College basketball governance in the Philippines: actors,stakeholders, issues,and challenges

Collegiate basketball is one of the most popular and most watched forms of amateur sport in the Philippines. Like any sport, collegiate basketball is governed by actors and stakeholders and characterized by issues and challenges. Employing a policy-capacity and synthesis integrative review approach, this article identifies the actors, stakeholders, and institutions of the Philippines two leading college basketball leagues, namely, the Universities Athletic Association of the Philippines and the National Collegiate Athletic Association and analyses the critical issues that confront these leagues in the context of college basketball governance. Issues include an overly powerful board of directors in relation to league commissioners, a lack of accountability mechanisms, alleged piracy of coaches and players, recruitment of players and coaches, the two-year residency rule, and parity in media coverage. Accordingly, the article assesses necessary on-going policy capacities and reforms which college basketball leagues undertake to achieve sound governance.     

Acute and chronic effects of aquatic treadmill training on land treadmill running kinematics: A cross-over and single-subject design approach

The aim of this study was to determine if selected kinematic measures (foot strike index [SI], knee contact angle and overstride angle) were different between aquatic treadmill (ATM) and land treadmill (LTM) running, and to determine if these measures were altered during LTM running as a result of 6 weeks of ATM training. Acute effects were tested using 15 competitive distance runners who completed 1 session of running on each treadmill type at 5 different running speeds. Subsequently, three recreational runners completed 6 weeks of ATM training following a single-subject baseline, intervention and withdrawal experiment. Kinematic measures were quantified from digitisation of video. Regardless of speed, SI values during ATM running (61.3 ± 17%) were significantly greater (P = 0.002) than LTM running (42.7 ± 23%). Training on the ATM did not change (pre/post) the SI (26 ± 3.2/27 ± 3.1), knee contact angle (165 ± 0.3/164 ± 0.8) or overstride angle (89 ± 0.4/89 ± 0.1) during LTM running. Although SI values were different between acute ATM and LTM running, 6 weeks of ATM training did not appear to alter LTM running kinematics as evidenced by no change in kinematic values from baseline to post intervention assessments.     

Validity of the Terman-Merrill abbreviated version of the Stanford-Binet,form L-M

The validities of IQs obtained from independent administration (T-M) vs. the rescoring method (SF) of the short form of the Stanford-Binet, Form L-M were investigated, using the Full Scale Binet IQ (S-B) as criterion. It was hypothesized that the independent or separate administration procedure introduced new variables which when allowed to operate would produce a more realistic picture of the relationship between the short form and S-B IQ. Seventy-six first and second graders were given the T-M and S-B in a counterbalanced order. The results indicated that the T-M, depending on test sequence, correlated significantly different with the S-B IQ than did the SF rescoring method. Caution was advised for users of the T-M as a time-saving estimate of intelligence.     

The ecological validity of laboratory cycling: Does body size explain the difference between laboratory- and field-based cycling performance?

Previous researchers have identified significant differences between laboratory and road cycling performances. To establish the ecological validity of laboratory time-trial cycling performances, the causes of such differences should be understood. Hence, the purpose of the present study was to quantify differences between laboratory- and road-based time-trial cycling and to establish to what extent body size [mass (m) and height (h)] may help to explain such differences. Twenty-three male competitive, but non-elite, cyclists completed two 25 mile time-trials, one in the laboratory using an air-braked ergometer (Kingcycle) and the other outdoors on a local road course over relatively flat terrain. Although laboratory speed was a reasonably strong predictor of road speed (R2 = 69.3%), a significant 4% difference (P < 0.001) in cycling speed was identified (laboratory vs. road speed: 40.4 +/- 3.02 vs. 38.7 +/- 3.55 km x h(-1); mean +/- s). When linear regression was used to predict these differences (Diff) in cycling speeds, the following equation was obtained: Diff (km x h(-1)) = 24.9 - 0.0969 x m - 10.7 x h, R2 = 52.1% and the standard deviation of residuals about the fitted regression line = 1.428 (km . h-1). The difference between road and laboratory cycling speeds (km x h(-1)) was found to be minimal for small individuals (mass = 65 kg and height = 1.738 m) but larger riders would appear to benefit from the fixed resistance in the laboratory compared with the progressively increasing drag due to increased body size that would be experienced in the field. This difference was found to be proportional to the cyclists' body surface area that we speculate might be associated with the cyclists' frontal surface area.     

