvement in high school age boys. Athletes (16 boys), ages 15 to 18 years, were separated into two groups, one of 8 athletes who participated in sports with high physical contact, e.g., football and basketball, and the other of 8 athletes who participated in low contact sports, e.g., track and baseball. Students participated in six 25-min. Point Subtraction Aggression Paradigm sessions. The paradigm is an established laboratory model of aggression with three response options: (1) a point-maintained response, (2)

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12

Ryska, Todd A. "The Relationship between Trait and Precompetitive State Anxiety among High School Athletes." Perceptual and Motor Skills 76, no. 2 (1993): 413–14. http://dx.doi.org/10.2466/pms.1993.76.2.413.

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A sample of 270 tennis players representing 56 high school programs were assessed on competitive trait and state anxiety during the active season. A series of multivariate analyses of variance indicated that highly trait-anxious athletes reported greater cognitive A-state, greater somatic A-state, and lower state self-confidence than low trait-anxious athletes.

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13

Blanton, Jedediah E., Alexander J. Sturges, and Daniel Gould. "Lessons Learned from a Leadership Development Club for High School Athletes." Journal of Sport Psychology in Action 5, no. 1 (2014): 1–13. http://dx.doi.org/10.1080/21520704.2013.848827.

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14

Maietta, Julia E., Anthony O. Ahmed, Kimberly A. Barchard, et al. "Confirmatory factor analysis of imPACT cognitive tests in high school athletes." Psychological Assessment 33, no. 8 (2021): 746–55. http://dx.doi.org/10.1037/pas0001014.

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15

Kee, Ying Hwa, Ying-Mei Tsai, and Lung Hung Chen. "Relationships between being Traditional and Sense of Gratitude among Taiwanese High School Athletes." Psychological Reports 102, no. 3 (2008): 920–26. http://dx.doi.org/10.2466/pr0.102.3.920-926.

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This study examined the association of scores on measures of traditionality and gratitude. Briefly defined, traditionality refers to how strongly one endorses the traditional value of submission to authority for harmony and benefits in a collective group. Traditional Taiwanese culture is linked with collectivism, and the society tends to encourage members to respect authority and harmony. As people of a collectivistic view seek to maintain harmony within the group, gratitude and reciprocity of good is expected from members. Nevertheless, traditionality of values differs among group members, as

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16

Pierce, Scott, Karl Erickson, and Mustafa Sarkar. "High school student-athletes’ perceptions and experiences of leadership as a life skill." Psychology of Sport and Exercise 51 (November 2020): 101716. http://dx.doi.org/10.1016/j.psychsport.2020.101716.

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17

Barr, W. B. "Neuropsychological testing of high school athletes Preliminary norms and test-retest indices." Archives of Clinical Neuropsychology 18, no. 1 (2003): 91–101. http://dx.doi.org/10.1093/arclin/18.1.91.

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18

Everhart, Brett, Michael Kernodle, Kesley Ballard, Cathy McKey, Billy Eason, and Megan Weeks. "Physical Activity Patterns of College Students with and without High School Physical Education." Perceptual and Motor Skills 100, no. 3_suppl (2005): 1114–20. http://dx.doi.org/10.2466/pms.100.3c.1114-1120.

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The purpose of this study was to examine differences in physical activity patterns of high school graduates in Texas who completed physical education class credit during high school and those who did not but who were varsity athletes. A questionnaire was designed and tested for reliability prior to being administered to 201 college students. Analysis indicated that participants who completed high school physical education class credit do not currently participate in regular physical activity as mucn as those who were not required to complete such credit. Conversely, athletes who did not partic

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19

Salokun, S. O. "Comparison of Nigerian High School Male Athletes and Nonathletes on Self-Concept." Perceptual and Motor Skills 70, no. 3 (1990): 865–66. http://dx.doi.org/10.2466/pms.1990.70.3.865.

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20

NYLAND, JOHN. "SEX DIFFERENCES IN PERCEIVED IMPORTANCE OF HAMSTRING STRETCHING AMONG HIGH SCHOOL ATHLETES." Perceptual and Motor Skills 99, no. 4 (2004): 3. http://dx.doi.org/10.2466/pms.99.4.3-11.

