@article{62111,
abstract = {{Abstract
The execution of incompatible actions imposes costs on action planning, commonly known as response-response incompatibility-costs. This phenomenon is also evident in sports: A basketball player who performs a pass in one direction whilst orienting the head into the contrary direction (pass with head fake) needs more time to initiate the action as if pass direction and head orientation are the same (pass without head fake).
The aim of this study was twofold: First, we present a re-analysis of the data from Böer et al. (Psychological Research 88:523–524, 2024) using mixture effect modelling (Miller, Behavior Research Methods 38:92–106, 2006) explore if fake-production costs manifest continuously (uniform effect) in all participants or if some participants show fake-production costs occasionally but substantially (mixed effect). Second, we collected data of a control group which was analysed with the previous data of the practice group and fitted initiation times (ITs) to an ex-Gaussian distribution.
The analysis of mixture effects revealed that most participants exhibited a uniform effect when they didn’t have time to mentally prepare the movement. This pattern was not changed by practice, suggesting fake-production costs can’t be overcome by practice alone without mental preparation time.
The analysis of mean ITs revealed improvements in the practice group but not in the control group, independent of the type of pass performed. The distribution analyses complemented these findings as it showed that the improvement in participants’ performance with increasing practice can mainly be attributed to a reduction of the exponential part of the distribution (parameter tau).}},
author = {{Böer, Nils Tobias and Schütz, Christoph and Weigelt, Matthias and Güldenpenning, Iris}},
issn = {{0340-0727}},
journal = {{Psychological Research}},
keywords = {{Sport Psychology, Sport Science, Deception, Distribution Analysis}},
number = {{2}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{How does practice modulate fake-production costs in a basketball task? Analyses of frequency distributions and mixture effects}}},
doi = {{10.1007/s00426-025-02084-6}},
volume = {{89}},
year = {{2025}},
}
@inproceedings{62116,
author = {{Böer, Nils Tobias and Güldenpenning, Iris and Weigelt, Matthias}},
booktitle = {{57th Herbsttreffen der experimentellen Kognitionspsychologie (HExKoP)}},
keywords = {{Deception, Sport Psychology, Social Interaction}},
location = {{Trier}},
title = {{{The mere presence of a social partner modulates fake-production costs}}},
year = {{2025}},
}
@inproceedings{65259,
author = {{Böer, Nils Tobias and Güldenpenning, Iris and Weigelt, Matthias}},
booktitle = {{67th Conference of Experimental Psychologists}},
editor = {{Lê-Hoa Võ, Melissa and Fiebach, Christian and Shing, Yee Lee and Sammler, Daniela and Windmann, Sabine and Kaiser, Jochen}},
keywords = {{deception, action preparation, perception, movement planning, sport psychology}},
location = {{Frankfurt am Main}},
pages = {{132}},
title = {{{Differences of producing head fakes with and without a social partner}}},
year = {{2025}},
}
@article{53603,
abstract = {{ Zusammenfassung: Für die Evaluation und Qualitätsentwicklung von Studium und Lehre werden häufig quantitative Befragungen von Studenten eingesetzt. Jedoch ist häufig unklar, aus welcher Motivation Studenten an den Befragungen teilnehmen und inwieweit unterschiedliche motivationale Regulationsstile mit dem Antwortverhalten im Fragebogen zusammenhängen. Ausgehend von der Selbstbestimmungstheorie der Motivation nach Deci und Ryan stellt der Beitrag die Entwicklung der Skalen zur motivationalen Regulation bei Befragungen zur Evaluation (SMR-Eval) vor. Studie 1 zeigt die fünffaktorielle Struktur des Instruments. Studie 2 weist auf eine starke Messinvarianz bezüglich Geschlecht, Abschlussziel und Fakultät hin. Korrelationen mit Drittvariablen belegen die konvergente Validität der fünf Subskalen. In Studie 3 werden latente Profilanalysen über die fünf Regulationsstile berechnet. Die Ergebnisse zeigen vier Profile, welche sich inhaltlich plausibel im Antwortverhalten der Befragten unterscheiden und damit Hinweise auf die Kriteriumsvalidität der Skalen geben. Diskutiert werden theoretische und praktische Implikationen für Evaluationsvorhaben an Hochschulen sowie Übertragungsmöglichkeiten auf andere Evaluationsgegenstände. }},
author = {{Koppenborg, Markus and Klingsieck, Katrin B.}},
issn = {{1010-0652}},
journal = {{Zeitschrift für Pädagogische Psychologie}},
keywords = {{Developmental and Educational Psychology}},
publisher = {{Hogrefe Publishing Group}},
title = {{{„Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval)}}},
doi = {{10.1024/1010-0652/a000381}},
year = {{2024}},
}
@article{48486,
