Endurance training adherence in elite junior netball athletes: a test of the theory of planned behaviour and a revised theory of planned behaviour

This study examined the utility of Ajzen's (1985) theory of planned behaviour and Maddux's (1993) revised theory of planned behaviour to predict endurance training intentions and adherence of elite junior netball athletes. One hundred and fifteen athletes from the England Netball World Class Start Programme were assessed on constructs central to the predictions of the two theories. Adherence to a recommended endurance training programme was recorded in self-report diaries across a 9-week period. Validity for the diaries was supported by significant correlations (P < 0.001) with recalls across 7 days and 9 weeks. Adherence was moderate and variable between athletes (mean = 66.05, s = 25.75%). Two separate path analyses were conducted to examine the predictions of the theories. Goodness-of-fit indices suggested acceptable fit of the data to the models. Analyses showed that attitude towards the new behaviour, subjective norms and perceived behavioural control predicted training intentions. The relationship between intention and adherence was weak. The present results suggest that the constructs of the theory of planned behaviour offer some insight into the explanation of intentions to follow an endurance training programme. Constructs unique to the revised theory of planned behaviour did not significantly predict training intentions or behaviour. Implications for practitioners working with team sport performers are provided.     

The development of pattern recognition ability in children

Pattern recognition development was studied in high and low ability preschool, kindergarten, and first-grade youngsters. Pattern recognition was assessed by the administration of 96 pattern tasks which measured the ability of a youngster to find: (a) duplicate patterns and elements to a model; (b) the opposite pattern to a model; and (c) duplicate patterns but different elements than in the model. Aside from main effects for grade level, ability level, and pattern task, a significant three-way interaction was noted. This interaction was analyzed in terms of its component simple effects. The implication of these simple interaction effects for Piagetian theory and educational practice were discussed.     

Perception of kinematic characteristics of tennis strokes for anticipating stroke type and direction

The purpose of this study was to determine the sources of visual information used by highly skilled tennis players in anticipating their opponent's shots. In Experiment 1, motion analysis of the strokes showed that the relative motion between the racquet and forearm was different between the ground strokes and lobs, but there were no reliable kinematic differences when shot direction was varied. In Experiment 2, 12 skilled tennis players observed the opponent hitting strokes in a normal video or in a point-light display with different segments occluded. Players' anticipation accuracy was not degraded by the use of the point-light display. Occluding the racquet and forearm significantly reduced the participant's ability to determine the type of stroke produced.     

Middle Schools: the heart of schools in crisis

This paper is about middle schools and the effects of recent policies on the curricula organisation of six of them. We begin by establishing some general links between middle school origins, brief history and development, and wider economic and political forces for change. Drawing on four years of research with a group of schools in one local authority, we describe some of the directions of change which followed the Great Debate. We highlight recent changes as these schools came under increasing bureaucratic control, with the emphasis on the organisation of pupil selection and changes from mixed ability grouping, to setting, and back to mixed ability groups. We conclude with some theoretical discussion related to the work of Habermas.