Ricardo Tarrasch

2 papers in the library · 3 citations · publishing 2014-2025

Papers

Integrating the Mindfulness-Acceptance-Commitment framework with Self-Determination Theory principles to promote Need-Supportive Sport Coaching.

Psychology of Sport And Exercise May 31, 2025 Tomer Gutman, Dalit Lev-Arey, Amihai Gottlieb et al. 3 citations

A coaching program that combines mindfulness, acceptance, and commitment principles with self-determination theory helped coaches become more supportive of athletes' psychological needs. In two phases, 12 youth basketball coaches and 4 competitive climbing coaches first, then 10 basketball coaches later, completed eight weekly sessions of mindfulness exercises, values exploration, and acceptance training. The second phase also included strategies for supporting athletes' needs. Interviews with the coaches revealed three themes: they looked forward to the sessions, they gained self-awareness and self-regulation (pausing to consider how to behave), and they developed better relational skills and sensitivity to athletes' experiences, promoting athletes' flourishing. The findings suggest potential for this integrated approach, though the homogeneous sample calls for further research.

DOI: 10.1016/j.psychsport.2025.102893 Full text Meditation Contemplative practice Intervention Mindfulness-acceptance-commitment +8

Relation between contemplative exercises and an enriched psychology students' experience in a neuroscience course.

Frontiers in Psychology January 1, 2014 Nava Levit‐binnun, Ricardo Tarrasch

Short contemplative exercises inspired by Buddhist self-inquiry, called "personal brain investigations," were introduced in an undergraduate neuroscience course for psychology students. At the start of class, all students participated in brief exercises bringing stable awareness to specific perceptual or cognitive processes. For bonus credit, 102 of 265 students completed a longer version: 10 minutes daily, 4 days a week, with lab reports and teacher feedback. Surveys, final grades, and a one-year follow-up quiz showed that bonus-track students were significantly more likely to remember class material. Qualitative analysis of their reflections indicated positive feelings, deeper connection with material, personal insights, and acquired contemplative skills like increased awareness, non-judgmental attitudes, and better stress management.

DOI: 10.3389/fpsyg.2014.01296 Full text Contemplative neuroscience Contemplative pedagogy Pedagogical neuroscience Pedagogical psychology