abstract = {{AbstractIntroductionIn Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.MethodsUsing a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.ResultsThe parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.ConclusionsBy combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches.}},
author = {{Kurock, Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and Buhl, Heike M. and Bonanati, Sabrina}},
issn = {{0140-1971}},
journal = {{Journal of Adolescence}},
keywords = {{Psychiatry and Mental health, Developmental and Educational Psychology, Social Psychology, Pediatrics, Perinatology and Child Health}},
number = {{3}},
pages = {{566--579}},
publisher = {{Wiley}},
title = {{{A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process}}},
doi = {{http://dx.doi.org/10.1002/jad.12264}},
volume = {{96}},
year = {{2024}},
}
@article{48484,
abstract = {{AbstractPrevious research indicates that performing passes with a head fake in basketball leads to increased response initiation times and errors as compared to performing a pass without a head fake. These so-called fake production costs only occurred when not given the time to mentally prepare the deceptive movement. In the current study, we investigated if extensive practice could reduce the cognitive costs of producing a pass with head fake. Twenty-four basketball novices participated in an experiment on five consecutive days. A visual cue prompted participants to play a pass with or without a head fake either to the left or right side. The cued action had to be executed after an interstimulus interval (ISI) of either 0 ms, 400 ms, 800 ms or 1200 ms, allowing for different movement preparation times. Results indicated higher response initiation times (ITs) and error rates (ERs) for passes with head fakes for the short preparation intervals (ISI 0 ms and 400 ms) on the first day but no difference for the longer preparation intervals (ISI 800 ms and 1200 ms). After only one day of practice, participants showed reduced fake production costs (for ISI 0 ms) and were even able to eliminate these cognitive costs when given time to mentally prepare the movement (for ISI 400 ms). Accordingly, physical practice can reduce the cognitive costs associated with head-fake generation. This finding is discussed against the background of the strengthening of stimulus response associations.}},
author = {{Böer, Nils Tobias and Weigelt, Matthias and Schütz, Christoph and Güldenpenning, Iris}},
issn = {{0340-0727}},
journal = {{Psychological Research}},
keywords = {{Arts and Humanities (miscellaneous), Developmental and Educational Psychology, Experimental and Cognitive Psychology, General Medicine}},
pages = {{523--534}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Practice reduces the costs of producing head fakes in basketball}}},
doi = {{10.1007/s00426-023-01885-x}},
volume = {{88}},
year = {{2024}},
}
@article{46933,
abstract = {{AbstractGroup work can increase individual effort, performance, and positive affect, if group members perceive their own contribution as indispensable for the group product. A vignette methodology was applied to investigate whether group work may also reduce procrastination. The vignettes described a typical academic assignment, while varying the task structure (individual work vs. conjunctive group work vs. additive group work) and group member ability (high vs. low). For each vignette, student participants (N = 443) provided ratings on their perceived indispensability, procrastination of the assignment, and affect. When group member ability was high, procrastination was lower in additive group work as compared to individual work. When group member ability was low, procrastination was lower in conjunctive group work as compared to both individual work and additive group work. As predicted, perceived indispensability mediated the difference in procrastination between conjunctive and additive group work. Moderation analyses further revealed that the effects were more pronounced for high trait procrastinators. Further, both types of group work led to increases in task-related positive affect as compared to individual work. By demonstrating the relevance of group work as a social factor, the results should be useful for the extension of existing programs targeting procrastination, and may inspire measures for preventing procrastination by changes in the study environment.}},
author = {{Koppenborg, Markus and Klingsieck, Katrin B. and Hüffmeier, Joachim}},
issn = {{1046-1310}},
journal = {{Current Psychology}},
keywords = {{General Psychology}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Conjunctive and additive group work reduce academic procrastination: insights from a vignette study}}},
doi = {{10.1007/s12144-023-04294-w}},
year = {{2023}},
}
@article{48715,
