We report 3 studies that explore the moderating role of performance feedback on the within-person relationship between self-efficacy and performance. In Study 1, we provided participants with either very little feedback (current trial performance) or a wider range of previous performance markers (baseline performance and current trial performance) before making efficacy judgments. In Study 2, we refined the selfefficacy measure by providing participants with more detailed feedback regarding their past performance. In Study 3, we applied the methodology from Studies 1 and 2 to a task in which negative self-efficacy effects have been prevalent (i.e., golf putting). Results revealed that performance feedback moderated the self-efficacy-performance relationship. When we provided participants with minimal performance feedback, their self-efficacy was negatively related to subsequent performance; when we provided more detailed feedback, self-efficacy was positively related to subsequent performance. Studies 2 and 3 further confirmed these findings. Results across studies confirm that feedback is an important moderator of the self-efficacy-performance relationship, which can shed light on the equivocal findings to date.

Please cite this article as: Beattie, S., Fakehy, M., Woodman, T., Examining the moderating effects of time on task and task complexity on the within person self-efficacy and performance relationship, Psychology of Sport & Exercise (2014), doi: 10.1016/j.psychsport.2014 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPTThe study examined two moderating variables that may influence the direction of the effect of self-efficacy upon performance, namely; time spent on task and task complexity. Design: Multilevel analysis was conducted to examine within person and between group relationships. Method: Eighty eight novice golfers putted in 4 sessions over a period of 2 days (completing 800 putts in total). Each session contained 10 trials of 20 putts. The golfers were split into 2 conditions; a stable task condition where task requirements remained constant across time and a dynamic task condition, where task complexity changed across time. Results: In early learning (i.e., the first 10 trials) results revealed a slight negative effect between self-efficacy and subsequent performance. However, across the 40 trials self-efficacy had a positive effect upon subsequent performance. Further, there was a significant task condition (stable vs. dynamic) interaction. In the easy task condition, self-efficacy showed a slight (but non-significant) positive effect upon performance. However, in the dynamic learning condition, self-efficacy had a positive and significant effect upon subsequent performance. Conclusion: Previous tests of the within person self-efficacy relationship tend to limit learning to 10 trials or less. The study is the first to examine the reciprocal relationship between self-efficacy and performance as a result of task experience (i.e., time spent on the task) and task complexity simultaneously. Positive effects emerged as a result of extended time learning the task and by varying the degree of task complexity whilst learning.

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Vulnerable groups, such as children and adolescents, have been affected by quarantine, especially those with disabilities. This has been amplified by the worldwide measures that were implemented in many countries like school closures and social distancing in order to control the spread of COVID-19. However, the consequences of such procedures on physical disability, screen time and psychological well-being among disabled children are not clear. This study investigates the impact of COVID-19 on physical disability, screen time and psychological well-being among Jordanian children with disabilities in the (5-11) age range. A total of 119 parents with disabled children between (5-11) years of age were asked to fill out a survey that included a set of questions to measure their children's physical disability, screen time and psychological well-being during the COVID-19 pandemic. Being irritable (65.6%), dependent on us (63.1%), bored (62.2%), nervous (58.8%), reluctant (57.1%), worried when one of us leaves the house (54.4%) and cried easily (54.4%) were the most frequently reported symptoms by parents during the COVID-19 pandemic. They reported that screen time of ≥120 minutes a day was shown among 22.7% of disabled children and 44.5% of disabled children performed <30 minutes a day of physical activity. ≤8 hours of sleep per night was reported by 51.3% of the parents with disabled children during COVID-19. Disabled persons and their parents should have access to all kinds of facilities, services and information related to COVID-19. Governments may provide free applications to the parents of disabled children to get psychological support easily and conveniently during such difficult times. Moreover, parents of disabled children could be allowed for short walks and to have access to national parks during lockdown, in order to increase physical activity, decrease screen time and reduce negative psychological effects.

Background: Test anxiety was shown to have negative debilitating effects on IQ/aptitude tests and eventually leads to poor academic performance and low motivation. Thus, in this current study, we are trying to explore the influence of Neuro-Linguistic Programming (NLP)interventions on management of academic achievements among Sport and Physical Activity students with