Physical Fitness,Self-Esteem,and Attitudes toward Physical Activity

Abstract

A total of 165 adolescent boys took measures of physical fitness, general self-esteem, and attitudes toward physical activities. High-fit compared to low-fit boys were higher in self-estimates of physical ability (P < .007) and self-reported attraction to physical activities (P < .007) but not significantly different in general self-esteem nor in reported extent of participation in voluntary physical activities. In addition significant correlations were observed between self-estimates of physical ability and attraction to physical activity, and between attraction to physical activity and extent of voluntary participation in physical activity.     

Relative Isometric Endurance and Different Levels of Athletic Achievement

Abstract

Relative isometric endurance tests of 50, 60, 70, and 80 percent weight loads were used to evaluate the muscular endurance of three groups of male college students. The 47 students were grouped according to level of athletic achievement. Analysis of variance models failed to detect any differences between the endurance of the three groups. Consideration was given to the use of relative endurance tests for evaluating levels of motivation.     

Akuteffekte des Einsatzes von Futsalbällen beim Fußballspielen im Sportunterricht

This study evaluated the effects of utilising futsal balls during physical education lessons via a comparison with traditional and indoor (felt) footballs. A total of 423 5^th grade pupils (197 female and 226 male, age range 10–13 years, mean age 10 years 11.5 months) took part in a series of conditions designed to assess the bearing different football types (i.e. felt, leather and futsal) have on technical playing ability and game awareness. The results indicate that utilizing futsal balls is associated with improvements in most areas of assessment. In particular control of bouncing balls is significantly faster with futsal balls when compared to traditionally used leather or felt footballs. An increase in the number of ball contacts for each player and improvements in the quality of offensive play were also observed and participants appeared to have markedly less fear of the futsal ball in comparison with other types of balls. In conjunction, these findings lend strong support to the concept of making greater use of futsal balls when playing indoor football with young people.     

Returning to competition after a serious injury: The role of self-determination

Abstract

We tested hypotheses grounded in self-determination theory regarding athletes' cognitive appraisals and emotional reactions when returning to competition following a serious injury. Professional male athletes (N = 225) competing in the Australian Football League were presented with return-to-competition scenarios that varied with respect to: (1) degree of self-determination and (2) salience of re-injury concern. Significant MANOVA main effects were observed for the degree of self-determination on both primary appraisals and emotional responses as well as for the salience of re-injury concern on emotional response. Follow-up ANOVA polynomial trend analyses provided support for the hypothesized trends for greater self-determination in the return to sport to result in more positive appraisals and affect. Findings support self-determination theory contentions and research indicating the psychological benefits of increased self-determination.     

A Test of Schmidt's Schema Theory of Discrete Motor Skill Learning

Abstract

Schmidt's (1975) schema theory was tested with subjects who had to emit a rapid aiming response while wearing prism glasses. The glasses enabled them to view the target, but not their responding limb or the outcome of the movement. The problem was to determine the effect of (a) training with variable target practice, and (b) experiencing visual displacement information of the target, prior to training, on performance in transfer to a novel target distance. A 2 × 2 (type of practice × displacement information) factorial design was used, in which four groups of 15 male college subjects performed 60 training trials with verbal knowledge of results. The groups with variable target practice had less error on initial transfer to the novel target and throughout transfer than the groups with nonvariable target practice. No evidence was found to indicate that rate of learning for a novel target distance during transfer in the absence of KR is a positive function of the variability of target practice in training. Nor was any effect found for experiencing visual displacement information on performance in transfer.     

Prediction of Athletic Participation in Middle School Males

Abstract

During the first ten days of the academic year the Physical Estimation and Attraction Scales (PEAS) and Bialer's Locus of Control Scale were administered to seventh and eighth grade middle school males. Subsequently, calls were issued for the fall sport season (flag football, cross-country). Stepwise discriminant analysis produced a function containing Attraction first and Estimation second, which accurately predicted athletic participation, canonical r = .35 p < .001. Use of smaller, previously factored collections of PEAS items improved the prediction, canonical r = .40, p < .001. Prediction of a single, more specific activity, cross-country, by means of the more specific factor scores produced a canonical coefficient of .47, p < .001. PEAS Factor 5, referring primarily to activities of running and hiking, developed the largest relationship with cross-country participation of any study variable. Control did not enter either of these two equations. No significant relationship was found between any study variable and adherence (remaining on the cross-country team for the complete season). It was concluded that PEAS variables are capable of predicting initial exercise involvement. In terms of developing optimal psychometric predictions of exercise recruitment and adherence, it is recommended that attitude statements be developed which are more specific and congruent to corresponding desired behaviors.     

Resting Electromyographic Triceps Surae Activity and Tonic Vibration Reflexes in Subjects with High and Average-Low Maximum Oxygen Uptake Capacities

This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers completed a previously validated belief systems instrument designed to measure the relative importance of four outcome goals for programs (physical activity/fitness, self-actualization, motor skill development, and social development). Internal consistency reliability for the instrument was .98. A confirmatory factor analysis demonstrated a good fit of the current sample to the hypothesized outcomes model. Multivariate analysis of variance results revealed a significant interaction in outcome preservice teachers' priorities for year in school by region. The teachers' views also differed on the important outcome goals for physical education. Two critical “tensions” are discussed: (a) the need to examine more fully the consistency of preservice teacher/teacher belief systems, and (b) implications for teacher education and professional development programming. It is important to heed prospective teachers' voices and address their belief systems in teacher education programs.