Accès gratuit
Pré-publication électronique
Dans une revue
Mov Sport Sci/Sci Mot
Publié en ligne 20 septembre 2019
  • Bläsing, B., & Schack, T. (2012). Mental representation of spatial movement parameters in dance. Spatial Cognition & Computation , 12, 111–132. [CrossRef] [Google Scholar]
  • Bläsing, B., Tenenbaum, G., & Schack, T. (2009). The cognitive structure of movements in classical dance. Psychology of Sport and Exercise , 10, 350–360. [Google Scholar]
  • Chase, W.G., & Simon, H.A. (1973). The mind’s eye in chess. In W.G. Chase (Ed.), Visual information processing (pp. 215–282). New York: Academic Press. [CrossRef] [Google Scholar]
  • Chi, M. (1978). Knowledge structure and memory development. In R. Siegler (Ed.), Children’s thinking: What develops? (pp. 73–96). Hillsdale, NJ: Erlbaum. [Google Scholar]
  • Chi, M. (2006). Two approaches to the study of experts’ characteristics. In K.A. Ericsson (Ed.), The Cambridge handbook of expertise and expert performance (pp. 21–30). Cambridge, UK: Cambridge University Press. [CrossRef] [Google Scholar]
  • Cleary, T.J., & Zimmerman, B.J. (2001). Self-regulation differences during athletic practice by experts, non-experts, and novices. Journal of Applied Sport Psychology , 13, 185–206. [Google Scholar]
  • Cleary, T., & Zimmerman, B.J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools , 41, 537–550. [Google Scholar]
  • Cleary, T., Zimmerman, B.J., & Keating, T. (2006). Training physical education students to self-regulate during basketball free throw practice. Research Quarterly for Exercise and Sport , 77, 251–262. [CrossRef] [PubMed] [Google Scholar]
  • Cleary, T., Platten, P., & Nelson, A. (2008). Effectiveness of the self-regulation empowerment program with urban high school students. Journal of Advanced Academics , 20, 70–107. [Google Scholar]
  • Eccles, D.W., & Feltovich, P.J. (2008). Implications of domain-general “psychological support skills” for transfer of skill and acquisition of expertise. Performance Improvement Quarterly , 21, 43–60. [CrossRef] [Google Scholar]
  • Ericsson, K.A. (2003). How the expert-performance approach differs from traditional approaches to expertise in sports: In search of a shared theoretical framework for studying expert performance. In J. Starkes, & K.A. Ericsson (Eds.), Expert performance in sport: Recent advances in research on sport expertise (pp. 371–401). Champaign, IL: Human Kinetics. [Google Scholar]
  • Gréhaigne, J.F., & Godbout, P. (1995). Tactical knowledge in team sports from a constructivist and cognitivist perspective. Quest , 47, 490–505. [Google Scholar]
  • Hodges, N., Starkes, J., & MacMahon, C. (2006). Expert performance in sport: A cognitive perspective. In K.A. Ericsson (Ed.), The Cambridge handbook of expertise and expert performance (pp. 471–488). Cambridge, UK: Cambridge University Press. [CrossRef] [Google Scholar]
  • Jeannerod, M. (2004). Actions from within. International Journal of Sport and Exercise Psychology , 2, 376–402. [Google Scholar]
  • Kitsantas, A., & Zimmerman, B.J. (1998). Self-regulation of motoric learning: A strategic cycle view. Journal of Applied Sport Psychology , 10, 220–239. [Google Scholar]
  • Kitsantas, A., & Zimmerman, B.J. (2002). Comparing self-regulatory processes among novice, non-expert, and expert volleyball players: A microanalytic study. Journal of Applied Sport Psychology , 14, 91–105. [Google Scholar]
  • Kitsantas, A., Zimmerman, B.J., & Cleary, T. (2000). The role of observation and emulation in the development of athletic self-regulation. Journal of Educational Psychology , 92, 811–817. [Google Scholar]
  • Koch, I., & Hoffmann, J. (2000). The role of stimulus-based and response-based spatial information in sequence learning. Journal of Experimental Psychology: Learning, Memory and Cognition , 26, 863–882. [CrossRef] [Google Scholar]
  • Lex, H., Essig, K., Knoblauch, A., & Schack, T. (2015). The cognitive representation of team-specific tactics in soccer. PLoS ONE , 10. doi: 10.1371/journal.pone.0118219. [Google Scholar]
  • Roca, A., Ford, P.R., McRobert, A.P., & Williams, M. (2011). Identifying the process underpinning anticipation and decision-making in a dynamic time-constrained task. Cognitive Processes , 12, 301–310. [CrossRef] [Google Scholar]
  • Schack, T. (2004). Knowledge and performance in action. Journal of Knowledge Management , 8, 38–53. [CrossRef] [Google Scholar]
  • Schack, T. (2012). Measuring mental representations. In G. Tenenbaum, R.C. Eklund, & A. Kamata (Eds.), Handbook of measurement in sport and exercise psychology (pp. 203–214). Illinois: Human Kinetics. [Google Scholar]
