Developing and Testing an Application to Assess the Impact of Smartphone Usage on Well-Being and Performance Outcomes of Student-Athletes

DesClouds, Poppy; Laamarti, Fedwa; Durand‐Bush, Natalie; Saddik, Abdulmotaleb El

doi:10.1007/978-3-319-73450-7_84

Cited by 6 publications

(3 citation statements)

References 38 publications

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“…Preparation. The activities carried out in this preparatory step are (1) preparing the training to be carried out, (2) preparing the media used in, (3) Training implementation. Online Psychological Assessment Development Training: Academics for Senior High School students began with presenting the concepts of designing psychological assessment instruments and the theoretical concepts of student life and its aspects.…”

Section: Training Stage Proceduresmentioning

confidence: 99%

“…Collecting data in the assessment framework is not a simple thing to do [2]. The complexity of data collection are the licensing process for instruments, the preparing and doubling the number of students instruments, distributing instruments, tabulating data and scoring instrument results, analyzing data, making recommendations, and compiling reports [3]. As a result, assessment activities could trigger the guidance and counseling teachers' saturation, stress, and burnout.…”

Section: Introductionmentioning

confidence: 99%

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Conceptual Development of Online Psychological Assessment Training Design for Guidance and Counseling Teachers on the Academic Life of High School Students

Hidayah

Fauzan

Wahyuni

et al. 2022

Int. J. Interact. Mob. Technol.

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Assessment activities in guidance and counselling are fundamental activities essential for students' self-understanding and became the need assessment for guidance and counselling programs. In this new normal era, students' academic life experiences turmoil that can trigger various problems. This study aims to develop online psychological assessment skills training for guidance and counselling teachers. The research method used is conceptual development research with the 4D development steps (Define Focus, Design and Development Focus, and Dissemination Focus). The study results explain (1) the model of online psychological assessment skills training procedure based on the reflective-discussion and experiential learning, and (2) the construct of online psychological assessment media based on the Google platform. Reflective-discussion activities and experiential learning provide direct experience in training to improve online psychological assessment skills. The multi-use of the various platform in google makes the online assessment structured and systematic so that it can provide confidentiality, analysis, and report processing automatically. The Google Platforms could be used for free, simple but give comprehensive integrations. The product still needs to be tested and validated practically of its effectiveness in improving the online psychological assessment skills of high school guidance and counselling teachers.

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Section: Training Stage Proceduresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Conceptual Development of Online Psychological Assessment Training Design for Guidance and Counseling Teachers on the Academic Life of High School Students

Hidayah

Fauzan

Wahyuni

et al. 2022

Int. J. Interact. Mob. Technol.

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“…This is concerning, considering that many high-performance athletes are part of the iGen, known for outstanding and nuanced smartphone usage. A preliminary study by DesClouds et al ( 2018 ) showed that a group of Canadian varsity athletes were using their phones for an average of 32 h per week. This is more than one full day per week dedicated to smartphone usage alone.…”

Section: Smartphone Usagementioning

confidence: 99%

Smartphones and Varsity Athletes: A Complicated Relationship

DesClouds

Durand‐Bush

2021

Front. Sports Act. Living

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Varsity athletes are a group of high performers situated within a demographic notable for smartphone usage and media-multitasking. Surprisingly, little research has examined the impact of smartphones in the lives of varsity athletes. The purpose of this exploratory, qualitative study was to begin addressing this gap by investigating varsity athletes' experiences with smartphones. Varsity athletes (n = 21) from nine different sports participated in one of five focus groups, and data emerging from these discussions were subjected to an inductive thematic analysis. Results indicate that smartphones are a mainstay of varsity athletes' experiences, as the athletes regularly use their smartphones to manage roles and demands across multiple contexts (e.g., sport, school, home). Themes pertained to concurrent negative (e.g., stress, distraction, disengagement) and positive (e.g., self-regulation, social connectedness) implications of smartphone usage, making it clear that athletes' relationship with their smartphone is a complicated one. Findings contribute to the limited studies of smartphone usage among athletes, and support the notion that implications of usage exist along a continuum, rather than in distinct categories of “good” and “bad”. Results can inform practical guidelines for optimising athletes' use of smartphones in and around the sport context.

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