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Papers by Cynthia Tanis
Journal for the Study of Sports and Athletes in Education
The purpose of this research was to investigate the effects of heart rhythm variability (HRV) bio... more The purpose of this research was to investigate the effects of heart rhythm variability (HRV) biofeedback training with emotional regulation on the athletic performance of women collegiate volleyball players. The participant's ability to self-regulate and her perception of the intervention were also examined. Individual biofeedback training using the emWave ® PC (1.0) was provided to 13 student-athletes during six weekly sessions. A portable biofeedback device known as the emWave ® PSR was available for independent self-regulation rehearsal. The research was a quasi-experimental, repeated-measure, mixed-methodology, within-subject design. The quantitative results supported the hypothesis that the team and its 13 participants self-regulated at will. The results did not support the hypothesis that the intervention improved performance. One possibility for this finding was the presence of a statistical and performance ceiling effect. The qualitative results revealed a positive per...
The purpose of this research was to investigate the effects of heart rhythm variability (HRV) bio... more The purpose of this research was to investigate the effects of heart rhythm variability (HRV) biofeedback training with emotional regulation on the athletic performance of women collegiate volleyball players. The participant's ability to self-regulate and her perception of the intervention were also examined. Individual biofeedback training using the emWave® PC (1.0) was provided to 13 student-athletes during six weekly sessions. A portable biofeedback device known as the emWave® PSR was available for independent self-regulation rehearsal. The research was a quasi-experimental, repeatedmeasure, mixed-methodology, within-subject design. The quantitative results supported the hypothesis that the team and its 13 participants self-regulated at will. The results did not support the hypothesis that the intervention improved performance. One possibility for this finding was the presence of a statistical and performance ceiling effect. The qualitative results revealed a positive percept...
The purpose of this research was to investigate the effects of heart rhythm variability (HRV) bio... more The purpose of this research was to investigate the effects of heart rhythm variability (HRV) biofeedback training with emotional regulation on the athletic performance of women collegiate volleyball players. The participant's ability to self-regulate and her perception of the intervention were also examined. Individual biofeedback training using the emWave® PC (1.0) was provided to 13 student-athletes during six weekly sessions. A portable biofeedback device known as the emWave® PSR was available for independent self-regulation rehearsal. The research was a quasi-experimental, repeatedmeasure, mixed-methodology, within-subject design. The quantitative results supported the hypothesis that the team and its 13 participants self-regulated at will. The results did not support the hypothesis that the intervention improved performance. One possibility for this finding was the presence of a statistical and performance ceiling effect. The qualitative results revealed a positive perception of the intervention relating to the participants' roles as students, athletes, and team members. Numerous themes emerged from the interviews reflecting the benefits of the intervention. (a) Learning about biofeedback and self-regulation while visualizing the heart rhythm on the computer screen. (b) Improving self-awareness and increasing self-control. (c) Reducing the effects of physical and mental stress relating to academic and athletic rigors. (d) Experiencing enhanced physical and mental states improving academic and athletic performance. (e) Improving team composure and camaraderie. Although further research is warranted, the results of this innovative intervention demonstrate the potential to enhance academic and athletic performance in collegiate sport.
Research in Learning Technology
Effective online teaching and learning requires a carefully designed classroom that promotes stud... more Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty-student communication and collaboration; student-student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning. The participants were 14 college faculty and 111 alumni, from the same graduate program. A 45-item Likert survey and two open-ended questions were presented to the participants to explore the important factors contributing to their online teaching and learning. The results demonstrated that holding students to high standards of performance, academic honesty and professional conduct was the most important factor to both faculty in their online teaching and alumni in their online learning. Additionally, alumni valued engagement with their faculty more than engagement with other students or course content. Students need an online instructor who is organised and communicative in the online classroom, and faculty need a solidly designed online classroom, with engaged students who are timely in their work. An analysis of the findings with specific application to online teaching and learning is presented in this article.
