Responses to Forces Influencing Cohesion As a Function of Player Status and Level of Male Varsity Basketball Competition

Abstract

This exploratory study determined if the responses of male varsity basketball players to six factors influencing cohesion were a function of level of competitive intensity and/or the importance of the players to their team. Players on intact teams from five levels of competition – elementary school, junior high school, senior high school, small college and large college–responded to a cohesion questionnaire at the end of the season. Coaches designated five players with the most game playing time as “starters” and five players with the least game playing time as “reserves.” A team factor score for Team Performance Satisfaction, Self Performance Satisfaction, Task Cohesion, Affiliation Cohesion, Desire for Recognition and Value of Membership was calculated. Each team factor score served as the dependent variable in a 2 (player status) × 5 (level of competition) analysis ofcovariance design, with teams nested in the second factor. The won-loss record served as the covariate. Results indicated that “starters” were more satisfied with their own performance, were more task conscious, had a greater affiliation desire, and valued their membership on the team to a greater degree than the “reserves.” The elementary and junior high school team members were significantly more satisfied with the team's performance, were more satisfied with their own self performance, were more affiliation conscious, and valued their team membership to a greater degree than did college team members. The interaction between player status and level of competition was not significant for any of the factor scores.     

Fractionated Reaction Time Responses to Auditory and Electrocutaneous Stimuli

Abstract

It is well documented that simple reaction time (RT) varies inversely with stimulus intensity, but there is disagreement as to which stimulus modality produces the fastest simple RT. An investigation was conducted to equate two stimulus modalities, auditory (A) and electrocutaneous (EC), using varying stimulus intensities in a simple RT protocol. A second investigation was then conducted to examine neuromotor characteristics of stimulus-evoked responses using previously equated A and EC stimuli of varying intensity from the first investigation. Results showed that RT, premotor time (PMT), and motor time (MT) were all inversely related to stimulus intensity, while maximum displacement (MAXD) was directly related to stimulus intensity, and movement time was not affected by stimulus intensity. We conclude that: (a) both central and peripheral components of RT are altered by varying stimulus intensities, and (b) rapid movements are enhanced by increasing stimulus intensity.     

Book Reviews

Abstract

Carter, J. E. Lindsay, and Heath, Barbara Honeyman. Somatotyping: Development and Applications. (Cambridge Studies in Biological Anthropology, 5). Cambridge: Cambridge Univenity Press, 1990. pp. xiv, 503. Reviewed by Gaston Beunen, Study Centre for Physical Development Research, Institute of Physical Education, Katholieke Universiteit Leuven

Clark, Jane E., &; Humphrey, J. H. (Eds.). Advances in Motor Development Research (Vol. 3). New York: AMS Press, 1990. pp. xi, 259. Index, references. Reviewed by Mary Ann Roberton, Bowling Green State University

Kyle, Donald G., and Stark, Gary D. (Ed.), Essays on sport History and sport Mythology. College Station, TX: Texas A&;M University Press, for the University of Texas at Arlington. pp. vi, 154. Reviewed by Synthia S. Slowikowski, University of Illinois at Urbana–Champaign

MacDougall, J. D., Wenger, H. A., &; Green, H. J. (Eds.). Physiologiml Testing ofthe High Peifonnance Athlete. Champaign, IL: Human Kinetics, 1991. Pp, vii, 424. Tables, figures, photos, references. Reviewed by Paul Vaccaro, University of Maryland

Malina, Robert M., and Bouchard, C. Growth, Maturation, and Physical Activity. Champaign, IL: Human Kinetia, 1991, pp. 501. Index. Reviewed by Kathleen Haywood, University of Missouri–St. Louis

Metzler, M. Instructional Supervision for Physical Education. Champaign, IL: Human Kinetics, 1990. pp. vii, 248. References, index. Reviewed by Paul Paese, Southwest Texas State University

Parkhouse, Bonnie L, (Ed.). The Management of Sport: Its Foundation and Application. St. Louis: Mosby–Year Book, 1991, Pp. xviii, 404. Reviewed by Kathleen Davis, Northeastern University

Thomas, Jerry R., and Nelson, Jack K. Researda Methods in Physical Activity (2nd ed.), Champaign, Il.: Human Kinetics. 1990. 568 pp. Appendixes. Reviewed by Susan J. Hall, California State University, Northridge

Wells, Christine L. Women, sport, and Performance: A Physiological Perspective (2nd ed.) Champaign, IL: Human Kinetics. 1991, 367 pp. Reviewed by Ann Ward, University of Massachusetts Medical Center     

Do instant messaging interruptions help or hinder knowledge workers’ task performance?