  • Schack, T., & Bar-Eli M. (2007). Psychological factors of technical preparation. In B. Blumenstein, R. Lidor, & G. Tenenbaum (Eds.), Psychology of sport training. Perspectives on sport and exercise psychology (pp. 62–103). Champaign: Human Kinetics. [Google Scholar]
  • Schack, T., & Hackfort, D. (2007). An action theory approach to applied sport psychology. In G. Tenenbaum, & R. Eklund (Eds.), Handbook of sport psychology (pp. 332–351). New Jersey: Wiley. [Google Scholar]
  • Schack, T., & Mechsner, F. (2006). Representation of motor skills in human long-term memory. Neuroscience Letters , 391, 77–81. [CrossRef] [PubMed] [Google Scholar]
  • Schmitz, B., & Wiese, B. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Contemporary Educational Psychology , 31, 64–96. [Google Scholar]
  • Tenenbaum, G. (2003). Expert athletes: An integrated approach to decision-making. In J.L. Starkes, & K.A. Ericsson (Eds.), Expert performance in sport: Advances in research in sport expertise (pp. 191–218). Champaign, IL: Human Kinetics. [Google Scholar]
  • Tenenbaum, G., & Land, W.M. (2009). Mental representations as an underlying mechanism for human performance. Progress in Brain Research , 174, 251–266. [CrossRef] [PubMed] [Google Scholar]
  • Teoldo, I.T., Garganta, J., Greco, P.J., Mesquita, I., & Afonso, J. (2010). Assessment of tactical principles in youth soccer players of different ages. Revista Portuguesa de Ciências do Desporto , 10, 147–157. [CrossRef] [Google Scholar]
  • Thellwell, R.C., & Maynard, I.W. (2003). The effects of a mental skills package on ‘repeatable good performance’ in cricketers. Psychology of Sport and Exercise , 4, 377–396. [Google Scholar]
  • Thomas, J.R., Gallagher, J., & Lowry, K. (2003). Developing motor and sport expertise: Meta-analytic findings. Savannah, Georgia. Paper presented at the North American Society for the Psychology of Sport and Physical Activity. [Google Scholar]
  • Toering, T.T., Elferink-Gemser, M.T., Jordet, G., & Visscher, C. (2009). Self-regulation and performance level of elite and non-elite youth soccer players. Journal of Sports Sciences , 27, 1509–1517. [CrossRef] [PubMed] [Google Scholar]
  • Velentzas, K., Heinen, T., Tenenbaum, G., & Schack, T. (2010). Functional mental representation of volleyball routines in German youth female national players. Journal of Applied Sport Psychology , 22, 474–485. [Google Scholar]
  • Velentzas, K., Heinen, T., & Schack, T. (2011). Routine integration strategies and their effects on volleyball serve performance and players’ movement mental representation. Journal of Applied Sport Psychology , 23, 209–222. [Google Scholar]
  • Vorraber, G. (2016). O papel da representação mental da tática no desenvolvimento da proficiência tática esportiva. Doctoral thesis, University of Brasília, Brasília, Brazil. Retrieved from [Google Scholar]
  • Ward, P., & Williams, A.M. (2003). Perceptual and cognitive skill development in soccer: The multidimensional nature of expert performance. Journal of Sport and Exercise Psychology , 25, 93–111. [CrossRef] [Google Scholar]
  • Weigelt, M., Rieger, M., Mechsner, F., & Prinz, W. (2007). Target-related coupling in bimanual reaching movements. Psychological Research , 71, 438–447. [CrossRef] [PubMed] [Google Scholar]
  • Weigelt, M., Ahlmeyer, T., Lex, H., & Schack, T. (2011). The cognitive representation of a throwing technique in judo experts: Technological ways for individual skill diagnostics in high-performance sports. Psychology of Sport and Exercise , 12, 231–235. [Google Scholar]
  • Williams, A.M. (2002). Perceptual and cognitive expertise in sport. The Psychologist , 15, 416–417. [Google Scholar]
  • Zimmerman, B.J., & Campillo, M. (2003). Motivating self-regulated problem solvers. In E. Davidson & R.J. Sternberg (Eds.), The nature of problem solving (pp. 233–262). New York: Cambridge University Press. [Google Scholar]
  • Zimmerman, B.J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology , 89, 29–36. [Google Scholar]

Les statistiques affichées correspondent au cumul d'une part des vues des résumés de l'article et d'autre part des vues et téléchargements de l'article plein-texte (PDF, Full-HTML, ePub... selon les formats disponibles) sur la platefome Vision4Press.

Les statistiques sont disponibles avec un délai de 48 à 96 heures et sont mises à jour quotidiennement en semaine.

Le chargement des statistiques peut être long.