Grounded in self-determination theory (Deci & Ryan, 2000), the purpose of this study was to examine (a) the effects of the social environment, as defined by the divisions of the Department of Athletics, on student-athletes' perceptions of basic needs satisfaction, (b) the effects of basic needs satisfaction on well-being, and (c) the effects of time demands, during in-season and off-season, on well-being, among student-athletes at Portland State University (PSU). Participants were student-athletes at PSU (n = 118). The participants completed a multi-section survey assessing basic needs satisfaction and well-being. Cumulative mean scores highlighted the satisfaction of the basic psychological needs as an indicator of positive well-being. The satisfaction of the need for competence emerged as the most important predictor of well-being. In-season time demands may contribute to a lower degree of well-being. The findings suggest that particular aspects of the social environment may be relevant for nurturing the basic psychological needs. The results also emphasize the importance of satisfying the three basic psychological needs in order to create an atmosphere that contributes to positive well-being.

The present study investigated the career maturity levels of student-athletes as compared to non-athletes with a special professional athletic aspirations of male athletes as well as consistency of match between their career expectations and choice of college majors. The sample included 101 male college football and basketball players and 76 male non-athletes from a Division IA university in the Midwest. The participants were given the Career Maturity Inventory (Crites, 1995) and an author-generated demographic questionnaire which covered topics such as age, race, year in school, and career plans.Five research hypotheses were examined: (1) More athletes would choose majors inconsistent with their career expectations than would choose consistent majors. The results did not support this hypothesis, x2 (2, N = 101) = 3.347, p = .188. (2) Athletes who reported a consistent match between their college major and career choice would have higher levels of career maturity than their less consistent counterparts. No significant differences were found when comparing consistency and career maturity levels (F = .144, p = .866). (3) White athletes would choose majors which were more consistent with their interests and values than would their Black counterparts. The results did not support this hypothesis (F = .381, p = .539). (4) As a group, male athletes emphasis on racial differences. The study also investigated the would display lower levels of career maturity when compared to their non-athletic counterparts. The results did indicate that the career maturity levels of athletes were not as developed as those of non-athletes in relation to the planning skills needed for effective career decision-making (F = 11.03, p < .001). However, both sets of scores were above the possible mean scores of the instrument, indicating that the athletes in this sample were less mature than the comparison group of non-athletes but not immature in terms of the overall possible mean scores. (5) A significant percentage of male student-athletes would report expectations for entering the professional sports arena. Athletes were found to have high expectations for obtaining a professional sports career (i.e., National Football League or National Basketball Association), with higher percentages of Black athletes (77.3%) than White athletes (22.7%) endorsing such expectations.The conclusions drawn from the research demonstrated that athletes may be at a slight disadvantage in an area critical to the education process. This disadvantage may prevent them from developing alternative career options should a professional sports career not come to fruition. Placing the athletes in some type of comprehensive career intervention program upon entering college may be helpful in raising the athletes' career planning skills to that of their non-athlete counterparts, giving them a wider range of options upon graduation. / Department of Counseling Psychology and Guidance Services

This study aimed to distinguish the coping efforts of athletes who endured shorter, and longer, durations of competitive suffering. Eleven male and 15 female endurance athletes (Mage= 35.8, sd= 12.1) completed a 5km competitive suffering running time-trial task. Following the task, threat perceptions and coping function use (problem focused, PFC; emotion focused, EFC; and avoidance, AvC) were measured in 200 meter intervals using video mediated recall. Control beliefs were also assessed. Those who suffered for shorter durations used more EFC during initiation and at the peak of competitive suffering, as well as less AvC during initiation, in comparison to longer duration sufferers. PFC use did not distinguish competitive suffering duration. Non-significant correlations were revealed between control beliefs and both suffering duration and coping function use. Overall, the results imply that emotion-focused coping is the most appropriate coping function to decrease competitive suffering duration, regardless of control beliefs. / xi, 106 leaves : ill. ; 29 cm

The purpose of this study was to determine the importance recent recruits of football programs placed on athletic facilities (specifically football facilities) in the selection of a NCAA Division I-A football team. Specifically, the opinions of recruited freshman at selected NCAA Division I-A football programs in the Big Ten Conference were examined.Participants completed a 21 item questionnaire that ascertained the football players opinions of how football facilities influenced their decisions to play football at the institution, their opinions on how the university and the football program influenced their decision to play football at that institution, and a ranking of 11 facility factors. Athletes (N = 88) representing three schools in the Big Ten Conference completed the questionnaire. The most influential factors in the recruiting process were coaching staff (M = 1.65, SD = .98) and the strength and conditioning facilities (1Vi = 2.02, SD = 1.06). Furthermore, this study found that the top five facility factors that NCAA Division I-A football players rank are strength and conditioning facilities, an academic lab, location of facilities, stand-alone facilities, and an indoor turf field. / School of Physical Education

