Brandon Alderman, Ph.D.
Dept. of Exercise Science & Sport Studies, Rutgers University
The Exercise Psychophysiology Laboratory conducts research focusing on the relationship between physical activity/aerobic fitness and stress with implications for understanding other mental and physical health states (e.g., anxiety, depression, cognitive functioning) as well as studying affective responses to exercise. Current research topics include (a) the relationship between aerobic fitness and psychoneuroendocrine responses to stress, (b) resistance exercise and affective responses, and (c) the effects of low-intensity walking on attention and cognitive function. A secondary aim of the lab is examining familial and psychosocial influences on physical activity behaviors. The long-term aim of this research is to better understand the mechanisms involved in driving psychological and mental health changes and developing interventions to increase long-term involvement in exercise and physical activity.
Jenkins, J. M., & Alderman, B. L. (in press). Influence of sport education on group cohesion in university physical education. Journal of Teaching in Physical Education.
Beets, M. W., Cardinal, B. J., & Alderman, B. L. (2010). Parental social support and the physical activity-related behaviors of youth: A review. Health Education & Behavior, 37, 621-644.
Alderman, B. L., Benham-Deal, T. B., & Jenkins, J. M. (2010). Change in parental influence on children’s physical activity over time. Journal of Physical Activity and Health 7, 60-67.
Beighle, A., Alderman, B., Morgan, C. F., & Le Masurier, G. (2008). Seasonality in children’s pedometer-measured physical activity levels. Research Quarterly for Exercise and Sport, 79, 256-260.
Alderman, B. L., Arent, S. M., Landers, D. M., & Rogers, T. J. (2007). Aerobic exercise intensity and time of stressor administration influence cardiovascular responses to psychological stress. Psychophysiology, 44, 759-766.
Arent, S. M., Alderman, B. L., Short, E. J., & Landers, D. M. (2007). The impact of the testing environment on affective changes following acute resistance exercise. Journal of Applied Sport Psychology, 19, 364-378.
Alderman, B. L., Beighle, A., & Pangrazi, R. P. (2006). Enhancing motivation in physical education. Journal of Physical Education, Recreation, and Dance, 77, 41-45, 51.
Alderman, B. L., Landers, D. M., Carlson, J., & Scott, J. R. (2004). Factors associated with rapid weight loss practices at international style wrestling tournaments. Medicine and Science in Sports and Exercise, 36, 249-252. Abstract reprinted in R. Shephard (Ed., 2004), Year Book of Sports Medicine. Elsevier Publishing.
Rhea, M. R., & Alderman, B. L. (2004). A meta-analysis of periodized versus non-periodized strength and power training programs. Research Quarterly for Exercise and Sport, 75, 413-422.
Urukawa, K. S., Landers, D. M., Alderman, B. L., Rogers, T. J., & Arent, S. M. (2004). Effects of heading the ball and head injury on the cognitive functioning of soccer players. International Journal of Soccer and Science, 2, 26-32.
Rogers, T. J., Alderman, B. L., & Landers, D. M. (2003). Effects of life-event stress and hardiness on peripheral vision in a real-life stress situation. Behavioral Medicine, 29, 21-26.