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Iron status and dietary iron intake were examined in thirteen non-anemic menstruating competitive female cyclists training greater than 150 miles/week. Serum ferritin was 37.6 ± 49.1 ng/ml (mean ± SD), iron stores were 241 ± 92 and serum iron was 124.0 ± 64. Four subjects (30.8%) presented with iron deficiency, 30.7% had iron stores less than zero mg and 23.1% had iron stores less than -100 mg. Mean energy intake was 1625 ± 376 Kcal. Mean total iron intake (food + multivitamins) was 18.8 ± 6.9 mg/day, and absorbable iron intake was 1.5 ± 1.2 mg/day. Seven athletes (47%) consumed less than the RDA (18 mg/day) while 73% (11) consumed less than 1.8 mg/day of absorbable iron. The results suggest that insufficient iron intake, either total or absorbable, contributes to a high prevalence of iron deficiency among female cyclists.

Millions of children participate in sport and through their participation come into contact with coaches who are there to guide and support them. However, it has been observed that not all children’s relationships with their coaches have been positive ones, and concerns have been raised about the nature of the child-athlete relationship within the sports context. This research sought to use theory from child maltreatment research and apply it within a sports context to investigate perceived child athlete experiences. The research used both qualitative and quantitative methodologies to investigate retrospectively athletes’ perceptions of, and emotional responses to their coach’s behaviour. The initial study used qualitative method to establish if key theoretical frameworks from outside sport had a resonance and relevance within a sports context. Twelve elite athletes, all of whom had been identified as ‘elite’ when children reported that they had experienced negative coaching behaviour on a frequent basis they also reported negative emotional responses to this behaviour, and emotional problems as a consequence of how they were coached when they were children. Study Two (n=229), focused on broadening the research to access a larger population of athletes in order to examine their perceptions and experiences of being coached. In order to achieve this aim a new questionnaire, the Sport Emotional Response Questionnaire (SER-Q), was developed. The SER-Q was grounded in the real-life experiences of those athletes in Study One, and as such represented their expert opinions of their coaches’ behaviour. Through factor analysis, a 22-item questionnaire was established which measured frequency of negative (i.e. emotionally abusive) coach behaviour, athletes’ emotional response and perceived effect on performance. Results from this study showed that frequency of negative coach behaviour and emotional response were significantly and negatively correlated such that, as the frequency increased so did the negative emotional response. Study Three (n=314), was a confirmatory study, and found similar results to Study Two. Study Four (n=543), sought to investigate, through the SER-Q, specific questions in relation to: competitive level, athlete gender, and type of sport (either team or individual) and gender of the coach. Results revealed that there were no significant differences between athlete gender, type of sport and coach gender. However, significant results were found in relation to competitive level. Elite athletes (international-level and national-level) reported experiencing significantly more frequent negative coach behaviour: they also reported a greater negative emotional response to it than any of the non-elite (recreational-level, club-level and regional-level) groups. Finally, Study Five examined the perceived performance effect, and found a significant negative relationship with frequency, such that has the frequency increased so did the perceived negative performance effect; and a significant positive relationship with emotional response. Further results from this Study Five also found that there were only significant differences in relation to competitive level. Again elite athletes reported significantly greater detriments to their perceived performance resulting from their coach’s behaviour than did non-elite athletes. A consistent finding across all the studies was that when athletes reported ‘never’ having experienced emotionally abusive behaviour from their coach, they always reported ‘no emotional response’, and no effect on their performance. Therefore, the SER-Q was able to discriminate between these two populations of athletes. Overall, the findings from these studies have contributed to the development of a theoretical model that describes the process of emotional abuse from a child athlete perspective. Secondly, the findings reveal that elite athletes report different experiences of being coached when children than non-elite athletes. Furthermore, these studies found that theories anchored in family settings can be used to explore issues within a sports setting, and thus the child maltreatment perspective has relevance in developing sports specific theory in relation to the coach-child athlete relationship. A consistent finding across all the studies was that when athletes reported ‘never’ having experienced emotionally abusive behaviour from their coach, they always reported ‘no emotional response’, and no effect on their performance. Therefore, the SER-Q was able to discriminate between these two populations of athletes. Overall, the findings from these studies have contributed to the development of a theoretical model that describes the process of emotional abuse from a child athlete perspective. Secondly, the findings reveal that elite athletes report different experiences of being coached when children than non-elite athletes. Furthermore, these studies found that theories anchored in family settings can be used to explore issues within a sports setting, and thus the child maltreatment perspective has relevance in developing sports specific theory in relation to the coach-child athlete relationship.

