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| Recent Research in the Application of Applied Behavior Analysis (ABA) to Sports and Fitness |
| Sunday, May 25, 2025 |
| 3:00 PM–4:50 PM |
| Convention Center, Street Level, 143 A-C |
| Area: CBM/CSS; Domain: Applied Research |
| Chair: Heather Zerger (University of South Florida) |
| Discussant: Jennifer L Cook (University of Manitoba) |
| CE Instructor: Raymond G. Miltenberger, Ph.D. |
| Abstract: In this symposium, researchers will describe studies in which they evaluated ABA approaches to increase physical activity and enhance sports performance. Ellie Warmund will discuss her study comparing video feedback (VF) and video self-evaluation (VSE) for enhancing tap dance performance of 10 to 14-year-old dancers. The results showed that VF was superior to VSE for increasing performance with two of three participants. Shreeya Deshmukh will describe her study evaluating the effects of the Good Behavior Game (GBG) for decreasing disruptive behavior for 6- to 13-year-old girls in three dance classes. Her results show substantial disruptions from baseline to intervention for all three classes. Maddy McCullen will describe her research evaluating self-tailored deposit contracts for increasing physical activity in neurotypical adults and reinforcement thinning for maintaining intervention gains. Her results show increases in step count for all three participants and some degree of maintenance for all participants. Sofia O’Leary will present her research evaluating self-monitoring and feedback for increasing exercise among older adults in a senior living facility. The results showed increased steps, as measured by pedometers for all four participants. Dr. Jennifer Cook will serve as discussant and provide comments on the papers. |
| Instruction Level: Intermediate |
| Keyword(s): Fitness, Sports |
| Target Audience: The target audience is practicing BCBAs and researchers in the field of health, sports, and fitness. |
Learning Objectives: 1. Describe video feedback and video self-evaluation applied to sports performance.
2. Describe the Good Behavior Game implemented in dance classes.
3. Describe self-monitoring and feedback procedures for increase exercise.
4. Describe the use of self-tailored deposit contracts to increase physical activity. |
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| A Comparison of Video Feedback and Video Self-Evaluation to Improve Tap Skills |
| ELLIE WARMUND (University of South Florida), Raymond G. Miltenberger (University of South Florida), Shreeya Deshmukh (University of Central Florida) |
| Abstract: Within sports, various feedback-based interventions have been evaluated to enhance performance of skills. Research has demonstrated the effectiveness of video feedback (VF) to improve performance across a variety of sports. In VF, the researcher reviews the video of the athlete’s performance and provides feedback. Video self-evaluation (VSE), though less studied, is also a feedback method that is proven to improve sports skills. IN VSE, the athlete learns to review the video of their own performance and provide feedback based on the steps of a task analysis. By using a multiple baseline across participants with an embedded alternating treatments design, this study compared VF to VSE to improve the performance of tap skills. We evaluated three skills for each dancer. One skill received VF. One skill received VSE. One was the control skill and did not receive an intervention. The results showed that VF yielded a more rapid improvement in skill performance. |
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Using the Good Behavior Game to Reduce Disruptive Behavior in Dance Classrooms |
| SHREEYA DESHMUKH (University of Central Florida), Raymond G. Miltenberger (University of South Florida), Mallory J. Quinn (University of South Florida) |
| Abstract: Group contingencies are one of the most effective behavioral procedures in reducing classroom disruptions. One type of group contingency is an interdependent group contingency called the Good Behavior Game (GBG). Researchers have found the GBG to be effective in reducing classroom disruptions, increasing appropriate social behavior in a physical education class, and increasing the number of steps taken during recess. In this study, the researchers evaluated to effectiveness of the GBG to reduce disruptive behaviors in three dance classes at a local dance studio. In each class, the students were divided into two teams. The team with the least amount of disruptive behavior won the game and earned small prizes. Data collectors recorded data on the percentage of intervals with disruptive behavior using momentary time sampling with 20-s intervals. Using a nonconcurrent multiple baseline design across classes, researchers demonstrated an immediate decrease in the percentage of intervals with disruptive behavior across the three classes. Social validity from the students indicated that they enjoyed the GBG and earning prizes for their behavior. Future directions and implications for clinical applications in Applied Behavior Analysis and sports will be discussed. Keywords: good behavior game, dance, disruptive behavior |
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| An Evaluation of Reinforcement Thinning Using Deposit Contracts to Increase Physical Activity |
| MADELINE MCCULLEN (University of South Florida), Heather Zerger (University of South Florida) |
| Abstract: Due to the health risks associated with a sedentary lifestyle, behavioral interventions such as contingency management and deposit contracts have been used to increase physical activity. Although these interventions have been effective, researchers have depicted the lack of maintenance of the target behavior. One way to address the maintenance of behavior, such as physical activity, is with reinforcement thinning. The current study evaluated the effects of self-tailored deposit contracts and reinforcement thinning on daily step count with sedentary adults using a nonconcurrent multiple baseline across participants design. Researchers and participants designed a self-tailored deposit contract by identifying a step goal and a predetermined amount of money to earn back contingent on meeting their goal daily, every three days, and once per week. Results showed an increase in step count in intervention across all phases as well as maintenance effects. These results suggest that sedentary adult’s daily step count can be maintained at an increased level with the implementation of self-tailored deposit contracts and reinforcement thinning. |
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| Evaluating Goal Setting, Self-Monitoring, and Feedback to Increase
Physical Activity in Older Adults |
| SOFIA O'LEARY (University of South Florida), Bryon Miller (University of South Florida), Emma Jean Walker (University of South Florida) |
| Abstract: Adequate levels of physical activity in older adulthood are associated with many positive health outcomes which support healthy aging. However, most older adults do not meet the current physical activity recommendations associated with healthy aging. Generally, inadequate physical activity is associated with a variety of health risk factors, for example, overweight and obesity, cardiovascular disease, Type 2 diabetes, and certain types of cancer. Although older adults share these same risk factors for inadequate levels of physical activity as adults, there are additional risk factors that are unique to this population that may negatively impact health aging. For example, older adulthood is correlated with decreased bone and muscle mass, as well as changes in gait, which for some, drastically increases the risk of accidental falls, which can be permanently disabling or even fatal. Previous applied investigations have
demonstrated the utility of package interventions consisting of goal setting, self monitoring, and feedback, in both children and adults. The purpose of the current study was to evaluate a package intervention consisting of these components in increase daily step totals in older adults. The results of this investigation, as well as implications and recommendations for physical activity research with older adults, will be discussed |
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