Age and functions of the transient component of ON and OFF responses in visual processes

Detections of appearances and disappearances in briefly interrupted complex patterns were examined in young and old subjects. According to neurophysiological evidence developed by Singer and Phillips (1974), the detection rates for the two types of events, which differ substantially as pattern durations and interstimulus intervals vary, are attributable to inhibitory interactions of ON- and OFF-centre relay cells of the lateral geniculate nucleus. The interactions affect the latency and amplitude of the transient component of the cells' responses. Phillips and Singer (1974) found that the neural model predicted the ability to detect the events. Using the same paradigm, we replicated their findings and found that differences in patterns of detection rates for appearances and disappearances in young and old subjects were consistent with the hypothesis that inhibitory interactions are stronger in older subjects, producing longer latency of OFF-centre relay cells. The neural model and the hypothesized age-related increase in inhibitory interactions are consistent with findings     

Better Preparing Sports Psychologists for the Demands of Applied Practice: The Emotional Labor Training Gap

The aim of this article was to investigate the emotional educational–training–practice gap in the professional formation of sport and exercise psychologists in the United Kingdom through the theoretical lens of emotional labor. Twenty semistructured interviews were conducted with 4 participant groups: master’s students (n?=?5), trainees (n?=?5), neophytes (n?=?5), and experienced sport and exercise psychologists (n?=?5). Adopting an interpretive epistemology, an abductive thematic analysis was conducted in relation to the participant groups recruited. Several overarching themes were identified in each participant group: (a) master’s students (emotional labor as theory, practice), (b) trainees (emotional labor to survive, a professional development tool), (c) neophytes (emotional labor as a new professional, self-care), and (d) experienced sport and exercise psychologists (emotional labor as a professional resource, lifelong learning). A synthesized list of applied recommendations to improve the professional formation of sport and exercise psychologists was developed based on the analysis. The themes extend sport and exercise psychology professional development literature, and we make recommendations for educators, professional associations, and regulatory bodies with regard to (a) bridging the emotional labor and experiential gap when transitioning between development phases via collaborative and innovative educational provision, (b) supporting the development of skills relating to the enactment of emotional labor, and (c) considering support mechanisms for student/trainee/neophyte safeguarding and welfare issues as a result of the emotion-laden transactions in professional practice. The implications for future pedagogy, andragogy, and research are discussed.

Lay Summary

Sports psychologists need to manage their emotions when working with athletes and coaches, but this is not often taught during education or training. This study aimed to understand whether sports psychologists were aware of or prepared to manage their emotions and to identify activities that could develop education and training courses.