Comparison of Dynamic Visual Acuity Between Water Polo Players and Sedentary Students

In this study, we examined differences in dynamic visual acuity between elite and subelite water polo players and sedentary students. To measure dynamic visual acuity binocularly, we asked participants to indicate the orientation of a broken ring, similar to the Landolt C, which increased in size as it moved across a computer screen. Two different speeds, three possible trajectories, and two different levels of contrast were evaluated. There were statistically significant differences between elite players and sedentary students for each combination of speed, contrast, and trajectory. Elite players achieved better dynamic visual acuity scores, and results also improved for some combinations of speed, contrast, and trajectory. Comparison between elite and subelite groups failed to reveal any     

A Web Site That Provides Resources for Assessing Students' Statistical Literacy, Reasoning and Thinking

The Assessment Resource Tools for Improving Statistical Thinking (ARTIST) Web site was developed to provide high-quality assessment resources for faculty who teach statistics at the tertiary level but resources are also useful to statistics teachers at the secondary level. This article describes some of the numerous ARTIST resources and suggests ways teachers may use these assessment resources.     

Goal orientation profile differences on perceived motivational climate, perceived peer relationships, and motivation-related responses of youth athletes

The aims of this study were twofold: (a) to determine if dispositional achievement goal orientation profiles that are reported in the literature would be observed in a sample of youth athletes, and (b) to examine potential achievement goal orientation profile differences on perceptions of the motivational climate, perceptions of peer relationships, and motivation-related responses. Male soccer players (n=223) aged 9-12 years (mean=10.9, s=0.6) completed a multi-section questionnaire containing assessments of dispositional goal (task, ego) orientations, the perceived task- and ego-involving features of the motivational climate, perceived peer acceptance and friendship quality (positive friendship quality, conflict), perceived ability, soccer enjoyment, and satisfaction with one's performance and the team. Four profiles were observed that closely matched those observed by Hodge and Petlichkoff (2000), though in the present study a lower proportion of participants exhibited achievement goal profiles consisting of relatively high ego orientation. Achievement goal profile differences were found for all variables except positive friendship quality, with a general trend for those reporting relatively lower task goal orientation to exhibit less adaptive responses. Overall, the findings support achievement goal frameworks (e.g. Nicholls, 1989) and suggest that further examination of dispositional achievement goals may afford a deeper understanding of social relationships and motivational processes in youth sport.     

Exploring the Relationship Between Athletes’ Perceptions of the Motivational Climate to Their Compassion,Self-Compassion,Shame, and Pride in Adult Recreational Sport

The purpose of this study was to examine the relationships between athletes’ perceptions of the motivational climate (caring, task-, and ego-involving) to their levels of compassion, self-compassion, pride, and shame in a recreational sport setting. Athletes (N = 164) in a competitive Wiffle Ball tournament completed a survey. A canonical correlation analysis revealed one significant function indicating that athletes’ perceptions of a caring and task-involving motivational climate were associated with higher levels of authentic pride and lower levels of hubristic pride. Results suggest adult recreational sport participants may benefit from experiencing a positive and supportive team climate.     

Quiet eye predicts goaltender success in deflected ice hockey shots†

Abstract

In interceptive timing tasks, long quiet eye (QE) durations at the release point, along with early tracking on the object, allow performers to couple their actions to the kinematics of their opponent and regulate their movements based on emergent information from the object's trajectory. We used a mobile eye tracker to record the QE of eight university-level ice hockey goaltenders of an equivalent skill level as they responded to shots that deflected off a board placed to their left or right, resulting in a trajectory with low predictability. QE behaviour was assessed using logistic regression and magnitude-based inference. We found that when QE onset occurred later in the shot (950?±?580?ms, mean?±?SD) there was an increase in the proportion of goals allowed (41% vs. 22%) compared to when QE onset occurred earlier. A shorter QE duration (1260?±?630?ms) predicted a large increase in the proportion of goals scored (38% vs. 14%). More saves occurred when QE duration (2074?±?47?ms) was longer. An earlier QE offset (2004?±?66?ms) also resulted in a large increase in the number of goals allowed (37% vs. 11%) compared to a later offset (2132?±?41?ms). Since an early, sustained QE duration contributed to a higher percentage of saves, it is important that coaches develop practice activities that challenge the goaltender's ability to fixate the puck early, as well as sustain a long QE fixation on the puck until after it is released from the stick.     

An ecological analysis of cognitions of behavioral deviancy

The purpose of this study was to determine whether educators' judgments of problem behaviors are influenced by classroom context (disruptive × nondisruptive) and teacher type (regular × special). After viewing each of five randomly sequenced videotaped behavioral segments presented within a disruptive or nondisruptive classroom setting, teachers rated behavioral severity, tolerance, manageability, and contagion. A two-way multivariate analysis of variance produced significant main effects for both context and teacher type, with ratings more negative for the disruptive class and for regular teachers. Implications for special educational services and ecological research are discussed.     

Perspectives on working with parents of handicapped children

Several different approaches to working with parents of handicapped children have developed over the years out of a broad range of perspectives. This review of literature examines perspectives from the early 1960s, from the stage theorists' point of view, and from current research in family/child/environment interactions. Implications for school psychologists to enhance relationships with parents through a broader understanding of this literature are discussed.