Purpose: This study investigated the mediating roles of mindfulness as a coping strategy in the relationships between cognitive appraisals and effort/persistence in university dance classes. Methods: The participants were 428 undergraduates (78 males, 350 females) ranging in age from 18 to 27 (M=20.18, SD= 1.62). Data were analyzed via structural equation modeling using IBM SPSS Statistic 21 and AMOS 21. Results: Structural equation modelling analysis revealed that challenge appraisal predicted mindfulness, which, in turn, linked to students effort and persistence. In contrast, threat appraisal was unrelated to mindfulness, which, in turn, was not predictive of students`` effort and persistence. Conclusion: The results of the study suggest that mindfulness partially mediated the relation between challenge appraisal to stressful events and effort/persistence in dance classes. Implications for the role of mindfulness in stress are discussed.

Purpose: The purpose of this study was to examine the association of physical activity with self-efficacy and the internet addiction in adolescents. Methods: A total of 387 middle school students(1st and 2nd grade; 197 males) completed questionnaires to assess the internet addiction, self-efficacy, physical activity intention, and physical activity. The data analysis was conducted using t-test and multiple regression analysis with SPSS 20.0. Results: Results revealed that there was no significant difference in physical activity between the internet addicted group and non-addicted group, but physical activity intention was negatively correlated with the level of internet addiction and positively correlated with self-efficacy. Regression analysis showed that intention negatively predicted the internet addiction and self-efficacy moderated the effect of intention on the internet addiction. Conclusion: The results of the study suggest that physical activity may be helpful to improve problematic internet use in adolescents, and the strategy of enhancing physical activity intention and self-efficacy should be involved in an internet addiction prevention program for adolescents.

Purpose: The purpose of this study was to investigate the relationship between failure attribution and counterfactual thinking in Chinese elite swimming athletes. Methods: Participants were 88 Chinese elite swimming athletes who came from Shenyang, Dalian, and Beijing. They submitted responses to two questionnaires measuring counterfactual thinking and failure attribution respectively. We conducted the exploratory factor analysis and Cronbach α analysis to find out construct validity and reliability. Median split was used to divide counterfactual thinking into 3 categorical levels and the data was analyzed using ANOVA. Finally we conducted correlation and regression analysis. Results: Other-referent upward counterfactual thinking was significantly different according to the level of team work failure attribution and the sum of failure attribution. Non-referent downward counterfactual thinking was significantly different according to the level of psychological burden failure attribution. The sum of counterfactual thinking was significantly different according to the level of the sum of failure attribution. The subscale of counterfactual thinking and failure attribution was strongly correlated. Self-referent upward counterfactual thinking was influenced by psychological burden failure attribution. Other-referent upward counterfactual thinking was influenced by team work failure attribution. The sum of failure attribution influenced non-referent downward counterfactual thinking and the sum of counterfactual thinking. Conclusions: Based on these results, counterfactual thinking of Chinese elite swimming athletes was differentiated by the level of failure attribution. Counterfactual thinking and failure attribution were strongly correlated. Finally, counterfactual thinking of Chinese elite swimming athletes was influenced by failure attribution.

Purpose: The purpose of this study was to examine the mediating effects of athletic identity in the relationship between self-determined motivation and exercise physical activity among university students. Methods: In a cross-sectional design, 461 university students (325 males, 136 females) completed a survey assessing behavioral regulation of exercise, athletic identity, and physical activity levels. Results: Multiple regression analysis revealed that relative autonomy index and athletic identity constructs explained 26.4% of the variance in physical activity. Relative autonomy index was a significant predictor of athletic identity and physical activity. Relative autonomy index had a significant indirect effect on university students`` physical actvity through importance among the athletic identity constructs. Conclusion: Relative autonomy index or self-determination index and athletic identity may be key sources of exercise and physical activity participation in university students. Especially, importance as one of athletic identity components accounts for additional variance in physical activity participation. This construct can be valuable component of exercise promotion programs for this population.

