Research has revealed that dress and build can impact others’ perceptions of personality, knowledge, competence, and effectiveness (Hash, Munna, Vogel, & Bason, 2003; Lennon, 1986). This study investigated athletes’ first impression formation of performance enhancement consultants (PECs) and its influence on athletes’ perceptions of their knowledge, ability, and personality characteristics. Participants (N = 86) rated 11 pictures of PECs on personality traits, sport knowledge, and likeliness of seeking services. Results revealed that build and dress were most influential on PEC ratings. PECs with a lean build and academic clothing were rated higher on personality traits PECs than other groups. PECs with a lean build and athletic clothing were rated higher on sport knowledge and more likely to be sought for services than PECs with a large build and academic clothing.

BackgroundPhosphatidylserine (PS) is a phospholipid found in cell membranes of most animals and plants. PS has been shown to reduce stress and increase performance in runners, cyclists and golfers. The purpose of this study was to investigate the effects of a PS containing formulation on cognitive function, mood and endocrine response before and after intense resistance exercise.Methods18 lower body, resistance trained, college aged males ingested 14 days of supplement (IQPLUS Focus, providing 400 mg of soy-derived PS) and a Placebo (PL), in a randomized, double-blind, placebo controlled, cross-over manner. Following 14 days of supplementation, participants performed an acute bout of lower body resistance training. Mood (Profile of Mood States, POMS) and cognitive function (Serial Subtraction Test, SST) were measured prior to, 5 minutes after, and 60 minutes after exercise. Venous blood samples were collected prior to, and 5, 15, 25, 40 and 60 minutes after exercise. Blood samples were analyzed for plasma cortisol and testosterone. Data were analyzed using repeated measures ANOVA.ResultsPS supplementation significantly reduced the time needed for a correct calculation on the SST by 20% (reduced by 1.27 s per calculation; PL: 6.4 s, PS: 5.13 s; p = 0.001), and reduced the total amount of errors by 39% (PL: 1.28 + .69, PS: .78 + .27, p = 0.53), and increased the amount of correct calculations by 13% (PL: 22.1 + 2.24, PS: 24.9 + 1.52, p = 0.07) prior to or in response to exercise compared to PL. Following exercise, there was no difference in SST scores between PS and PL. There were no significant changes in regards to mood or endocrine response to exercise as a result of PS supplementation.ConclusionPS supplementation significantly increased cognitive function prior to exercise. Improved cognitive function could benefit athletes and non-athletes alike. PS did not appear to affect mood or endocrine response prior to or following resistance exercise.

The freshman year of college is usually acknowledged as a stressful time of social and academic adjustment. During this period, first-year students face many social and intellectual challenges. For high school athletes, the combined impact of college transition plus disengagement from sport can further complicate first-semester adjustment and may also affect first-year retention. Together, this complex phenomenon may diminish self-concept, challenge one's felt sense of being an athlete, and elicit emotional responses usually associated with college and elite athlete disengagement resulting in a negative adjustment to the college environment. The purpose of this investigation was to examine the differences in the reported athletic identity and college adjustment patterns of first-year college males and females (N = 317) and how disengagement from sports may affect these variables. Three status groups were used in this study: disengaged athletes (DAs; n = Brought to you by | HEC Bibliotheque Maryriam ET J.

The applied sport psychology supervision experiences of student and professional members of AAASP (N = 313) were surveyed. The results revealed that of those who provide applied sport psychology consultation, students were more likely than professionals to receive supervision and to receive weekly supervision. However, both groups received equal amounts of supervision and had case management as the primary component of their supervision. AAASP professional members providing supervision were more likely to hold certified consultant and licensure status than those who did not provide supervision. Only 22.4% of professionals reported providing applied sport psychology supervision, 75.9% of whom had little or no training in supervision. No differences were found in the amount, type, and quality of supervision provided to students from physical education/sport science programs and those in psychology programs.

The freshman year of college is usually acknowledged as a stressful time of social and academic adjustment. During this period, first-year students face many social and intellectual challenges. For high school athletes, the combined impact of college transition plus disengagement from sport can further complicate first-semester adjustment and may also affect first-year retention. Together, this complex phenomenon may diminish self-concept, challenge one’s felt sense of being an athlete, and elicit emotional responses usually associated with college and elite athlete disengagement resulting in a negative adjustment to the college environment. The purpose of this investigation was to examine the differences in the reported athletic identity and college adjustment patterns of first-year college males and females (N = 317) and how disengagement from sports may affect these variables. Three status groups were used in this study: disengaged athletes (DAs; n = 133), high school senior nonathletes (n = 106), and current first-year college varsity athletes (n = 78). Significant differences were observed between groups in reported level of athletic identity where disengaged high senior athletes had significantly different scores than both college athletes and high school nonathletes. This finding may warrant an investigation on how we conceptualize the terms “athlete” and “nonathlete.” The investigation into college adjustment patterns found that first-year females reported higher academic adjustment to college than males in the total sample. Specifically in the DA athlete group, significant differences in college adjustment for both gender and level of athletic identity were found. For this group, significant differences in college adjustment were found related to the nature of disengagement and perceived level of social support. Potential applications of these findings for college personnel and future directions related to research are explored.