• Anthony Delli Paoli
  • Anthony Delli Paoli
  • Assistant Teaching Professor
  • Area: Psychology of Physical Activity
  • End Degree: Ph.D., Kinesiology
  • Office: Loree Classroom Building 002 (Douglass Campus)
  • Phone: 848-932-7063
  • Specialization: Social Relationships, Youth Development, Cognitive and Affective Science, Special Populations

Courses Taught:

01:377:301   Psychology of Sport and Exercise
01:377:226   Coaching Theory and Technique

Research Interests:

Dr. Delli Paoli is interested in how physical activity may help those who experience social challenges, such as being ignored, left out or rejected. This research focuses on young adults, typically developing children, and children with ADHD. His research program integrates evidence across social, cognitive, and neurophysiological domains to better understand social challenges in physical activity settings such as sport, physical education and exercise. An overarching goal of this research is to promote quality physical activity experiences for young people such that they translate into active and healthy lifestyles into adulthood.

Select Publications:

Delli Paoli, A. G., Smith, A. L., Pontifex, M. B., & Moser, J. S. (2021). Aerobic fitness moderates girls’ affective and working memory responses to social exclusion. Psychology of Sport & Exercise, 55, 1-9. doi: 10.1016/j.psychsport.2021.1019272

Delli Paoli, A. G., Smith, A. L., & Pontifex, M. B. (2017). Does walking mitigate affective and cognitive responses to social exclusion? Journal of Sport & Exercise Psychology, 39(2), 97-108. doi: 10.1123/jsep.2016-0202

Smith, A. L., & Delli Paoli, A. G. (2017). The influence of friends and peers in youth sport. In C. Knight, C. Hardwood, & D. Gould (Eds.), Sport psychology for young athletes. United Kingdom: Routlage.

Brassel, A., Shoulberg, E. K., Pontifex, M. B., Smith, A. L., Delli Paoli, A. G., & Hoza, B. (2017). Aerobic fitness and inhibition in young children: Moderating roles of ADHD status and age. Journal of Clinical Child and Adolescent Psychology, 46(5), 646-652.