Day 1. Free Communications – Psychology (Session 2): The influence of body language and expected competency on gaze behaviour while forming an initial impression of a tennis player.

D1.S3.4(4). BASES Conference 2015 (Burton-on-Trent), 1-2 December. British Association of Sport and Exercise Sciences

Expectancy effects in tennis: The impact of body language and playing record on impressions of a tennis player and ratings of performance

This study examined the impact that pre-event body language and knowledge of a performer’s playing record had on ratings of tennis performance. Participants (N = 123) were allocated to one of four experimental groups (good body language/bad body language vs. positive playing record/negative playing record) and viewed a live player warming up and completing a series of tennis shots. Information outlining the player’s recent win/loss record was coupled with body language condition during a period of warm-up footage. Likert-type scales were employed to record impressions of the player and judgements as to the quality of the play. ANCOVA revealed that the player was viewed more favourably having displayed positive as opposed to negative body language (p<.001). Participants presented with a positive playing record (p = .001) formed a more favourable impression and rated the players performance more positively (p = 0.001). The study corroborates and extends the findings of recent work incorporating live models in expectancy effects investigations.

Newham’s Every Child a Sports Person (NECaSP): A Summative Process Evaluation of a School-and-Community Based Intervention in East London, UK

Background: The NECaSP intervention aspires to increase sport and physical activity (PA) participation amongst young people in the UK. The aims of this paper are to report on a summative process evaluation of the NECaSP and make recommendations for future interventions. Methods: Seventeen schools provided data by students aged 11-13 (n=1,226), parents (n=192) and teachers (n= 14) via direct observation and questionnaires. Means, standard deviations and percentages were calculated for socio-demographic data. Qualitative data was analysed via directed content analysis and main themes identified. Results: Findings indicate further administrative, educational and financial support will help facilitate the success of the programme in improving PA outcomes for young people, and of other similar intervention programmes globally. Data highlighted the need to engage parents to increase likelihood of intervention success. Conclusions: One main strength of this study is the mixed-methods nature of the process evaluation. It is recommended that future school based interventions that bridge sports clubs and formal curriculum provision, should consider a more broad approach to the delivery of programmes throughout the academic year, school week and school day. Finally, changes in the school curriculum can be successful once all parties are involved (community, school, families).