The primary purpose of this study was to investigate the burnout syndrome among NCAA division I, II, and III head softball coaches. The differences between the burnout subscales scores of personal accomplishment, emotional exhaustion, and depersonalization of softball coaches at the different NCAA divisions were examined. / Subjects for the study were head softball coaches who were employed at NCAA member institutions. The subjects completed a demographic questionnaire and the Maslach Burnout Inventory (MBI), the instrument utilized to measure scores in the burnout subscales of depersonalization, emotional exhaustion, and personal accomplishment. The demographic variables surveyed included gender, age, educational degree, marital status, NCAA classification, position status, other responsibilities, years coaching, salary level, direct contact hours, tenure at present position, number of students at university, winning percentage, and budget. / A trend toward the existence of burnout was indicated by the softball coaches. While low levels of depersonalization were reported, approximately half the coaches revealed medium to high levels of burnout in the subscales of emotional exhaustion and personal accomplishment. / An analysis of variance with post-hoc analysis for depersonalization, emotional exhaustion and personal accomplishment with regard to selected independent variables revealed statistical significance. Statistically significant differences in burnout subscale mean scores were found in gender with regard to depersonalization and emotional exhaustion in status of position with regard to emotional exhaustion, in direct contact hours with regard to emotional exhaustion and personal accomplishment, in NCAA division with regard to personal accomplishment, and in years coaching with regard to emotional exhaustion. / The study has implications for the head softball coach as well as those supervising coaches. Once the factors which affect burnout are identified, strategies for prevention can be developed. / Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2290. / Major Professor: Robert Alan Rider. / Thesis (Ph.D.)--The Florida State University, 1992.

This study examines the relationship between sensation seeking tendencies and strategy choice in a simulated sport task. The investigation focuses on the difference in effectiveness of self-chosen versus required-choice strategy options of varying degrees of risk on performance levels in a simulated sport task. Self-efficacy and gender are also examined to determine their impact on this relationship. / Previous research and issues relevant to the relationship between sensation seeking tendencies and strategy choice within the context of sport behavior are reviewed. The sensation seeking construct is fully explored and defined. Implications for the sport domain are examined. Strategy choice is discussed as a singular topic within the boundaries of decision theory. A synthesis of other relevant variables is provided and incorporated into the central topic of this study. / The study utilized a repeated measures, counterbalanced design with a volunteer group of male and female Florida State University track and field athletes representing a variety of competitive events. Form V of the Sensation Seeking Scale (Zuckerman, 1979) was administered to all subjects as a measure of sensation seeking tendencies. Strategic Ball Toss (SBT) (Clementi & Pargman, 1990) was used to simulate a competitive sport task. The SBT provided subjects with strategy options and an opportunity to employ the strategy of choice in a motor task. / Results did not support previous findings as the data analysis revealed no significant correlation between sensation seeking tendencies and level of risk in a strategy choice. Differences in performance, as well as in self-efficacy, under the free-choice versus the required-choice condition were not statistically significant. Gender differences were significant with regard to sensation seeking tendencies, yet hypothesized gender differences in strategy choice on the SBT were not supported by the data. / Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 2065. / Major Professor: David L. Pargman. / Thesis (Ph.D.)--The Florida State University, 1991.

This study examined the components of academic support that influenced the graduation rates of college football players. The study included Research I and Land Grant institutions that participated in NCAA Division I athletics and met NCAA eligibility standards for student athletes. A total of 27 institutions were identified. Among these schools, there were no significant differences in the average SAT scores. The 27 schools were ranked in the order of their average graduation rates for football players for 1996, 1997, and 1998. The top three, middle three, and bottom three institutions were then chosen for comparison and analysis. Information about each institution's Academic Support Program was gathered through the use of a questionnaire and follow-up interviews. All nine of the surveyed institutions had similar components of academic support. The top three programs differed from the others in two ways: (1) Key leaders (Athletic Director, Academic Program Director, coaches, and faculty) established academic success as a priority and used positive consequences for success and negative consequences for failure to perform and (2) student athletes were served through the academic services, programs, and systems the university already provided to assist all students. Ironically, the three institutions with the largest budgets and largest number of academic staff had the lowest graduation rates. Implications concentrate on potential changes in institutional policies. This study has five implications for the NCAA, university Presidents, and Athletic Directors.

