Leisure time activities in adolescents predict problematic technology use.

The problematic use of technology of children and adolescents is becoming a growing problem. Research has shown that excessive technology use predicts a variety of psychological and physical health problems. The aim of this study was to analyze the role of leisure time activities (structured and unstructured) in adolescents as a predictor of problematic technology use. Participants were 7723 adolescents, of which 55% were girls, from four Spanish-speaking countries (Chile, Spain, Mexico, and Peru) between the ages of 13 and 18 years. The evaluation instrument applied was the YOURLIFE project self-report questionnaire. Two executive functions were measured: goal setting and inhibitory control. Using structural equation modeling, findings indicated that structured leisure time activities predicted less PTU, whereas unstructured activities predicted more PTU, MLχ2 (69, N = 7723) = 806.60; CFI = 0.929, RMSEA = 0.042, and the model had good predictive capacity for PTU (R2 = 0.46). Structured and unstructured activities also showed indirect effects on PTU through executive functions. As adolescents spent more time in unstructured leisure activities, poorer goal setting, inhibitory control skills, and more PTU were found. The opposite was true for structured leisure time activities. Implications of structured leisure activities to develop executive functioning and to prevent PTU for adolescents are discussed.

Las funciones ejecutivas: su significado y aplicación clínica / Executive functions: meaning and clinical application

Las funciones ejecutivas generalmente se conceptualizan como un conjunto de procesos generales de control de orden superior que trabajan juntos para dirigir y gestionar las funciones cognitivas, emocionales y conductuales, especialmente durante la resolución activa de problemas. Su disfunción es frecuente de ser detectada como comorbilidad de otros trastornos del neurodesarrollo, causa o efecto? La detección precoz de la disfunción ejecutiva y su abordaje terapéutico temprano, mejora el pronóstico global madurativo en el periodo infantojuvenil. Esta sucinta revisión de las funciones ejecutivas intenta resaltar su importancia para el pediatra y su mirada de los trastornos del neurodesarrollo (AU)

Executive functions are typically understood as a set of general higher-order control processes that collectively direct and manage cognitive, emotional, and behavioral functions, especially during active problem solving. Their dysfunction is often detected as a comorbidity of other neurodevelopmental disorders; cause or effect? Early detection of executive dysfunction and a prompt therapeutic approach improves the overall developmental prognosis in childhood and adolescence. This brief review of executive functions aims to highlight their importance for the pediatrician and his/her view of neurodevelopmental disorder (AU)

Establecimiento de metas como técnica motivacional en deportistas / Estabelecimento de metas como técnica motivadora para esportistas / Setting goals as a motivational technique in athletes

RESUMEN Introducción: El establecimiento de metas es un proceso fundamental en el entrenamiento deportivo y puede ser utilizado como una técnica motivacional en el deporte para manejar los recursos psicológicos del deportista y el equipo en aras de potenciar la cohesión y lograr sus aspiraciones. Objetivo: Analizar la pertinencia de la aplicación de un programa de intervención psicológica sustentado en el establecimiento de metas como técnica motivacional en el equipo femenino categoría 13-14 años de Polo Acuático de la Escuela de Iniciación Deportiva Escolar Eide "Marcelo Salado", de Villa Clara, Cuba. Materiales y métodos: La metodología empleada incluye diversos métodos y técnicas de investigación de naturaleza cuantitativa y cualitativa. Se utilizaron el análisis ssíntesis, observación, entrevista, cuestionario de establecimiento de metas, técnica de completamiento de frases, el cuestionario de estilo de dirección, la triangulación y el preexperimento. Se calcularon medidas descriptivas de posición como la media y la moda. Se utilizó la prueba de hipótesis no paramétrica de rangos señalados de Wilcoxon para comprobar si los cambios antes y después de la intervención eran significativos. Resultados: Los datos susceptibles de medición fueron procesados estadísticamente mediante el software SPSS para Windows versión 17.0 Los resultados demuestran la influencia del programa de intervención aplicado para el mejoramiento del establecimiento de metas del equipo. Conclusiones: Valoran la contribución de la aplicación del programa de intervención psicológica, en el establecimiento de metas de manera más objetivas, claras y comprensibles en las deportistas y en el desarrollo de la esfera motivacional al utilizar las potencialidades del trabajo del equipo deportivo como grupo.

