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Wie \u27Haar\u27 zu \u27Maus\u27 wird: Geschlechtsbezogene pronominale Referenz im Thailändischen
No full textThe use of gender-related personal pronouns is mostly found in different forms of third person singular (e. g. he/she/it in English or er/sie/es in German). In Thai, an isolate language without grammatical gender, the gender-specification can be observed in the use of first person singular pronominal reference. The selection of gender-related self-reference depends not only on sex but also on gender identity of the speaker. In this article, the complex system of pronominal reference in Thai language will be briefly introduced. After that, forms of self-reference used in the Thai film Iron Ladies are analyzed to show how the gender identity of speakers can influence their selection of pronominal reference
Interview: An Intergenerational Dialogue on the Politics of Representation within Academia and Beyond
No full textThis interview is the edited excerpt of a dialogue recorded in the summer of 2023 between the three editors of this special feature and three experienced researchers: Prof. Susan Ossman, Dr. Eda Elif Tibet, and Dr. Nadine Wanono, who participated in a two-part CUSO module of the Swiss Graduate Program in Anthropology on Migration, Representation, and Reflexivity that the editors organized in 2020 and 2021. This interview is a follow-up of the conversations we initiated during the workshops, which constituted a florid ground to discuss past and present challenges in anthropology, as well as future developments of our anthropological practices.This interview is the edited excerpt of a dialogue recorded in the summer of 2023 between the three editors of this special feature and three experienced researchers: Prof. Susan Ossman, Dr. Eda Elif Tibet, and Dr. Nadine Wanono, who participated in a two-part CUSO module of the Swiss Graduate Program in Anthropology on Migration, Representation, and Reflexivity that the editors organized in 2020 and 2021. This interview is a follow-up of the conversations we initiated during the workshops, which constituted a florid ground to discuss past and present challenges in anthropology, as well as future developments of our anthropological practices.This interview is the edited excerpt of a dialogue recorded in the summer of 2023 between the three editors of this special feature and three experienced researchers: Prof. Susan Ossman, Dr. Eda Elif Tibet, and Dr. Nadine Wanono, who participated in a two-part CUSO module of the Swiss Graduate Program in Anthropology on Migration, Representation, and Reflexivity that the editors organized in 2020 and 2021. This interview is a follow-up of the conversations we initiated during the workshops, which constituted a florid ground to discuss past and present challenges in anthropology, as well as future developments of our anthropological practices
Reflexivity in Digital Contexts: Perspectives from Ethnographic Research among Young Afghans in the Swiss Asylum System
No full textThis article presents the essential input of reflexivity for conducting ethnographic research in digital contexts to highlight how power relations are articulated with digital practices. Drawing on fieldwork conducted between 2021 and 2022 among young Afghans in the Swiss asylum system, this paper examines how precarious legal statuses, such as those associated with temporary permits, shape digital practices and uses of Information and communications technology (ICT). By analysing online content and digital interactions collaboratively with my research participants, the study highlights how empowerment and surveillance mechanisms intertwine at transnational scales that contextualise digital practices. The diversity of shared media content is shaped by young people’s attunement to their audiences, their own precarious status, and sociopolitical dynamics, which, for this population, are impacted by the deterioration of the situation in Afghanistan since August 2021, as well as by institutional mistrust and the economic constraints they face in Switzerland.Cet article explore l’apport essentiel d’une approche réflexive dans la conduite d’une ethnographie en milieux numériques, afin de révéler comment les relations de pouvoir s’articulent avec les pratiques numériques. Mon travail de terrain, réalisé entre 2021 et 2022 parmi de jeunes Afghan·e·s dans le système d’asile suisse, examine comment les statuts juridiques précaires, tels que les permis temporaires, influencent les pratiques numériques et l’usage des technologies de l’information et de la communication (TIC). En analysant de manière collaborative avec les participant·e·s les contenus et interactions en ligne, on perçoit l’articulation des dynamiques d’autonomisation et les mécanismes de surveillance à des échelles transnationales. La diversité des contenus médiatiques partagés est façonnée par la sensibilité des jeunes à leurs publics, leur statut précaire, et les dynamiques sociopolitiques, qui sont impactées par la détérioration de la situation en Afghanistan depuis août 2021, ainsi que la méfiance institutionnelle et leurs contraintes économiques en Suisse.This article presents the essential input of reflexivity for conducting ethnographic research in digital contexts to highlight how power relations are articulated with digital practices. Drawing on fieldwork conducted between 2021 and 2022 among young Afghans in the Swiss asylum system, this paper examines how precarious legal statuses, such as those associated with temporary permits, shape digital practices and uses of Information and communications technology (ICT). By analysing online content and digital interactions collaboratively with my research participants, the study highlights how empowerment and surveillance mechanisms intertwine at transnational scales that contextualise digital practices. The diversity of shared media content is shaped by young people’s attunement to their audiences, their own precarious status, and sociopolitical dynamics, which, for this population, are impacted by the deterioration of the situation in Afghanistan since August 2021, as well as by institutional mistrust and the economic constraints they face in Switzerland
Open hand vs. half-crimp: Do climbers assume differences in their own maximal finger strength that do not exist?
