About

Meet Dr. Derek T.Y. Mann, an Instructional Assistant Professor in the Department of Applied Physiology & Kinesiology at the University of Florida's College of Health & Human Performance. He joined the college as a Lecturer in August 2023. Dr. Mann earned his Bachelor of Arts degree in Psychology from York University, followed by a Master of Arts from San Diego State University, and completed his Doctorate in Health & Human Performance at the University of Florida. His academic interests initially focused on emotion, attention, and the development of sport expertise, and his research has since evolved to include performance expertise, emotional intelligence, and the assessment of human performance potential. Beyond his scholarly pursuits, Dr. Mann has served as a performance consultant to elite athletes, military personnel, and corporate performers. He is passionate about bringing content to life in the classroom and engaging students to develop tangible skills to excel.

Research topics

• Psychology
• Medicine
• Social psychology
• Clinical psychology
• Medical emergency
• Physical therapy
• Psychiatry

Selected publications

• Adolescent athletes and suicide: A model for treatment and prevention

  Aggression and Violent Behavior · 2021 · 19 citations

  Senior authorCorresponding
  • Medical emergency
  • Medicine
  • Psychology
  PublisherDOI

• Measurement, Prevention, and Treatment of Exercise Addiction

  Cambridge University Press eBooks · 2020 · 1 citations

  • Psychology
  • Clinical psychology
  • Psychiatry

  Exercise addiction is a controversial concept including whether excessive exercise is a positive or negative addiction and whether excessive physical activity could be harmful. The purpose of this chapter is to provide clarity to exercise addiction by reviewing the scientific literature examining its definition, measurement, correlates, prevention, and treatment. Exercise addiction is defined as a craving for leisure-time physical activity that results in uncontrollably excessive exercise behavior that manifests itself in physiological and/or psychological symptoms with two principal distinctions of primary and secondary addiction. Measuring exercise addiction involves the assessment of multidimensional characteristics that also consider symptoms of addiction and the ability to distinguish between low- and high-risk individuals for exercise addiction. Several risk factors for exercise addiction will be addressed including high levels of exercise identity, body dissatisfaction, neuroticism, extraversion and low levels of self-esteem and agreeableness. Finally, the scant literature on the prevention and treatment of exercise addiction will be reviewed. Given the lack of awareness in professional and lay communities about exercise addiction, healthcare professionals may not recognize the signs of exercise addiction even when its adverse health consequences are apparent.

  PublisherDOI

• Staying cool under pressure

  2019-11-04 · 2 citations

  book-chapter

  This chapter focuses on the influence of emotional reactions on skilled performance and the necessity for effective emotion regulation to realize expertise in sport. The skills demonstrated by elite athletes across sports are thought by some to reflect innate talent supported by a continuous process of talent development. Emotions are evolutionarily preserved psychophysiological states that ensure survival by adapting the body for action and promoting the attainment of various goals in daily life. The Biopsychosocial Model of challenge and threat provides a useful theoretical framework for understanding how psychological and physiological processes interact as a function of task demands and resource appraisals. Under pressure, the deleterious effects of emotions are amplified, emphasizing the need for performers to experience just the right emotion, with just the right intensity at just the right time to complement current skill level and ensure optimal performance.

  PublisherDOI

• The speed of perception: the effects of over-speed video training on pitch recognition in collegiate softball players

  Cognitive Processing · 2019-09-06 · 3 citations

  articleSenior author
  PublisherDOI

• Exercise addiction in the exercising female

  2018-09-28 · 1 citations

  book-chapterSenior author

  People with exercise addiction experience loss of control, such that exercise becomes an obligation and excessive. Although exercise addiction is not officially classified as a mental health disorder, it is characterised by similar negative effects on emotional and social health as other addictions. Primary exercise addiction differs from excessive exercise seen in people with eating disorders (also known as secondary exercise addiction), in which exercise represents a means to control weight. The relationship between physical self-concept and exercise identity, perfectionism, and personality factors with exercise addiction is discussed in this chapter along with measurement and treatment. Ongoing research continues to be conducted across the globe, and mental health professionals are becoming increasingly cognisant of an all-too-easy to mask issue that plagues a select segment of the exercising female population.

