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Abstract This study examined coping and affective experience to perceived challenge in physical activity settings in 30 individuals with physical disabilities in three separate situations over 6 months. On every occasion, each individual was asked to report the most challenging physical activity of the preceding week and indicate how he or she coped with the challenge and what affective states were experienced. Coping was measured using a modification of Carver, Scheier, and Weintraub's (1989) COPE inventory. Self-reported mood was assessed using the Positive Affect Negative Affect Schedule (Watson, Clark, &; Tellegen, 1988). The data indicated that perceived challenge was characterized by high levels of positive affect. Generalizability theory, used to determine the relative stability of coping strategies, indicated that individuals with physical disabilities did not consistently use the same coping skill strategies across settings. 相似文献
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William J. Rutherford PhD Charles B. Corbin 《Research quarterly for exercise and sport》2013,84(2):110-119
Abstract The purpose of this study was to establish criterion-referenced standards for selected tests of arm and shoulder girdle strength and endurance for college females. Several popular tests of arm and shoulder girdle strength and endurance were administered to equal numbers of trained and untrained college females (N = 92) to generate data for the analysis. The contrasting groups method (Berk, 1976; Safrit & Wood, 1990) yielded the following criterion cutoff scores that classified college females as trained or untrained on the basis of regular upper arm and shoulder girdle resistance training: pull-ups = .5 repetitions (reps), 90° push-ups = 16 reps, flexed arm hang = 5s, seated chest press = 24.5 kg, seated biceps curl = 16.4 kg, seated lat pull (latissmus dorsi pull-down) = 38.2 kg, absolute strength index = 86.4 kg, and relative strength index = .6 kg per kg of body weight. Cross-validation of the standards on an independent sample of college females (N = 112) suggested stability of the cutoff scores for pull-ups, flexed arm hang, and relative strength. 相似文献
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Abstract This study was a test of Deci and Ryan's (1985) cognitive evaluation theory in a fitness testing situation. More specifically, it was a test of Proposition 2 of that theory, which posits that external events that increase or decrease perceived competence will increase or decrease intrinsic motivation. Seventh and eighth grade schoolchildren (N = 105) volunteered for an experiment that was ostensibly to collect data on a new youth fitness test (the Illinois Agility Run). After two untimed practice runs, a specially adapted version of the Intrinsic Motivation Inventory (IMI) was administered as a pretest of intrinsic motivation. Two weeks later when subjects ran again, they were apparently electronically timed. In reality, the subjects were given bogus feedback. Subjects in a positive feedback condition were told their scores were above the 80th percentile, while those in a negative feedback condition were told their scores were below the 20th percentile. Those in a control condition received no feedback. The IMI was again administered to the subjects after their runs. Multivariate and subsequent univariate tests were significant for all four subscale dependent variables (perceived interest-enjoyment, competence, effort, and pressure-tension). Positive feedback enhanced all aspects of intrinsic motivation, whereas negative feedback decreased them. In a further test of cognitive evaluation theory, path analysis results supported the prediction that perceived competence would mediate changes in the other IMI subscales. Taken together, these results clearly support cognitive evaluation theory and also may have important implications regarding motivation for those who administer youth fitness tests. 相似文献
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ABSTRACTOver the last 40 years, the Conceptual Physical Education (CPE) movement has played an important role in the evolution of secondary school physical education (PE). In this article, we trace the history of CPE as well as fitness education (FE) programs that share common objectives with CPE. CPE at the college/university level is almost universal and has been shown to be a longstanding innovation. The information provided here suggests that CPE/FE programs at the secondary level are also an innovation, rather than a passing fad. Among the topics explored include factors precipitating the innovation, the stages of implementation, the current status of the innovation, factors leading to success, barriers to be overcome in program implementation, and suggestions for the future. Finally, evidence is provided to show that CPE, when conducted with fidelity, can be effective in promoting the overarching objective of quality PE programs—promoting lifelong physical activity. 相似文献