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21

NYLAND, JOHN. "SEX DIFFERENCES IN PERCEIVED IMPORTANCE OF HAMSTRING STRETCHING AMONG HIGH SCHOOL ATHLETES." Perceptual and Motor Skills 99, no. 5 (2004): 3. http://dx.doi.org/10.2466/pms.99.5.3-11.

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22

Nyland, John, Yavuz Kocabey, and David N. M. Caborn. "Sex Differences in Perceived Importance of Hamstring Stretching among High School Athletes." Perceptual and Motor Skills 99, no. 1 (2004): 3–11. http://dx.doi.org/10.2466/pms.99.1.3-11.

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23

Schilling, Tammy A., and Carl T. Hayashi. "Achievement Motivation among High School Basketball and Cross-Country Athletes: A Personal Investment Perspective." Journal of Applied Sport Psychology 13, no. 1 (2001): 103–28. http://dx.doi.org/10.1080/10413200109339006.

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24

Stokes, John V., James K. Luiselli, and Derek D. Reed. "A BEHAVIORAL INTERVENTION FOR TEACHING TACKLING SKILLS TO HIGH SCHOOL FOOTBALL ATHLETES." Journal of Applied Behavior Analysis 43, no. 3 (2010): 509–12. http://dx.doi.org/10.1901/jaba.2010.43-509.

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25

Wu, Hui-Pin, Chih-Chuan Wang, and Wan-Ching Chiu. "Adolescent athletes' physical self-concept mediates the relationship between parental expectations and athletes' sports achievement." Social Behavior and Personality: an international journal 49, no. 7 (2021): 1–12. http://dx.doi.org/10.2224/sbp.10460.

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We examined the relationships between parental expectations and the physical self-concept and sports achievement of their adolescent children, and investigated the mediating role of the adolescent athletes' physical self-concept in the relationship between parental expectations and adolescents' sports achievement. A survey was conducted with 385 junior high school students taking physical education classes in Taiwan. The results show that parental expectations had a positive effect on adolescents' physical self-concept, and that adolescents' physical selfconcept had a positive effect on their

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26

Lee, Ye Hoon, Seunghyun Hwang, and Youngjun Choi. "Relationship between coaching leadership style and young athletes' social responsibility." Social Behavior and Personality: an international journal 45, no. 8 (2017): 1385–96. http://dx.doi.org/10.2224/sbp.6176.

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We investigated the relationship between young athletes' perception of their leaders' coaching behavior and the athletes' level of social responsibility. Participants were 204 high school athletes from the Midwest region in the US. Hierarchical regression analysis results showed that there was a positive relationship between the athletes' social responsibility and the coaches' democratic behavior, and a negative relationship between social responsibility and coaches' autocratic behavior. These results indicate that the athletes who perceived their coaches as behaving more democratically and le

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27

Covassin, Tracey, Bryan Crutcher, R. J. Elbin, Scott Burkhart, and Anthony Kontos. "The Relationship Between Coping, Neurocognitive Performance, and Concussion Symptoms in High School and Collegiate Athletes." Sport Psychologist 27, no. 4 (2013): 372–79. http://dx.doi.org/10.1123/tsp.27.4.372.

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28

Haarbauer-Krupa, Juliet K., R. Dawn Comstock, Michael Lionbarger, Shawn Hirsch, Andrew Kavee, and Brooks Lowe. "Healthcare professional involvement and RTP compliance in high school athletes with concussion." Brain Injury 32, no. 11 (2018): 1337–44. http://dx.doi.org/10.1080/02699052.2018.1482426.

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29

Trottier, Christiane, and Sophie Robitaille. "Fostering Life Skills Development in High School and Community Sport: A Comparative Analysis of the Coach’s Role." Sport Psychologist 28, no. 1 (2014): 10–21. http://dx.doi.org/10.1123/tsp.2012-0094.