  PublisherDOI

• Quiet Eye: The efficiency paradox – comment on Vickers

  Current Issues in Sport Science (CISS) · 2016-10-13 · 22 citations

  articleOpen access1st authorCorresponding

  The extant literature abounds with evidence in support of the foundational tenets advanced in Vickers' pioneering papers describing the Quiet Eye (QE). Central among her seminal findings is the rather counterintuitive finding that experts and expert performance are characterized by an extended QE period. A longer QE has been oft-replicated across both self-paced and externally-paced tasks, but seems at least superficially inconsistent with broadly accepted notions that increasing levels of expertise are afforded by greater automaticity and efficiency. This "efficiency paradox" is considered in the context of theorized processes that occur during the QE. Answers to questions concerning the mechanisms underlying the extended QE hold great promise for advancing our understanding of the QE specifically, as well as expertise based differences in visual attention more broadly.

  PublisherOA PDFDOI

• Emotional Intelligence Skills Assessment

  PsycTESTS Dataset · 2012-06-11

  dataset
  PublisherDOI

• Emotional Intelligence Skills Assessment 360

  PsycTESTS Dataset · 2012-12-10 · 1 citations

  dataset

  The Emotional Intelligence Skills Assessment (EISA): Self is your personal instrument to understanding and increasing your emotional intelligence Developed in partnership with MHS (the same company who brought you the EQ-i(r)), The EISA: Self is a 50-item assessment that measures EI on 5 scales: Perceiving, Managing, Decision Making, Achieving, and Influencing. The EISA: Self will help you better understand how emotional and social skills impact your performance and how you can strengthen your effectiveness by using these skills successfully. It will also help you:* Discover the major components of emotional intelligence* Recognize the behaviors and characteristics of an emotionally intelligent person* Identify areas where you can apply emotional intelligence* Evaluate your own emotional strengths and opportunities for growth

  PublisherDOI

• Engineering As A Social Activity: Preparing Engineers To Thrive In The Changing World Of Work

  American Journal of Engineering Education (AJEE) · 2012-03-21 · 11 citations

  articleOpen access

  Key macro-trends are combining to create a new work context for the practice of engineering. Telecommuting and virtual teams create myriad possibilities and challenges related to managing work and workers. Social network technology tools allow for unprecedented global, 24/7 collaboration. Globalization has created hyper-diverse organizations, magnifying the possibility for both generative creativity and destructive conflict. A growing body of research makes it clear that effectiveness in the changing world of work requires thinking differently and working differently. There is an emerging consensus that socio-cultural competence is an essential addition to the technical competence that has traditionally been identified as critical for engineers. Related to this, the value added to the work of engineering by the development of emotional intelligence (EI) competencies is gaining attention in the professional and the educational engineering literature. This paper describes a program for integrating emotional intelligence content into the curriculum in order to better prepare graduates to add value to their organizations and experience personal success working in the new normal. It also discusses the findings from a multi-year research study that measured the results of the program.

  PublisherOA PDFDOI

• Developing Emotional Intelligence In MBA Students: A Case Study Of One Programs Success

  American Journal of Business Education (AJBE) · 2011-09-30 · 16 citations

  articleOpen accessSenior author

  Over the past two decades an escalating interest in the construct of emotional intelligence (EI) has made its way into the popular press, professional press, and peer reviewed journals.Not surprisingly, an interest in EI is also gaining ground in academic settings (Parker, Duffy, Wood, Bond & Hogan, 2002; Parker, Hogan, Eastabrook, Oke & Wood, 2006; Parker, Saklofske, Wood & Eastabrook, 2005). Several major longitudinal studies have laid a sound theoretical foundation supporting the development of EI competencies as a component of the MBA curriculum (Boyatzis, Stubbs & Taylor, 2002; Boyatzis & Saatcioglu, 2008). This paper will describe why and how one MBA program took theory to practice and piloted the integration of content designed to develop competencies related to emotional intelligence into its curriculum.It will also review the results of an applied multi-year study that measured the results of the curriculum pilot.The study was conducted using one of the most widely used instruments for measuring emotional intelligence, the Bar-On Emotional Quotient Inventory (Bar-On, 1997), to identify significant changes between the beginning and the end of the program in the aggregate measures of emotional intelligence competencies.

  PublisherOA PDFDOI

Frequent coauthors

• Christopher M. Janelle

  University of Florida

  6 shared

• Melanie B. Mousseau

  University of Florida

  2 shared

• A. Mark Williams

  University of Sydney

  2 shared

• Steven J. Stein

  2 shared

• William A. Edmonds

  Nova Southeastern University

  2 shared

• Wendy J. Gordon

  2 shared

• Heather A. Hausenblas

  2 shared

• Peter K. Papadogiannis

  2 shared