No full textMany climbers believe that they are stronger in crimp finger position than in open hand position. However, the crimp grip is associated with higher pulley forces, increasing the risk of finger injuries. If a climber turns out not to be stronger in crimp than in open hand position - as they might have assumed - the open hand grip, which is easier on the pulleys, should be used wheneverpossible. Therefore, this study aimed to determine how accurate climbers could assess their maximal finger flexor strength in half-crimp and open hand positions. We assumed that the accuracy of self-assessment increases with skill level. Finger strength data along with self-assessment questionnaires were collected from 38 intermediate, 36 advanced climbers and 11 elite athletes.Our results revealed that advanced climbers significantly overestimated their strength in the half-crimp position compared to the open hand on average by 9.8% for the non-dominant hand. Such an overestimation, albeit not significant, was also found among intermediate and elite climbers (5.6% and 6.3%). The inaccurate estimate may be because we did not explicitly informparticipants that they would be tested on a 23mm deep rung where they could place their entire distal phalanx. The crimp position might be stronger than the open hand position on less deep rungs - supporting their estimation. No significant differences in self-assessment accuracy were observed between groups. Thus, we cannot conclude that higher skilled climbers assess their strength capacities more accurately. For all skill levels and both sexes, slightly higher forces in open hand than in half-crimp position werefound. Hence, we confirm that for deeper hold depths, using an open hand position has no force disadvantage when compared to the half-crimp. Accordingly, we recommend adopting an open hand position on rungs on which almost the entire distal phalanx can be placed
Training Psychological Skills: Efficacy and Assessment of a Nonclinical Psychological Sports Coaching E-Intervention for Young Elite Athletes
No full textIntroduction
In the evolving landscape of the 21st century, digital interventions have emerged as innovative tools for transferring knowledge efficiently and sustainably into sports practices. As of 2024, an impressive 858 applications to enhance psychological skills have permeated the smartphone market (Bonetti et al., under revision). These e-interventions aim to cultivate elite performance and promote well-being while addressing the need for sustainable approaches in sports. Crafted to be accessible through a tap on a mobile screen or a click on a website, these applications host an array of features, including practical exercises, comprehensive explanations, AI chatbots, and engaging videos. However, their effectiveness remains uncertain, as scientific validation of these interventions is lacking.
Given the critical role of psychological skills in the development of young athletes and the current emphasis on digital and sustainable innovations, the rise of accessible e-interventions is unsurprising. Indeed, the significance of psychological skills as fundamental attributes of high performance in sports has been well documented (e.g., Birrer & Morgan, 2010; Brown & Fletcher, 2017; Weinberg & Gould, 2023). Solid acquisition of these skills may contribute to more effective learning and optimized development opportunities, aligning with principles of knowledge transfer and long-term sustainability in athlete development.
Recognizing the potential of an e-intervention to impact psychological skills sustainably among talented young athletes, we designed two studies aimed at (1) evaluating the effectiveness of an e-intervention to support athletes in developing these skills and (2) assessing the usability of the intervention, thus providing insights into the user experience. To do so, we employed mixed methods by combining the results of qualitative and quantitative investigations. In Study 1, we conducted quantitative analyses to examine both short- and long-term impacts, offering insights into the intervention\u27s effectiveness. Study 2 subsequently focused on quantitative and qualitative data, ensuring the program\u27s design met the practical needs of young athletes while fostering sustainable engagement.
Methods
The study sample consisted of 105 athletes (73 males, 32 females), comprising 61 skiers (33 males, 28 females), 29 male footballers, and 15 track and field athletes (11 males, 4 females), recruited from four sports clubs in Switzerland and France. Participants aged 13 to 18 (M = 14.67, SD = 1.13) trained an average of 4.10 times per week (SD = 1.01) and had been practicing their sport for an average of 8.65 years (SD = 2.46). All athletes were enrolled in training centers recognized by their regional committees and were potential candidates for national youth teams. They were randomly assigned to either an Intervention group or a Control group.
