Abstract: The goal of the present study was to investigate whether in a beach volleyball game between teams of equally skilled players, a team is more likely to win a three-set match if it has won the second set than if it has won the first one. Furthermore, we analyzed how many games end after two or after three sets. We compared three models making different predictions: the psychological momentum model (PMM), the strategic effects model (SEM), and the independent probability model (IPM). In line with the PMM and the SEM, the results showed that regardless of how strictly we controlled for ability, there were always significantly more two-set than three-set matches (33 – 44 % three-set matches). In line with the SEM, but not the PMM, the analysis of almost 1,000 three-set matches between equally skilled players suggested that in a third set neither the winner of the first nor the winner of the second set has an advantage in the third set.
Organisationsentwicklung in Spitzenverbänden – ein Themenfeld für die Sportpsychologie?Hanna GranzHanna GranzHanna Granz, Sportpsychologin am Olympiastützpunkt Metropolregion Rhein Neckar, Heidelberg, Deutschland, [email protected]Search for more papers by this authorPublished Online:November 09, 2023https://doi.org/10.1026/1612-5010/a000408PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreFiguresReferencesRelatedDetails Special Issue: Open Science in der deutschsprachigen Sportpsychologie Volume 30Issue 4Oktober 2023 ISSN: 1612-5010eISSN: 2190-6300 History Licenses & Copyright© 2023Hogrefe VerlagPDF download
Sportpsychologische Trainer_innenausbildung im DFB – ein neuer AufgabenbereichLena-Claire Schulz and Mona UtlerLena-Claire SchulzLena-Claire Schulz und Mona Utler, Deutscher Fussball-Bund, Frankfurt am Main, Deutschland, [email protected]Search for more papers by this author and Mona UtlerSearch for more papers by this authorPublished Online:November 09, 2023https://doi.org/10.1026/1612-5010/a000409PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreFiguresReferencesRelatedDetails Special Issue: Open Science in der deutschsprachigen Sportpsychologie Volume 30Issue 4Oktober 2023 ISSN: 1612-5010eISSN: 2190-6300 History Licenses & Copyright© 2023Hogrefe VerlagPDF download
Zusammenfassung: Ziel des vorliegenden Artikels ist es, die Verbreitung unterschiedlicher Open-Science-Praktiken in Publikationen der deutschsprachigen Sportpsychologie zu untersuchen. Dazu wurde die in den Jahren 2020 und 2021 von Arbeitsgruppen in Deutschland, Österreich und der Schweiz publizierte sportpsychologische Literatur analysiert. Die Ergebnisse legen nahe, dass verschiedene Open-Science-Praktiken unterschiedlich häufig genutzt werden: Während beispielsweise knapp 50 % der analysierten Artikel in Open-Access-Modellen publiziert wurden, wurde in nur 2,4 % der Artikel der zur Analyse verwendete Code mitveröffentlicht. Zukünftige Diskussionen um Open-Science-Praktiken in der Sportpsychologie und Maßnahmen zu ihrer Förderung könnten somit von einem differenzierteren Umgang mit einzelnen Praktiken profitieren, statt Bezug auf das übergeordnete Konzept „Open Science“ zu nehmen. Die vorliegenden Daten können zudem als Grundlage für weitere Diskussionen zu Open Science in der deutschsprachigen Sportpsychologie dienen sowie als Vergleichsstandard für zukünftige Entwicklungen genutzt werden.
