Relationships among values, achievement orientations, and attitudes in youth sport

This research examines the value-expressive function of attitudes and achievement goal theory in predicting moral attitudes. In Study 1, the Youth Sport Values Questionnaire (YSVQ; Lee, Whitehead, & Balchin, 2000) was modified to measure moral, competence, and status values. In Study 2, structural equation modeling on data from 549 competitors (317 males, 232 females) aged 12-15 years showed that moral and competence values predicted prosocial attitudes, whereas moral (negatively) and status values (positively) predicted antisocial attitudes. Competence and status values predicted task and ego orientation, respectively, and task and ego orientation partially mediated the effect of competence values on prosocial attitudes and of status values on antisocial attitudes, respectively. The role of sport values is discussed, and new research directions are proposed.     

An investigation of the K-ABC,WISC-R,and W-JPB,part two,with learning disabled children

The purpose of this study was to examine the relationship of the Kaufman Assessment Battery for Children (K-ABC), the WISC-R, and the Woodcock-Johnson Psychoeducational Battery (W-JPB), Part Two, with children who experience learning disabilities. Correlational analyses were used to examine relationships among the WISC-R, K-ABC Mental Processing and Achievement scales, and the W-JPB Achievement scales. Thirty-four children with learning disabilities (mean age 8–11 years) received all three measures. Correlation coefficients indicated stronger and more consistent relationships between the WISC-R and W-JPB Achievement tests than between the K-ABC and W-JPB Achievement tests. Significant relationships between the WISC-R Full Scale IQ and the K-ABC Mental Processing Composite (MPC) revealed evidence of validity for this learning disabled sample. However, correlation coefficients among the K-ABC Achievement subtests and the W-JPB Achievement clusters indicated both convergent and discriminant validity. Thus, it is suggested that both the K-ABC MPC, for assessment of cognitive abilities, and the W-JPB Achievement clusters could be employed in discrepancy formulas for special education placement of children with learning disabilities.     

The effects of attentional focus instructions on punching velocity and impact forces among trained combat athletes

Research indicates that instructing athlete’s to focus on bodily movements (internal focus of attention [IFA]) may hinder performance, whereas instructing them to focus on the movement outcome (external focus of attention [EFA]) often enhances performance. Despite the importance of instructions in striking combat sports, limited research has examined the influence of IFA and EFA on performance in well-trained combat athletes. This study investigated the effects of different instructional cues on punching velocity (m · s^?1) and normalised impact forces (N · kg^?1) among intermediate (n = 8) and expert (n = 7) competitive boxers and kickboxers. Athletes completed three rounds of 12 maximal effort punches delivered to a punching integrator on three separate days. Day one was a familiarisation session with only control instructions provided. In the following two days athletes randomly received IFA, EFA or control instructions prior to each of the three rounds. Athletes punching with EFA were 4% faster and 5% more forceful than IFA (P < 0.05), and 2% faster and 3% more forceful than control (P < 0.05). Furthermore, experts punched 11% faster and with 13% greater force compared with intermediate athletes (P < 0.05). EFA led to a positive effect on punching performance and should be favoured over IFA and control instructions.