This study examined the multiple roles of adult ice hockey in the Canadian context. More specifically, it investigated the importance attached to victory versus play elements, specific motives for playing, as well as Machiavellian behaviour during play in eight different forms of ice hockey. The sample consisted of 214 players in hockey forms ranging from the least structured and organised, such as "pick-up hockey", to that of the highly competitive inter-university variety. The Ideal-Type Play/Game Paradigm, proposed by Salter (1980), was used as a basis to investigate players' importance attached to victory versus play elements. To study specific motives for participation and Machiavellian behaviour across hockey forms, a Participation Questionnaire was developed by the investigator. Results indicate that, as the activity became more structured and organised: (1) the importance of victory as compared to play elements became more pronounced (F = 11.09, p $<$.001); (2) motives changed (F = 5.55, p $<$.05); and (3) Machiavellian tendencies increased (F = 50.71, p $<$.001). Results further indicate that, across hockey forms: (1) achievement/status (F = 22.68, p =.00) and skill development (F = 22.29, p =.00) motives increased in importance with structure and organisation for play; (2) excitement/challenge (F = 4.58, p =.00) and social affiliation (F = 3.85, p =.00) motives changed somewhat; and (3) fun (F = 2.38, p =.02), team affiliation (F = 3.25, p =.00) and energy release (F = 2.26, p =.03) motives were fairly common and important. It was also found that to improve fitness as a motive for participating was not a significant discriminator since it was felt to be important by players in all hockey forms. (Abstract shortened by UMI.)

This investigation examined the relationship between the superstition endorsement and pre-game anxiety among male and female soccer players at various levels of soccer play. The sample consisted of one hundred-and-one elite soccer players at professional, university, and under 15 year levels. A Soccer Behavior, Beliefs, and Preferences Questionnaire, developed by the investigator, and the Competitive State Anxiety Inventory-2 (Martens et al., 1990) were used to assess respectively soccer superstitions and pre-game anxiety. Pearson Correlations, ANOVAs, and t-tests were computed to test the study's hypotheses. A significant relationship was not found between superstition endorsement and pre-game anxiety for the group sampled. Superstitious practices were found to be significantly negatively related to age (r = -.23), teenagers being significantly higher in superstition scores than both professional and varsity groups (H(2,98) = 6.72, p < .05). Although superstition endorsement was not different between the genders at the same levels of play, both under 15 boys and girls were more superstitious than university women. Professional players exhibited significantly more state self-confidence than the teenage group (t(66) = 2.03, p < .05). The under 15 boys were significantly more cognitively anxious than the professional athletes (T(45) = -2.52, p < .05). At these levels of play, superstitious behavior was not in general related in males or females to pre-game anxiety.

The purpose of this study was to determine the effect of single-sex and coeducational physical education classes on secondary school students' self-confidence levels. A dependent sample of Grade 10 students completed Vealey's State Sport-Confidence Inventory at the completion of their single-sex class and then again at the completion of their coeducational class. They also completed a sport specific self-confidence measure, in order to factor out their confidence in basketball and volleyball from their overall State Sport-Confidence. Some students also participated in focus group interviews at the completion of each class type. Vealey's State Sport-Confidence Inventory showed no significant differences between classes or between genders. However, qualitative results contradicted these findings as females indicated obvious differences between the two class types that would in turn affect their self-confidence levels. The results indicate that more research is needed into how class type affects the self-confidence of students in single-sex and coeducational physical education classes.

All athletes dream of competing to their full potential. Experimenters have shown that mental preparation can enhance performance. Self-efficacy and self-confidence have also been shown to have a direct relationship with performance. The purpose of this study was to investigate the potential of team highlight videotapes as mental preparation tools designed to enhance feelings of self-efficacy and sport-confidence, which in turn might lead to enhanced performance. Three-minute video montages of successful shot-making were set to music, with key words (words chosen to encourage or to emphasize a good shot) added throughout. Forty-seven competitive female tennis players were randomly assigned to one of two groups. The highlight videotape group was shown the team highlight videotape, while the control group was shown a neutral videotape. All participants completed Vealey's (1986) State Sport-Confidence Inventory (SSCI) and the Tennis Self-Efficacy Scale for Doubles (TSESD), watched their assigned videotape and then retook the SSCI and TSESD. Participants then completed a set of open-ended questions about the procedure. / The data was analyzed with a Group (2) x Level of skill (4) repeated measures design. The analysis of variance of the TSESD and SSCI scores did not reveal any significant differences between the scores of the treatment and control groups. But comments to the open-ended questions seemed to reveal increased feelings of sport confidence, motivation and arousal associated with the videotapes, suggesting that the team highlight videotapes may have potential as mental preparation tools. Additional research is warranted to further explore the potential uses of this new mental preparation tool.

