Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1975. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (PH. D.) Columbia university. / Bibliography: p. 37-39.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 142-146).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (sites viewed on August 11, 2006). PDF text of dissertation: xx, 160 p. : ill. ; 1.73Mb. UMI publication number: AAT 3208123. Includes bibliographical references. Also available in microfilm, microfiche and paper format.

Thesis (Ph. D.)--Texas Woman's University, 2003. / Includes bibliographical references (leaves 210-223).

Two studies were conducted to investigate the effect of mental imagery training on the magnitude and strength of individuals' self-efficacy for a dart throwing task, and to compare the utility of single-subject and group design studies in investigating imagery in the motor skill domain. The first study employed a multiple-baseline-across-subjects design, in which six (n=6) subjects were administered a 15-session mental imagery training program following baseline sessions of varying lengths. The first ten imagery training sessions included a three minute relaxation component, followed by four minutes of specific imagery training (incorporating self-perception imagery and imagery vividness and controllability training). Subjects were then asked to stand, perform a one minute centering exercise, and to image successful performance of the task. This was immediately followed by the completion of a self-efficacy and imagery rating scale, and actual performance of the task while blindfolded. Two subjects showed that their self-efficacy magnitude for the task had increased as a result of the intervention, one subject demonstrated an increase in self-efficacy strength due to imagery training, and all subjects evidenced a change in their overall pattern of performance from the baseline to intervention phases. The second study used a more traditional group design in which nineteen (n=19) randomly assigned subjects were administered a similar 15-session mental imagery training program. These subjects were compared to a control group of nineteen (n=19) subjects on their ratings of self-efficacy magnitude and strength prior to, immediately following, and eight days after the completion of the imagery intervention. For this study, the intervention differed from the multiple-baseline study, in that the subjects were not required to complete the self-efficacy or imagery rating scales on each day of the intervention, and were not required to physically perform the task. Two 2 x 3 Analyses of variance showed no significant differences between the control and experimental groups on ratings of self-efficacy magnitude or strength. It was concluded from the multiple-baseline study that imagery was able to enhance self-efficacy for the dart throwing task in subjects who were high ability imagers, had previous experience at throwing darts, believed in the performance-enhancing capabilities of mental imagery training, and had been exposed to relaxation and imagery procedures prior to the study. It was concluded from the group design study however, that imagery had no effect on self-efficacy for the dart throwing task for subjects who had previous experience at imagery training, and who believed in the potential for imagery to enhance performance. A comparison of the two designs demonstrated the effectiveness of the single-subject design study in more fully investigating imagery's effect on various aspects of motor skill performance. In particular, the importance of high imagery ability, the use of more task specific measures of imagery ability, and the possibility that performance-based sources of efficacy information may be the only avenue for enhancing self-efficacy for certain individuals, were issues that were raised as a result of the single-subject design study. It was further concluded that the systematic use of such designs provided a practical, relevant and comprehensive evaluation of the effect of imagery on aspects of motor skill performance, although the complementary use of both types of research was recommended. / Graduate

