The purpose of this study was to describe characteristics of physique, motor fitness and cardiovascular fitness of University ice hockey players. Fourteen University of British Columbia varsity ice hockey players were given selected tests of physique, motor fitness and cardiovascular fitness. The tests were administered during the last month of the competitive season. In the physique area the subjects were characterized by extreme mesomorphy, average endomorphy, low ectomorphy, low fat measurements, had relatively long trunks, wide hips, slightly above average shoulder width and arm proportions that are mechanically suited for efficient mechanical manoeuvering of a light instrument such as a hockey stick. The motor fitness tests ranged from average to good and could not be considered excellent for a group of athletes. The cardiovascular measurements ranged from good to excellent. These results were attributed to the nature of the sport and the demanding interval-like training program which the hockey team had undergone during the season. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Various parts of the question concerning how random and deterministic attributes intertwine during the course of athletic contests have been explored by researchers. This study attempted to extend the research data base and formulate the initial postulates for a model to describe the random/deterministic interaction. The 1988-89 National Hockey League season was the primary focus of attention. Supplemental examination was made of the 1937-38 and 1946-47 NHL, the last 50% of the 1988-89 National Basketball Association season and the 1987-88 Football Association English First Division seasons. The data overwhelmingly supported earlier studies which argued that major outcomes (wins/losses, goals, shots) followed a random sequence. The axiomatic model developed argued that the random pattern of outcomes is quite pervasive (wins/losses, shots and goals for, against or combined are distributed randomly whether home, away or total games are examined). The pattern of outcomes (win/losses, goals, shots) is relatively independent of the size of the unit of measurement: random patterns held whether one period, two period, three period games or four-game sets were examined. Conditional probability tests showed game-to-game outcomes were independent (a win was no more likely to be followed by a win than by a loss). The pattern of outcomes (goals) is dependent on how the data is examined. If all 21 team's goals are plotted time-wise, goals are distributed uniformly minute by minute (except for the last minute of play). If goals or shots per game (or period) are tallied for home, away or both teams, the resultant frequency distribution will approximate the negative binomial distribution. However, if the time-spaces between goals are tallied, a geometric distribution will emerge. Deterministic effects were demonstrated when artificial season outcomes based on first, second or third period only seasons were found to correlate favorably with real season outcomes (wins, losses, points, goals for, goals against). Finally, comparison of hockey, basketball and soccer outcomes suggested that upset rates may vary from one sport to another. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Schoolboy rugby injuries are a cause for concern in medical and non-medical circles, but few scientific investigations into their nature and frequency have been undertaken. The majority of reported rugby injury surveys are retrospective, have considered only specific injuries, or have reported only those seen at one location. Also, most studies have not distinguished minor injuries from major injuries. A pilot study conducted at one school in Cape Town during the 1982 rugby season, showed clear patterns of injury related to the age of players, their level of competition, playing position, the stage of the rugby season and the phase of play at the time of injury (Nathan et al. 198 3) . The studies as reported in this thesis were designed as a comprehensive follow-up study. The research methods and definition were similar but a much larger sample was studied and new areas not covered by the pilot study were introduced. During two 18-week seasons, in which approximately 4 700 players from 26 high schools played 6766 rugby matches, 905 players were prevented from participating in rugby for at least one week due to injury. The incidence and nature of injuries occurring to these players were followed in a prospective study and results were analysed for: (i) overall number and incidence of injured players; (ii) age-group and playing level; (iii) time of the season; (iv) phase of play; (v) playing position; (vi) type of injury; (vii) anatomical site; (viii) specific diagnoses; (ix) match vs practice injuries; (x) number of days off rugby; and (xi) medical treatment. The use of correspondence as a survey method resulted in 40 to 50% of injuries not being reported over the two-year period of the study. It appeared that the most accurate method of data collection was direct personal contact between the researcher and the injured player.

No description available.