The e-intervention, structured as a four-week program, was developed using a psychotherapy process-outcome research framework (Allemand & Flückiger, 2017) and integrated the principle of implementation intention (Achtziger et al., 2008). The French version of the Psychological Characteristics of Developing Excellence Questionnaire-Short (PCDEQ-S) by Hauw et al. (2023) was administered pre- and post-intervention to measure the impact on psychological skills. The System Usability Scale (SUS) assessed the intervention’s usability.
Results
The intervention group demonstrated a significant improvement in self-analysis skills over time [b = 0.49, 95% CI(0.18, 0.80), SE = 0.16, p < 0.05]. Remarkably, the group also showed a significant increase in the psychological skill of seeking support from others [b = -0.35, 95% CI (-0.66, -0.05), SE = 0.15, p < 0.05], despite this skill not being directly targeted by the intervention. The qualitative analysis revealed six key components: service’s ease of use, concrete engagement with mental skills, impact of external factors on program participation, improved relationships with coaches, absence of face-to-face interaction, and mixed quality of message content. The e-intervention earned a high usability score, exceeding 80 points on the SUS, placing it in the top 10% of usability rankings. Feedback from participant interviews highlighted areas for potential improvement.
Discussion/Conclusion
The findings of this study were built on primary and original data collected from an e-intervention tailored for talented athletes, underscoring the potential of digital tools to enhance psychological skills sustainably. These results highlight the potential of this approach, as previously suggested by authors in the field of sports psychology (e.g., Abbott & Collins, 2002; Birrer & Morgan, 2010; Brown & Fletcher, 2017; MacNamara & Collins, 2010; Simonton, 1999; Weinberg & Gould, 2023), emphasizing the importance of knowledge transfer into practice.
Participants in the intervention group, who focused on developing their self-analysis skills, demonstrated a significant improvement in these competencies over time compared to the Control group. Furthermore, the e-intervention enriched athletes’ awareness and utilization of their support systems. Reports indicated a more positive perception of the assistance they received, including increased support before competitions and the reliable presence of coaches during training sessions. These outcomes suggest that the intervention successfully reshaped participants’ psychological skills and support structures, achieving meaningful changes within a relatively short period—a critical aspect of sustainable impact in sport. Encouragingly, these positive shifts were maintained in follow-up assessments.
To our knowledge, this study represents one of the first empirical efforts to adapt and modify psychological skills using an online platform specifically designed for young, competitive athletes. This digital approach reflects an important step in transferring research-based knowledge into practical, long-lasting applications within the sporting community.
References
Abbott, A., & Collins, D. (2004). Eliminating the dichotomy between theory and practice in talent identification and development: Considering the role of psychology. Journal of Sports Sciences, 22(5), 395–408. https://doi.org/10.1080/02640410410001675324
Allemand, M., & Flückiger, C. (2017). Changing personality traits: Some considerations from psychotherapy process-outcome research for intervention efforts on intentional personality change. Journal of Psychotherapy Integration, 27(4), 476–494. https://doi.org/10.1037/int0000094
Achtziger, A., Gollwitzer, P., & Sheeran, P. (2008). Implementation intentions and shielding goal striving from unwanted thoughts and feelings. Personality & Social Psychology Bulletin, 34(3), 381–393. https://doi.org/10.1177/0146167207311201
Birrer, D., & Morgan, G. (2010). Psychological skills training as a way to enhance an athlete’s performance in high-intensity sports. Scandinavian Journal of Medicine & Science in Sports, 20(s2), 78–87. https://doi.org/10.1111/j.1600-0838.2010.01188.x
Bonetti, R., Rod, B., Sabourin, C., & Hauw, D. (submitted). Quality of mobile apps for psychological skills training in sport: A MARS-based study. Computers in Human Behavior Reports.
Brown, D. J., & Fletcher, D. (2017). Effects of psychological and psychosocial interventions on sport performance: A meta-analysis. Sports Medicine, 47, 77–99.