abstract = {{AbstractFor motor learning, the processing of behavioral outcomes is of high significance. The feedback‐related negativity (FRN) is an event‐related potential, which is often described as a correlate of the reward prediction error in reinforcement learning. The number of studies examining the FRN in motor tasks is increasing. This meta‐analysis summarizes the component in the motor domain and compares it to the cognitive domain. Therefore, a data set of a previous meta‐analysis in the cognitive domain that comprised 47 studies was reanalyzed and compared to additional 25 studies of the motor domain. Further, a moderator analysis for the studies in the motor domain was conducted. The FRN amplitude was higher in the motor domain than in the cognitive domain. This might be related to a higher task complexity and a higher feedback ambiguity of motor tasks. The FRN latency was shorter in the motor domain than in the cognitive domain. Given that sensory information can be used as an external feedback predictor prior to the presentation of the final feedback, reward processing in the motor domain may have been faster and reduced the FRN latency. The moderator variable analysis revealed that the feedback modality influenced the FRN latency, with shorter FRN latencies after bimodal than after visual feedback. Processing of outcome feedback seems to share basic principles in both domains; however, differences exist and should be considered in FRN studies. Future research is motivated to scrutinize the effects of bimodal feedback and other moderators within the motor domain.}},
author = {{Faßbender, Laura and Krause, Daniel and Weigelt, Matthias}},
issn = {{0048-5772}},
journal = {{Psychophysiology}},
keywords = {{Experimental and Cognitive Psychology, Neuropsychology and Physiological Psychology, Biological Psychiatry, Cognitive Neuroscience, Developmental Neuroscience, Endocrine and Autonomic Systems, Neurology, Experimental and Cognitive Psychology, Neuropsychology and Physiological Psychology, General Neuroscience}},
number = {{12}},
publisher = {{Wiley}},
title = {{{Feedback processing in cognitive and motor tasks: A meta‐analysis on the feedback‐related negativity}}},
doi = {{10.1111/psyp.14439}},
volume = {{60}},
year = {{2023}},
}
@article{48714,
abstract = {{AbstractAction imagery practice (AIP) describes the repetitive imagination of an action to improve subsequent action execution. Because AIP and action execution practice (AEP) draw on partly similar motor mechanisms, it was assumed that AIP may lead to motor automatization, which is observable in a reduction of dual-task costs after AEP. To investigate automatization in AIP, we compared dual-task and single-task performance in practice and random sequences in pretests and posttests. All participants practiced serial reactions to visual stimuli in ten single-task practice sessions. An AIP group imagined the reactions. An AEP group and a control practice group executed the reactions. Practice followed a sequential sequence in AIP and AEP but was random in control practice. In dual-task test conditions, tones were counted that appeared in addition to the visual stimuli. RTs decreased from pretest to posttest in both practice and random sequences in all groups indicating general sequence-unspecific learning. Further, RTs decreased to a greater extent in the practice sequence than in the random sequence after AIP and AEP, indicating sequence-specific learning. Dual-task costs—the difference between RTs after tone and no tone events—were reduced independent from the performed sequence in all groups indicating sequence-unspecific automatization. It is concluded that the stimulus–response coupling can be automatized by both, AEP and AIP.}},
author = {{Dahm, Stephan F. and Hyna, Henri and Krause, Daniel}},
issn = {{0340-0727}},
journal = {{Psychological Research}},
keywords = {{Arts and Humanities (miscellaneous), Developmental and Educational Psychology, Experimental and Cognitive Psychology, General Medicine}},
number = {{7}},
pages = {{2259--2274}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning}}},
doi = {{10.1007/s00426-023-01797-w}},
volume = {{87}},
year = {{2023}},
}
@article{48516,
abstract = {{Recruitment contexts such as STEM professorships promote clearly defined selection criteria and objective assessment. We illuminate in these contexts, the subjective interpretation of seemingly objective criteria and gendered arguments in discussions of applicants. Additionally, we explore gender bias despite comparable applicant profiles investigating how specific success factors lead to selection recommendations for male and female applicants. Implementing a mixed methods approach, we aim to highlight the influence of heuristics, stereotyping, and signaling in applicant assessments. We interviewed 45 STEM professors. They answered qualitative open-ended interview questions, and evaluated hypothetical applicant profiles, qualitatively and quantitatively. The applicant profiles enabled a conjoint experiment with different applicant attributes varied across the profiles (i.e., publications, willingness to cooperate, network recommendation, and applicant gender), the interviewees indicating scores of selection recommendation while thinking aloud. Our findings reveal gendered arguments, i.e., questioning women potentially fueled by a perception of women’s exceptional status and perceived self-questioning of women. Furthermore, they point to gender-independent and gender-dependent success patterns, thereby to potential success factors particularly for female applicants. We contextualize and interpret our quantitative findings in light of professors’ qualitative statements.}},
