Browsing by Person "Roberts, Ross"

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A coach behaviour change intervention: The coaching of psychological skills
(British Psychological Society, 2016-12) Arthur, Rosie; Roberts, Ross; Callow, Nichola; Bringer, Joy
Coaches coaching psychological skills—why not? A framework and questionnaire development
(North American Society for the Psychology of Sport and Physical Activity, 2019-02-01) Arthur, Rosie; Callow, Nichola; Roberts, Ross; Glendinning, Freya
This study is part of a program of research investigating coaches delivering psychological skills (PS). Here, 3 studies feature an original conceptualization of coaching PS and the development and validation of 2 questionnaires capturing the coaching of PS. The authors conducted a qualitative investigation to establish a conceptual framework that included the fundamental coaching of PS behaviors (CPS-F) and the needs-supportive coaching of PS (CPS-NS). They then tested the factor structure of 2 subsequently developed questionnaires via a Bayesian structural equation modeling approach to confirmatory factor analysis across 2 samples and ran tests of invariance, concurrent, discriminant, and predictive validity. The CPS-F questionnaire showed an excellent fit for a 3-factor model, whereas the CPS-NS demonstrated an excellent single-factor fit. Significant relationships with theoretically related constructs suggested concurrent, discriminant, and predictive validity. The findings are expected to significantly further research into our understanding of coaches coaching PS.
Exploring the feasibility of a cluster pilot randomised control trial to improve children’s 24-hour movement behaviours and dietary intake: Happy homework
(Taylor and Francis Group, 2024-01-14) Donnelly, Samantha; Buchan, Duncan S.; McLellan, Gillian; Roberts, Ross; Arthur, Rosie
We aimed to explore the feasibility, acceptability, and potential efficacy of Happy Homework (HH); an 8-week home-focussed intervention, with the purpose of encouraging children’s positive dietary behaviours and engagement in positive physical activity (PA) and sleep behaviours. We randomised four Scottish schools (n = 71 participants; 5 classrooms) to either the HH intervention (n = 2) or usual curriculum control group (n = 2). HH consisted of movement and dietary-focused parent and child tasks. Primary outcome measures were intervention feasibility, acceptability, and potential efficacy. Secondary outcomes were objectively measured PA via ActiGraph GT3X+, sedentary behaviours (SBs) and sleep duration via activPAL4™ accelerometers and dietary behaviours, fruit and vegetable consumption and screen-time via questionnaires. After controlling for pre-test levels, post intervention stepping time and sleep duration were significantly greater for the HH group in comparison to the control group. The HH group reported eating more fruit and vegetables at post-test than the control group. Participants also reported the intervention to be enjoyable and motivating. These findings provide promising evidence that given a greater sample size, better retention and the prioritisation of health and wellbeing homework, HH could enhance children’s health and wellbeing.
Psychological skills and “the Paras”: The indirect effects of psychological skills on endurance
(Routledge, 2017-04-13) Arthur, Rosie; Fitzwater, James; Roberts, Ross; Hardy, James; Arthur, Calum Alexander
We examined the indirect effects of basic psychological skills (PS) on military endurance through enhanced advanced PS while controlling for fitness. British Army recruits (n = 159) participated in three endurance events for Parachute Regiment selection and completed an adapted Test of Performance Strategies questionnaire (Hardy et al., 2010). Following confirmatory factor analyses, the multiple mediation regression analyses using PROCESS (Hayes, 2013) suggested that goal setting, imagery and relaxation all had positive indirect effects on endurance via activation, with goal setting also impacting on endurance via negative thinking. These data provide some support for basic PS influencing endurance via advanced PS.
Psychological skills and “the Paras”: The indirect effects of psychological skills on endurance [Abstract]
(British Psychological Society, 2015-12-15) Arthur, Rosie; Fitzwater, James; Roberts, Ross; Hardy, James; Arthur, Calum
Objectives: We examined the indirect effects of basic psychological skills (PS; i.e., goal setting, imagery, self-talk, and relaxation) on military endurance through enhanced advanced PS (i.e., attention control, activation, emotional control, negative thinking, and automaticity). Design: A field-based, cross-sectional design. Method: We collected endurance data from 159 male British Army Parachute Regiment recruits (Mage = 21.04 years, SD = 3.62) from three military-specific endurance events integral to Parachute Regiment selection test week, as well as pre-event fitness data. Participants completed an adapted Test of Performance Strategies (TOPS; Hardy et al., 2010) to report their use of PS during the events. Following confirmatory factor analyses on the modified TOPS we conducted multiple mediation regression analyses, using PROCESS (Hayes, 2013), to test the indirect effect of each basic PS on endurance through the advanced PS, whilst controlling for pre-event fitness. Results: None of the basic PS had a significant direct effect on endurance. Goal-setting, imagery, and relaxation all had positive indirect effects on endurance via activation, with goal setting also impacting on performance via negative thinking. Conclusions: These data provide some support for basic PS influencing performance via advanced PS. However, nuances within these results also indicate that future examination of advanced PS mechanisms should consider the basic PS used and the types of tasks being undertaken.