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Abstract We analyzed data from the National School Population Fitness Survey (Reiff et al., 1986) and data collected by the authors of the original study to assess the fitness of American children and youth based on the results of additional analyses. We then compared the numbers of children and youth meeting norm-referenced standards to numbers meeting recently adopted criterion-referenced health (CRH) standards for individual test items in the Fitnessgram (Institute for Aerobics Research, 1987) and AAHPERD Physical Best (AAHPERD, 1988) test batteries. The number of children and youth meeting CRH standards for multiple items in a test battery was also determined. Finally, data were analyzed to determine if changes in fitness have occurred among American children and youth over recent decades. Our results suggest that, with the exception of measures of arm and shoulder girdle strength!endurance, more children and youth meet criterion-referenced health standards than norm-referenced standards (50th percentile) and the majority of American children and youth meet CRH standards for individual test items. However, the majority of American children and youth cannot meet the CRH standards for a battery of items for either of the two batteries studied. A second look at decade to decade comparisons of fitness produced evidence that questions the idea that youth are less fit now than in previous years. 相似文献
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Charles B. Corbin 《Research quarterly for exercise and sport》2013,84(4):534-538
Abstract The purpose of this investigation was to test the effect of mental practice on skill performance after exposing subjects to real performance of a novel motor skill. Subjects practiced physically for one week prior to being divided into control, mental practice, and physical practice groups. Subjects then practiced in treatment groups for three weeks. Results indicated mental practice to be effective in facilitating juggling performance in subjects having experienced controlled actual practice. 相似文献
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Elizabeth Niehaus Corbin M. Campbell Karen Kurotsuchi Inkelas 《Research in higher education》2014,55(1):101-122
Hierarchical linear modeling (HLM) has become increasingly popular in the higher education literature, but there is significant variability in the current approaches to the conducting and reporting of HLM. The field currently lacks a general consensus around important issues such as the number of levels of analysis that are important to include and how much variance should be accounted for at each level in order for the HLM analysis to have practical significance (Dedrick et al., Rev Educ Res 79:69–102, 2009). The purpose of this research is to explore the use of a 3-level HLM model, appropriate contextualizing of results of HLM, and the interpretation of HLM results that resonates with practice. We used an example of a 3-level model from the National Study of Living Learning Programs to highlight the practical issues that arise in the interpretation of HLM within a higher education context. 相似文献
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This paper is about the nature of contemporary professional identity. It looks at the ways in which ‘discursive dynamics’ come to re-write the professional teacher and nurse as split, plural and conflictual selves, as they seek to come to terms with a political impetus written through what the authors term an ‘economy of performance’ in uncertain conflict with various ‘ecologies of practice’. The teacher and nurse are thus located in a complicated nexus between policy, ideology and practice. Epistemologically, the paper offers a deconstruction of professional identities, and criticizes the reductive typologies and characterizations of current professionalism. Politically, it reaches towards a more nuanced account of professional identities, stressing the local, situated and indeterminable nature of professional practice, and the inescapable dimensions of trust, diversity and creativity. 相似文献
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This article has the apparently contradictory aims of describing a discourse of new teachers that is at odds with the policy‐derived competence‐based discourse of the professional standard for teachers, and of also seeking to find some points of connection that may help start a dialogue between policy and research. The experience of new teachers is conceptualised as personal stories of identity formation with a clear emotional‐relational dimension and a sense of self and intrinsic purpose in which others, especially colleagues and children, are central – themes not visible in the standard. The empirical context is that of new teachers in Scotland but the argument is supported through a wider literature that extends beyond the traditional limits of teacher education, drawing on, for example, notions of self‐identity, pure relationship and ontological security in the work of Giddens. Whether a more constructive dialogue can begin depends partly on the extent to which the formal standard can be expected to capture the complex, personal nature of the beginner’s experience, and partly on the possibility of research identifying particular areas of competence, such as understanding difference, that connect in some way to the standard. 相似文献