Spelling suggestions: "subject:"athletic"" "subject:"ethletic""
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Development and Validation of the Patient-AT Trust InstrumentDavid, Shannon L. January 2013 (has links)
No description available.
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Neuroplastic and Neuromuscular Effects of Knee Anterior Cruciate Ligament InjuryGrooms, Dustin R. 15 October 2015 (has links)
No description available.
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Health Care for Rural High School Athletes: Injury Rates, Risk Factors, and Implications: A Preliminary AnalysisDriscoll, Erin M. 27 September 2007 (has links)
No description available.
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The Effect of Using Computer Simulations as Self-Directed Learning on Critical Thinking Levels in Entry-Level Athletic Training StudentsSchublova, Marketa 25 September 2008 (has links)
No description available.
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An Examination of College and University Athletic Directors’ Perception of Management Models Utilized to Operate Intercollegiate Athletic ArenasPalmero, Mauro R. 30 July 2010 (has links)
No description available.
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Women's self-defense training: an examination of assertiveness, self-efficacy, hyperfemininity, and athletic identityHinkelman, Lisa 10 March 2004 (has links)
No description available.
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Antecedents and consequences of perceived organizational support for NCAA athletic administratorsPack, Simon M. 01 August 2005 (has links)
No description available.
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The influence of variations in shoe midsole density on the impact force and kinematics of landing in female volleyball playersNolan, Karen J. 25 May 2004 (has links)
No description available.
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Prediction of Football-playing Ability in Spring Training Tryouts Through the Use of Psychobiomotor AssessmentSecunda, Michael D. 01 July 1980 (has links) (PDF)
Psychobiomotor assessment refers to the use of a combination of psychological, biological, and motor-performance tests to comprehensively analyze the skills, attributes, and performance capabilities of athletes. The purpose of this study was to test the hypothesis that there are significant psychobiomotor differences between successful collegiate football players in the offensive backfield positions and those players who are rates as less successful in these positions. Subjects were 19 male volunteer tryouts (mean age = 20.5) for the positions of quarterback and halfback on the inaugural University of Central Florida football team. They were assessed on the physiological variable anaerobic capacity, they psychological dimensions measure by the Cattell 16PF, and also on four football-playing skills. Football-playing ability (the dependent variable) was assessed by coaches' ratings on 15 sub-variables determined to be important to the offensive backfield positions. Stepwise multiple linear regression analysis, utilized to give the best linear composite of the predictor variables to the dependent variable, resulted in a multiple correlation coefficient of .85 (p < .005). The prediction equation included four variables: conservativism, aggressiveness, anaerobic capacity, and pass-receiving ability. Thus, a significant 68% of the variance of football-playing ability was accounted for by the use of these four psychobiomotor variables. By using a validated test battery, team personnel, performance, profits, prestige, and effectiveness could be improved. Also, a better could be used to train current team members on areas of relative skill deficiencies.
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Reframe, Regroup, Refresh: Navigating the Transition from Athlete to ExerciserBarlow, Madeline Margaret January 2019 (has links)
Student athletes (SAs) are faced with multiple hurdles upon stepping onto campus, including balancing their lives as a student with that of being an athlete for 20 or more hours per week. SAs typically maintain weekly physical activity (PA) recommendations as a by-product of participation in one’s sport. Because most SAs have high athletic identity, which remains fairly consistent throughout their lives, many incorrectly assume this will translate into a high exercise identity and greater PA throughout their life spans. Certainly, the challenge is how to assist SAs in transitioning from athlete to exerciser. Based on findings from previous research on barriers to maintaining healthy PA levels faced by student-athletes as they transition out of sport, the purpose of this study is to examine the components of resources that can help individuals navigate this transition. Phase I of the study was quantitative in nature and examined the relationship between athletic identity and exercise identity; the relationship was not significant; however, as expected, an individual’s level of exercise identity was related to one’s levels of moderate and vigorous exercise per week. Additionally, individuals with high athletic identity were more likely to participate in vigorous PA. For the purpose of the study, Phase II involved conducted hack groups (typically labeled as focus groups) to gain a deeper understanding of how practitioners can best serve athletes as they transition out of collegiate sport. According to the participants, attention should be given to the delivery method of resources. The most frequently cited form of delivery was that of a phone app with a social network. An app allows for individuals to access an online community of former SAs to not only process their experience but develop connections with like-minded individuals in the area. These connections were highlighted as a motivator for attending exercise groups and act as a form of accountability that may be missing from one’s life after the loss of one’s coach and/or team environment. Former SAs also reported the need for an increased awareness of one’s change in identity and help reframing exercise. Moreover, strategies to build community through authentic connection and shared values, along with assistance developing new routines and habits were deemed important. PA levels or one’s overall well-being may be positively influenced by these connections, but this remains to be studied in depth. The results of the present research indicate a need for attention on activities individuals enjoy rather than exercising for the sake of exercising. Experiencing positive feelings towards PA may in turn allow for increased present-moment awareness in the activity, leading to more enjoyment and potentially increased motivation to maintain PA following the transition out of collegiate sport. / Kinesiology
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