SÍNTESE Introdução: O estabelecimento de metas é um processo fundamental no treinamento esportivo e pode ser usado como uma técnica motivacional no esporte para administrar os recursos psicológicos do atleta e da equipe, a fim de aumentar a coesão e alcançar suas aspirações. Objetivo: analisar a relevância da aplicação de um programa de intervenção psicológica baseado no estabelecimento de metas como técnica motivacional na equipe de pólo aquático feminina de 13-14 anos da Escuela de Iniciación Deportiva Escolar Eide "Marcelo Salado", em Villa Clara, Cuba. Materiais e métodos: a metodologia empregada inclui vários métodos e técnicas de pesquisa de natureza quantitativa e qualitativa. Foram utilizadas análise-síntese, observação, entrevista, questionário de estabelecimento de metas, técnica de preenchimento de frases, questionário de estilo de gestão, triangulação e pré-experimentação. Foram calculadas medidas descritivas de posição, tais como média e modo. O teste de hipóteses Wilcoxon não paramétrico assinado foi usado para testar se as mudanças antes e depois da intervenção eram significativas. Resultados: Os dados mensuráveis foram processados estatisticamente usando o software SPSS para Windows versão 17.0. Os resultados demonstram a influência do programa de intervenção aplicado na melhoria da definição das metas da equipe. Conclusões: a contribuição da aplicação do programa de intervenção psicológica no estabelecimento de metas mais objetivas, claras e compreensíveis para as atletas e no desenvolvimento da esfera motivacional, utilizando o potencial do trabalho da equipe esportiva como um grupo.

ABSTRACT Introduction: Goal setting is a fundamental process in sports training and can be used as a motivational technique in sports to manage the resources of the athlete and the team in order to enhance cohesion and achieve their aspirations. Objective: To analyze the relevance of the application of a psychological intervention program based on the establishment of goals as a motivational technique in the women's team category 13-14 years of Water Polo of the School of Sports Initiation School Eide " Marcelo Salado", of Villa Clare, Cuba. Materials and methods: The methodology used includes various research methods and techniques of a quantitative and qualitative nature. Analysis-synthesis, observation, interview, goal setting questionnaire, sentence completion technique, management style questionnaire, triangulation and pre-experiment were used. Descriptive measures of position such as the mean and mode were calculated. The Wilcoxon signed ranks nonparametric hypothesis test was used to test whether the changes before and after the intervention were significant. Results: The measurable data were statistically processed using the SPSS software for Windows version 17.0. The results demonstrate the influence of the intervention program applied to improve the team's goal setting. Conclusions: They value the contribution of the application of the psychological intervention program, in the establishment of goals in a more objective, clear and understandable way in the athletes and in the development of the motivational sphere when using the potentialities of the work of the sports team as a group.

Exploring behavior change techniques for reablement: A scoping review.

BACKGROUND: Reablement is a team-based person-centered health and social care model, most commonly available for community-dwelling older adults. Understanding the components of reablement and how it is delivered, received, and enacted facilitates best evidence and practice. Determining behavior change techniques (BCTs) or strategies is an important step to operationalize implementation of reablement. OBJECTIVE: We conducted a scoping review of peer-reviewed literature to identify BCTs used within reablement studies. METHODS: We registered our study with the Joanna Briggs Institute and conducted five database searches. Inclusion criteria were peer-reviewed studies focused on adults and older adults without significant cognitive impairment or dementia receiving reablement, and all study designs, years, and languages. We excluded studies focused on reablement for people with dementia or reablement training programs. The last search was on April 8, 2021. Two authors screened independently at Level 1 (title and abstract) and 2 (full text). Two authors adjudicated BCTs for each study, and a third author confirmed the final list. RESULTS: We identified 567 studies (591 publications) and included 21 studies (44 publications) from six global locations. We identified 27 different BCTs across all studies. The three most common BCTs for reablement were goal setting (behavior), social support (unspecified), and instruction on how to perform a behavior. CONCLUSIONS: We highlight some behavioral components of reablement and encourage detailed reporting to increase transparency and replication of the intervention. Future research should explore effective BCTs (or combinations of) to include within reablement to support health behavior adoption and maintenance.

