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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The basic needs satisfaction in sport scale: instrument development and initial validity evidence.

January 2008 (has links)
Ng Yau Yin Johan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 133-150). / Abstracts in English and Chinese; appendix B and E in Chinese. / Abstract --- p.i / List of Tables --- p.viii / List of Figures --- p.x / Introduction --- p.1 / Basic psychological needs --- p.1 / Types of motivation --- p.2 / Previous research findings --- p.4 / Measures of basic needs satisfaction --- p.5 / Purpose of current study --- p.7 / Study 1 --- p.9 / Introduction --- p.9 / Item creation and content relevance review --- p.9 / Method --- p.19 / Participants and procedures --- p.19 / Measure --- p.19 / Data analysis --- p.20 / Results --- p.22 / Preliminary results --- p.22 / Factorial validity --- p.23 / Alternative models --- p.26 / Discussion --- p.28 / Study 2 --- p.30 / Introduction --- p.30 / Construct coverage review --- p.30 / Content relevance review of new items for autonomy subscale --- p.32 / Method --- p.37 / Participants and procedures --- p.37 / Measures --- p.38 / Data analysis --- p.44 / Results --- p.46 / Preliminary results --- p.46 / Factor structure of autonomy subscale --- p.48 / Factor structure of the BNSSS --- p.51 / Convergent validity --- p.56 / Nomological validity --- p.58 / Discussion --- p.60 / Study 3 --- p.65 / General Discussion --- p.67 / Future research --- p.71 / Conclusion --- p.72 / Appendix A ´ؤ Questionnaire for Study 1 (English) --- p.74 / Appendix B ´ؤ Questionnaire for Study 1 (Chinese translation) --- p.76 / Appendix C ´ؤ Questionnaire for Study 2 --- p.78 / Appendix D ´ؤ Questionnaire for Study 3 (English) --- p.85 / Appendix E ´ؤ Questionnaire for Study 3 (Chinese translation) --- p.87 / Appendix F ´ؤ Review of Literature --- p.89 / References --- p.133
2

Social facilitation and goal-setting as motivational factors affecting running performance

Heider, Ann L. January 2011 (has links)
Digitized by Kansas Correctional Industries
3

The efficacy of mental practice as a function of task complexity in an ecologically valid setting

Phillips, Geoffrey Douglas. January 1992 (has links)
Note:
4

Comparison of leadership preferences between elite and novice competitive rowers and paddlers

Kirby, Sandra L. January 1980 (has links)
Note:
5

Intrinsic motivation in sport and physical activity

Walters, Derek A January 2010 (has links)
Typescript (photocopy). / Digitized by Kansas Correctional Industries / Department: Physical Education, Dance, and Leisure Studies.
6

Attentional style as a predictor of athletic injury

Bergandi, Thomas A. 03 June 2011 (has links)
There is no abstract available for this dissertation.
7

Cognitive-affective stress management training to reduce competitive anxiety in athletes / Cognitive affective stress management training to reduce competitive anxiety in athletes

Monteleone, Brian R. January 2001 (has links)
This study examined the effects of Cognitive-Affective Stress Management Training in reducing cognitive and somatic anxiety, while increasing self-confidence and athletic performance in a sample of male (n=10) and female (n=23) high school and college athletes. Only participants scoring moderate to high for trait anxiety on the Sport Competition Anxiety Test (Martens, 1977) were involved in the program. Cognitive-Affective Stress Management Training (CASMT) was a three week, six session program conducted during the preseason. Participants were randomly assigned to three groups (i.e., no treatment control group, treatment group, and one treatment group that met for one hour at mid-season to review the program, answer any questions, and refine any deficient skills). The athletes were administered the Competitive Sport Anxiety Inventory-2 (CSAI-2) (Martens, Vealey, Burton, 1990) at preseason, at mid-season, and at the end of the season and their athletic performance times were recorded similarly. A multivariate approach to repeated measures was used to analyze the Competitive Sport Anxiety Inventory -2 and athletic performance data. Participants receiving CASMT did not significantly reduce their cognitive and somatic anxiety nor increase self-confidence. A significant main effect was found for athletic performance between the two treatment groups. More specifically, the treatment group receiving a "tune-up" session at midseason had significantly lower (i.e., faster times) than the treatment group that did not have a "tune-up". However, this difference represents a randomization problem since this difference existed prior to any treatment. No statistical differences were found between the treatment groups and the control group. Limitations of the present study include sample size, under-representation of males in the sample, time of CSAI-2 administration, and the variable length of seasons among the four teams. It is recommended that future research in this area extend the use of "tune-ups" during the season, assess the direction of perceived competitive anxiety, compare multiple performance variables, and utilize psychological interventions that can be extended beyond the athletic environment. / Department of Educational Studies
8