Das Potenzial von künstlichen Intelligenzen in SportspielenRobin Schrödter and Stefanie KlattRobin SchrödterRobin Schrödter und Stefanie Klatt, Institut für Trainingswissenschaft und Sportinformatik,, Deutsche Sporthochschule Köln, Deutschland, r.schroedter@dshs-koeln.de, s.klatt@dshs-koeln.deSearch for more papers by this author and Stefanie KlattRobin Schrödter und Stefanie Klatt, Institut für Trainingswissenschaft und Sportinformatik,, Deutsche Sporthochschule Köln, Deutschland, r.schroedter@dshs-koeln.de, s.klatt@dshs-koeln.deSearch for more papers by this authorPublished Online:June 26, 2023https://doi.org/10.1026/1612-5010/a000394PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreLiteraturAraújo, D., Couceiro, M. S., Seifert, L., Sarmento, H. & Davids, K. (2021). Artificial intelligence in sport performance analysis. New York, NY: Routledge. First citation in articleCrossref, Google ScholarChan, L., Hogaboam, L. & Cao, R. (2022). Artificial intelligence in video games and eSports. In L. ChanL. HogaboamR. Cao, Applied artificial intelligence in business: Concepts and cases (pp. 335 – 352). Cham: Springer. First citation in articleGoogle ScholarFiguresReferencesRelatedDetails Volume 30Issue 2April 2023ISSN: 1612-5010eISSN: 2190-6300 InformationZeitschrift für Sportpsychologie (2023), 30, pp. 91-91 https://doi.org/10.1026/1612-5010/a000394.© 2023Hogrefe VerlagPDF download
Abstract: Open Science is an important development in science, not only to overcome the replication crisis or crisis of confidence but also to openly and transparently describe research processes to enable replication and reproduction. This study describes the current state of the art within German-speaking sport psychology regarding open science-related attitudes, behaviors, and intentions and identifies the reasons for a potential reluctance toward open science. The findings revealed a match between open science-related attitudes and intentions, although open science-related behaviors still fall behind those two. We discovered time constraints, time allocation issues, and anticipated competitive disadvantages if not all researchers adhere to open science practices as the reasons behind this behavioral reluctance. Our findings suggest that the development of open science has clearly reached the German-speaking sport-psychological community, but that there is considerable potential for improvement – especially regarding behaviors.
Speedreading – Eine effizientere Bewältigung der Informationsflut ohne inhaltliche Abstriche?Eva-Rike Leuschen, Marco Rathschlag, and Stefanie KlattEva-Rike LeuschenEva-Rike Leuschen, Marco Rathschlag und Stefanie Klatt, Deutsche Sporthochschule Köln, Deutschland, [email protected], [email protected], [email protected]Search for more papers by this author, Marco RathschlagEva-Rike Leuschen, Marco Rathschlag und Stefanie Klatt, Deutsche Sporthochschule Köln, Deutschland, [email protected], [email protected], [email protected]Search for more papers by this author, and Stefanie KlattEva-Rike Leuschen, Marco Rathschlag und Stefanie Klatt, Deutsche Sporthochschule Köln, Deutschland, [email protected], [email protected], [email protected]Search for more papers by this authorPublished Online:November 09, 2023https://doi.org/10.1026/1612-5010/a000410PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreLiteraturBaddeley, A. D. & Lewis, V. J. (2017). Inner active processes in reading: the inner voice, the inner ear and the inner eye. In A. M. LesgoldC. A. Perfetti (Hrsg.), Interactive processes in reading (6. Aufl., S. 109 – 129). London: Routledge. First citation in articleGoogle ScholarHörner, G. (2013). Professionelles Speed Reading: Maximale Lesegeschwindigkeit-minimaler Aufwand. München: mvg. First citation in articleGoogle ScholarMusch, J. & Rösler, P. (2011). Schnell-Lesen: Was ist die Grenze der menschlichen Lesegeschwindigkeit? In M. Dresler (Hrsg.), Kognitive Leistungen: Intelligenz und mentale Fähigkeiten im Spiegel der Neurowissenschaften (S. 89 – 106). Heidelberg: Spektrum. First citation in articleGoogle ScholarFiguresReferencesRelatedDetails Special Issue: Open Science in der deutschsprachigen Sportpsychologie Volume 30Issue 4Oktober 2023 ISSN: 1612-5010eISSN: 2190-6300 History Licenses & Copyright© 2023Hogrefe VerlagPDF download
Erweiterte Realität in der Motorik- und KognitionsforschungMai Geisen and Stefanie KlattMai GeisenMai Geisen und Stefanie Klatt, Deutsche Sporthochschule Köln,, Institut für Trainingswissenschaft und Sportinformatik,, Abteilung Kognitions- und Sportspielforschung, [email protected], [email protected]Deutsche Sporthochschule KölnSearch for more papers by this author and Stefanie KlattMai Geisen und Stefanie Klatt, Deutsche Sporthochschule Köln,, Institut für Trainingswissenschaft und Sportinformatik,, Abteilung Kognitions- und Sportspielforschung, [email protected], [email protected]Deutsche Sporthochschule KölnSearch for more papers by this authorPublished Online:November 09, 2023https://doi.org/10.1026/1612-5010/a000414PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreLiteraturBlischke, K., Marschall, F., Müller, H. & Daugs, R. (1999). Augmented