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The aim of this study was to gain a deeper understanding of coaches’ perceptions of their role in the development of life skills in adolescent athletes in two different sport contexts. Semistructured interviews were held with 24 coaches: 12 coaching high school basketball and 12 coaching community swimming. All coaches followed a holistic, athlete-centered approach. Coaches described the life skills they taught, their motivations, and the strategies they used to foster life skills development in practice. Although some differences between the two contexts were identified, the overall results i

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30

Ryan, M. Kathleen, Jean M. Williams, and Beverly Wimer. "Athletic Aggression: Perceived Legitimacy and Behavioral Intentions in Girls’ High School Basketball." Journal of Sport and Exercise Psychology 12, no. 1 (1990): 48–55. http://dx.doi.org/10.1123/jsep.12.1.48.

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The present study examined the stability of athletes' legitimacy judgments and behavioral intentions over the course of a basketball season and the relationship between these factors to actual behavior. The 49 female basketball players responded to a questionnaire that was derived from Bredemeier's (1985) Continuum of Injurious Acts. The preseason legitimacy rating of aggressive actions made by first-year basketball players were significantly higher than those made by more experienced players, but by the end of the season the first-year participants' ratings had dropped to a level comparable t

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31

Tsushima, William T., Andrea M. Siu, Nozomi Yamashita, Ross S. Oshiro, and Nathan M. Murata. "Comparison of neuropsychological test scores of high school athletes in high and low contact sports: A replication study." Applied Neuropsychology: Child 7, no. 1 (2016): 14–20. http://dx.doi.org/10.1080/21622965.2016.1220860.

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32

Gilbert, Jenelle N., Stephanie D. Moore-Reed, and Alexandra M. Clifton. "Teaching Sport Psychology for Now and the Future? The Psychological UNIFORM with High School Varsity Athletes." Sport Psychologist 31, no. 1 (2017): 88–100. http://dx.doi.org/10.1123/tsp.2015-0084.

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Adolescent athletes can use psychological skills immediately after being taught, but a dearth of empirical evidence exists regarding whether these skills are maintained over time. A 12-week curriculum (i.e., UNIFORM; Gilbert, 2011) was taught to a high school varsity soccer team with three data collection points: pretest, posttest, 4-week follow-up. Use of several skills was significantly greater posttest compared with pretest as measured by the Test of Performance Strategies (Thomas, Murphy, & Hardy, 1999). Follow-up results were also salient. Relaxation, imagery, and self-talk use in pra

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33

Anderson, Melissa N., Melissa N. Womble, Samantha A. Mohler, et al. "Preliminary Study of Fear of Re-Injury following Sport-Related Concussion in High School Athletes." Developmental Neuropsychology 44, no. 6 (2019): 443–51. http://dx.doi.org/10.1080/87565641.2019.1667995.

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34

Didehbani, N., S. Aslan, J. Strain, J. Hart, and M. Cullum. "A-75Functional and Structural Brain Changes of High School Football Athletes after One Season." Archives of Clinical Neuropsychology 30, no. 6 (2015): 513.1–513. http://dx.doi.org/10.1093/arclin/acv047.75.

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35

HUNT, T., M. FERRARA, L. MILLER, and S. MACCIOCCHI. "The effect of effort on baseline neuropsychological test scores in high school football athletes." Archives of Clinical Neuropsychology 22, no. 5 (2007): 615–21. http://dx.doi.org/10.1016/j.acn.2007.04.005.

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36

Ryska, Todd A. "Coping Styles and Response Distortion on Self-Report Inventories Among High School Athletes." Journal of Psychology 127, no. 4 (1993): 409–18. http://dx.doi.org/10.1080/00223980.1993.9915576.

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37

Gardner, Douglas E., David L. Light Shields, Brenda Jo Light Bredemeier, and Alan Bostrom. "The Relationship between Perceived Coaching Behaviors and Team Cohesion among Baseball and Softball Players." Sport Psychologist 10, no. 4 (1996): 367–81. http://dx.doi.org/10.1123/tsp.10.4.367.