author = {{Dutz, Regina and Hubner-Benz, Sylvia and Emmerling, Franziska and Peus, Claudia}},
issn = {{1664-1078}},
journal = {{Frontiers in Psychology}},
keywords = {{General Psychology}},
publisher = {{Frontiers Media SA}},
title = {{{Sure you are ready? Gendered arguments in recruitment for high-status positions in male-dominated fields}}},
doi = {{10.3389/fpsyg.2022.958647}},
volume = {{13}},
year = {{2023}},
}
@article{44639,
author = {{Hoppe, Julia Amelie and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}},
issn = {{2451-9588}},
journal = {{Computers in Human Behavior Reports}},
keywords = {{Artificial Intelligence, Cognitive Neuroscience, Computer Science Applications, Human-Computer Interaction, Applied Psychology, Neuroscience (miscellaneous)}},
publisher = {{Elsevier BV}},
title = {{{When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}}},
doi = {{10.1016/j.chbr.2022.100258}},
volume = {{9}},
year = {{2023}},
}
@article{49515,
author = {{Güldenpenning, Iris and Jackson, Robin C. and Weigelt, Matthias}},
issn = {{1469-0292}},
journal = {{Psychology of Sport and Exercise}},
keywords = {{Applied Psychology}},
publisher = {{Elsevier BV}},
title = {{{Action outcome probability influences the size of the head-fake effect in basketball}}},
doi = {{10.1016/j.psychsport.2023.102467}},
volume = {{68}},
year = {{2023}},
}
@article{43437,
abstract = {{In virtual reality (VR), participants may not always have hands, bodies, eyes, or even voices—using VR helmets and two controllers, participants control an avatar through virtual worlds that do not necessarily obey familiar laws of physics; moreover, the avatar’s bodily characteristics may not neatly match our bodies in the physical world. Despite these limitations and specificities, humans get things done through collaboration and the creative use of the environment. While multiuser interactive VR is attracting greater numbers of participants, there are currently few attempts to analyze the in situ interaction systematically. This paper proposes a video-analytic detail-oriented methodological framework for studying virtual reality interaction. Using multimodal conversation analysis, the paper investigates a nonverbal, embodied, two-person interaction: two players in a survival game strive to gesturally resolve a misunderstanding regarding an in-game mechanic—however, both of their microphones are turned off for the duration of play. The players’ inability to resort to complex language to resolve this issue results in a dense sequence of back-and-forth activity involving gestures, object manipulation, gaze, and body work. Most crucially, timing and modified repetitions of previously produced actions turn out to be the key to overcome both technical and communicative challenges. The paper analyzes these action sequences, demonstrates how they generate intended outcomes, and proposes a vocabulary to speak about these types of interaction more generally. The findings demonstrate the viability of multimodal analysis of VR interaction, shed light on unique challenges of analyzing interaction in virtual reality, and generate broader methodological insights about the study of nonverbal action.}},
author = {{Klowait, Nils}},
issn = {{2578-1863}},
journal = {{Human Behavior and Emerging Technologies}},
keywords = {{Human-Computer Interaction, General Social Sciences, Social Psychology, Virtual Reality : Multimodality, Nonverbal Interaction, Search Sequence, Gesture, Co-Operative Action, Goodwin, Ethnomethodology}},
pages = {{1--15}},
publisher = {{Hindawi Limited}},
title = {{{On the Multimodal Resolution of a Search Sequence in Virtual Reality}}},
doi = {{10.1155/2023/8417012}},
volume = {{2023}},
year = {{2023}},
}
@article{53224,
author = {{Santos-Arteaga, Francisco J. and Di Caprio, Debora and Tavana, Madjid}},
issn = {{0040-1625}},
journal = {{Technological Forecasting and Social Change}},
keywords = {{Management of Technology and Innovation, Applied Psychology, Business and International Management}},
publisher = {{Elsevier BV}},
title = {{{A combinatorial data envelopment analysis with uncertain interval data with application to ICT evaluation}}},
doi = {{10.1016/j.techfore.2023.122510}},
volume = {{191}},
year = {{2023}},
}
@article{49899,