<p>In order to integrate a mind, body, spirit approach in school settings, yoga programming such as Y.O.G.A. for Youth was introduced to one public and two charter schools in Los Angeles area urban neighborhoods. The study examined the effectiveness of the overall program and its effect on adolescent stress, emotional affect, and resilience. A survey was administered to measure the three dependent variables and informal interviews were conducted to determine the overall effectiveness of the program. The results of the mixed method approach indicated that the overall program was effective in creating a general sense of well-being and statistically significant in alleviating stress (p &lt; .05), increasing positive affect (p &lt; .05), and resilience (p &lt; .001), in the participants (N=30). </p>

<p> The continual decline in health and wellness and the potential impact on society, including the economic, social, physical, and emotional perspectives is a concern for health professionals. Specifically, there are concerns about the lifestyle habits as individuals' transition through the lifespan from childhood to late adulthood. The purpose of this study is to analyze the effect of high school varsity athletic participation on physical activity and wellness in the adult life stages: young, middle, and late. The researcher hypothesized that individuals that participated in high school varsity athletics would report higher levels of physical activity and higher wellness scores (social, physical, and emotional) in the adult life stages than individuals that did not participate in high school varsity athletics. </p><p> The researcher recruited, through electronic e-mail, 564 college alumni (69.1% female) to participate in the exploratory study. Participants completed the Godin Leisure-time Exercise Questionnaire and the Perceived Wellness Survey. Participants were then grouped by past high school athletic participation status (59.2% varsity athletes) and by adult life stage. </p><p> An ANOVA indicated significant differences between groups in all areas. Athletes in young adulthood showed the greatest differences in strenuous physical activity (p&lt;.001) when compared to non-athletes. Athletes in late adulthood showed the greatest differences in moderate physical activity (p&lt;.01) when compared to non-athletes. Non-athletes in young adulthood showed the greatest negative differences in emotional wellness (p&lt;.05) when compared to all groups. Additionally, the greatest differences in total wellness was between athletes (p&lt;.001) and non-athletes in young adulthood. Finally, athletes in young adulthood reported the greatest differences in total physical activity (p&lt;.05), physical wellness (p&lt;.05), and social wellness (p&lt;.05) when compared to other groups. </p><p> The findings from the study provide strong evidence that high school varsity participation can help individuals develop healthy habits that are carried into adulthood. The study provides a strong foundation for future research in physical activity, wellness, and sport behavior. In conclusion, school administrators and health professionals should consider providing more opportunities for more adolescents to participate in structured athletic programs to develop healthy habits that become lifelong behaviors.</p>

<p> Childhood obesity is a worldwide problem that can lead to adverse health conditions. In several rural Pennsylvania communities, over one third of elementary students are characterized as overweight, having a body mass index above the 85^th percentile. The purpose of the study was to investigate educational stakeholders' perspectives about school-based obesity-prevention programs. The conceptual framework focused on cognitive theory, the theory of planned behavior, and the trans-theoretical model of health behavior change, which postulates that an individual's readiness to change is the most important factor of intervention programs. Qualitative interview data were gathered from 18 educational stakeholders. Inductive code-based analysis led to categories and themes. Key findings revealed a variety of barriers that limited and prevented effective student-wellness initiatives: students' physical activity; family dynamics, schedules, and socioeconomic factors; lack of transportation limiting children's participation in physical activities; parental engagement and input on obesity-prevention initiatives; and cafeteria environment and meal offerings. Findings informed the development of a policy recommendation for a research-based nutrition education program for schools and a strategy to communicate students' cafeteria habits to parents. Recommendations include a heightened awareness on factors contributing to obesity, as well as better educator-led planning to make improvements to school-based programs. Implications for positive social change may be the potential to increase awareness of healthy behaviors and improved student health through obesity-prevention methods, exercise patterns, and dietary habits of youth. These healthy habits may reduce adverse health effects in adulthood, which could hold the potential to improve the health of the next generation.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0508. Adviser: Darla Castelli. Includes bibliographical references (leaves 99-120) Available on microfilm from Pro Quest Information and Learning.

Thèse (M.A.)--University of Calgary (Canada), 2007. / Titre de l'écran-titre (visionné le 1 février 2007). In ProQuest dissertations and theses. Publié aussi en version papier.

<p> Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students&rsquo; motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students&rsquo; intrinsic motivation to participate in physical education class and physical education teachers&rsquo; use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6^th&ndash;8^th grade students (<i>n</i> = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (<i>M</i> = 5.6) and autonomy support to be the least (<i>M</i> = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.</p><p>

Abstract not available.