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The relationship between perceived leadership behaviors and team cohesion in high school and junior college baseball and softball teams was researched. Study participants, 307 athletes representing 23 teams, responded to the perceived version of the Leadership Scale for Sports (LSS) and the Group Environment Questionnaire (GEQ). Correlational and multivariate analyses indicated significant relationships between perceived leader behaviors and team cohesion. Specifically, coaches who were perceived as high in training and instruction, democratic behavior, social support, and positive feedback, a

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38

Brewer, Britton W., Adisa Haznadar, Dylan Katz, Judy L. Van Raalte, and Albert J. Petitpas. "A Mental Warm-Up for Athletes." Sport Psychologist 33, no. 3 (2019): 213–20. http://dx.doi.org/10.1123/tsp.2018-0120.

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The purpose of this research was to develop and evaluate a 5-min structured mental warm-up involving aspects of goal setting, imagery, arousal regulation, and positive self-talk. Results of a study that featured a pretest–posttest design with 101 male youth soccer players (Study 1) and a study that featured a repeated-measures experimental design with 29 female intercollegiate soccer players (Study 2) indicated that executing the mental warm-up was associated with significantly greater readiness to perform and to use mental skills to enhance performance. In Study 3, 30 male high school soccer

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39

Schumaker, Jack F., Linwood Small, and Jacey Wood. "Self-Concept, Academic Achievement, and Athletic Participation." Perceptual and Motor Skills 62, no. 2 (1986): 387–90. http://dx.doi.org/10.2466/pms.1986.62.2.387.

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Self-concepts and grade point averages of 45 high school senior athletes and 40 nonathletes were compared. The Fitts Tennessee Self-concept Scale was administered along with a questionnaire about the subjects' previous grades. Athletes had significantly higher self-concept scores than nonathletes in six of eight self-concept areas. No significant difference was found between athletes and nonathletes regarding academic achievement.

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40

Stokes, John V., James K. Luiselli, Derek D. Reed, and Richard K. Fleming. "BEHAVIIORAL COACHING TO IMPROVE OFFENSIVE LINE PASS-BLOCKING SKILLS OF HIGH SCHOOL FOOTBALL ATHLETES." Journal of Applied Behavior Analysis 43, no. 3 (2010): 463–72. http://dx.doi.org/10.1901/jaba.2010.43-463.

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41

Gilbert, Jenelle N. "Teaching Sport Psychology to High School Student-Athletes: The Psychological UNIFORM and the Game Plan Format." Journal of Sport Psychology in Action 2, no. 1 (2011): 1–9. http://dx.doi.org/10.1080/21520704.2010.549740.

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42

Wang, Min Qi, Mike A. Perko, Gregory S. Downey, and Charles E. Yesalis. "Changes in Body Size of Elite High School Football Players: 1963–1989." Perceptual and Motor Skills 76, no. 2 (1993): 379–83. http://dx.doi.org/10.2466/pms.1993.76.2.379.

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An examination of the heights and weights of members of the Parade Magazine's High School All-American Football Teams from 1963–1971 indicates no significant changes in the Body Mass Index of these elite athletes whereas an increased pattern in Body Mass Index was noted within this group from 1972–1989. The large increases in Body Mass Index after 1971 among the All-American high school football players raise interesting research questions; in particular, what portion of these gains can be attributed to improved nutrition and training techniques and what portion is the result of use of perform

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43

Tsai, Kuan Chen. "Development of the Teacher Leadership Style Scale." Social Behavior and Personality: an international journal 45, no. 3 (2017): 477–90. http://dx.doi.org/10.2224/sbp.5751.

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Effective teacher leadership promotes not only students' motivation to learn, but also the productivity and development of educational institutions. My purpose in this study was to develop the Teacher Leadership Style Scale (TLSS) to extend the framework of the charismatic, ideological, and pragmatic (CIP) model of outstanding leadership. Participants were 264 Chinese college students in Macau. Data collection took place midway through the school year, and respondents took approximately 10 minutes to complete the questionnaire. The 29-item TLSS demonstrated high internal consistency (> .80)

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44

Li, Chiung-Huang, Likang Chi, Suh-Ruu Yeh, Kwei-Bin Guo, Cheng-Tsung Ou, and Chun-Chieh Kao. "Prediction of Intrinsic Motivation and Sports Performance Using 2×2 Achievement Goal Framework." Psychological Reports 108, no. 2 (2011): 625–37. http://dx.doi.org/10.2466/05.11.14.pr0.108.2.625-637.

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The purpose of this study was to examine the influence of 2×2 achievement goals on intrinsic motivation and performance in handball. Participants were 164 high school athletes. All completed the 2×2 Achievement Goals Questionnaire for Sport and the Intrinsic Motivation subscale of the Sport Motivation Scale; the coach for each team rated his athletes' overall sports performance. Using simultaneous-regression analyses, mastery-approach goals positively predicted both intrinsic motivation and performance in sports, whereas performance-avoidance goals negatively predicted sports performance. Thes

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45

Simpson, Steve, and Robert W. Newby. "Scores on Profile of Mood States of College Football Players from Nonscholarship and Scholarship Programs." Perceptual and Motor Skills 78, no. 2 (1994): 635–40. http://dx.doi.org/10.2466/pms.1994.78.2.635.

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Scores on the Profile of Mood States of football players from three small football programs ( ns = 85, 71, and 91) were compared. Scores of athletes from the two nonscholarship programs did not conform to the “iceberg profile,” differing mainly on Anger. These same players differed significantly from the scholarship athletes at a major college on all mood states. Mean total mood scores fell between those for major college scholarship athletes and high school athletes. Means for players associated with the small scholarship program more closely resembled means of major college athletes on both

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46

Brett, Benjamin L., and Gary S. Solomon. "Comparison of Neurocognitive Performance in Contact and Noncontact Nonconcussed High School Athletes Across a Two-Year Interval." Developmental Neuropsychology 42, no. 2 (2017): 70–82. http://dx.doi.org/10.1080/87565641.2016.1243114.

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47

Sherrill, Claudine, Tamara Gilstrap, Kenneth Richir, Barbara Gench, and Marilyn Hinson. "Use of the Personal Orientation Inventory with Disabled Athletes." Perceptual and Motor Skills 67, no. 1 (1988): 263–66. http://dx.doi.org/10.2466/pms.1988.67.1.263.

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Athletes who are blind or have impairments in hand-eye coordination that prevent writing are unable to complete psychological inventories in the standardized manner, i.e., read silently and answered independently and anonymously. Two studies were conducted on the oral administration of the Personal Orientation Inventory as a measure of self-actualization of disabled athletes. Reliabilities were examined across modalities (oral vs written) by administering the inventory both ways to 25 high school and college athletes, M age = 21.6 yr. Test-retest reliability for oral administration was affirme

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48

Iverson, G., N. Silverberg, M. Wojtowicz, et al. "A-63Migraine History and Associated Comorbidities in High School Athletes: Implications for Sports Concussion Management Programs." Archives of Clinical Neuropsychology 30, no. 6 (2015): 508.2–509. http://dx.doi.org/10.1093/arclin/acv047.63.

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49

Lee, Ye Hoon, K. Andrew R. Richards, and Nicholas S. Washhburn. "Emotional Intelligence, Job Satisfaction, Emotional Exhaustion, and Subjective Well-Being in High School Athletic Directors." Psychological Reports 123, no. 6 (2019): 2418–40. http://dx.doi.org/10.1177/0033294119860254.

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Developing subjective well-being among educational leaders is beneficial for both leaders themselves and students. Evidence has suggested that emotional intelligence has implications for the mental and physical well-being of individuals in leadership positions. This relationship has not, however, been extensively investigated among school administrators, particularly athletic directors, who can influence the lives of student-athletes. Thus, this study sought to examine the relationships among emotional intelligence, job satisfaction, emotional exhaustion, and subjective well-being in high scho

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50

Newby, Robert W., and Steve Simpson. "Personality Profile of Nonscholarship College Football Players." Perceptual and Motor Skills 73, no. 3_suppl (1991): 1083–89. http://dx.doi.org/10.2466/pms.1991.73.3f.1083.

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This paper presents a profile of the mood states of nonscholarship football players as measured by the Profile of Mood States inventory. Analysis suggests that these 120 athletes did not conform to the “iceberg profile” described for elite athletes, differing mainly in the areas of tension and anger. The athletes measured for this report indicated more anger than a sample of 60 football players attending an institution providing financial aid for participation in sports. Total mood scores were lower than those of college athletes on scholarship and high school athletes and nonathletes. Differe

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