abstract = {{This research aimed to understand the role of after-school sports programs in social inclusion processes in culturally diverse contexts through a multicase study within two locations. The first location was in Spain where immigrant and Spanish students were enrolled, and the other was in Chile with Mapuche-Huilliche students, immigrant and Chilean students. The implemented programs at both sites were similar in their educational focus on socio-educational values, and teaching models (hybridization of teaching games for understanding and cooperative learning) that enhance social inclusion. Using individual and group interviews with teachers, sports coordinators, parents, and students, a qualitative approach was used to identify the factors that facilitate or hinder the social inclusion processes. In addition, the researchers used qualitative observations of the programs over six months using “notes logbook” to record their impressions during the observation process. Results indicated that the implemented sports programs successfully facilitated social inclusion processes, enabling the development of interpersonal skills and relationships between students from different cultural backgrounds. The previous training and experiences of teachers in culturally diverse contexts, and incorporation of traditional sporting games from all cultures, seems to be an important facilitator factor for the inclusion potential of the implemented programs.}},
author = {{Carter-Thuillier, Bastian and López-Pastor, Víctor and Gallardo-Fuentes, Francisco and Carter-Beltran, Juan and Fernández-Balboa, Juan-Miguel and Delgado-Floody, Pedro and Grimminger-Seidensticker, Elke and Sortwell, Andrew}},
issn = {{1664-1078}},
journal = {{Frontiers in Psychology}},
keywords = {{General Psychology}},
publisher = {{Frontiers Media SA}},
title = {{{After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study}}},
doi = {{10.3389/fpsyg.2023.1122362}},
volume = {{14}},
year = {{2023}},
}
@article{45857,
abstract = {{The aim of the present study is to prove the construct validity of the German versions of the Feeling Scale (FS) and the Felt Arousal Scale (FAS) for a progressive muscle relaxation (PMR) exercise. A total of 228 sport science students conducted the PMR exercise for 45 min and completed the FS, the FAS, and the Self-Assessment Manikin (SAM) in a pre-test–post-test design. A significant decrease in arousal (t(227) = 8.296, p < 0.001) and a significant increase in pleasure (t(227) = 4.748, p < 0.001) were observed. For convergent validity, the correlations between the FS and the subscale SAM-P for the valence dimension (r = 0.67, p < 0.001) and between the FAS and the subscale SAM-A for the arousal dimension (r = 0.31, p < 0.001) were significant. For discriminant validity, the correlations between different constructs (FS and SAM-A, FAS and SAM-P) were not significant, whereas the discriminant analysis between the FS and the FAS revealed a negative significant correlation (r = −0.15, p < 0.001). Together, the pattern of results confirms the use of the German versions of the FS and the FAS to measure the affective response for a PMR exercise.}},
author = {{Thorenz, Kristin and Berwinkel, Andre and Weigelt, Matthias}},
issn = {{2076-328X}},
journal = {{Behavioral Sciences}},
keywords = {{Behavioral Neuroscience, General Psychology, Genetics, Development, Ecology, Evolution, Behavior and Systematics}},
number = {{7}},
publisher = {{MDPI AG}},
title = {{{A Validation Study for the German Versions of the Feeling Scale and the Felt Arousal Scale for a Progressive Muscle Relaxation Exercise}}},
doi = {{10.3390/bs13070523}},
volume = {{13}},
year = {{2023}},
}
@article{37466,
abstract = {{Typically, head fakes in basketball are generated to, and actually do, deteriorate performance on the side of the observer. However, potential costs at the side of the producer of a fake action have only rarely been investigated before. It is thus not clear yet if the benefit (i.e., slowed reactions in the observer) of performing a head fake is overestimated due to concurrently arising fake production costs (i.e., slowed performance in the producer of a head fake). Therefore, we studied potential head-fake production costs with two experiments. Novice participants were asked to generate passes to the left or right side, either with or without head fakes. In Experiment 1, these actions were determined by an auditory stimulus (i.e., a 440 Hz or 1200 Hz sinus or jigsaw wave). After an interstimulus interval (ISI) of either 0 ms, 800 ms, or 1500 ms, which served the preparation of the action, the cued action had to be executed. In Experiment 2, passing to the left or right, either with or without a head fake, was determined by a visual stimulus (i.e., a player with a red or blue jersey defending either the right or left side). After an ISI of either 0 ms, 400 ms, 800 ms, or 1200 ms, the cued action had to be executed. In both experiments, we observed higher reaction times (RTs) for passes with head fakes as compared to passes without head fakes for no and an intermediate preparation interval (from ISI 0 ms to 800 ms), but no difference for a long preparation interval (for an ISI of 1200 ms and 1500 ms). Both experiments show that generating fake actions produces performance costs, however, these costs can be overcome by a longer preparation phase before movement execution.}},