Loss-Framed Financial Incentives and Personalized Goal-Setting to Increase Physical Activity Among Ischemic Heart Disease Patients Using Wearable Devices: The ACTIVE REWARD Randomized Trial.

BACKGROUND: Regular physical activity reduces the risk of cardiovascular events, but most ischemic heart disease (IHD) patients do not obtain enough. METHODS AND RESULTS: ACTIVE REWARD (A Clinical Trial Investigating Effects of a Randomized Evaluation of Wearable Activity Trackers with Financial Rewards) was a 24-week home-based, remotely monitored, randomized trial with a 16-week intervention (8-week ramp-up incentive phase and 8-week maintenance incentive phase) and an 8-week follow-up. Patients used wearable devices to track step counts and establish a baseline. Patients in control received no other interventions. Patients in the incentive arm received personalized step goals and daily feedback for all 24 weeks. In the ramp-up incentive phase, daily step goals increased weekly by 15% from baseline with a maximum of 10 000 steps and then remained fixed. Each week, $14 was allocated to a virtual account; $2 could be lost per day for not achieving step goals. The primary outcome was change in mean daily steps from baseline to the maintenance incentive phase. Ischemic heart disease patients had a mean (SD) age of 60 (11) years and 70% were male. Compared with control, patients in the incentive arm had a significantly greater increase in mean daily steps from baseline during ramp-up (1388 versus 385; adjusted difference, 1061 [95% confidence interval, 386-1736]; P<0.01), maintenance (1501 versus 264; adjusted difference, 1368 [95% confidence interval, 571-2164]; P<0.001), and follow-up (1066 versus 92; adjusted difference, 1154 [95% confidence interval, 282-2027]; P<0.01). CONCLUSIONS: Loss-framed financial incentives with personalized goal setting significantly increased physical activity among ischemic heart disease patients using wearable devices during the 16-week intervention, and effects were sustained during the 8-week follow-up. CLINICAL TRIAL REGISTRATION: URL: https://www.clinicaltrials.gov. Unique identifier: NCT02531022.

Time Perspective and Age: A Review of Age Associated Differences.

We investigate the relationship between age and the five dimensions of time perspective measured by the Zimbardo Time Perspective Inventory (ZTPI) (past negative, past positive, present hedonistic, present fatalistic, and future). Time perspective is related to well-being, decision-making, level of development, and many other psychological issues. Hence, the existence of a systematic relationship between time perspective and age should be considered in all studies for which time is a relevant variable. However, no specific research about this has been conducted. We collected 407 papers that referenced the ZTPI between 2001 and 2015. From those, 72 studies met our inclusion criteria. They included 29,815 participants from 19 countries whose age spans most phases of adulthood (from 13.5 to 75.5 years, mean 28.7). We analyzed these studies adapting meta-analytical techniques. We found that present hedonistic and past negative dimensions are negatively related to aging with partial eta squared effect sizes of roughly 0.15. Our results have implications for the design of studies related to time as our findings highlight the importance of taking into account the differences associated with age.

Physical Activity and Its Correlates in Youth with Multiple Sclerosis.

OBJECTIVES: To investigate physical activity levels in youth with multiple sclerosis and monophasic acquired demyelinating syndromes ([mono-ADS], ie, children without relapsing disease) compared with healthy controls and to determine factors that contribute to engagement in physical activity. We hypothesized that greater physical activity goal setting and physical activity self-efficacy would be associated with greater levels of vigorous physical activity in youth with multiple sclerosis. STUDY DESIGN: A total of 68 consecutive patients (27 multiple sclerosis, 41 mono-ADS) and 37 healthy controls completed fatigue, depression, Physical Activity Self-Efficacy Scale, perceived disability, Exercise Goal-Setting scale, and physical activity questionnaires, and wore an accelerometer for 7 days. All patients had no ambulatory limitations (Expanded Disability Status Scale, scores all <4). RESULTS: Youth with multiple sclerosis engaged in fewer minutes per day of vigorous (P = .009) and moderate and vigorous physical activity (P = .048) than did patients with mono-ADS and healthy controls. A lower proportion of the group with multiple sclerosis (63%) reported participating in any strenuous physical activity than the mono-ADS (85%) and healthy control (89%) groups (P = .020). When we adjusted for age and sex, the Physical Activity Self-Efficacy Scale and Exercise Goal-Setting scale were associated positively with vigorous physical activity in the group with multiple sclerosis. Fatigue and depression did not predict physical activity or accelerometry metrics. CONCLUSIONS: Youth with multiple sclerosis participate in less physical activity than their counterparts with mono-ADS and healthy controls. Physical activity self-efficacy and exercise goal setting serve as potentially modifiable correlates of physical activity, and are measures suited to future interventions aimed to increase physical activity in youth with multiple sclerosis.

