Test of attentional and interpersonal style.

Nideffer, Robert M.

doi:10.1037/0022-3514.34.3.394

Cited by 244 publications

(116 citation statements)

References 13 publications

(16 reference statements)

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“…Jusqu'aux théories récentes, les approches appliquées portant sur les stratégies attentionnelles étaient principalement basées sur le cadre théorique formulé par Nideffer (1976). Celui-ci distingue différents types d'attention en fonction de leur étendue (attention large ou étroite) et de leur direction (interne ou externe).…”

Section: Les Stratégies Attentionnelles En Fonction Du Niveau D'experunclassified

“…Le Test des Styles Attentionnels et Interpersonnels (TAIS) est un test permettant de classer les individus et les tâches selon leur style attentionnel permanent (tout en respectant une certaine flexibilité en fonction de la demande de l'environnement). Selon Nideffer (1976), chaque type d'attention est adéquat pour des activités et des sports donnés. Cependant, cette catégorisation et l'outil d'évaluation associé (le TAIS) ne tiennent pas compte des spécificités des stratégies attentionnelles en fonction du niveau d'expertise dans la tâche.…”

Section: Les Stratégies Attentionnelles En Fonction Du Niveau D'experunclassified

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Attention et performance sportive : état de la question en psychologie du sport appliquée

Bernier¹,

Thiénot²,

Codron³

2009

Staps

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Section: Les Stratégies Attentionnelles En Fonction Du Niveau D'experunclassified

Attention et performance sportive : état de la question en psychologie du sport appliquée

Bernier¹,

Thiénot²,

Codron³

2009

Staps

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“…A influência do estado de ansiedade sobre o desempenho motor é entendida como associada a alterações nos recursos de atenção e concentração [10][11][12][13] . Há uma noção comum de que, para um desempenho bem sucedido o executante deve atender às informações relevantes à tarefa enquanto ignora as informações irrelevantes 14 .…”

Section: Introductionunclassified

The Influence of Audience on Sensorymotor Performance in University Students

Ribeiro¹,

Martins²,

Fernandes³

et al. 2017

J. Phys. Educ.

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RESUMOO presente estudo investigou a influência de plateia sobre o desempenho sensoriomotor na aprendizagem do arremesso de dardo de salão. O experimento foi conduzido em dois dias distintos, cada um com uma condição específica: 1) com plateia (10 tentativas); 2) sem plateia (10 tentativas). Os 18 universitários de menor e maior desempenho foram divididos em dois grupos: prejudicado (GP) e beneficiado (GB). Nas análises de desempenho e escores de ansiedade-estado (IDATE), a ANOVA two way e pairwise identificaram interação entre grupo e condição, sendo GP com pior desempenho e maior IDATE e GB com melhor desempenho e sem alteração no IDATE na condição com plateia. Já na frequência cardíaca, não houve interação, porém efeito principal para o fator condição para ambos os grupos. Pode-se inferir que, a plateia influencia no desempenho sensoriomotor podendo ocorrer piora ou melhora a depender de características individuais. Palavras-chave: Análise e desempenho de tarefas. Estresse psicológico. Ansiedade. ABSTRACTThe present study investigated the influence of audience on the sensorymotor performance in learning the hall of javelin throwing. The experiment was conducted on two separate days, each with a specific condition: 1) with audience (10 attempts); 2) no audience (10 attempts). The 18 students of smaller and higher performance were divided into two groups: disadvantaged (DG) and benefited (BG). The performance and state-anxiety scores (IDATE), the two-way ANOVA and pairwise identified interaction between group and condition, and GP worst performing and most IDATE and GB with better performance and no change in IDATE provided with the audience. In the heart rate, there was no interaction but the main effect for the condition factor for both groups. It can be inferred that the audience influences the sensorymotor performance may cause worsening or improving depend on individual characteristics. Keywords: Analysis and task performance. Psychological stress. Anxiety. IntroduçãoÉ notória a capacidade do sistema nervoso de organizar respostas motoras adequadas e precisas nas mais complexas, variadas e imprevisíveis situações 1 . O treinamento de tais respostas motoras, por meio da repetição, pode conferir ainda mais estabilidade e eficácia ao executor 2 . Contudo, mesmo as ações motoras bem aprendidas e automatizadas parecem sofrer alterações quando desempenhadas em situações de estresse e ansiedade 3 . Os conceitos de estresse e ansiedade apresentam diferenças tão sutis que por vezes são empregados como sinônimos. O termo estresse é usado quando se pode identificar uma causa geradora do medo; por sua vez, a ansiedade não necessariamente produz medo, mas sim uma expectativa de algo que está por vir 4 . Conforme descrito por Lieber e Morris 5 , a ansiedade pode ser compreendida nas dimensões cognitiva e somática, sendo a primeira relacionada à percepção da situação por parte do indivíduo, contemplando as dúvidas e pensamentos negativos em relação à habilidade própria de enfrentamento da situação e, a segunda, referente...

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“…This attitude appears to be the most difficult to control. Focusing on the group requires spotting the relevant cues from the dynamic flow of events, which requires a remarkable mastery of attention (Nideffer 1995). The point is not to be constantly focused on the other persons, but to constantly, effectively and efficiently use attention as a distributed, selective, divided, etc.…”

Section: The Relation Between the Educators And The Learnersmentioning

confidence: 99%

Knowledge construction: the role of the teacher’s interpersonal attitudes

Mate

Brizio

Tirassa

2011

Research Papers in Education

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Socio-constructivist perspectives on adult education, as well as many practitioners in the field, assume that the teacher's interpersonal attitudes influence the process of knowledge construction on the part of the participants. The aim of this paper is to contribute to an empirical evaluation of this view, and in particular: (i) to understand whether the actions enacted by an educator toward learners may be taken as local cues of her underlying general interpersonal attitudes in and about the situation; (ii) to try to describe such behaviours and to gather them into meaningful clusters; (iii) to explore possible differences in the general interpersonal attitudes of novice vs. expert educators; (iv) to correlate such attitudes with the learners' behaviours. Fifteen training courses for adults, each involving different educators, participants and topics, were observed. All the courses took place in classrooms in the city of Torino, Italy. Each course was simultaneously observed by three independent judges. Factor analysis led to the identification of four main interpersonal attitudes of the educators, namely favouring cooperation, directivity, flexibility, and focusing on the group. These attitudes were then correlated to indexes of the participants' levels of attention, participation and understanding. The results corroborate the hypothesis that the interpersonal attitudes of the educators correlate with the mental attitudes of the learners. In particular, a cooperative orientation appears to foster the conditions for the construction of new knowledge. The two subgroups of expert and novice educators achieved different levels of effectiveness. Overall, our findings support the idea that learning is a process of knowledge transformation that takes place within an interpersonal context.

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Test of attentional and interpersonal style.

Cited by 244 publications

References 13 publications

Attention et performance sportive : état de la question en psychologie du sport appliquée

Attention et performance sportive : état de la question en psychologie du sport appliquée

The Influence of Audience on Sensorymotor Performance in University Students

Knowledge construction: the role of the teacher’s interpersonal attitudes

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