These results suggest that a software-generated partner can elicit the Kőhler motivation gain in exergames, but not as strongly as a partner who is thought to be human.

Objective: Recent research has shown the Kö hler motivation gain effect (working at a task with a more capable partner where one's performance is indispensable to the group) leads to greater effort in partnered exercise videogame play. The purpose of this article was to examine potential moderators of the Kö hler effect by exploring dissimilarities in one's partner's appearance, namely, having an older partner (compared with a sameage partner) and having a heavier-weight partner (compared with a same-weight partner). Subjects and Methods: One hundred fifty-three male and female college students completed a series of plank exercises using the ''EyeToy: KineticÔ'' for the PlayStation Ò 2 (Sony, Tokyo, Japan). Participants first completed the exercises individually and, after a rest, completed the same exercises with a virtually present partner. Exercise persistence, subjective effort, self-efficacy beliefs, enjoyment, and intentions to exercise were recorded and analyzed. Results: A significant Kö hler motivation gain was observed in all partner conditions (compared with individual controls) such that participants with a partner held the plank exercises longer (P < 0.001) and reported higher subjective effort (P < 0.01). These results were unmoderated by partner's age and weight, with one exception: Males tended to persist longer when paired with an obese partner (P = 0.08). Conclusions: These results suggest that differences in age and weight do not attenuate the Kö hler effect in exergames and may even strengthen it.

Prior research has documented the Köhler motivation gain effect--working with a more capable partner at a task that makes one's performance indispensible for the group can boost task motivation. Recent research has shown that the Köhler effect can boost one's persistence exercising in groups, but that always being the group's "weak link" can eventually undermine these motivation gains. An experiment is reported which contrasts having a partner that is more capable on all/both exercise tasks with one that is more capable on the focal task, but inferior on the second task. The Köhler effect on the focal task was replicated and unmoderated by the uniformity of the partner's exercise superiority. Implications for further research and application are discussed.

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Objectives This study explored the Köhler motivation gain effect utilizing adults and software-generated partners (SGPs) during an abdominal exercise regimen and compared the type of participant-SGP introductory dialogue as a moderator. The Köhler effect applies interdependent team dynamics in which group performance is dependent upon the weaker member. The third objective was to examine if this motivation paradigm would result in adverse consequences to secondary variables: exertion, enjoyment, and self-efficacy beliefs. Design Adults (Mage = 38.8 +/− 7.7) were randomly assigned to 1 of 3 conditions: Interactive Partner SGP (IP), Linear Dialogue Partner SGP (LDP), or individual control (IC), to complete a series of abdominal exercises. The experiment used a 3 (condition) x 2 (gender) ANCOVA design, with a baseline block of exercises as a covariate. Method Participants completed abdominal exercises individually and, after a rest, repeated the same exercises with either an SGP programmed to be moderately stronger or individually (IC). Prior to the second exercise block, IP participants interacted with the SGP using a dialog tree optional-response format. The LDP participant introduction was a linear, scripted exchange of basic information. Results The LDP and IP conditions persisted significantly longer than IC, generating moderate effect sizes (d = .62; d = .76). The mean difference between partnered conditions was not significant. Conclusions The Köhler motivation exercise paradigm resulted in a considerable increase in persistence (Madj = 28.9, SE = 10.6) in the first study to use middle-aged adults with superior SGPs. Differences between introductory dialogue methods were not significant.

Confidence is a well-known psychological quality that is relevant for performing at one’s best. Previous literature examined sources from which athletes derive their confidence, what behaviors coaches perceive to be the most effective at building confidence, and the level of congruence between athletes’ and coaches’ perceptions on confidence-building techniques. However, research has rarely asked athletes what they believe are the most important behaviors coaches can do to build confidence in both individuals and teams. The purpose of this study, therefore, was to explore athletes’ perceptions of what coaches can do to build confidence from the perspective of athletes. Collegiate student-athletes (n = 264) completed two open-ended questions regarding specific behaviors that coaches do to build confidence in athletes and teams. A total of 649 interpretable meaning units were analyzed into 13 lower-order themes and 5 higher-order categories. Results revealed that creating a nurturing positive environment, responding to athletes productively, developing effective practices for training, developing interpersonal relationships with athletes, and possessing effective intrapersonal qualities themselves are all behaviors identified as important for building confidence. Many of the behaviors were common to building confidence in both athletes and teams, though there were confidence-building behaviors unique to either group.

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