Winning the hearts and minds of followers: The interactive effects of followers' emotional competencies and goal setting types on trust in leadership / Ganando la mente y el corazón de los seguidores: El efecto interactivo de las competencias emocionales de los seguidores y el tipo de establecimiento de metas sobre la confianza en el líder

Followers' trust is essential for effective leadership. While initial approaches to trust focused on trust-related information, recent findings suggest that trust also has an affective component. Therefore, emotional competencies such as emotional attention, clarification and repair could predict trust in leadership, in early stages of the follower-leader relation. However, as this relation develops in time, trust-related judgments may shift from followers' emotions towards leaders' behaviors such as goal setting practices. As goals can be set in either a directive or participative way, followers with different levels of emotional competences should have distinct emotional responses towards these goal-setting types. On this rationale, we evaluated a possible interactive effect between goal setting types and emotional competencies on followers' trust in leadership. For this, we conducted a two-wave experiment, randomly assigning 228 participants to two possible experimental conditions (directive vs. participative goal setting) or a control group (unspecific "Do your best" goals). We used multivariate regression analyses to test our hypotheses, controlling for demographic factors (participants age, biological gender and previous work experience) and stable personality traits. While there were no differences in trust in leadership across experimental conditions, followers' emotional competencies at work session 1 had positive main effects on followers' trust in leadership. At work session 2, significant interaction effects between directive goal setting type and both emotional clarity and repair indicate that only setting goals in a directive way will compensate low levels of followers' emotional clarity and repair.

La confianza de los seguidores es un elemento esencial de un liderazgo eficaz. Las aproximaciones tempranas a la formación de la confianza hacia los líderes, adoptaron un enfoque basado en evaluaciones basadas en información. Sin embargo, avances recientes en la investigación de la confianza sugiere que estas evaluaciones también contienen un componente afectivo. En este estudio proponemos que las competencias emocionales, como (1) atención, (2) claridad y (3) reparación emocional predecirán la confianza hacia el líder en momentos tempranos de la relación líder-seguidor. A medida que esta relación se desarrolla en el tiempo, las evaluaciones sobre la fiabilidad del líder cambiaran su objetivo, más precisamente de las emociones que el líder despierta a la manera en que este establece las metas. Debido a que las metas pueden ser establecidas de manera directiva o participativa, los seguidores con diferentes niveles en estas tres competencias emocionales, deberían presentar diferentes respuestas emocionales hacia dichas prácticas de establecimiento de metas. Basándonos en esta idea, evaluamos un posible efecto interactivo de las competencias emocionales y el tipo de establecimiento de metas sobre los puntajes de confianza hacia el líder de los seguidores. Para esto, realizamos un experimento longitudinal de dos sesiones de trabajo al cual asistieron 228 participantes. Las competencias emocionales de los seguidores en la primera sesión de trabajo tuvieron un efecto positivo sobre su confianza en el líder, mientras que se detectó un efecto de interacción entre la reparación emocional y el tipo de establecimiento de metas. En la segunda sesión de trabajo, solo se detectaron efectos de interacción entre la claridad y la reparación emocional y el establecimiento de metas directivo. Este resultado indica que el hecho de establecer metas, y no como estas se establecen es lo que compensara el efecto negativo sobre la confianza en el líder de bajos niveles de claridad y reparación emocional de los seguidores.