Athletic training is an allied healthcare profession which at the present time offers two routes for certification. Students can sit for the National Athletic Trainers Association Board of Certification (NATABOC) through successfully completing either an accredited curriculum program or an internship program and pass the NATABOC examination in order to practice as a certified athletic trainer. In January 2004, the internship option towards certification will be eliminated. If institutions want to continue to qualify students to take the NATABOC examination, they must develop curriculum programs that meet the Standards and Guidelines set by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) before this date. To develop an athletic training education program, Program Directors must implement the new standards into their programs in accordance with CAAHEP and institutional policies. The purpose of this study was to survey current Athletic Training Education Program Directors and identify how they developed their programs, with their available resources, to meet CAAHEP accreditation standards. The population selected to identify and describe the current trends of program development included Program Directors from all currently accredited undergraduate athletic training programs (N = 114). Of the 114 participants surveyed, 53 (46%) responded. Using Internet technology, a cross-sectional survey instrument was constructed to electronically survey current Program Directors of accredited undergraduate athletic training programs. The data gathered were primarily informational, and the analysis of this data was descriptive in nature. Data analysis identified, trends regarding the demographics of current Program Directors, curricular patterns, and institutional support roles. The new CAAHEP standards appear to necessitate greater institutional support in terms of faculty and resources, scientific and technological upgrades in curriculum, and clearly defined academic placement for Program Directors. / Ph. D.

This study investigated person-situation relations of professional preparation and job classification of secondary school athletic training positions with core job dimensions and affective outcomes within Hackman and Oldham's 1980 Job Characteristics Model. Research focused on which relations show increased affective outcomes; relationships between core job dimensions and affective outcomes; and characteristics of the core job dimensions of task identification, task significance, and skill variety of athletic trainer tasks as defined by the National Athletic Trainers Association Board of Certification, Inc. 1995 Role Delineation Study.

Thesis (M. Arch.)--University of Hong Kong, 2000. / Includes special study report entitled: The application of roofing system and materials for long span building in Hong Kong. Includes bibliographical references.

Continuing education (CE) is intended to promote professional growth and development and enhance one's professional practice. The purpose of this investigation was to determine Certified Athletic Trainers' (ATs) preferred types/formats and related barriers regarding formal (i.e., approved for CE credit) and informal (i.e., not approved for CE credit) CE activities. Furthermore, what is perceived to impact of CE on athletic training practice with regards to improving knowledge, improving clinical skills/abilities, changing attitudes toward patient care, and improving patient care.The population consisted of a geographic stratified random sample of 1,000 ATs. A total of 427 (42.7%) ATs completed the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) developed for this investigation and administered electronically. The FIATCEA survey consisted of demographics/characteristic items and Likert scale items (1 = strongly disagree, 5 = strongly agree) regarding CE participation and perceived impact on practice, preferred types/formats of CE activities, and barriers to CE participation. Cronbach's alpha determined internal consistency for items within each of the three sections at .945, .638, and .860 respectively. Descriptive statistics were computed for all items. An analysis of variance (ANOVA) and dependent t-tests determined differences between AT demographics/characteristics and participation in CE and the perceived impact on practice, preferred type/format of CE, and barriers to CE participation. The alpha level was set at .05.Informal CE activities were completed more than formal CE activities, t(3) _ -114.182,p > .001. Formal CE activities were perceived to enhance knowledge, t(414) _2.559, p = .001, and informal CE activities were perceived to improve clinical skills/abilities, t(409) = -2.754, p = .006, and attitudes toward patient care, t(407) = -3.630,p < .001. The cost of attending CE (M= 4.13, SD = 0.994) and distance required to travel to CE activities (M = 4.15, SD = 0.958) were bathers to CE participation.A majority of respondents completed informal CE, but formal CE activities were preferred. Barriers to CE participation included cost and related travel. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit. / Department of Educational Studies

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Aug. 14, 2009). Directed by Jolene Henning; submitted to the Dept. of Exercise and Sport Science. Includes bibliographical references (p. 93-104).

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2004. / Includes bibliographical references (leaves 82-83). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.