Journal for the Study of Sports and Athletes in Education
The purpose of this research was to investigate the effects of heart rhythm variability (HRV) bio... more The purpose of this research was to investigate the effects of heart rhythm variability (HRV) biofeedback training with emotional regulation on the athletic performance of women collegiate volleyball players. The participant's ability to self-regulate and her perception of the intervention were also examined. Individual biofeedback training using the emWave ® PC (1.0) was provided to 13 student-athletes during six weekly sessions. A portable biofeedback device known as the emWave ® PSR was available for independent self-regulation rehearsal. The research was a quasi-experimental, repeated-measure, mixed-methodology, within-subject design. The quantitative results supported the hypothesis that the team and its 13 participants self-regulated at will. The results did not support the hypothesis that the intervention improved performance. One possibility for this finding was the presence of a statistical and performance ceiling effect. The qualitative results revealed a positive per...
The purpose of this research was to investigate the effects of heart rhythm variability (HRV) bio... more The purpose of this research was to investigate the effects of heart rhythm variability (HRV) biofeedback training with emotional regulation on the athletic performance of women collegiate volleyball players. The participant's ability to self-regulate and her perception of the intervention were also examined. Individual biofeedback training using the emWave® PC (1.0) was provided to 13 student-athletes during six weekly sessions. A portable biofeedback device known as the emWave® PSR was available for independent self-regulation rehearsal. The research was a quasi-experimental, repeatedmeasure, mixed-methodology, within-subject design. The quantitative results supported the hypothesis that the team and its 13 participants self-regulated at will. The results did not support the hypothesis that the intervention improved performance. One possibility for this finding was the presence of a statistical and performance ceiling effect. The qualitative results revealed a positive percept...
The purpose of this research was to investigate the effects of heart rhythm variability (HRV) bio... more The purpose of this research was to investigate the effects of heart rhythm variability (HRV) biofeedback training with emotional regulation on the athletic performance of women collegiate volleyball players. The participant's ability to self-regulate and her perception of the intervention were also examined. Individual biofeedback training using the emWave® PC (1.0) was provided to 13 student-athletes during six weekly sessions. A portable biofeedback device known as the emWave® PSR was available for independent self-regulation rehearsal. The research was a quasi-experimental, repeatedmeasure, mixed-methodology, within-subject design. The quantitative results supported the hypothesis that the team and its 13 participants self-regulated at will. The results did not support the hypothesis that the intervention improved performance. One possibility for this finding was the presence of a statistical and performance ceiling effect. The qualitative results revealed a positive perception of the intervention relating to the participants' roles as students, athletes, and team members. Numerous themes emerged from the interviews reflecting the benefits of the intervention. (a) Learning about biofeedback and self-regulation while visualizing the heart rhythm on the computer screen. (b) Improving self-awareness and increasing self-control. (c) Reducing the effects of physical and mental stress relating to academic and athletic rigors. (d) Experiencing enhanced physical and mental states improving academic and athletic performance. (e) Improving team composure and camaraderie. Although further research is warranted, the results of this innovative intervention demonstrate the potential to enhance academic and athletic performance in collegiate sport.
Research in Learning Technology
Effective online teaching and learning requires a carefully designed classroom that promotes stud... more Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty-student communication and collaboration; student-student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning. The participants were 14 college faculty and 111 alumni, from the same graduate program. A 45-item Likert survey and two open-ended questions were presented to the participants to explore the important factors contributing to their online teaching and learning. The results demonstrated that holding students to high standards of performance, academic honesty and professional conduct was the most important factor to both faculty in their online teaching and alumni in their online learning. Additionally, alumni valued engagement with their faculty more than engagement with other students or course content. Students need an online instructor who is organised and communicative in the online classroom, and faculty need a solidly designed online classroom, with engaged students who are timely in their work. An analysis of the findings with specific application to online teaching and learning is presented in this article.