Goal setting in sport and exercise: research and practical applications / Estabelecendo metas no esporte e exercício físico: pesquisa e aplicações práticas

The purpose of this paper was to briefly review the major theoretical and empirical research in goal setting related to sport and develop applications for best practice. Different types of goals were discussed and Locke's theory of goal setting provided the foundation for future research. After briefly reviewing the goal setting literature in sport and organizational settings, principles for how to apply goal setting to enhance performance were developed. The development and implementations of a goal setting system was presented including planning, meeting, and evaluation stages. Finlly, effective goal setting practices based on empirical literature were discussed.

Este trabalho focalizou a efetividade do estabelecimento metas no esporte e em ambientes de exercícios físicos. A teoria de Locke de estabelecimento de meta, que indica que metas específicas, difíceis, desafiadoras conduzem a níveis mais altos de desempenho de tarefa do que metas fáceis, nenhuma meta, ou a meta do tipo "faça o seu melhor", foi apresentada. Pesquisas mais recentesinvestigando a relação meta-desempenho em esporte e exercícios físicos também encontraram apoio para a efetividade de metas embora os resultados não sejam tão robustos quanto os da literatura industrial. Foram apresentados os princípios básicos de estabelecimento de metas, incluindo estabelecimento de metas específicas, de metas realísticas e desafiadoras, de metas em curto e longo prazo, estabelecimento de metas de desempenho, anotação de metas, provimento de apoio para as metas e incentivo à avaliação de metas. Um processo para estabelecimento de metas com equipes foi esboçado junto com um processo de sete-passos para estabelecer metas efetivamente. É importante lembrar que a efetividade de qualquer programa de estabelecimento de metas em grande parte dependeda interação entre o treinador, do coordenador de exercícios físicos, do psicólogo desportivo e da motivação dos participantes. Em essência, ao estabelecer metas sempre se deve levar em contao ambiente e as diferenças individuais.

Efeitos do estabelecimento de metas para a aquisição de uma habilidade motora / Effects of goal setting for the acquisition of motor skills / Efectos de la fijación de metas para la adquisición de habilidades motoras

O presente estudo investigou os efeitos do estabelecimento de metas de curto e de longo prazo na aprendizagem do arremesso de dardo de salão. O experimento foi conduzido em três etapas: pré-teste (10 tentativas); aquisição (60 tentativas), com manipulação da temporalidade da meta; e pós-teste (10 tentativas). Os 33 universitários destros foram divididos em três grupos: meta específica de curto prazo (GEC), meta específica de longo prazo (GEL) e o não meta (GNM). Na análise da precisão e da consistência, a ANOVA two way identificou diferença entre pré-teste e pós-teste e entre os blocos da aquisição. Apesar de todos os grupos terem aprendido a tarefa, não houve diferença entre eles. Sugere-se a realização de novos estudos sobre o tema.

The present study investigated the effects of short and long-term goal setting in the learning of saloon dart throwing. The experiment was conducted in three stages: pretest (10 trials), acquisition (60 trials), with manipulation of the temporality of the goal, and post-test (10 trials). The 33 right-handed university students were divided into three groups: specific short-term goal (GEC), specific long-term goal (GEL) and no-goal (GNM). In the analysis of accuracy and consistency the two way ANOVA identified significant effect between pretest and post-test and between acquisition blocks as well. Although all the groups have learned the task, there was no difference between them. It is suggested further researches on the subject.

El presente estudio investigó los efectos de la meta a corto y largo plazo de puesta enel aprendizaje del salón de lanzar dardos. El experimento se llevó a cabo en tres etapas: pre-test (10 ensayos), la adquisición (60 ensayos), con la manipulación de la temporalidad de la meta, y después de la prueba (10 ensayos). Los 33 estudiantes universitarios de la mano derecha se dividieron en tres grupos: objetivo concreto a corto plazo (GEC), el objetivo específico a largo plazo (GEL) y no se meta (GNM). En el análisis de la exactitud y la consistencia de dos vías ANOVA identificó un efecto significativo entre la pre y post-test y entre bloques de adquisición así. A pesar de todos los grupos han aprendido la tarea, no hubo diferencias entre ellos.