Hauw, D., Gesbert, V., & von Roten, F. C. (2023). Psychological Characteristics of Development Excellence Questionnaire – French Version; Short Version (PCDEQ-SV). https://doi.org/10.1037/t89826-000
Macnamara, A., & Collins, D. (2010). The role of psychological characteristics in managing the transition to university. Psychology of Sport and Exercise, 11, 353–362. https://doi.org/10.1016/j.psychsport.2010.04.003
Simonton, D. K. (1999). Talent and its development: An emergenic and epigenetic model. Psychological Review, 106(3), 435–457. https://doi.org/10.1037/0033-295X.106.3.435
Weinberg, R. S., & Gould, D. (2023). Foundations of sport and exercise psychology. Human Kinetics
Acute effect of exercise with or without the integration of cooperative activities on inhibitory control in preadolescent school children
No full textIntroduction Inhibitory control describes the ability to resist distractions and to suppress dominant responses to achieve a specific goal (Miyake & Friedman, 2012). Higher inhibitory control is associated with an increased on-task behaviour in the classroom (Ludyga et al., 2022). Meta-analytical findings suggest that single exercise sessions can elicit transient enhancements in this aspect of executive function (Oberste et al., 2019). Experiencing supportive social interactions and cooperation also appear to positively influence inhibitory control (Koomen et al., 2020; Pilcher & Bryant, 2016). As exercise can be adapted to demand and stimulate cooperation, it has much potential to positively influence inhibitory control. We examined the effect of acute exercise with or without the integration of cooperative activities on inhibitory control in preadolescent school children.
Methods We examined a subsample of the NEXOS2 RCT. 100 children (11 ± 0.7 years) were allocated (stratum: school class) to a group performing exercise demanding cooperation (EX+CO, n = 29), a group performing exercise without cooperation (EX, n = 35), and a control group watching a video (CON, n = 36). The interventions were conducted in the school setting and lasted 20 minutes. Prior to and after these conditions, a modified computer-based Flanker task was administered to assess inhibitory control and associated congruency-sequence effects.
Results The repeated measures MANOVA revealed a significant interaction between time, group and trial type (congruent / incongruent) on performance and trial-sequence effects on the Flanker task. Decomposition of the interaction showed that in contrast to CON and EX, EX+CO showed a greater increase of accuracy on incongruent relative to congruent trials. This was accompanied by a greater decrease of reaction time on incongruent trials that followed the same compared to a different trial type.
Discussion/Conclusion A single exercise session with cooperative activities increases accuracy on trials demanding inhibitory control and promote efficiency by increased repetition response priming.
References
Koomen, R., Grueneisen, S., & Herrmann, E. (2020). Children delay gratification for cooperative ends. Psychological Science, 31(2), 139–148. https://doi.org/10.1177/0956797619894205
Ludyga, S., Gerber, M., Brand, S., Möhring, W., & Pühse, U. (2022). Do different cognitive domains mediate the association between moderate‐to‐vigorous physical activity and adolescents’ off‐task behaviour in the classroom? British Journal of Educational Psychology, 92(1), e12445. https://doi.org/10.1111/bjep.12445
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8–14. https://doi.org/10.1177/0963721411429458
Oberste, M., Javelle, F., Sharma, S., Joisten, N., Walzik, D., Bloch, W., & Zimmer, P. (2019). Effects and moderators of acute aerobic exercise on subsequent interference control: A systematic review and meta-analysis. Frontiers in Psychology, 10, 2616. https://doi.org/10.3389/fpsyg.2019.02616
Pilcher, J. J., & Bryant, S. A. (2016). Implications of social support as a self-control resource. Frontiers in Behavioral Neuroscience, 10. https://doi.org/10.3389/fnbeh.2016.0022
Creating Dissonance: Self-Tracking Devices and their Effects on Users
No full textThis paper explores the challenges that appear to emerge with the continuous everyday use of wearable devices for physical activity tracking. With self-tracking becoming one of the leading fitness trends over the last few years, the effects these devices have on the user warrant further investigation.
Based on theories of the extended embodied self (Fuchs, 2018) and the extended mind (Clark & Chalmers, 1998), I have argued before for tracking devices as being able to constitute an extension of the self by becoming part of a coupled system between the user and the tracking device with said coupled system then carrying out the cognitive task of gaining new self-knowledge (Schmidli, unpub.). In line with that argumentation, this paper continues to explore the effects this continued extension can have on the self of the user. The paper will furthermore lean on theories of affective technologies and hostile scaffolding to establish its point.
Drawing on empirical research that has shown that certain discrepancies are common when comparing the information given by the tracking devices and the bodily perception of the user (Nelson, 2020), this paper argues that this conflicting information can lead to a dissonance of the self. This is in line with arguments that have been made to show that extended cognition is not always beneficial to the self (Spurrett, 2024). This paper therefore argues that self-tracking devices can be considered ‘affective technologies’, and are thus capable of oppressing, manipulating, or standing in conflict with the user’s perception of their moving, embodied self, thereby affecting or changing self-knowledge.