The purpose of this study was to determine whether coaching behavior preferences of interscholastic athletes differ as a function of gender and type of sport. The Coaching Behavior Questionnaire (CBQ; Martin & Barnes, 1999) was administered to 372 interscholastic athletes. The mean scores of the participants' responses to each subscale on the CBQ were the dependent variables and gender and type of sport were the independent variables. Descriptive statistics revealed that female and male interscholastic athletes who perform on coactive, mixed, and interactive sport teams preferred coaches who engage in supportive and instructional behaviors, as opposed to non-responses or negative responses. A 2 (Gender) X 3 (Type of Sport) MANOVA and discriminant function analyses indicated that gender and the degree of interdependency between group members affects preferred coaching behavior. Thus, coaches should consider situational factors and personal characteristics when working with interscholastic athletes.

The purpose of this study was to determine (a) the attentional focus strategies used by triathletes during the three stages of an Olympic distance triathlon, (b) if level of experience influences the attentional focus strategies used by triathletes, and (c) whether there is a relationship between athletes finishing times and the attentional strategies used in each stage of the race. Triathletes (N = 160) completed the Triathlon Attentional Focus Inventory, which measured association and dissociation during the swim, bike, and run. One-way ANOVAs revealed significant differences between the athletes' level of experience and the attentional strategies used, as well as differences between the athletes overall race time and the attentional strategies used during each stage of the triathlon. Athletes with more experience associated more during the race, whereas athletes with less experience dissociated more throughout the race.

It is widely supported that participation in athletics is positively correlated with increased overall health. However, some research indicates that participation in increased levels of competition is positively correlated with higher levels of depression and anxiety. This means, that if compared, athletes competing nationally or internationally would report higher levels of both depression and anxiety than athletes competing at the intercollegiate level. Research indicates that this could be caused by increased amounts of pressure, personal cost, and expectation. This study examines potential differences between intercollegiate, intramural, and non-athletes in these areas on a college campus. The first hypothesis is that depression symptoms will be more present in intercollegiate athletes than in intramural participants. The second hypothesis states that anxiety symptoms will be more prevalent in intercollegiate athletes than in intramural participants. The third hypothesis states that life satisfaction will be greater in intramural participants than in intercollegiate athletes. Lastly, the fourth hypothesis states that perceived social support and athletic identity will mediate the relationship between level of athletic participation and psychopathology. Participants in this study gave informed consent, completed a demographics questionnaire, and scales measuring depression and anxiety, life satisfaction, athletic identity, and perceived social support. The participants were recruited from intercollegiate teams, intramural teams, and psychology courses at Western Kentucky University. The first and second hypotheses were not supported since intramural participants did not have significantly different levels of depression compared to intercollegiate athletes and non-athletes. Results revealed intramural participants are more satisfied with life than intercollegiate and non-athletes, which supports the third hypothesis. The results also revealed that life satisfaction is mediated by both athletic identity and perceived social support, which shows partial support for the fourth hypothesis. The fourth hypothesis was not supported for depression and anxiety because these factors did not have significant differences between the groups so finding a mediating factor was not possible.

Title: Personality typology of participants in survival races using psychodiagnostic method GPOP (Golden Profiler of Personality) Goals: Our main goal was to determine personality typology of participants in survival, specifically in Adventure racing to compare the results obtained by AR athletes with Czech standards. Method: There were used method of GPOP (Golden Profiler of Personality) in diploma thesis. This method follows a well - known method MBTI (Meyer - Briggs Type Indicator). However, compared to MBTI method GPOP is standardized in Czech Republic. GPOP consist of four paired scales and compared to MBTI it has also the scale which focuses on the stress reaction. GPOP is based on survey of 116 questions and statements. Final results show which of two pair scales is preferred by participants. Every paired scale has its own five subscales. GPOP presents us 16 types of personality overall based on mentioned paired scales and subscales. We also created secondary non - standardized survey which regards athletes participation in Adventure races and survivals, so we would confirm their inclusion to research group. Results: In the population of athletes who participate in survivals (AR) there shows significant representation personality type ISTJ and ESTJ (47,6 % in comparison with other...