The purposes of this study were to determine the adjustment of freshman athletes to intercollegiate athletics and to determine the validity of the Perceptions of Adjustment to Sports Questionnaire (PASQ), which was created for this research. The results of a pilot study that included 62 freshman intercollegiate athletes indicated that Rule 48 status, time of season, residence, interscholastic athletic experience, team cohesion, and revenue do not influence the adjustment of freshman athletes to intercollegiate sports (p < .05). Twelve panelists also rated the construct validity of the PASQ in a three-round Delphi study. The final version of the PASQ resulted in a 69-item, 8 sub scale instrument that measures freshman adjustment to intercollegiate athletics; however, additional research needs to be conducted to confirm its validity. Possible uses of the PASQ are to provide a foundation for counseling freshman intercollegiate athletes and to recognize freshman athletes at risk for psychiatric and physical health problems. / School of Physical Education

The relationship between hardiness, stress and burnout has been established in occupational settings (Kelley, 1994; Talarico, 1989; Topf, 1989). This relationship has not been established with athletic populations, however. The purpose of this study was to determine if a relationship existed between personality hardiness, perceived stress and burnout in a selected sample of collegiate athletes. Participants were 181 male (n=129) and female (n_=52) Division I athletes from three Midwestern universities representing four sports (baseball, softball, tennis and track). Each subject was asked to complete a survey - consisting of the Third Generation Hardiness Test, the Perceived Stress Scale, and the Maslach Burnout Inventory - during the regular season and at least 24 hours prior to an athletic contest. It was hypothesized that hardier athletes would report lower levels of perceived stress and burnout, and that higher levels of stress would be related to higher levels of burnout. Pearson product-moment correlations supported the hypothesized relationships. / School of Physical Education

The purposes of this study were to determine the current formal educational background of certified athletic trainers (ATCs) in sport psychology and psychological aspects of injury, and to identify attitudes of ATCs regarding the implementation of formal sport psychology education. A survey instrument was developed for the purposes of this study and sent to all 13,000 NATABOC ATCs with e-mail addresses registered with the NATA as of December 2001, with 2499 responding (19.2%). Of the respondents, 1326 (53.7%) were educated via the internship route to certification and 1142 (46.3%) were educated via the curriculum route to certification. Descriptive statistics were computed for information regarding the amount and type of formal sport psychology education participation by ATCs, perceived importance of sport psychology when caring for athletes, and availability of sport psychology professionals.Results indicated that 46.2% (n = 1098) and 30.0% (n = 667) of ATCs who responded have participated in at least one formal sport psychology undergraduate and graduate course, respectively. Results indicated that 62.6% (n = 1473) and 29.1% (n = 644) had participated in at least one psychological aspects of injury undergraduate and graduate course, respectively. Three hundred and thirty-nine (14.5%) have participated in sport psychology CEUs and 85 (3.7%) have attended sport psychology conventions/seminars. Responses supported previous research, showing the opinion that sport psychology is an important tool when caring for athletes. Results indicated that low numbers of ATCs currently have formal training in formal sport psychology interventions (32.7%, n = 818), but more utilize them in their athletic training settings then are formally trained (56.7%, n = 1426). Respondents indicated limited access to sport psychology professionals as 31.4% (n = 776) reported access to full, part time, or a referral base service.Multiple t-tests were used to determine if significant differences were present between internship route ATCs' and curriculum route ATCs' participation in and perceptions of formal sport psychology and psychological aspects of injury education. No significant differences were found between routes to certifications. Low percentages of ATCs with formal sport psychology education, high perceived importance of sport psychology skills, and limited access to sport psychology professionals requires further attention and action in order to provide athletes with the best comprehensive care. / School of Physical Education

This study has examined the aspect of psychological care for the injured athlete at the Division 1A collegiate level. The specific areas examined were those of the mental impact of injury, services available, potential barriers, funding, and referrals. An additional aspect of this study that was examined was differences between conferences in the psychological care practices of the injured athlete. It was found that the largest barrier to successful psychological rehabilitation of the injured athlete was athlete compliance, despite support from others and available services. No significant differences were found to exist between conferences and the psychological care of the injured athlete. / School of Physical Education

The purpose of this investigation was to examine whether sports in which boys participated spontaneously (i.e., not organized as a treatment) could be associated with the retrenchment of later adolescent delinquent behaviours. The objectives of this particular investigation were to: (i) observe how this participation might alter a negative behavioural developmental trajectory; and (ii) study the possible effects of transition in sports activity (i.e., increases or decreases in participation in sports from year to year) on current and later risk for delinquency. / This investigation utilized data obtained from the Montreal Longitudinal-Experimental Study of Boys which started in 1984 when the boys were six years old. Seven-hundred-eleven of the subjects met the inclusion criteria necessary to participate in the present study. Each year, from 1989 (age 11) to 1995 (age 17) the subjects were asked to complete the Self-Report-Delinquency questionnaire, a 27-item scale detailing their involvement in antisocial behaviour over the previous 12-month period. The scores of four of these years were retained for study; namely, those for 1989 (age 11), 1991 (age 13), 1993 (age 15), 1995 (age 17). (Abstract shortened by UMI.)

Educational Studies / (M. Ed. (Specialisation in Guidance and Counseling))