Inter-individual differences in sport refereeing: A review of theory and practice

Most studies on sport officials ignore the variance of the data in terms of individual differences. Here we highlight the need to focus on these differences in refereeing as the main point and goal of the current review. We argue that the study of individual differences is important for referee selection, development and performance evaluation. We present the available research on differences related to referee communication styles, types of interactions, and game management. We regard expertise and experience level as a key contributor to individual differences. Given the gap in research around the in-group variance, we discuss new directions for research and further recommendations for the field. We suggest that the areas in which more research and practice will inform our selection, training, and evaluation processes are communication and personal communication style, while having more flexibility in applying different refereeing styles to facilitate performance in different contexts.     

BOOK REVIEW

No abstract available for this article.     

Jump performance and augmented feedback: Immediate benefits and long-term training effects

Drop jumps and their adaptations to training have been extensively investigated. However, the influence of augmented feedback (aF) on stretch-shortening cycle (SSC) was not scrutinized so far despite the well-known positive effects of aF on motor performance and motor learning. The aim of the present study was therefore to investigate the effects of aF by evaluating immediate within-session effects and long-term adaptations. 34 participants were assigned to three groups that trained drop jumps with different relative frequencies of aF about their jump height: 100%, 50%, or 0%. A significant within-session effect of aF on jump height was observed before and also after the training period (pre: +4.6%; post: +2.6%). In the long-term (comparing pre- to post-measurement), the 100% group showed the greatest increase in jump height (+14%), followed by the 50% (+10%) and the 0% group (+6%). The importance of aF on drop jumps is therefore twofold: (i) to immediately increase jump performance and (ii) to improve long-term training efficacy. In contrast to the proposition of the guidance hypothesis, high frequency of aF seems to be beneficial when maximizing SSC-performance. As jump height cannot be quantified without objective technical measures it is recommended to include them into daily training.     

What Celebrity Case Studies Can Teach about Clinical Formulation of Mental Health Conditions

Abstract

A key challenge in the ‘making of the psychologist’ is how to teach clinical case formulation, which goes beyond just listing the symptoms that make the ‘diagnosis’. One approach which has been both effective and popular among students entails employing case studies of individuals who are celebrities with known mental health conditions and then exploring not only their presenting problems and symptoms, but also a detailed analysis of biopsychosocial predisposing concerns, precipitating events, perpetuating circumstances, and protective factors. Nine cases deemed to be particularly suitable for such psychobiographical instruction are reviewed to illustrate the learning points about case formulation. The cases were chosen because they provide a breadth of presenting symptoms and the individuals under consideration are ones who for the most part have been self-disclosing about their conditions, which makes the clinical material accessible for study; a number have been leaders in the fight against mental illness stigma. The use of celebrity case accounts serves to develop talents in case formulation and appreciation for the complexity of people and the developmental influences in identity formation. Further pedagogic benefits are heightened awareness of mental health stigma issues and the personal and societal barriers individuals face in seeking needed help.     

The effects of musical practice on structural plasticity: The dynamics of grey matter changes

Intensive training and the acquisition of expertise are known to bring about structural changes in the brain. Musical training is a particularly interesting model. Previous studies have reported structural brain modifications in the auditory, motor and visuospatial areas of musicians compared with nonmusicians. The main goal of the present study was to go one step further, by exploring the dynamic of those structural brain changes related to musical experience. To this end, we conducted a regression study on 44 nonmusicians and amateur musicians with 0–26 years of musical practice of a variety instruments. We sought first to highlight brain areas that increased with the duration of practice and secondly distinguish (thanks to an ANOVA analysis) brain areas that undergo grey matter changes after only limited years of musical practice from those that require longer practice before they exhibit changes. Results revealed that musical training results a greater grey matter volumes in different brain areas for musicians. Changes appear gradually in the left hippocampus and right middle and superior frontal regions, but later also include the right insula and supplementary motor area and left superior temporal, and posterior cingulate areas. Given that all participants had the same age and that we controlled for age and education level, these results cannot be ascribed to normal brain maturation. Instead, they support the notion that musical training could induce dynamic structural changes.