Purpose: This study examined if past exercise habits moderated the mediational influence of intention to exercise on the relationship between exercise identity and exercise behavior. Methods: Physically active university students (N=565) responded to a past behavior, exercise ientity, intention, and the Godin leisure-time exercise questionnaire. Moderated mediation was tested using a SPSS moderated mediation macro (Preacher, Rucker, & Hayes, 2007). Results: Multiple regression analysis showed that all criteria for mediation were met. Furthermore, the relationship between exercise identity and exercise behavior was moderated by past exercise behavior(β=.08, p<.05). Conclusion: Findings confirm the importance individual``s past exercise habits and exercise identity support the extended Theory of Planned Behavior by showing significant moderation by past exercise behavior. Results demonstrates the importance of moderated mediation models to determine complex interaction between psychological constructs and exercise behavior.

Purpose: The purpose of this study was to test a 2×2 model of perfectionism among dancers. Methods: Dancers(N=538, male=95, female=443) completed measures of multidimensional perfectionism(self oriented and socially prescribed perfectionism), cognitive appraisals(challenge and threat), emotion regulations(reappraisal and suppression). Results: Moderated hierarchical regression and simple slope analysis indicated that dance majors with pure self oriented perfectionism were related to higher emotion regulation(reappraisal and suppression) than dance majors with non perfectionism. Dance majors of mixed perfectionism were related to higher challenge(cognitive evaluation), emotion regulation(reappraisal and suppression) than dance majors of pure socially prescribed perfectionism. Furthermore, dance majors of were associated with higher levels of threat(cognitive evaluation) than dance majors with pure self oriented perfectionism. Conclusion: The results of this study partially support the predictions of the 2×2 model of perfectionism in dance.

Purpose: purpose to understand the influence of a goalkeeper``s Muller-Lyer posture illusion on the offense``s judgement on what direction to throw the ball. Methods: In order to achieve the study objective, ten handball players with more than ten year experience and other ten beginners with experience less than a year participated in the experiment. Every subject performed the task of perception/judgement by watching the video of a goalkeeper on the screen varied by the Muller-Lyer posture illusion, the task of judging the size, the task of judging location of the ball, and the task of throwing the ball. For the experiment, a beam projector, screen, video of goalkeeper``s Muller-Lyer posture illusion and mouse motion tracing equipment were used. The group and condition of showing stimulation were the independent variables. Results: In case of the experienced players, first, the wing out posture of the goalkeeper looked bigger in the task of perception/judgement while there were no differences of the results between the task of judging location desired to be thrown and the location of the thrown ball in accordance with the posture. In case of the beginner players, the task of perception/judgement, task of judging location desired to be thrown and the location of the thrown ball had all different results in accordance with the illusion posture of the goalkeeper. In other words, they tried to throw it farther in the wing out posture while throwing it closer in the wing in posture when the goalkeeper looked smaller.

Purpose: The purpose of this study was to investigate the role of the dorsal premotor cortex (dPMC) in reconstruction and learning of novel finger movement sequence. Especially, different structures of practice (blocked vs. random) were introduced to vary the level of contextual interference, and the dPMC activities during the motor preparation phase were manipulated by the transcranial magnetic stimulation (TMS). Methods: Different patterns of serial key press learning tasks were introduced in random or blocked orders while either the real or the sham TMS was applied at the movement preparation stage. Thus, 56 subjects were randomly assigned into Sham-blocked, TMS-Blocked, Sham-random, and TMS-random practice conditions. 3-way ANOVA were performed to identify the group and condition differences. Results: As a result, the Blocked practice group showed fluent task performances regardless of TMS stimulation during the practice periods, while only the Sham-random practice groups showed the effect of contextual interference in the transfer and retention periods. Conclusion: Significant difference of practice effect depended on the presence of TMS stimulation only with the higher contextual interference in the motor preparation stage. The dPMC seems to be responsible for preparation and reorganization of new motor plans when the variability of the task is high. These results supports the forgetting-reconstruction theory to better explain the effect of contextual interference.