The objective was to determine the extent to which it was possible to induce superstitious behaviour and beliefs in a golf putting task in a laboratory. Participants ( = 28) took part in a putting task using three identical clubs in which visual feedback regarding performance was restricted. Participants were provided with verbal feedback of their performance, which was honest when they used one putter, negative with a second putter (they did better than they were told) and positive with a third (they did worse than they were told). After this initial acquisition phase, a competition was announced and participants were asked to select a putter they would like to use. The participants were then asked to rate various qualities of the putters. Significantly more participants selected the "positive" putter for the competition ( = 22) compared to the "negative" putter (= 1),  < .001. In addition, participants claimed that the positive putter had a better weight, was more comfortable and easier to use than the negative putter (all  < .001). Overall, this evidence can be taken to show that a superstitious belief can be formed in a short amount of time within a laboratory setting and that it can affect both the perceptions and choices of an individual.

This paper is the latest in a series of articles published in The Sport Psychologist in recent years on aggression and violence in sport (Kerr, 1999, 2002; Tenenbaum, Sacks, Miller, Golden, & Doolin, 2000; Tenenbaum, Stewart, Singer, & Duda, 1997). While these respective articles have presented dissenting views on the nature and prevention of aggression and violence in sport, the present paper proposes that much of the apparent disagreement is semantic in nature. Thus, this paper begins by clarifying some definitional issues before specifying both areas of agreement and continued dissention among recent authors. Major emphases in this paper include the importance of adopting preventative rather than reactive measures to reduce the dangers associated with aggression and violence in sport, as well as the manner in which adult sport norms affect youth sport environments. In addition, several broader issues, which have emerged from these recent published debates, are presented for future consideration.

A growing body of research indicates that physical activity (PA) positively impacts cognitive function in youth. However, not all forms of PA benefit cognition equally. The purpose of this review was to determine the effect of different types of chronic PA interventions on cognition in children and adolescents. A systematic search of electronic databases and examination of the reference lists of relevant studies resulted in the identification of 28 studies. Seven categories of PA were identified, based on all possible combinations of three types of PA (aerobic, motor skill, cognitively engaging), and four comparison groups (no treatment, academic, traditional physical education, aerobic). Effect sizes were calculated based on means and SDs at the post-test using Hedge's g formula, which includes a correction for small sample bias. Each study was only entered once in each intervention-comparator category. Full data were provided from 21 studies (28 effect sizes; n=2042 intervention; n=2002 comparison group). Overall, chronic PA interventions had a significant small-to-moderate effect on cognition (0.46). Moderate significant positive effects were identified when PA interventions were compared to no treatment (0.86) or academic content (0.57). A non-significant effect was noted when PA interventions were compared to traditional physical education (0.09) or aerobic group (0.80). However, high heterogeneity in pooled effect sizes suggests that important differences in the qualitative characteristics of the PA intervention and comparison interventions may exist. Effect sizes based on comparisons between different types of PA interventions and comparison groups are discussed in order to identify possible directions for future investigations. We conclude that chronic PA interventions have a positive impact on cognitive function in youth, but more systematic research is needed in this area.

The benefits of exercise on cognitive functioning in older adults are well recognized. One limitation of the current literature is that researchers have almost exclusively relied on well-controlled laboratory tasks to assess cognition. Moreover, the effects of a single bout of aerobic exercise in older adults have received limited attention. The proposed study addresses these limitations by assessing the effects of a single bout of exercise on a more ecologically valid task - driving. Seventy-one participants ( = 66.39 ± 4.70 years) were randomly allocated to 20min cycling at moderate intensity or sitting and watching driving videos. Participants were then tested on their driving performance using a driving simulator. Driving performance was measured with three different scenarios assessing decision making, driving errors, reaction time, and attention. On a subsequent session, all participants were tested on executive functioning before and after a fitness test. Non-significant effects of exercise were observed on driving performance. However, participants performed better on the Trail Making Test (Cohen's = 0.25) and Stroop test ( = 0.50) after the fitness test compared to their baseline. These results suggest that post-exercise cognitive improvements do not transfer to improved driving performance among healthy older adults. This study also highlights the importance of assessing expectations as a possible moderator of the effects of acute exercise on activities of daily living. Future studies must examine other relevant ecologically valid tasks and ensure similar expectations between experimental and control groups to further advance the knowledge base in the field.

Exploring whether the mechanisms underlying the positive relationship between group exercise and physical activity are forms of social support - emotional, validation, informational, instrumental, and companionship and exercise identity. Participants (n=506; age = 34.3) completed a 235-item questionnaire assessing physical activity, exercise identity, social support, and other determinants of physical activity. Exploratory path analysis was used to model group exercise membership, forms of social support, exercise identity, and metabolic equivalent (MET) minutes/wk. Women and men had similar yet varying results. For women, group exercise membership was significantly associated with MET-minutes/wk (β = 0.11) and exercise identity (β = 0.17). There was a significant association between exercise identity and MET-minutes/wk (β = 0.38). Women perceived belonging to an exercise group provides emotional (β = 0.36), validation (β = 0.25), informational (β = 0.35), instrumental (β = 0.19), and companionship (β = 0.46) support. Validation (β = 0.11), informational (β = 0.21), and companionship ( = 0.17) were significantly associated with exercise identity for women. For men, group exercise membership was not significantly associated with MET-minutes/wk or exercise identity. Exercise identity was significantly associated with MET-minutes/wk (β = 0.46). Men perceived belonging to their group provides emotional (β = 0.31), validation (β = 0.32), informational (β = 0.33), and companionship (β = 0.34). Validation (β = 0.22), informational (β = 0.30), and emotional (β = 0.23) were significantly associated with exercise identity for men. Belonging to an exercise group is associated with forms of social support that strengthen exercise identity.

Psychological interventions have been found effective in helping athletes cope with the challenges associated with knee surgery. In this investigation, an interactive cognitive-behavioural multimedia program was evaluated as a means of delivering psychological interventions to individuals experiencing anterior cruciate ligament (ACL) surgery in a field trial with 69 ACL surgery patients (30 women and 39 men; 24 competitive athletes, 41 recreational athletes, and 4 nonathletes; = 35.01, = 11.98 years). Results indicated that compared to participants who received standard care, participants who received the multimedia program reported greater preoperative confidence in ability to cope, lower postoperative pain and kinesiophobia, and greater use and perceived utility of patient education materials. The findings suggest that the multimedia program has promise as an economical and effective means of educating and delivering psychological interventions to people experiencing ACL surgery and rehabilitation.

Although greater lifetime stressor exposure has been associated with physical and mental health issues in the general population, relatively little is known about how lifetime stressors impact the physical and mental health of elite athletes or the factors moderating this association. Given that many elite athletes show signs of perfectionism, and that this trait has been linked with ill-health, it is possible that perfectionism may moderate the lifetime stressor-health relationship. To test this possibility, we examined how cumulative lifetime stressor exposure was associated with general mental and physical health complaints in elite athletes, and the extent to which these associations were moderated by perfectionism. Participants were 110 elite athletes (64 female; = 29.98 years, = 10.54) who completed assessments of lifetime stressor exposure, physical health, psychological distress, and perfectionism. As hypothesised, hierarchical regression analyses revealed that experiencing more severe lifetime stressors was related to poorer physical and mental health. Furthermore, self-oriented perfectionism moderated the association between lifetime stressor count and severity and physical health, but not mental health. Overall, these data demonstrate stressor-specific effects among elite athletes and highlight the potential importance of assessing lifetime stressor exposure and perfectionistic tendencies in order to improve athlete health and well-being.