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The effects of a cognitive intervention and perceived value on adherence to imagery practice.

机译:认知干预和感知价值对遵守图像实践的影响。

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摘要

Previous research has indicated that cognitive strategies and perception of value are related to adherence to aerobic and low-back exercise, and to health behavior change. The present investigation studied the effects of high and low levels of perceived value of imagery practice and participation in a cognitive intervention (Adherence Enhancement Program) on adherence to sport-specific imagery over a ten week period. A sub-problem was to determine if perceived value changed as a result of participation in the program.; Perceived value was measured by the Perceived Value of Imagery for Athletes Inventory, an instrument designed for this study to determine the extent to which athletes felt that imagery practice would enhance performance and satisfaction in their sport. Subjects (NCAA Division II athletes) were stratified on perceived value and randomly assigned to the treatment or control group. Both groups received the same four sessions of instruction in the technique of sport specific imagery. The treatment group received an additional cognitive intervention designed to enhance adherence to a recommended daily schedule of imagery practice. The intervention combined three strategies: (1) self-efficacy modification, to teach subjects to identify negative self-talk which might interfere with adherence and replace it with positive, adherence-related self-talk; (2) a decisional balance sheet exercise designed to enhance commitment to adherence by identifying and focusing on the benefits to be gained by adherence; and (3) relapse-prevention, to teach subjects how to constructively cope with setbacks and relapses.; Adherence quantity was measured by the number of minutes practiced by the subjects each day yielding a daily score of zero to 20. Adherence quality was measured by subjects self-reports on three five-point Likert type scales, yielding a daily quality measure of three to 15. All subjects completed imagery logs which were submitted weekly to the researcher. Follow-up interviews were completed with each subject at the conclusion of the ten-week period.; A 2 x 2 x 10 (Treatment by Perceived Value by Time) repeated measure analysis of variance revealed no significant main effect of the treatment on adherence quantity or quality and no main effect of perceived value on adherence quantity or quality. A weak interaction of perceived value and time was found for both adherence quantity and quality. Interviews with high adhering subjects revealed that adherence was positively affected by a strong commitment to one's development as an athlete, a belief in the power of imagery practice to aid performance, and performance improvements attributed to imagery. Interviews with low adhering subjects revealed that lack of available time was the greatest hindrance to adherence.; Future research on adherence should focus on the process by which an individual makes a strong personal commitment to develop his or her abilities and on methods for strengthening one's belief in the value of the intended behavior.
机译:先前的研究表明,认知策略和对价值的感知与坚持有氧运动和下背部锻炼以及健康行为改变有关。本研究研究了在十个星期内,高低水平的图像实践感知价值和参与认知干预(坚持性增强计划)对遵守运动特定图像的影响。一个子问题是确定感知价值是否由于参与该计划而改变。感知价值是通过“运动员形象意象的感知价值”来衡量的,该工具是为这项研究而设计的,用于确定运动员在多大程度上感觉到意象实践会提高运动中的表现和满意度。受试者(NCAA II级运动员)按照感知价值进行分层,并随机分配至治疗组或对照组。两组都接受了有关运动特定图像技术的相同的四节课程。治疗组接受了额外的认知干预,旨在增强对推荐的每日影像实践计划的依从性。干预措施结合了三种策略:(1)自我效能感的改变,教导受试者识别可能干扰依从性的负面自我对话,并用与依从性相关的正面自我对话来代替它; (2)决策性资产负债表,旨在通过确定并关注遵守所带来的好处来增强对遵守的承诺; (3)预防复发,教受试者如何建设性地应对挫折和复发。依从量通过受试者每天练习的分钟数来度量,得出的每日得分为0到20。依从质量,受试者可以通过三个五分Likert型量表的自我报告来进行测量,得出每日的质量度量值为三到五个。 15.所有受试者均完成图像日志,并每周提交给研究人员。在十周期间结束时,对每个受试者进行了后续访谈。对方差的2 x 2 x 10(按时间感知值进行治疗)重复测量分析显示,该处理对粘附量或质量没有显着的主要影响,感知值对粘附量或质量也没有显着的主要影响。发现遵守量和质量的感知价值和时间之间的交互作用较弱。对具有较高忠诚度的受试者的访谈显示,坚守自己的职业发展,对影像实践有助表演的力量的信念以及影像归功于表现的改进,对坚持的积极影响。对低忠诚者的访谈显示,缺乏可利用的时间是最大的阻碍。未来关于依从性的研究应集中于个人对自身发展能力做出强有力的承诺的过程,以及应加强对预期行为价值的信念的方法。

著录项

  • 作者单位

    University of Virginia.;

  • 授予单位 University of Virginia.;
  • 学科 Education Physical.; Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 1992
  • 页码 315 p.
  • 总页数 315
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;
  • 关键词

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