Information in Motor Skill Acquisition. In Y. Vanden AuweeleF. BakkerS. BiddleM. DurandR. Seiler (Eds.), Psychology for Physical Educators (pp. 257 – 287). Champaign, IL: Human Kinetics. First citation in articleGoogle ScholarGeisen, M., Fox, A. & Klatt, S. (2023b). VR as an innovative learning tool in sports education. Applied Sciences, 13, 2239. https://doi.org/10.3390/app13042239 First citation in articleCrossref, Google ScholarGeisen, M., Kim, K., Klatt, S. & Bock, O. (2021b). Effects of practice on visuo-spatial attention in a wayfinding task. Psychological Research, 85, 2900 – 2910. https://doi.org/10.1007/s00426-020-01463-5 First citation in articleCrossref, Google ScholarGeisen, M. & Klatt, S. (2021). Real-time feedback using extended reality: A current overview and further integration into sports. International Journal of Sports Science & Coaching, 17, 1178 – 1194. https://doi.org/10.1177/17479541211051006 First citation in articleCrossref, Google ScholarGeisen, M., Nicklas, A., Baumgartner, T. & Klatt, S. (2023a). Extended Reality as a training approach for visual real-time feedback in golf. IEEE Transactions on Learning Technologies. https://doi.org/10.1109/TLT.2023.3322660 First citation in articleCrossref, Google ScholarGeisen, M., Raab, M., Jansen, P. & Klatt, S. (2021). a). Reale und Mentale Rotation aus der Embodied-Cognition Perspektive: Darstellung einer innovativen digitalen Methodik. In C. SteinbergB. Bonn (Hrsg.), Digitalisierung und Sportwissenschaft (S. 123 – 132). Academia. First citation in articleGoogle ScholarKaplan, A. D., Cruit, J., Endsley, M. R., Beers, S. M., Sawyer, B. D. & Hancock, P. A. (2021). The effects of virtual reality, augmented reality, and mixed reality as training enhancement methods: A meta-analysis. Human Factors, 63, 706 – 726. https://doi.org/10.1177/0018720820904229 First citation in articleCrossref, Google ScholarFiguresReferencesRelatedDetails Special Issue: Open Science in der deutschsprachigen Sportpsychologie Volume 30Issue 4Oktober 2023 ISSN: 1612-5010eISSN: 2190-6300 History Licenses & Copyright© 2023Hogrefe VerlagPDF download
Coach-the-coach als Trainer_innenmentor – Ein ErfahrungsberichtLothar LinzLothar LinzLothar Linz, Trainer_innen-Mentoring und Sportpsychologie,, Trainerakademie Köln (DOSB), Deutschland, linz@trainerakademie-koeln.deSearch for more papers by this authorPublished Online:June 26, 2023https://doi.org/10.1026/1612-5010/a000395PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreFiguresReferencesRelatedDetails Volume 30Issue 2April 2023ISSN: 1612-5010eISSN: 2190-6300 InformationZeitschrift für Sportpsychologie (2023), 30, pp. 90-90 https://doi.org/10.1026/1612-5010/a000395.© 2023Hogrefe VerlagPDF download
PhD courses aim to improve PhD candidates' research skills and, by that, to support their development process during their PhD studies. To investigate this objective, former PhD candidates (N = 88, 51% female, response rate 49%), who participated in international PhD-courses in Sport and Exercise Psychology, were asked to complete an online survey to evaluate course elements of international PhD-courses hosted at Copenhagen and Leipzig University between 2009 and 2018. Networking opportunities, intercultural skill development, communicating in English, and acquisition of knowledge about Sport and Exercise Psychology-specific topics are reported as the most valuable aspects of international PhD-courses. Additionally, participants evaluated PhD-project presentations, workshops focusing on academic skills (e. g., publishing) and opportunities for social interaction as most profitable. Independent of participants' PhD-phase, the majority of students reported sustainable benefits from their participation (e. g., co-publications). Academic funding (e. g., scholarships) seems to be an important factor for course participation. Recommendations for the implementation of international PhD-courses in Sport and Exercise Psychology include creating networking opportunities, offering workshops on academic skills, allowing time for informal interactions, and focusing on inclusion of PhD candidates from across the globe.
The goal of the present study was to investigate whether in a beach volleyball game between teams of equally skilled players, a team is more likely to win a three-set match if it has won the second set than if it has won the first one. Furthermore, we analyzed how many games end after two or after three sets. We compared three models making different predictions: the psychological momentum model (PMM), the strategic effects model (SEM), and the independent probability model (IPM). In line with the PMM and the SEM, the results showed that regardless of how strictly we controlled for ability, there were always significantly more two-set than three-set matches (33-44% three-set matches). In line with the SEM, but not the PMM, the analysis of almost 1,000 three-set matches between equally skilled players suggested that in a third set neither the winner of the first nor the winner of the second set has an advantage in the third set.
