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Aviry L. Reich Jeffrey J. Milroy David L. Wyrick Stephen P. Hebard 《Journal of College Counseling》2021,24(1):81-96
Student athletes' demands increase their risk for experiencing mental health concerns (Ryan et al., 2018). Risk factors for student athletes include coping with athletic success and failure; balancing dual roles; dealing with identity confusion; and experiencing isolation, injury, career termination, and burnout (Beauchemin, 2012; G. T. Brown, 2014). Using the social ecological model, we review factors that interfere with student athletes' help‐seeking behaviors and propose recommendations for the ways counselors can address these barriers in the roles of educator, advocate, and therapist. 相似文献
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Abstract This study investigated the effects of sex and athletic status on reaction latencies and movement time. One hundred subjects, categorized into five groups of 20 subjects each—male athletes (MA), female athletes (FA), male nonathletes (MNA), female nonathletes (FNA), and control group (CG)—were tested over a period of five consecutive days. Several different types of incentives were used to ensure that subjects provided the fastest times possible. Two blocks of 25 trials were administered to each subject on each day. A 2 × 2 × 2 × 5 × 2 mixed factorial analysis of variance was used to test for between-subject differences of group (experimental/control), sex, and athletic status and for within-subject differences of days and blocks. The four dependent variables were reaction time (RT) mean, RT consistency, movement time (MT) mean, and MT consistency. Results did not support the classic finding of male superiority over females in RT/MT or athletes' superiority over nonathletes. Evidence of athletic superiority emerged, but for the first day of practice only. As subjects were allowed extended practice over a 5-day test period in which knowledge of results (KR) and other incentives were provided, differences in the experimental groups disappeared. Sex was the predominant factor in consistency, with males being less variable in RT (p = .02) performance than females. There were no sex differences in MT consistency. 相似文献
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The extent of specialization that exists among graduate students, faculty, and program of physical education was explored, particularly as it relates to published rankings of doctoral programs and other sources. Comparisons were made among data obtained from a questionnaire constructed by the investigators, the Gold Book: Directory of Physical Educators in Higher Education 1982–84, and two unpublished reports for the Research Council/Consortium. In addition, comparisons were made with results from other published sources. The graduate programs appeared to be meeting departmental employment needs, with the newly appointed faculty members having specializations consistent with the most prevalent departmental research specializations. Graduate programs were also shown to be fragmented and specialized in multidimensional aspects. As one might expect, the largest proportion of graduate programs and faculty specializations are in the areas of exercise physiology, administration, and professional preparation. However, the dissimilarity in the graduate programs was so diverse that evaluations and comparisons on global scales appear to be useless. 相似文献
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Dr. Waneen Wyrick 《Research quarterly for exercise and sport》2013,84(1):215-221
Abstract Two static balance tasks were practiced by 15 subjects three times a day for 15 days. To determine the effect that task height might have on static balance, one task was raised to a height of 4 feet above the ground. The high balance task yielded a high temporal stability coefficient (r = .97). Although there was no significant difference between the means of the Low and High Balance tasks during the preliminary trials, the fourth day marked the beginning of a progressively widening differentiation of the means of the two tasks. A least-squares polynomial curve fit indicated that the learning curve for each task was best described by equations of differing degrees, that of a third order polynomial for the Low Balance Task and a second order polynomial for the High Balance Task. Although the learning curves of the two tasks were dissimilar, the performance of the subjects on the Low Balance Task was highly related to their performance on the High Balance Task. 相似文献
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Waneen Wyrick 《Research quarterly for exercise and sport》2013,84(3):756-765
Abstract Four test items were devised for each of four motivators: rubber balls, parallel-lines, a red hoop, and a low balance beam. These motivators were designed to serve as stimuli for tests capable of differentiating individual ability to produce both number and uniqueness of motor responses in problem solving tasks of a motor nature. Eight of the test items were administered one day and the remaining eight the following day. Equivalent form reliabilities for items ranged from .59 to .92. Internal coefficient reliabilities were .87 for day I and .92 for day II; however, because of factors such as intrasubject variance only day I data were subjected to a multiple regression analysis to determine the final test battery. Methods of scoring, such as summing the number of responses (fluency), computing frequency of occurrence (originality), and combining the fluency and originality scores were investigated. Three test forms, each measuring a different aspect of motor creativity, emerged from the analysis. Form O is presented as a measure of motor originality, Form F as a measure of motor fluency, and Form M-C as a measure of motor creativity (motor originality and fluency). Findings of this study are in agreement with many investigations which find a consistently high relationship between fluency and originality in creativity tests. 相似文献
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Research Findings: Research on teacher–child relationships is important, as the quality of this relationship is linked to numerous child outcomes in the areas of academic and social functioning. In addition, parent involvement has been identified as a significant factor in the successful development of a child. This study attempted to join these two lines of research by assessing the extent to which teacher–child relationship quality varies as a function of parent involvement. We used a sample of 894 third-grade children, mothers, and teachers from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Regression analyses were conducted to examine the relation between teacher–child relationships and parent involvement while controlling for known determinants of teacher–child relationship quality (i.e., gender and income). All variables were significantly related to teacher–child relationship quality. Parent involvement was negatively related to conflict. Furthermore, more parent involvement predicted less teacher–child conflict, but only for children from low-income families. Practice or Policy: The results are discussed in terms of the importance of parent involvement to children's school adjustment, with specific importance for parents of low-income children. 相似文献
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