The Use of Structure Coefficients to Address Multicollinearity in Sport and Exercise Science

A common practice in general linear model (GLM) analyses is to interpret regression coefficients (e.g., standardized β weights) as indicators of variable importance. However, focusing solely on standardized beta weights may provide limited or erroneous information. For example, β weights become increasingly unreliable when predictor variables are correlated, which is often the case in the social sciences. To address this issue, structure coefficients, which are simply the bivariate correlation between a predictor and the synthetic ? variable, should also be interpreted. By examining β weights and structure coefficients in conjunction, the predictive worth of each independent variable can be more accurately judged. Despite this benefit, researchers in the field of sport and exercise science have rarely reported structure coefficients when conducting multiple regression analysis. Thus, the purpose of the present article is to discuss problems associated with the sole interpretation of β weights and to demonstrate how structure coefficients can be incorporated to improve accuracy of interpretation. Additionally, a content analysis was conducted to examine current trends in reporting multiple regression results within sport and exercise science research.     

河南省普通高校高年级女生课余体育参与特征与促进措施的研究

本文针对目前河南省高校高年级女生自发和有组织参与课余体育的特征进行了调查研究。具体研究发现：河南省高年级女生对学校有组织的课余体育的参与率较低,参与的空白区较大,但参与需求较高;女大学生对参加体育锻炼的重要性有一个较明确的认识,课余体育自发参与率较高,参与效果较好,选择的项目丰富但特点鲜明,体育参与时间空间较为隐蔽,体育消费意识仍需引导和开发。     

多元智能理论与体育科学释义及学生体育的影响

体育课中,各种教育理念有着广泛关联性,身体运动理念不可能孤立存在,多元教育理念正是着眼于把多元教育理论引入体育课堂,建立多元体育课,改变传统以身体训练为单一目的的体育课堂,最终还体育以快乐,还学生以多元发展,还学生以成功体验,从而产生对学生体育理念的影响与变迁。     

Using the Cumulative Common Log-Odds Ratio to Identify Differential Item Functioning of Rating Scale Items in the Exercise and Sport Sciences

One aspect of construct validity is the extent to which the measurement properties of a rating scale are invariant across the groups being compared. An increasingly used method for assessing between-group differences in the measurement properties of items of a scale is the framework of differential item functioning (DIF). In this paper we introduce the concept of DIF as a validation tool for scales used in physical education and exercise science, and illustrate the use of the cumulative common log-odds ratio for assessing the presence of DIF with data from the Exercise Imagery Inventory (EII; Giacobbi, Hausenblas, & Penfield, 2005).