This developmental study attempted to distinguish between the preference differentiation, sensorimotor differentiation and language differentiation of body parts by 3 to 6 year old children. The development of the body schema defined as the neurological model of the sensorimotor aspects of body parts was emphasized. Sixty-four children served as subjects in this study. There were eight boys and eight girls in each age category. These subjects were selected from a group of 3 to 6 year old children with play school experience at Sunset Recreation Centre. Four Task Series were administered; Task Series I was sensorimotor finger localization; Task Series II was sensorimotor hand-finger orientation; Task Series III was hand preference and foot preference; Task Series IV was the verbal understanding of body parts with respect to the right and left co-ordinates of the body. Four different experimental conditions that involved visual presentations and tactual-kinesthetic presentations for visual movement response and non-visual movement response were used in Task Series I and Task Series II. The data of Task Series I and II was submitted to bivariste frequency analysis and an analysis of variance. In Task Series III and Task Series IV age group percentiles for correct responses across trials were calculated. This data analyses indicated that the major development in the differentiation of body parts at 3 to 6 years of age is at the sensorimotor level of organization. This sensorimotor development reflected a reliance upon the tactual-kinesthetic sensory system. The results were discussed in terms of the applicability of the neurological term body schema to the research in developmental and educational psychology concerned with the developmental significance of body awareness in 3 to 6 year old children; the implications for the relationships reported between neurological disorders; and the considerations for the limited research in integrative processing. Future directions for physical education research in the developmental study of effective cues for motor learning were indicated. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The problem of this study was to determine if athletes representative of open skills differ from athletes representative of closed skills in the perceptual style of field independence. It was hypothesized that differences in perceptual style exist between athletes of open and closed skills, and between athletes and non-athletes. This study also investigated perceptual differences: between advanced athletes and less-advanced athletes; between basketball positional groups; and between different sports of hockey, basketball, swimming, and gymnastics. A total of sixty-one male university students were tested for field independence by use of the rod and frame test (RFT) and the group embedded figures test (GEFT), as well as tested on a visual search test (VST). Scores from the tests were placed into groups, each group having a mean and standard deviation score for each of the tests. RFT mean scores were computed for absolute error (AE), variable error (VE), and constant error (CE). Correct numbers identified and numbers missed were analyzed from the VST. The GEFT score was the number of correctly identified figures. F-ratios for multivariate tests of equality of mean vectors were computed for the groups: Open-Closed; Athlete-Non-athlete; Advanced-Less-advanced; Outside-Inside basketball positional groups; Hockey-Basketball; and Gymnastic-Swimming. Results from this study showed:(1)Open skill athletes (Hockey and Basketball players) do not differ in perceptual style from closed skill athletes (Gymnasts and Swimmers); (2) athletes do not differ significantly from non-athletes in measures of field independence; (3) individual univariate tests between the variables from the GEFT and RFT (AE, VE) showed that the basketball group was more field independent than the hockey group; and (4) the amount of shared variance between the two tests of field independence (RFT and GEFT) was low (less than 1270) and limits the above conclusions. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The problem of this investigation was to test the motor performances of Haney Correctional Institution inmates, compare their performances to various norm populations, find out if their motor performances improved after they stayed for a short period of time in the Institution, determine whether their motor performances were typical for the dominant physique type of delinquents and decide whether factors such as size, maturity and mental performance had any relationship to their motor performances. The purpose of the investigation was to arrive at some kind of a "motor performance picture" of delinquents, as compared to the "normal population." It was hypothesized that: (a) inmate motor performances and mental performances would be lower than those of the norm population; (b) inmate motor performance would not be typical of their dominant physique type; (c) inmates would improve motor performances after a short stay at the Institution; and (d) relationships would be-found between size, maturity, mental performance and motor performance. The subjects were 670, male inmates of the Haney Correctional Institution, British Columbia, ranging in age from l4 to 4O, but with the majority between 17 and23 years of age. Of this population of 670, only 280 were given the Motor Educability test, one of the motor performance items. Tests were given to inmates on their arrival and again after four months and the pertinent data recorded. The re-test population decreased in size from 670 to 255 and from 280 to 129 for the Motor Educability test. Transfers, discharges, medical and various other reasons not connected with physical education and out of the investigator's control caused these reductions. The reductions and some missing data further reduced the size of the population to 111 when the inter correlation matrix of all variables was calculated by the computer. A computer was used for the majority of the statistical; work to obtain means, standard deviations, inter correlation matrix of all variables and t statistic of differences between initial and re-test motor performance scores. Other calculations, such as the t statistic of differences between H.C.I. inmates' scores and those of the norm populations, and preparation of frequency distribution polygons, were done by the investigator. The results, in all but a few instances, supported statistically the hypotheses stated by the investigator. It was concluded, therefore, that Haney Correctional Institution inmates had lower motor performances than the various norm populations, had motor performances that were not typical for the dominant physique type of delinquents, had inferior mental performances, had heights and weights that were shorter and lighter than the norms and had typical relationships between mental performance, size, maturity and motor performance. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate