Does Playing Tennis with a Low-Compression Ball Effect Psychophysiological Responses and Match Characteristics in Recreational Adult Players?

This study aimed to compare the effects of playing tennis using low-compression balls (Lc-Balls) and standard balls (St-Balls) on psychophysiological responses and match characteristics among recreational adult tennis players. Participants (N = 24; age: 20.5 ± 1.3 years) were randomly matched to play two singles matches over three sets: one match was played with a Lc-Ball and one match was played with a St-Ball, resulting in twenty-four matches. Heart-rate responses and match characteristics were assessed during each match. Post-match measures included retrospective assessments of perceived exertion, ratings of enjoyment towards physical activity, and ratings of mental effort and mood. Results showed higher psychophysiological responses and more intensive play during the game when playing with the Lc-Ball (p ≤ 0.05, d values ranging from 0.24 to 1.93 [small to very large effect]). Further, playing with a Lc-Ball related to reporting a lower rating of perceived exertion (p = 0.00, d = 0.90 [moderate effect]) and greater physical enjoyment (p = 0.00, d = 1.73 [large effect]). Playing with the St-Ball was associated with higher unpleasant mood responses including depression, tension, anger, and fatigue. In conclusion, the results suggest that using the Lc-Ball may lead to better match performance with higher enjoyment in the tennis match-play in recreational adult tennis players.

Limits of Ultra: Towards an Interdisciplinary Understanding of Ultra-Endurance Running Performance.

Ultra-endurance running (UER) poses extreme mental and physical challenges that present many barriers to completion, let alone performance. Despite these challenges, participation in UER events continues to increase. With the relative paucity of research into UER training and racing compared with traditional endurance running distance (e.g., marathon), it follows that there are sizable improvements still to be made in UER if the limitations of the sport are sufficiently understood. The purpose of this review is to summarise our current understanding of the major limitations in UER. We begin with an evolutionary perspective that provides the critical background for understanding how our capacities, abilities and limitations have come to be. Although we show that humans display evolutionary adaptations that may bestow an advantage for covering large distances on a daily basis, these often far exceed the levels of our ancestors, which exposes relative limitations. From that framework, we explore the physiological and psychological systems required for running UER events. In each system, the factors that limit performance are highlighted and some guidance for practitioners and future research are shared. Examined systems include thermoregulation, oxygen delivery and utilisation, running economy and biomechanics, fatigue, the digestive system, nutritional and psychological strategies. We show that minimising the cost of running, damage to lower limb tissue and muscle fatigability may become crucial in UER events. Maintaining a sustainable core body temperature is critical to performance, and an even pacing strategy, strategic heat acclimation and individually calculated hydration all contribute to sustained performance. Gastrointestinal issues affect almost every UER participant and can be due to a variety of factors. We present nutritional strategies for different event lengths and types, such as personalised and evidence-based approaches for varying types of carbohydrate, protein and fat intake in fluid or solid form, and how to avoid flavour fatigue. Psychology plays a vital role in UER performance, and we highlight the need to be able to cope with complex situations, and that specific long and short-term goal setting improves performance. Fatigue in UER is multi-factorial, both physical and mental, and the perceived effort or level of fatigue have a major impact on the ability to continue at a given pace. Understanding the complex interplay of these limitations will help prepare UER competitors for the different scenarios they are likely to face. Therefore, this review takes an interdisciplinary approach to synthesising and illuminating limitations in UER performance to assist practitioners and scientists in making informed decisions in practice and applicable research.

A Greek Translation of the Brunel Mood Scale: Initial Validation among Exercise Participants and Inactive Adults.

The aim of the present study was to provide initial validity evidence of a Greek translation of the 24-item Brunel Mood Scale, referred to as the BRUMS-Greek, a measure of anger, confusion, depression, fatigue, tension, and vigour. Data were collected from 1417 Greek adult exercise participants and 369 physically inactive adults, totaling 1786 adults (male = 578, female = 1208) aged 18-64 years (M = 34.73 ± 11.81 years). Given the large univariate and multivariate non-normality, a confirmatory factor analyses treating responses as ordered categorical variables was conducted which supported the hypothesised six-correlated factor measurement model. The internal consistency reliability of the BRUMS-Greek subscales was supported via Cronbach alpha coefficients. The construct validity of the scales was supported (a) via correlations in the hypothesised direction with trait positive and negative affect, (b) with more positive and less negative moods reported immediately after participation in a single exercise class compared to pre-exercise mood, and (c) with exercise participants reporting more positive and less negative mood states compared to physically inactive adults. Women reported higher tension and lower vigour scores than men. Tension scores were higher and confusion scores lower among younger participants (≤35 years) than older participants (≥36 years). Participants with obesity reported higher negative mood scores than those who were underweight or normal weight. In sum, the BRUMS-Greek demonstrated acceptable psychometric characteristics, and is proposed to be a suitable measure for use with exercise participants, physically inactive adults, and other Greek populations to explore research questions related to mood.

Investigating the Effects of a Physical Education (PE) Kit Intervention on Female Adolescent Body Esteem.

It is widely acknowledged that adolescent females are particularly at risk of low body esteem. Low body esteem is associated with poor mental health and other negative outcomes. Interventions to help raise body esteem could have a considerable impact, especially if the intervention is low cost, easy to implement, and scalable. We investigated the efficacy of an intervention where participants could choose their clothes to wear during a physical education lesson (PE). PE is a context associated with low body esteem, a finding that is particularly evident among females. We hypothesized that body esteem would improve with choice. To show that body esteem does not randomly change, we tested its stability when assessed in a test-retest design when completed in a classroom setting, hypothesizing that body esteem would be stable. Participants (n = 110; Age M = 14.9 years; SD = 0.68 years) completed a 14-item body esteem scale eight times: (a) wearing the school uniform in a classroom and (b) during a PE lesson on two occasions in each context within a week. This was repeated at the re-test, which was separated by a two-week gap. The intervention was implemented and students were given a choice of PE kit and could wear their own (non-designer) clothes. The findings indicate that the choice of PE kit intervention was associated with improved body esteem in a PE context but was stable in a classroom context, which we hypothesized to be stable. We argue that this low-cost and scalable intervention represents a useful starting point for helping to support females with low body esteem among a potentially vulnerable population.

Revisiting the Self-Confidence and Sport Performance Relationship: A Systematic Review with Meta-Analysis.

Self-confidence is a common research topic, and most applied textbooks include interventions designed to enhance athlete confidence. Our purpose was to quantify the self-confidence and sport performance literature using meta-analytic techniques. We also examined potential risk of bias indicators, and the moderation effects of study quality, sport characteristics, timing of confidence measurement, and individual differences among participants. Following a review of two past meta-analyses, a systematic search of APA PsycArticles, ERIC, Psychology and Behavioral Sciences Collection, PsychINFO, and SPORTDiscus within the EBSCOhost platform, and some hand searching, 41 articles published between 1986 and 2020 met the inclusion criteria. Collectively, the included studies investigated 3711 athletes from 15 countries across 24 sports. The overall random effects estimate of the relationship (expressed as r) between self-confidence and performance was 0.25 (95% CI 0.19, 0.30), with little evidence of publication bias. The summed total risk of the individual study bias score did not moderate the confidence-performance relationship, whereas significant moderator effects emerged for individual sports (0.29) compared with team sports (0.14), objective (0.29) compared to subjective (0.14) performance measures, and 100% male (0.35) compared to 100% female (0.07) samples. In conclusion, the confidence-performance relationship is small in magnitude, nearly free of bias, and moderated by sport type, performance objectivity, and athlete sex.

Sport psychology and performance meta-analyses: A systematic review of the literature.

Sport psychology as an academic pursuit is nearly two centuries old. An enduring goal since inception has been to understand how psychological techniques can improve athletic performance. Although much evidence exists in the form of meta-analytic reviews related to sport psychology and performance, a systematic review of these meta-analyses is absent from the literature. We aimed to synthesize the extant literature to gain insights into the overall impact of sport psychology on athletic performance. Guided by the PRISMA statement for systematic reviews, we reviewed relevant articles identified via the EBSCOhost interface. Thirty meta-analyses published between 1983 and 2021 met the inclusion criteria, covering 16 distinct sport psychology constructs. Overall, sport psychology interventions/variables hypothesized to enhance performance (e.g., cohesion, confidence, mindfulness) were shown to have a moderate beneficial effect (d = 0.51), whereas variables hypothesized to be detrimental to performance (e.g., cognitive anxiety, depression, ego climate) had a small negative effect (d = -0.21). The quality rating of meta-analyses did not significantly moderate the magnitude of observed effects, nor did the research design (i.e., intervention vs. correlation) of the primary studies included in the meta-analyses. Our review strengthens the evidence base for sport psychology techniques and may be of great practical value to practitioners. We provide recommendations for future research in the area.

Building a transdisciplinary expert consensus on the cognitive drivers of performance under pressure: An international multi-panel Delphi study.

Introduction: The ability to perform optimally under pressure is critical across many occupations, including the military, first responders, and competitive sport. Despite recognition that such performance depends on a range of cognitive factors, how common these factors are across performance domains remains unclear. The current study sought to integrate existing knowledge in the performance field in the form of a transdisciplinary expert consensus on the cognitive mechanisms that underlie performance under pressure. Methods: International experts were recruited from four performance domains [(i) Defense; (ii) Competitive Sport; (iii) Civilian High-stakes; and (iv) Performance Neuroscience]. Experts rated constructs from the Research Domain Criteria (RDoC) framework (and several expert-suggested constructs) across successive rounds, until all constructs reached consensus for inclusion or were eliminated. Finally, included constructs were ranked for their relative importance. Results: Sixty-eight experts completed the first Delphi round, with 94% of experts retained by the end of the Delphi process. The following 10 constructs reached consensus across all four panels (in order of overall ranking): (1) Attention; (2) Cognitive Control-Performance Monitoring; (3) Arousal and Regulatory Systems-Arousal; (4) Cognitive Control-Goal Selection, Updating, Representation, and Maintenance; (5) Cognitive Control-Response Selection and Inhibition/Suppression; (6) Working memory-Flexible Updating; (7) Working memory-Active Maintenance; (8) Perception and Understanding of Self-Self-knowledge; (9) Working memory-Interference Control, and (10) Expert-suggested-Shifting. Discussion: Our results identify a set of transdisciplinary neuroscience-informed constructs, validated through expert consensus. This expert consensus is critical to standardizing cognitive assessment and informing mechanism-targeted interventions in the broader field of human performance optimization.

Considerations of Control Groups: Comparing Active-Control with No Treatment for Examining the Effects of Brief Intervention.

BACKGROUND: A large-scale online study completed by this research team found that brief psychological interventions were associated with high-intensity pleasant emotions and predicted performance. The present study extends this work using data from participants (n = 3376) who completed all self-report data and engaged in a performance task but who did not engage with an intervention or control condition and therefore present as an opportunistic no-treatment group. METHODS: 41,720 participants were selected from the process and outcome focus goals intervention groups, which were the successful interventions (n = 30,096), active-control (n = 3039), and no-treatment (n = 8585). Participants completed a competitive task four times: first as practice, second to establish a baseline, third following an opportunity to complete a brief psychological skills intervention, and lastly following an opportunity to repeat the intervention. Repeated measures MANOVA indicated that over four performance rounds, the intensity of positive emotions increased, performance improved, and the amount of effort participants exerted increased; however, these increases were significantly smaller in the no-treatment group. CONCLUSIONS: Findings suggest that not engaging in active training conditions had negative effects. We suggest that these findings have implications for the development and deployment of online interventions.

Mood Responses and Regulation Strategies Used During COVID-19 Among Boxers and Coaches.

The COVID-19 pandemic brought unprecedented changes to daily life and in the first wave in the UK, it led to a societal shutdown including playing sport and concern was placed for the mental health of athletes. Identifying mood states experienced in lockdown and self-regulating strategies is useful for the development of interventions to help mood management. Whilst this can be done on a general level, examination of sport-specific effects and the experience of athletes and coaches can help develop interventions grounded in real world experiences. The present study investigated perceived differences in mood states of boxers before and during COVID-19 isolation in the first lockdown among boxers. Boxing is an individual and high-contact sport where training tends to form a key aspect of their identity. Boxers develop close relationships with their coach and boxing. Hence boxers were vulnerable to experiencing negative mood, and support via the coach was potentially unavailable. Participants were 58 experienced participants (44 boxers, male n = 33, female n = 11; 14 boxing coaches, male n = 11, female n = 3). Boxers completed the Brunel Mood Scale to assess mood before COVID-19 using a retrospective approach and during COVID-19 using a "right now" time frame. Boxers responded to open-ended questions to capture mood regulation strategies used. Coaches responded to open ended questions to capture how they helped regulate boxer's mood. MANOVA results indicated a large significant increase in the intensity of unpleasant moods (anger, confusion, depression, fatigue, and tension) and reduction in vigor during COVID-19 (d = 0.93). Using Lane and Terry (2000) conceptual framework, results showed participants reporting depressed mood also reported an extremely negative mood profile as hypothesized. Qualitative data indicated that effective mood-regulation strategies used included maintaining close coach-athlete contact and helping create a sense of making progress in training. When seen collectively, findings illustrate that mood state responses to COVID-19 were severe. It is suggested that that active self-regulation and self-care should be a feature of training programmes to aid coaches and boxers in regulating mood when faced with severe situational changes.

Emotions and performance in rugby.

PURPOSE: This study investigated emotion-performance relationships in rugby union. We identified which emotions rugby players experienced and the extent to which these emotions were associated with performance, considering how emotions unfold over the course of a game, and whether the game was played at home or away. METHODS: Data were gathered from 22 professional male rugby union players using auto-confrontation interviews to help identify situations within games when players experienced intense emotions. We assessed the intensity of emotions experienced before each discrete performance and therefore could assess the emotion-performance relationship within a competition. RESULTS: Players identified experiencing intense emotions at 189 time-points. Experts in rugby union rated the quality of each performance at these 189 time-points on a visual analog scale. A Linear Mixed Effects model to investigate emotion-performance relationships found additive effects of game location, game time, and emotions on individual performance. CONCLUSION: Results showed 7 different pre-performance emotions, with high anxiety and anger associating with poor performance. Future research should continue to investigate emotion-performance relationships during performance using video-assisted recall and use a measure of performance that has face validity for players and coaches alike.

Do I focus on the process of cycling or try to put my mind elsewhere? A comparison of concentration strategies for use in pacing by novice riders.

The ability to hold a pace is a key skill for endurance athletes. The present study compared the influence of different strategies on how athletes learn to pace at 80% of their maximum performance for a 3-min cycle time trial. Participants first completed three maximal 3-min tests to establish maximal performance. During subsequent visits we asked participants to ride at 80% of their average maximal 3-min power output for four 3-min efforts under different conditions. Participants were blinded to feedback for three of the four conditions with participants (a) riding on feel (all feedback blinded), (b) associating on the task by focusing attention on the skills needed for efficient cycling, and (c) dissociating from the task by intentionally focusing concentration elsewhere (d) and finally, participants rode with full feedback where pace could be regulated via observation. All participants completed the blind condition first, the full feedback condition last, with association focus and dissociation focus rides being alternated. As expected, results showed participants rode close to the 80% goal when observing full feedback. Participants rode at 82% of maximum in the blind "ride on feel" condition, 79% in the associative condition, and 70% in the dissociative condition. We suggest results show that simple strategies related to concentration can influence the accuracy of pacing efforts. The difference in the ability to pace while using an associative or dissociative attentional focus was consistent with theory. The differences we observed occurred with minimal input from participants in terms of actively learning psychological skills. Future research is needed to investigate how athletes learn to use pacing strategies to help performance.

Body Weight and Mood State Modifications in Mixed Martial Arts: An Exploratory Pilot.

Brandt, R, Bevilacqua, GG, Coimbra, DR, Pombo, LC, Miarka, B, and Lane, AM. Body weight and mood state modifications in mixed martial arts: An exploratory pilot. J Strength Cond Res 32(9): 2548-2554, 2018-Mixed martial arts (MMA) fighters typically use rapid weight loss (RWL) as a strategy to make competition weight. The aim of the present study was to compare body weight and mood changes in professional male MMA athletes who used strategies to rapidly lose weight (n = 9) and with MMA athletes who did not (n = 3). Body mass and mood states of anger, confusion, depression, fatigue, tension, and vigor and total mood disturbance were assessed (a) 30 days before competition, (b) at the official weigh-in 1 day before competition, (c) 10 minutes before competition, and (d) 10 minutes postcompetition. Results indicated that RWL associated with reporting higher confusion and greater total mood disturbance at each assessment point. Rapid weight loss also associated with high anger at the official weigh-in. However, in performance, RWL did not have deleterious effects on performance. The RWL group also reported greater total mood disturbance at all assessment points with a moderate difference effect size. Research supports the notion that RWL associates with potentially dysfunctional mood states.

Effects of Reflection to Improve Goal-Directed Self-Talk on Endurance Performance.

We investigated the effects of an intervention that encouraged reflection on organic self-talk used during endurance performance. Using an experimental design, we compared the effects of enhancing metacognitive skills by (a) planning and (b) reviewing and evaluating goal-directed self-talk. Participants completed three time-to-exhaustion cycling task trials in which we hypothesized that the intervention group would perform significantly better than the control group. Further, we expected a reduction in perceived exertion for a given workload among participants following a self-talk intervention. Thirty-four participants completed a time-to-exhaustion cycle ergometer test, after which participants were randomly divided into an intervention and control group. The intervention group performed reflection tasks on performance in the time-to-exhaustion test. Participants completed two further time-to-exhaustion tests. Repeated measures analyses of covariance to test whether the intervention group performed for longer indicated no significant difference in time to exhaustion (p = 0.157). Perceived exertion rates were 2.42% higher in the intervention compared to the control group (p = 0.025). In conclusion, in the intervention group, goal-directed self-talk led to increased sensitisation to perceived exertion, and participants chose to stop exercising at this point rather than repeat implementation of self-talk statements and persist for longer.

The Effects of Coping Interventions on Ability to Perform Under Pressure.

The ability to perform under pressure is necessary to achieve goals in various domains of life. We conducted a systematic review to synthesise findings from applied studies that focus on interventions developed to enhance an individual's ability to cope under performance pressure. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, a comprehensive search of five electronic databases was conducted. This yielded 66,618 records, of which 23 peer review papers met inclusion criteria of containing an intervention that targeted coping skills for performing under pressure. Using the Standard Quality Assessment for evaluation of primary research papers (Kmet et al., 2004) to assess quality, included studies performed well on reporting research objectives, research design, and statistical procedures. Sixteen studies showed poor quality in controlling for potentially confounding factors and small sample sizes. A narrative aggregate synthesis identified intervention studies that provided an educational focus (n = 9), consultancy sessions (n = 6), simulation training (n = 5) and emotion regulation strategies (n = 3). Findings highlight a need to; 1) establish a contextualized pressure task which will generate high levels of ecological validity for participants. Having established a suitable pressure task, 2) research should assess the effects of pressure by evaluating conscious and nonconscious effects and associated coping mechanisms, which should inform the subsequent development of interventions, and 3) assess interventions to enhance understanding of the ways in which they improve coping with pressure, or may fail, and the mechanisms which may explain these outcomes.

The Influence of a Pacesetter on Psychological Responses and Pacing Behavior during a 1600 m Run.

This study compared the effects of following a pacer versus following a self-paced plan on psychological responses and pacing behavior in well-trained distance runners. Pacing in the present study was individually tailored where each participant developed a personal strategy to ensure their goal time was achieved. We expected that following a pacer would associate with goal achievement, higher pre-run confidence, positive emotions and lower perceived exertion during performance. In a mixed-design repeated-measures study, nineteen well-trained runners completed two 1600m running time trials. Ten runners had a pacer (paced group) who supported their individual pacing strategy, and nine participants self-paced running alone (control group). Both groups could check pace using their wrist watch. In contrast to our expectation, results indicated that the paced group reported higher pre-run anxiety with no significant differences in finish time, goal confidence, goal difficulty, perceived exertion, and self-rated performance between groups. We suggest that following a pacer is a skill that requires learning. Following a personalised pacer might associate with higher anxiety due to uncertainty in being able to keep up with the pacer and public visibility of dropping behind, something that is not so observable in a self-paced run completed alone. Future research should investigate mechanisms associated with effective pacing.

A Test and Extension of Lane and Terry's (2000) Conceptual Model of Mood-Performance Relationships Using a Large Internet Sample.

The present study tested and extended Lane and Terry (2000) conceptual model of mood-performance relationships using a large dataset from an online experiment. Methodological and theoretical advances included testing a more balanced model of pleasant and unpleasant emotions, and evaluating relationships among emotion regulation traits, states and beliefs, psychological skills use, perceptions of performance, mental preparation, and effort exerted during competition. Participants (N = 73,588) completed measures of trait emotion regulation, emotion regulation beliefs, regulation efficacy, use of psychological skills, and rated their anger, anxiety, dejection, excitement, energy, and happiness before completing a competitive concentration task. Post-competition, participants completed measures of effort exerted, beliefs about the quality of mental preparation, and subjective performance. Results showed that dejection associated with worse performance with the no-dejection group performing 3.2% better. Dejection associated with higher anxiety and anger scores and lower energy, excitement, and happiness scores. The proposed moderating effect of dejection was supported for the anxiety-performance relationship but not the anger-performance relationship. In the no-dejection group, participants who reported moderate or high anxiety outperformed those reporting low anxiety by about 1.6%. Overall, results showed partial support for Lane and Terry's model. In terms of extending the model, results showed dejection associated with greater use of suppression, less frequent use of re-appraisal and psychological skills, lower emotion regulation beliefs, and lower emotion regulation efficacy. Further, dejection associated with greater effort during performance, beliefs that pre-competition emotions did not assist goal achievement, and low subjective performance. Future research is required to investigate the role of intense emotions in emotion regulation and performance.

Beyond the technical: The role of emotion regulation in lacrosse officiating.

Emotions can influence the performance of referees leading to a need to examine emotions experienced, and regulation strategies used by referees. The present study assessed emotions and emotion regulation strategies of 19 referees officiating at an Under-19 Lacrosse World Championship. Using survey methods and focus group interviews, officials responded to five questions: (a) What emotions were experienced? (b) What events elicited emotions? (c) How did lacrosse officials manage their own emotional states prior to, throughout, and following a competitive game? (d) How did officials manage others' emotional states? (e) What were the perceived consequences of these strategies? Results indicate that emotions fluctuated throughout the tournament as referees encountered intrapersonal and interpersonal emotion-eliciting events. These fluctuations are suggested to come from a progressively diminished capacity for emotion regulation. Participants used emotion regulation strategies that could be classified into Gross' (1999) families of emotion regulation strategies, often relying on suppression, emotion contagion, and preventative refereeing. Collectively, the results offer new insights into referee emotion regulation at international events.