Title: The Role of Islam in Life of Active Muslim Athletes in Czechia Objectives: The analysis of the relationship of Islam and sport is the main objective of this thesis. Sporting Muslims living in Czechia and active Muslim athletes are chosen as target group for our research. This thesis focuses on level of identification with Islam as their faith. It also focuses on their attitude to sport. It further deals with Muslim customs in terms of its effects on athletes' life. The proper example is the Ramadan fasting. Methods: We chose the semistructured interview as the method to collect data. We took seven interviews with Muslim athletes (four professional and three amateur athletes). We chose the method of open coding as the suitable method for analysing data. Results: We found out that the relationship of Muslim athletes (our respondents) with their faith can be characterized as folk Islam or folk religiosity. Respondents also consider sport as a fully satisfying part of their life, but it is not linked with their faith. However other Muslim practices (represented mainly by Ramadan fasting) do not show as problematic or incompatible with ordinary athletes' life. Key words: Islam, sport, Muslim athletes, Czechia

Sport psychology professionals (SPPs), like psychologists in general, may cross therapeutic boundaries (e.g., hug a client) and even become sexually attracted to their athlete-clients (ACs). I examined the prevalence of these issues, as well as SPPs' ethical training and use of supervision in relation to them. Participants were 181 SPPs; 92 (50.8%) reported being sexually attracted to one or more of their ACs. In regards to specific behaviors, approximately half (49.4%) reported discussing personal matters unrelated to their (n = 87), whereas far fewer had engaged in sexual behaviors with their ACs, such as discussing sexual matters unrelated to their work (n = 4), and caressing or intimately touching an AC (n = 1). No SPP reported kissing, dating, having sexual intercourse, or engaging in other sexual activities with their ACs. The three most common nonsexual boundary crossings were (a) consulting with an AC in public places (e.g., hotel lobby or practice field; 87.8%), (b) working with an AC at practice (86.2%), (c) working with an AC at a competition (75.0%). Interestingly, few SPPs sought supervision/consultation regarding the attraction, though 83.7% said they would do so if they were attracted in the future. I also examined differences across gender, mental health licensure, and years since graduation in relation to the outcome. Sexual attractions appear to exist between SPPs and their AC and should be discussed during training to normalize the experience and increase the likelihood of them discussing such attractions when they occur. Further, self-reflection and supervision are recommended approaches to managing such feelings and to minimize the chances of harming ACs.

Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) / Coaches have been found to have a remarkable influence on the physical and psychological development on their athletes and that their main responsibility is to help their athletes perform at their maximum level and reach goals that they could not attain on their own. Coaches are responsible for developing athletes’ mental, physical, technical, and tactical abilities, and in addition to all of these responsibilities, they are also expected to win. The coach-athlete relationship can thus be regarded as the conveying of technical skills and mentoring from coach to athlete. Despite the responsibilities of a coach, the athlete-coach relationship is fundamental in the process of coaching because its nature is likely to determine the athlete’s satisfaction, self-esteem and performance accomplishments. The aim of this study was to investigate female university track and field athletes’ lived experiences within the athlete-coach relationship to gather psychological effects relating to performance. The objectives were to explore the lived experiences of female university athletes within the athlete-coach relationship, investigate the psychological effects, and explore the impact it has on performance within the athlete-coach relationship. The researcher adopted the qualitative research method approach using the phenomenology design to explore and obtain a better understanding into the psychological effects of the athlete-coach relationship on an athletes’ performance. Semi-structured interviews were used to gather data. Following the interviews, all data was analyzed using the 3+1C’s conceptualized model as the theoretical framework. This model was used as it defines the coach-athlete relationship as a situation in which coaches and athletes’ closeness, commitment, and complementarity are co-orientated. The 3+1C’s model explored the athlete-coach relationship from the athlete’s perspective which elicited positive and negative psychological and performance effects within the athlete-coach dyad. The research findings of this thesis it can be concluded that the behaviours of coaches have an influence on female athletes’ psychological state as well as performance; and found that when coaches and athletes work together to achieve goals the relationship is more likely to be successful and the athlete is more likely to achieve goals. Furthermore it was concluded that affective emotional feelings of female University athletes are important in developing an effective athlete-coach relationship and facilitating positive psychological effects.