The purpose of this study was to examine affective changes which result from injury in female collegiate gymnasts, using the Profile of Mood States (POMS) instrument (McNair, Lorr, & Droppleman, 1971 ). Twelve female gymnasts, comprising the Utah State University gymnastics team, completed the POMS twice per month for four months during their 1986-87 competitive season . A comparison group of 12 non-athlete female college students, matched with the gymnasts by age, year in school, and major, completed the POMS on the same schedule as the gymnasts. Injury was defined as orthopedic damage to the gymnast's body as a result of participation in gymnastics, another sport-related activity, or a non-sport-related accident, which forced the gymnast to miss one week of gymnastics practice or one competitive event. Pre- and post-injury POMS profiles were analyzed by visual inspection. Of the four gymnasts who sustained injuries during the season, two exhibited significant POMS profile changes. One gymnast who did not participate during the 1986-87 season, due to an injury sustained the previous year, produced POMS profiles which fluctuated in anticipation of, and in response to, her visits to physicians treating her injury. Comparisons using 1 tests of POMS factor scores of the non-injured gymnasts with those of the non-athlete college students indicated no significant differences between the two groups. Visual comparisons were conducted to ascertain if non-injured gymnasts' POMS profiles were similar to the "iceberg" profile found by Morgan (1979) in his study of elite athletes. Thirty-six percent of the gymnasts' POMS profiles had the iceberg configuration, as compared to 20 percent of the non-athletes' profiles. Since three of the five (60 percent) of the injured gymnasts in this study had significant changes in POMS factor scores, the hypothesis that injury can produce substantial affective changes in female collegiate gymnasts was supported . Additional research should be conducted to replicate and extend these results and to explore options for optimal treatment of injured athletes. Further comparisons between POMS profiles of both injured and healthy elite, professional, and collegiate athletes is recommended.

The purpose of this study was to determine if differences exist among NCAA divisions I, II and III as well as between Athletic Directors and Primary Women Administrators with regard to the perceived competencies and preparatory coursework required of athletic administrators. A mail survey utilizing a six point forced choice Likert rating scale was constructed from a review of the literature and modifications of the survey instrument "Athletic Club Managers Survey" developed by Lambrecht (1986). The questionnaire contained 46 competency statements and 30 course content area statements as well as a set of demographic questions. The 1987-88 NCAA Directory listed 466 institutions which employed both an Athletic Director and a Primary Woman Administrator. Two hundred five of these institutions were systematically randomly selected and received two questionnaires, one for the Athletic Director and one for the Primary Woman Administrator. Three hundred and forty-nine questionnaires were returned yielding an 85% response rate. It was hypothesized that there were no significant differences between the responses of athletic administrators from the three divisions of the NCAA with regard to the competency and course content area statements. The analysis of variance technique was used to analyze the data. Where differences existed the Newman-Keuls test was employed to determine the location. The null hypothesis was rejected for 20 competency items and 17 course content area items. Athletic Directors and Primary Women Administrators were also studied. Fifteen competency items and 14 course content area items were rejected in this comparison. The top six ranked competency items were: 1. Enforce NCAA Rules, 2. Human Relations, 3. Staff Communications, 4. Decision Making Process, 5. Budget Preparation and Control, and 6. Interpret NCAA Rules. These top six ranked competency items were the same in each division, although the order of importance varied. Competency items were rated higher than course content area items. Of the top 16 items with means above 5.0, only three items were course content area items. Public Relations, Speech and Writing were the top three ranked courses. Results of this study indicate that there is limited significant difference among the three NCAA Divisions or between Athletic Directors and Primary Women Administrators in their perception of competencies and coursework necessary for athletic administrators. / Graduation date: 1990

This study evaluated the cognitive process of students participating in a 20-hour service-learning experience while enrolled in a collegiate Social Problems course. This study examined student attitudes about social problems and their ability to affect change and examined relationships between demographic variables, student attitudes, and their stages of cognitive process. The population was all students who were enrolled in a Social Problems course during the Fall 2005 semester. Of the 77 students enrolled in the course, 48 completed both the pre-test and post-test questionnaire and 64 completed the service-learning journals and papers. The researcher used a mixed method research design. The quantitative study used a pre-test and post-test questionnaire to evaluate changes in attitude towards service learning. The qualitative study evaluated journal entries and papers using the Constant Comparative Method of Qualitative Analysis to assess stages of cognitive development. The major findings of the study were: 1) Students progressed through six stages of cognitive development - Shock, Guilt, Normalization, Cultural Sensitivity, Engagement, and Empowerment, however no student experienced all stages; 2) Three new stages were discovered - Guilt, Cultural Sensitivity, and Empowerment; 3) All students who had not volunteered before experienced Shock; 4) Shock occurred for some students who had previously volunteered; 5) Students experiencing Guilt were primarily White and from families with parental incomes greater than $75,000 a year; 7) A majority of students experienced Empowerment; 8) Most students volunteering more than 10 hours a month experienced Empowerment; 9) All People of Color experienced Empowerment; 10) Results from pre-test and post-test questionnaires did not indicate a significant change in attitudes towards service-learning as a result of participating in the service-learning experience. Educators should: 1) Be prepared to assist students as they experience multiple stages of the cognitive process during their service-learning experiences; 2) Give instruction in reflective journaling, provide students with guided journal questions, and monitor stages of the cognitive process; 3) Incorporate service-learning into curriculum to enhance cognitive learning and empower students; 4) Replicate with a more diverse population and larger sample size.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2003. / Includes bibliographical references (leaves 98-99). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2004. / Includes bibliographical references (leaves 59-61). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Ball State University, 2004. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2003. / Includes bibliographical references (leaves 98-99).

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2004. / Includes bibliographical references (leaves 59-61).

The purpose of this study was to examine conductors’ behavior and use of rehearsal time in high school and collegiate orchestra rehearsals. In this study, eight conductors (high school, n = 4, college, n = 4) were video recorded leading two ninety-minute orchestral rehearsals. After the data were collected, the videos were analyzed to compare the conducting behaviors used in each rehearsal. The percentage of time and rate in which conductors engaged in twelve conducting behaviors were calculated. Results indicated that both collegiate and high school conductors spend the most time giving nonverbal directives and verbal directives and engaged in nonmusical behaviors. The results also indicated a pattern of individual variability among the high school conductors and consistency among the collegiate conductors.