Intervenção comportamental para treinadores no uso do estabalecimento de metas no tênis / Behavioral intervention for coach in the use of goal setting in tennis

O trabalho avaliou os efeitos da capacitação de um treinador de tênis para o uso de estabelecimento de metas. A pesquisa consistiu em três fases. Na linha de base (Fase 1) filmaram-se 11 sessões de treino, sem interferência da pesquisadora. A intervenção (Fase 2) consistiu em 10 sessões nas quais se ensinou ao treinador como observar e registrar comportamentos-alvo, planejar critérios de proficiência para suas ocorrências e fornecer feedback propondo mudanças quando necessárias. A pós-intervenção (Fase 3) foi semelhante, em estrutura, à linha de base. Ao longo das fases, verbalizações e outros comportamentos do treinador (registrar, participar e variar exercícios) foram registrados e categorizados. Verificou-se um aumento na porcentagem de instruções, correções, elogios descritivos, registros dos desempenhos dos atletas e participação do treinador nos exercícios, bem como redução na porcentagem de críticas/sarcasmos, durante e após a intervenção. Os comportamentos do treinador generalizaram-se para outros contextos, e os atletas alcançaram suas metas. Os resultados instigam novas discussões.

The study evaluated the effects of training a tennis coach in the use of goal setting and consisted of three phases. At baseline (Phase 1),11 training sessions without interference from the researcher were recorded. The intervention (Phase 2) consisted of 10 sessions in which the coach was taught how to observe and record the target behaviors, plan criteria for proficiency of the occurrences and provide feedback by proposing changes when necessary. The post-intervention (Phase 3) was similar in structure to the pretest. Throughout the phases, verbalizations and other behaviors of the coach (recording, participating and varying exercises) were recorded and categorized. An increase was noted in the percentage of instructions, corrections, descriptive compliments, records of athletes' performance and the coach's participation in the exercises, and a reduction in the percentage of critical/sarcastic attitudes throughout and after the intervention. The coach's behavior became generalized into other contexts and athletes reached their goals. Our results call for further discussion.

Intervenção comportamental para treinadores no uso do estabalecimento de metas no tênis / Behavioral intervention for coach in the use of goal setting in tennis

O trabalho avaliou os efeitos da capacitação de um treinador de tênis para o uso de estabelecimento de metas. A pesquisa consistiu em três fases. Na linha de base (Fase 1) filmaram-se 11 sessões de treino, sem interferência da pesquisadora. A intervenção (Fase 2) consistiu em 10 sessões nas quais se ensinou ao treinador como observar e registrar comportamentos-alvo, planejar critérios de proficiência para suas ocorrências e fornecer feedback propondo mudanças quando necessárias. A pós-intervenção (Fase 3) foi semelhante, em estrutura, à linha de base. Ao longo das fases, verbalizações e outros comportamentos do treinador (registrar, participar e variar exercícios) foram registrados e categorizados. Verificou-se um aumento na porcentagem de instruções, correções, elogios descritivos, registros dos desempenhos dos atletas e participação do treinador nos exercícios, bem como redução na porcentagem de críticas/sarcasmos, durante e após a intervenção. Os comportamentos do treinador generalizaram-se para outros contextos, e os atletas alcançaram suas metas. Os resultados instigam novas discussões.(AU)

The study evaluated the effects of training a tennis coach in the use of goal setting and consisted of three phases. At baseline (Phase 1),11 training sessions without interference from the researcher were recorded. The intervention (Phase 2) consisted of 10 sessions in which the coach was taught how to observe and record the target behaviors, plan criteria for proficiency of the occurrences and provide feedback by proposing changes when necessary. The post-intervention (Phase 3) was similar in structure to the pretest. Throughout the phases, verbalizations and other behaviors of the coach (recording, participating and varying exercises) were recorded and categorized. An increase was noted in the percentage of instructions, corrections, descriptive compliments, records of athletes' performance and the coach's participation in the exercises, and a reduction in the percentage of critical/sarcastic attitudes throughout and after the intervention. The coach's behavior became generalized into other contexts and athletes reached their goals. Our results call for further discussion.(AU)