There is great controversy regarding the methods in attenuating the epidemic of being overweight and obese among our population. For years, low-fat diets have been prescribed as the best approach to solving this problem, however, low-carbohydrate diets have become increasingly popular despite the widespread opinion that they result in large reductions in muscle tissue and function. The purpose of this study was to compare the effects of a Step-I and carbohydrate-restricted (ketogenic) diet on changes in body mass (BM), fat mass (FM), lean body mass (LBM), and resting metabolic rate (RMR). Eight overweight men (>25% body fat) consumed Step-I (<30% fat) and ketogenic (<10% carbohydrate) diets for 6 weeks in a randomized cross-over design. Body composition (dual energy X-ray absorptiometry) and RMR were examined before and after each diet. Energy intake was significantly reduced during the Step-I (1506 kcal/day) and ketogenic (1766 kcaL'day) diets compared to habitual dietary intake (2443 kcal/day). The following changes in body composition were observed during the Step-I and ketogenic diets, respectively: BM -4.1 and -5.9 kg, FM -3.5 and -4.4kg, LBM +0.1 and -1.7kg. The changes in RMR for the Step-I and ketogenic diets respectively were -155 and -26 kcal/day, relative RMR -0.68 and +0.81 kcal/kg BM. Although changes in BM, LBM, and FM tended to be greater during the ketogenic diet and changes in both absolute and relative RMR tended to be greater during the Step-I diet, no significant differences were noted between diets. These data indicate that hypoenergetic diets greatly differing in macronutrient distribution result in similar changes in body composition and that very low-carbohydrate diets do not result in significant losses in LBM and metabolic rate. / School of Physical Education

Ho, Wing-yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 70-82). / Text in English; abstracts in English and Chinese. / Ho, Wing-yee. / Abstract --- p.ii / Acknowledgments --- p.iv / List of Table --- p.viii / List of Figure --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Chapter 1.1 --- Background information --- p.1 / Chapter 1.2 --- Purpose of the study --- p.7 / Chapter 1.3 --- Definition of terms --- p.7 / Chapter 1.4 --- Delimitations --- p.9 / Chapter 1.5 --- Limitations --- p.10 / Chapter 1.6 --- Significance of the study --- p.10 / Chapter CHAPTER TWO --- Review of Literature --- p.12 / Chapter 2.1 --- Global self-esteem --- p.12 / Chapter 2.1.1 --- Theoretical background --- p.12 / Chapter 2.1.2 --- Self-esteem in children --- p.17 / Chapter 2.1.3 --- Self-esteem and sports --- p.19 / Chapter 2.1.4 --- Self-esteem and academic achievement --- p.20 / Chapter 2.1.5 --- Self-esteem and gender --- p.22 / Chapter 2.2 --- Attributional style --- p.24 / Chapter 2.2.1 --- Theoretical background --- p.24 / Chapter 2.2.2 --- Attributional style and academic level --- p.27 / Chapter 2.2.3 --- Attributional style and sports --- p.28 / Chapter 2.3 --- Attribution and self-esteem --- p.29 / Chapter 2.4 --- Summary --- p.31 / Chapter CHAPTER THREE --- Method --- p.33 / Chapter 3.1 --- Participants --- p.33 / Chapter 3.2 --- Instrumentation --- p.33 / Chapter 3.2.1 --- In assessing global self-esteem --- p.33 / Chapter 3.2.2 --- In assessing general attributional style --- p.34 / Chapter 3.2.3 --- In assessing perceived sports competence --- p.35 / Chapter 3.2.4 --- In assessing sports specific attributional style --- p.36 / Chapter 3.3 --- Procedures --- p.37 / Chapter 3.4 --- Statistical analysis --- p.38 / Chapter CHAPTER FOUR --- Results --- p.40 / Chapter 4.1 --- Descriptive statistics --- p.40 / Chapter 4.2 --- Reliability for internal consistency --- p.41 / Chapter 4.3 --- The effect of gender and age on global self-esteem and attributions --- p.43 / Chapter 4.4 --- The effect of school banding and perceived sports competence on global self-esteem by gender --- p.45 / Chapter 4.4.1 --- The relationship between academic achievement and global self-esteem by gender --- p.46 / Chapter 4.4.2 --- The relationship between perceived sports competence and global self-esteem by gender --- p.47 / Chapter 4.5 --- The effect of school banding and perceived sports competence on general attributions --- p.48 / Chapter 4.5.1 --- The relationship between academic achievement and general attributions --- p.48 / Chapter 4.5.2 --- The relationship between perceived sports competence and general attributions --- p.49 / Chapter 4.6 --- The effect of school banding and perceived sports competence on sports specific attributions by high school level --- p.50 / Chapter 4.6.1 --- The relationship between academic achievement and sports specific attributions in junior high schools --- p.51 / Chapter CHAPTER FIVE --- Discussion --- p.53 / Chapter 5.1 --- The effect of gender and age on global self-esteem and attributions --- p.53 / Chapter 5.2 --- The effect of school banding and perceived sports competence on global self-esteem by gender --- p.56 / Chapter 5.2.1 --- The relationship between academic achievement and global self-esteem in high schools' female athletes --- p.57 / Chapter 5.2.2 --- The relationship between perceived sports competence and global self-esteem in high schools' athletes --- p.58 / Chapter 5.3 --- The relationship between school banding and general attributionsin high schools' athletes --- p.59 / Chapter 5.4 --- The relationship between perceived sports competence and general attributions in high schools' athletes --- p.63 / Chapter 5.5 --- The relationship between academic achievement and sports specific attributions in junior high schools' athletes --- p.65 / Chapter 5.6 --- Conclusion and Recommendations --- p.67 / References --- p.70 / Appendix A --- p.83 / Appendix B --- p.85 / Appendix C --- p.86 / Appendix D --- p.87 / Appendix E --- p.91 / Appendix F --- p.102 / Appendix G --- p.103 / Appendix H --- p.104 / Appendix I --- p.108