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No description available.

No description available.

Twenty-eight college female volunteers, 18 to 24 years of age, were studied to determine their bone mineral density and hormonal status following 10 months of supplementation with boron. Seventeen of the subjects were college athletes (A) who participated in either varsity basketball, tennis, track, triathlons, or volleyball. Eleven eumenorrheic subjects were placed in the sedentary group (S). All athletes were eumenorrheic, except for two, who were amenorrheic. The subjects were randomly assigned to either a placebo (cornstarch) or 3 mg of Tri-Boron (TWin Labs, Ronkonkoma, NY) per day. The study was single blind; the placebo and boron supplements were identical in appearance. The subjects' maximal oxygen consumption (V02max ) was assessed at month 0 only, in order to compare the athletes' aerobic capacity to that of the sedentary group. Subjects were measured at time 0 and 10 months for the following: average daily food intake, bone mineral density, plasma 1,2 5-dihydroxyvi tamin D3 , and plasma alkaline phosphatase. The following parameters were determined at 0, 6, and 10 months: serum 17-Beta estradiol progesterone, and testosterone, and percent body fat, and body weight. The athletes had a significantly greater V02MX (p < 0.05) than the sedentary group. There were no differences between the A and the S groups' food intake as measured in kcals, protein, fat, carbohydrate and fiber content. Although average body weight did not differ between activity groups, the athletes had a significantly lower (p < 0.05) percent body fat than the sedentary group. The athletes showed a slight increase in bone mineral density, whereas the sedentary group showed a slight decrease. The difference between these changes was significant (p < 0.05) between the activity groups. Furthermore, the athletes showed a slight increase in plasma 1,25-dihydroxyvitamin D3 , while the sedentary group showed a decrease in this measure; the difference between these changes also proved to be significant (p < 0.05) between activity groups. There were no significant differences in plasma alkaline phosphatase values. Serum 17-B estradiol and testosterone values exhibited a significant (p < 0.05) increase for all groups combined at 6 months. There were no significant changes observed in serum progesterone. Although significant changes were observed in some of the variables measured, none of the changes were a result of the boron supplementation. / Ph. D.

In research on disordered eating in female collegiate athletes, psychosocial correlates including elevated scores on measures of body image concerns, weight pressures, sociocultural internalization, and mood state were found significantly more often in either the eating disorder or symptomatic group as opposed to the asymptomatic group. Unique or nuanced pressures exist for male athletes as well, specifically a different ideal for body image, often described by a drive for muscularity. I examined these effects in a sample of 698 male collegiate athletes. All participants completed questionnaires, which provided measures of drive for muscularity, social desirability, body satisfaction, negative affect, sociocultural pressures, sport weight pressures, and internalization and social comparison among other factors not pertinent for this analysis as part of a larger study. Exploratory factor analysis confirmed the existence of five factors (general and sport pressures, internalization, body dissatisfaction, negative affect and drive for muscularity) to which a sixth was added to reflect dietary intent, all of which are explained in the Petrie and Greenleaf sociocultural model. A logistic regression showed that dietary intent and drive for muscularity differentiated significantly between the symptomatic/eating disordered athletes and those who were asymptomatic.

Academic stress and the causes of such stress are subjects that are found in very few studies concerning student-athletes. Therefore, the purpose of this quantitative study is to determine how the following variables relate to academic stress and perceived stress either through correlations or differences--demographics, academic classification, major or field of study, athletic scholarship status, and season of sport (in- season/ out of season). An online questionnaire containing a Perceived Stress Scale and a Perception of Academic Stress scale were distributed to 151 student-athlete participants at a university in the southwest United States. The results indicated that biological sex has a significant relationship to perceived stress. No other variables were found significant to perceived stress or academic stress.

University of Macau / Faculty of Education

This study investigated how active female hockey players at the high school, university/college, and national/elite levels perceive that the skills acquired in sport transfer to another career or other facets of their lives. One hundred and seventeen athletes were surveyed. The Transferable Skills Survey was comprised of four parts. Athletes provided responses that included general information, identity, career transition, and transferable skills. The findings indicate that there is a need for psychologists to be involved in the athletic career transition and that the best way to help female hockey players represented in this study may be to teach their parents the skills to assist their daughters through the career transition. Further, the findings reveal that transferable skills aid in successful career transition out of sport. / 142 leaves ; 29 cm. --

The way in which an athlete responds to the injury--emotionally, behaviorally, and cognitively--can significantly affect the athlete's mental health in a negative way if not handled appropriately. There are different forms of social support that are known to be helpful with coping during specific stages of injury. The purpose of this study was to examine the relationship between perceived levels of social support and depression symptomatology post injury in Division 1 collegiate athletes at Portland State University (PSU). Participants were PSU student athletes (n=115). Variables: social support amount (SSQN), social support satisfaction (SSQS), and depression symptomatology (CESD-R) score. Selected injured participants (n=3) completed a 20-minute interview regarding their injury, their social support, and how each affected their mental health. Females reported more social support sources (SSQN) as well as a higher satisfaction of their social support (SSQS) than males. Non-injured student athletes appeared to have fewer social support sources as well as less social support satisfaction than injured student athletes. Of the total study sample, 27.8 percent met the criteria for some kind of depressive symptom concern. The study confirmed gender characteristics regarding help-seeking behavior, trends of depression symptomatology, and social support preferences. Overall the current study's findings indicate a need for further research regarding social support and depression symptomatology, examining injured and non-injured student athletes.

This study examined the differences between eighth grade athletes and nonathletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998- 1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? 3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? iv Factorial ANOVA‘s were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the threeway interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes. There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students‘ mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased. v This study is d