The modern workplace environment is filled with interruptions due to the necessity of coworkers to communicate with each other. Studies have revealed that interruptions can impact task performance (TP). Communication interruptions are due, in part, to the unavoidable side-effect of using technology to facilitate these interactions. This experimental case study reports about an investigation we conducted on the role of instant messaging interruptions (IMI) and its implications on knowledge workers’ TP in a workplace environment. We have gathered data from knowledge workers engaged in an e-learning activity. The case study included a total of 60 experimental observations and analysis of the 120 records revealed that the time to complete a task (TPtct) for certain types of tasks, was significantly affected by IMI. This case study addressed gaps in IM interruption research and practical knowledge about the role of instant messages in the organization. Previous research has been conducted in a laboratory environment with interruptions generated by means other than actual IM. This case study used IMI with participants working in their normal workplace. Findings were used to provide a set of lessons learned recommendations for managers when it comes to the use of IM in the workplace.     

Developing object concepts in infancy: an associative learning perspective

We present a domain-general framework called constrained attentional associative learning to provide a developmental account for how and when infants form concepts for animates and inanimates that encapsulate not only their surface appearance but also their movement characteristics. Six simulations with the same general-purpose architecture implement the features of the theory to model infant behavior in learning about objects' motion trajectory, their causal role, their onset of motion, and the initial mapping between a label and a moving object. Behavioral experiments with infants tested novel hypotheses generated by the model, showing that verbal labels initially may be associated with specific features rather than overall shape. Implications of the framework and model are discussed in relation to the mechanisms of early learning, the development of the animate-inanimate distinction, and the nature of development in the first years of life.     

The Consistency of Detecting Item Bias Across Different Test Administrations: Implications of Another Failure

Several item bias detection methods were applied to the analysis of bias among males and females for items from a curriculum-based mathematics test. The focus of this analysis was the consistency of the methods across different test administrations of the same items. The results indicated that, of the methods studied, the Mantel–Haenszel (M–H) and IRT-based sum-of-squares methods were the most consistent. However, the degree of reliability and agreement for these methods was modest at best. As with most prior research, no reasonable explanation could be found for the most consistently flagged items. A likely reason for this lies in the confusion of visible genetic group characteristics with their instructional backgrounds. A multidimensional perspective of item bias is proposed for future research that will take such confounding into account.     

Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement

The present study examined the relationships between student engagement, represented by two versions of the National Survey of Student Engagement (NSSE) and self-reported gains in learning. The study drew on institutional-level data from participating institutions in 2011 and 2013. The objective of the research was to compare evidence of convergence and discrimination for the two versions of NSSE using canonical correlation analysis. Results indicated that both versions of NSSE provided clear evidence of convergence in that student engagement measures were significantly and positively related to perceived gains in learning. However, only the most recent version of NSSE provided strong evidence of discrimination (i.e., differential relationships between engagement measures and self-reported learning outcomes). Thus, the revised NSSE appears to offer substantial advantages for institutions interested in more nuanced understandings of the relationships between student engagement and perceived learning outcomes. Implications for educators, with goals of enhancing student learning, and for researchers, who often compare complex sets of data, are included.     

Curriculum development through Delphi

This article reports on the use of the Delphi method for curriculum design in higher education. The basic Delphi methodology is outlined along with possible goals and objectives in a Delphi study. The results of an actual case study in the use of the Delphi method for curriculum development are reported. Attention is given to the problem of selecting participants for a Delphi exercise, followed by recommendations for future research.     

Using a hypertext environment for teaching process writing: An evaluation study of three student groups

The present research consisted of a comprehensive evaluation of a hypertext model for teaching process writing at the junior high and high school level. Interests were to determine how two teachers and three different age groups of students used and reacted to the model, specifically, its embedded design features of model stories, note cards, idea buttons, mini-lessons, branching buttons, and cut-and-paste-tools. Results showed applications of the embedded features to vary based on teacher attitudes, feature attributes (e.g., ease of use and appeal), and student characteristics. Older students made more usage of many of the features, but were less positive about the hypertext model given their greater involvement with completing writing assignments rather than with exploring new forms of writing. The implications of the results are discussed regarding the instructional design and classroom implementation of new technologies for teaching process writing strategies.This study was conducted as a doctoral dissertation completed by the first author at the University of Memphis under the supervision of the second and third authors.     

Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development

This study examined the relation among mothers' literacy-related beliefs, the home literacy environment, the quality of mother-child book-reading interactions, and children's development of early literacy skills. The participants of this study were 60 mothers and their 4-year-old children. After controlling for mothers' educational attainment, mothers' literacy beliefs were positively related to the quality of home literacy environments and the instructional and affective quality of joint book-reading interactions. The quality of children's home literacy environments and mother-child joint book-reading interactions was related to children's development of early literacy skills. Findings are discussed in relation to the importance of understanding the connection between parents' literacy beliefs and behaviors in designing effective literacy interventions and creating school and family literacy connections.