author = {{Güldenpenning, Iris and Weigelt, Matthias and Böer, Nils Tobias and Kunde, Wilfried}},
issn = {{0167-9457}},
journal = {{Human Movement Science}},
keywords = {{Experimental and Cognitive Psychology, Orthopedics and Sports Medicine, General Medicine, Biophysics}},
publisher = {{Elsevier BV}},
title = {{{Producing deceptive actions in sports: The costs of generating head fakes in basketball}}},
doi = {{10.1016/j.humov.2022.103045}},
volume = {{87}},
year = {{2023}},
}
@article{30341,
author = {{Hoyer, Britta and van Straaten, Dirk}},
issn = {{2214-8043}},
journal = {{Journal of Behavioral and Experimental Economics}},
keywords = {{General Social Sciences, Economics and Econometrics, Applied Psychology}},
pages = {{101869}},
publisher = {{Elsevier BV}},
title = {{{Anonymity and Self-Expression in Online Rating Systems - An Experimental Analysis}}},
doi = {{10.1016/j.socec.2022.101869}},
volume = {{98}},
year = {{2022}},
}
@article{32087,
abstract = {{ Agility, a key component of team ball sports, describes an athlete´s ability to move fast in response to changing environments. While agility requires basic cognitive functions like processing speed, it also requires more complex cognitive processes like working memory and inhibition. Yet, most agility tests restrict an assessment of cognitive processes to simple reactive times that lack ecological validity. Our aim in this study was to assess agility performance by means of total time on two agility tests with matched motor demands but with both low and high cognitive demands. We tested 22 female team athletes on SpeedCourt, using a simple agility test (SAT) that measured only processing speed and a complex agility test (CAT) that required working memory and inhibition. We found excellent to good reliability for both our SAT (ICC = .79) and CAT (ICC =.70). Lower agility performance on the CAT was associated with increased agility total time and split times ( p < .05). These results demonstrated that agility performance depends on the complexity of cognitive demands. There may be interference-effects between motor and cognitive performances, reducing speed when environmental information becomes more complex. Future studies should consider agility training models that implement complex cognitive stimuli to challenge athletes according to competitive demands. This will also allow scientists and practitioners to tailor tests to talent identification, performance development and injury rehabilitation. }},
author = {{Büchel, Daniel and Gokeler, Alli and Heuvelmans, Pieter and Baumeister, Jochen}},
issn = {{0031-5125}},
journal = {{Perceptual and Motor Skills}},
keywords = {{Sensory Systems, Experimental and Cognitive Psychology}},
publisher = {{SAGE Publications}},
title = {{{Increased Cognitive Demands Affect Agility Performance in Female Athletes - Implications for Testing and Training of Agility in Team Ball Sports}}},
doi = {{10.1177/00315125221108698}},
year = {{2022}},
}
@article{34200,
abstract = {{Praxeologische Kompetenzansätze verstehen Kompetenz als sozial erlernt und folglich als relativ zum sozialen Kontext. Damit einher geht die Frage, wie solche praxeologisch gerahmten Kompetenzen eigentlich unabhängig von der sie hervorbringenden Praxis evaluiert werden können – und eben dadurch erst für einen breiteren Kompetenzdiskurs fruchtbar sind. Die Dokumentarische Evaluationsforschung bietet hierzu erste Anhaltspunkte, offenbart aber auch Grenzen, die mit dem Evaluationsverständnis zusammenhängen, sich jedoch in der Forschungspraxis so nicht finden lassen. Aus der Differenz zwischen Methode und Praxis dokumentarischer Evaluation lässt sich formulieren, wie eine praxeologische Evaluation gestaltet werden könnte. Dabei spielt die Formulierung von Referenzrahmen eine zentrale Rolle, welche einerseits der zu evaluierenden Praktik external sein, andererseits praktisch formuliert werden müssen, damit sie soziale Praktiken jenseits ihrer eigenen Sinnhaftigkeit evaluativ (er-)fassen können.}},
author = {{Bloh, Thiemo}},
issn = {{1619-5515}},
journal = {{Zeitschrift für Evaluation}},
keywords = {{Strategy and Management, Applied Psychology, Social Sciences (miscellaneous), Education, Communication, Statistics and Probability}},
number = {{02}},
pages = {{193--215}},
publisher = {{Waxmann}},
title = {{{Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung}}},
doi = {{10.31244/zfe.2022.02.02}},
volume = {{2022}},
year = {{2022}},
}