Through empirical studies or laboratory tests, previous studies have shown that sport-confidence, attention, and emotion regulation are key factors in archery performance. The present study aims to further identify the effects and pathways of sport-confidence, attention, and cognitive reappraisal (a specific emotion regulation strategy) on real-world archery performance by constructing a hypothesized model to provide a basis for scientific training of athletes to improve sport performance. A survey design was utilized on a sample of 61 athletes (12 international-level athletes, 30 national-level athletes, and 19 first-class athletes) from the Chinese National Archery Team to test the model. The measurement and hypothesized models were tested using partial least squares structural equation modeling (PLS-SEM). The results indicate that the model fit well and explained 33.6% of the variance in archery performance. Sport-confidence (total effects = 0.574, p < 0.001) and attention (total effects = 0.344, p = 0.009) were important predictive indicators of archery performance, while the relationship between cognitive reappraisal and archery performance showed considerable complexity (direct effects = −0.268, p = 0.020; total effects = −0.007, p = 0.964). We conclude that the development of sport-confidence and attention of archery athletes should be strengthened, but athletes who use cognitive reappraisal in archery competition should be mindful of its potential appropriation of cognitive resources and should be directed to improve sport-confidence or develop a positive orientation to arouse excitement.
High-level sports teams in universities are crucial for cultivating high-level athletes in China. Currently, coaches are the most direct managers of university (including colleges) sports teams in China, with their management styles and approaches having a direct impact on athletes' psychology. This study focused on high-level university football teams and explored the impact of transformational leadership on athlete turnover intention. The mediating effect of the "coach-athlete relationship," which helps establish and develop high-level university sports teams in China, was also examined. Overall, coaches with a transformational leadership style were found to have a significant effect on reducing athlete turnover intention and enhancing the coach-athlete relationship. In fact, the effect of coaches' transformational leadership behavior on athlete turnover intention is mediated through the coach-athlete relationship.
ObjectiveThe study aimed to enhance the learning motivation of college physical education students and improve their learning outcomes. Based on the perspective of the self-determination theory, this study explores the influence of “Small Private Online Course (SPOC) + flipped classroom” teaching on the learning motivation of students majoring in physical education and profoundly analyzes the influencing factors and promotion paths of learning motivation using this model.Materials and methodsA total of four classes (64 students) of physical education majors in a university were selected and randomly divided into an experimental group (34 students) and a control group (30 students). The experimental group received “SPOC + flipped classroom” teaching, the control group received traditional teaching. Before and after the 16-week intervention, learning motivation, teacher support perception, basic psychological need satisfaction, and academic emotions of the 64 students were measured, and the data were analyzed by repeated-measures analysis of variance and partial least square regression.Results(1) The instructional intervention reduced non-regulation, external regulation, and introjected regulation, while increased identified regulation, intrinsic regulation, and self-determination levels in the students. The levels of non-regulation, external regulation, identified regulation, and self-determination were also significantly different from those of the control group. (2) After the intervention, the scores of support for autonomy, support for competence, support for relatedness, and need for relatedness in the experimental group were significantly higher than those in the control group. (3) Support for autonomy, support for competence, support for relatedness, need for competence and need for relatedness positively predicted the self-determination level, and intrinsic regulation and identified regulation negatively predicted non-regulation, external regulation, and introjected regulation.Conclusion“SPOC + flipped classroom” teaching has a positive impact on students’ learning motivation of basketball skills and promotes students’ motivation autonomy. The improvement of support for autonomy, support for competence, support for relatedness, need for competence, and need for relatedness may be related to the improvement of learning motivation of college students majoring in Physical Education (PE). “SPOC + flipped classroom” teaching enables students to obtain more demand satisfaction by giving them more demand support, while demand support and demand satisfaction can promote the internalization of learning motivation so that students can maintain high autonomy motivation.
BackgroundThe wave of education information based on the “Internet+” has swept the world, and the traditional teaching mode can no longer meet the new needs of education teaching, so the teaching mode of “MOOC+ flipped classroom” has attracted widespread attention educators.ObjectiveThis study explores the effect of “MOOC+ flipped classroom” on the teaching design and application of basketball courses in colleges and universities from the perspective of education modernization in order to promote the development of students’ core literacy and provide a more theoretical basis and practical support for the in-depth research and promotion of “MOOC+ flipped classroom” teaching mode.MethodsThis study adopts a quasi-experimental design to study the teaching of basketball courses in colleges and universities based on “MOOC +flipped classroom.” The experimental class adopted “MOOC+ flipped classroom” teaching (34 students), and the control group adopted traditional classroom teaching (30 students). Before and after the 16-week intervention, the student’s learning effects were measured by basketball skill level assessment, Cooperation Ability Scale for University Students, Utrecht Work Engagement Scale-student, and Self-regulated Learning Scale, and the data were analyzed by independent sample t-test and repeated-measures ANOVA.Conclusion(1) Compared with the traditional classroom teaching mode, the “MOOC+ flipped Classroom” teaching mode is innovative in terms of teaching philosophy, teaching resources, and teaching methods, which promotes the change of education informatization and further promotes the realization of education modernization. (2) The “MOOC+ flipped classroom”-based teaching design for basketball courses benefits students’ basketball skill level, study engagement, cooperation ability, and self-regulated learning ability, thus effectively promoting the students’ core literacy.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.