Contribution of teacher ratings of behavioral characteristics to the prediction of divergent thinking and problem solving

Divergent thinking and problem-solving performance of 382 fourth, fifth, and sixth graders from two suburban, middle-class elementary schools was predicted from teachers' ratings of students' affective/behavioral characteristics and from standard intelligence and achievement test scores. Median Rs were. 61 and. 38, for full-model (ratings plus cognitive measures) and reduced-model (only ratings) predictions, respectively. Results across schools and sexes were similar, with teachers' ratings of sensitivity to beauty, risk taking, awareness of impulses and openness to the irrational, and sense of humor the most frequent significant predictors in addition to the standardized measures. The usefulness of affective/behavioral plus cognitive measures in creative thinking identification procedures is discussed.     

Personality source traits of intermediate elementary students selected as emotionally handicapped and their nonhandicapped peers

Ninety-eight students in grades four through six in a rural Maine school were administered the Children's Personality Questionnaire (CPQ). Following a brief review of Bower's (1961) characteristics of emotionally handicapped children, the teachers of these students were asked to list the students in their classroom who they felt might be emotionally handicapped. Analysis of variance on the 14 CPQ factor scores between selected and nonselected groups indicate five significant differences: Factor A (Reserved vs. Warmhearted), C (Affected by Feelings vs. Emotionally Stable), G (Expedient vs. Conscientious), Q₃ (Undisciplined Self-Conflict vs. Highly Controlled) and Q₄ (Relaxed vs. Tense). Implications of this study were for preservice and in-service teacher training and future research on comparisons of teacher, student, peer, and parent perceptions of emotional handicaps to learning.     

Psychometric and Cognitive Functioning of an Under-Determined Computer-Based Response Type for Quantitative Reasoning

We evaluated a computer-delivered response type for measuring quantitative skill. "Generating Examples" (GE) presents under-determined problems that can have many right answers. We administered two GE tests that differed in the manipulation of specific item features hypothesized to affect difficulty. Analyses related to internal consistency reliability, external relations, and features contributing to item difficulty, adverse impact, and examinee perceptions. Results showed that GE scores were reasonably reliable but only moderately related to the GRE quantitative section, suggesting the two tests might be tapping somewhat different skills. Item features that increased difficulty included asking examinees to supply more than one correct answer and to identify whether an item was solvable. Gender differences were similar to those found on the GRE quantitative and analytical test sections. Finally, examinees were divided on whether GE items were a fairer indicator of ability than multiple-choice items, but still overwhelmingly preferred to take the more conventional questions.     

Māori feminism and sport leadership: Exploring Māori women's experiences

This paper utilizes Māori Feminism from an Indigenous, intersectionality perspective in order to give four Māori women sport leaders an opportunity to voice their experiences, especially with regards to ethnocultural and gendered identities. In particular, this paper explores pathways for these Māori women into and within sport leadership. It identifies barriers they experienced and strategies used to negotiate them; it analyses the affect of various identities during their experiences of sport leadership; and it critically analyses the impact that socio-cultural and structural factors have had on the well-being of these Māori women, and their effectiveness within the sport organizations they worked. The findings suggest the participants had a strong passion for sport, experienced mana (status and prestige) due to their sporting experiences and were motivated to take on leadership roles in order to give back (mahi aroha) to sport and/or their Māori communities. Barriers they faced included being whakaiti (modest and humble) in a male-dominated, highly competitive setting, institutional racism, sexism, marginalization due to their ethnocultural and gendered identities, as well as limited resources and lack of support from governing bodies. These barriers were negotiated by having suitable mentors, utilising their sporting and community networks, by brokering relationships with members of the governing body, adopting a partnership approach, and challenging ethnocultural and gendered expectations. All of the participants incorporated aspects of Māori culture and values such as whanaungatanga (kinship), manaakitanga (support) and aroha (compassion) into their leadership style and organizational culture with mainly positive outcomes. Catering to the quadruple bottom line (economic, environmental, social and cultural measures of business success) and adhering to culturally preferred ways of communicating and consulting did, however, place additional strain on these women. The participants reflected a hybrid style of leadership that integrated values and behaviours associated with their sporting, gendered and ethnocultural identities. Further studies on indigenous women in sport leadership need to take place in order to bring to the fore socio-cultural and structural issues that arise due to the intersecting of Indigeneity and gender. In addition, the combined impact that diversity management and gender equity policies have on Indigenous women needs investigating in order to progress the ‘managing diversity’ discussion in sport.