This argument serves as a continuation of the theory of self-extension through tracking devices and aims to further elaborate on the relation between humans and digital technology, especially in a fitness context. This theory further serves as a stepping stone for empirical research to be conducted, while also giving a clearer understanding of the embodied self in the digital age
Effects of Neuromuscular Training on Performance and Injury Prevention in Youth Team Sports: Development of an Evidence-Based Educational Program
No full textIntroduction Team sports have become increasingly fast-paced and athletic, particularly at the elite international level. Over the past 15 years, a widening performance gap in explosiveness and speed has been observed between Swiss youth and elite athletes in team sports. Promising talents with deficits in these areas face growing difficulties in establishing themselves at the elite level. Concurrently, there has been a rapid increase in scientific publications demonstrating the positive effects of neuromuscular training on explosiveness, speed, and in addition on injury prevention.
Objective: To develop an evidence-based educational program for coaches to optimize neuromuscular training in youth team sports, addressing the challenges of complex knowledge transfer, diverse stakeholders, and heterogeneous training approaches.
Methods The "Power to Win" project was initiated by the Swiss Federal Institute of Sport Magglingen in collaboration with Swiss national sports federations and Swiss Olympic. A multi-step approach was employed:
Formation of a project group comprising scientists, practitioners, and stakeholders
Development of an impact model focusing on optimizing athlete training through improved coach knowledge, awareness, and motivation.
Analysis of training content, coach knowledge, and educational courses.
Creation of a roadmap based on scientific evidence and expert knowledge.
Definition of key concepts and models (e.g., performance model, long-term athlete development model).
Structuring of knowledge according to educational levels (Jugend+Sport, national federations, coach education) and along the talent pathway (FTEM model, F1 to T4).
Stage-specific adaptation of knowledge transfer considering available time for education and existing knowledge.
Results The project resulted in the development of five digital learning courses for self-study and for integration into existing training programs. These courses are freely accessible online and designed to facilitate blended learning approaches, allowing for increased practical training time during in-person courses. The online content covers Bloom\u27s taxonomy levels 1-3, while levels 4-6 are addressed in face-to-face training sessions.
Discussion/Conclusion Translating scientific evidence into practical applications presents significant challenges due to various external influences. This project demonstrates a systematic approach to developing an evidence-based educational program for neuromuscular training in youth team sports. By addressing the complexities of knowledge transfer and considering the needs of diverse stakeholders, this program aims to bridge the gap between research and practice in enhancing performance and preventing injuries among young athletes in team sports. Future research should evaluate the effectiveness of this educational program in improving coach knowledge and behavior, as well as its impact on athlete performance and injury rates in youth team sports.
References
Coutts, A. J. (2017). Challenges in developing evidence-based practice in high-performance sport. International Journal of Sports Physiology and Performance, 12(6), 717–718. https://doi.org/10.1123/IJSPP.2017-0455
Lloyd, R. S., Oliver, J. L., Faigenbaum, A. D., Howard, R., De Ste Croix, M. B., Williams, C. A., Best, T. M., Alvar, B. A., Micheli, L. J., Thomas, D. P., Hatfield, D. L., Cronin, J. B., & Myer, G. D. (2015). Long-term athletic development, part 2: Barriers to success and potential solutions. Journal of Strength and Conditioning Research, 29(5), 1451–1464. https://doi.org/10.1519/01.JSC.0000465424.75389.5
Reseña de Sanz-Sánchez, Israel. 2025. Spanish as a contact language. An ecological history. Edinburgh (UK): Edinburgh University Press.
Get PDFLa enseñanza del español como lengua extranjera mediante la poesía de Elvira Sastre: Integración de factores afectivos, socioemocionales y lingüístico-cognitivos
Get PDFEste artículo analiza una propuesta didáctica innovadora para la enseñanza del español como lengua extranjera (ELE), basada en el uso de la poesía contemporánea de Elvira Sastre. Integrando factores afectivos, socioemocionales y psicológico-aptitudinales, se argumenta que la poesía promueve la motivación, la expresión emocional y el pensamiento crítico. A través de secuencias didácticas estructuradas y una evaluación formativa centrada en el desarrollo integral del alumnado, se demuestra que el trabajo con textos literarios emocionales potencia tanto la competencia lingüística como la empatía y la reflexión intercultural. La poesía de Sastre se presenta como un recurso pedagógico esencial y transformador.This article analyzes an innovative didactic proposal for teaching Spanish as a foreign language (ELE), based on the use of the contemporary poetry of Elvira Sastre. By integrating affective, socio-emotional, and psychological-aptitudinal factors, it argues that poetry fosters motivation, emotional expression, and critical thinking. Through structured didactic sequences and formative assessment focused on the students\u27 integral development, it is demonstrated that working with emotional literary texts enhances both linguistic competence and intercultural empathy and reflection. Sastre’s poetry is presented as an essential and transformative pedagogical resource in the process of learning Spanish as a foreign language
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