Youth ice hockey coaches' perceptions of the effectiveness of a team building intervention program

Newin, Julie. January 2006 (has links)
The purpose of this study was to identify and explain youth ice hockey coaches' perceptions of the effectiveness of a team building intervention program. Specifically, eight Peewee hockey coaches followed the same procedures and implemented the same physical team building activities with their teams throughout the regular season. Data was gathered in a variety of ways. Coaches' answered questions on a pre and post-intervention form for each activity and their behaviors were observed by members of the research team. As well, a semi-structured exit interview was conducted with each coach following the completion of the regular season. Cote, Salmela, and Russell's (1995) guidelines were used to inductively analyze and interpret the interview data. Results of the data revealed four higher-order categories concerning coaches' perceptions of the team building program: (a) coach characteristics and outcomes, which included skills coaches gained as a result of their participation in the team building program, as well as their beliefs, philosophies, and background experiences that shaped their coaching development, (b) team circumstances and climate, which involved interpersonal interactions, internal and external environmental factors, and elements influencing team atmosphere, (c) athlete outcomes, which included the feelings, attitudes, and values, as well as the intellectual/thinking-related skills and outcomes that athletes experienced as a result of their involvement in the intervention program, and (d) program involvement and assessment, which focused on coaches' roles and their confidence delivering team building activities, as well as their appraisal of the intervention program. Results of this study provided evidence of the benefits of a season-long team building intervention program for coaches, athletes, and entire teams. Specifically, coaches felt athletes enjoyed this experience and improved and/or acquired a variety of important life skills, such as problem-solving and the ability to focus and persevere when faced with challenging tasks. Likewise, coaches felt their communication and motivational skills improved as a result of their involvement in the team building program. Finally, coaches also felt athletes bonded daring activities and improved their abilities to work together as a group. The results of this study have advanced knowledge in sport psychology by providing a deeper understanding of how team building is perceived by youth sport coaches.
9

Youth ice hockey coaches' perceptions of the effectiveness of a team building intervention program

Newin, Julie. January 2006 (has links)
No description available.
10

Sportsielkunde as komponent in die opleidingsprogram van vakonderwysers / Sport psychology as a component in the training programme of subject teachers

Le Roux, Jacobus Gerhardus, 1945- 02 1900 (has links)
Summaries in Afrikaans and English / Die primere doel van hierdie ondersoek was om vas te stel hoe belangrik dit is dat 'n komponent sportsielkunde ingesluit word in die opleidingsprogram van vakonderwysers. Ten einde hierdie doel te bereik, is 'n teoretiese sowel as 'n empiriese ondersoek uitgevoer. Tydens die teoretiese ondersoek is verskillende aspekte van die sportsielkunde ontleed, waarin die rol van die vakonderwyser telkens toegelig is. Tydens die empiriese ondersoek (waaraan 134 vakonderwysers wat sport afrig en 235 sportleerlinge deelgeneem het) is aangetoon dat: Ongeveer 82% van die vakonderwysers wat sport afrig, opleiding in afrigtingstegnieke ontvang het, maar slegs 16% het opleiding in sportsielkunde ontvang. • Vakonderwysers daarvan oortuig is dat sportsielkunde ingesluit moet word in die opleidingsprogram van vakonderwysers. • Dit vir sportleerlinge baie belangrik is dat sportmanne en -vroue vertroud moet wees met bepaalde aspekte van sportsielkunde en dat hulle afrigters kennis moet dra van sportsielkunde. 'n Aspek soos motivering in sport baie belangrik geag word deur onderwysers sowel as sportleerlinge, terwyl angs in sport en aggressie in sport heelwat laer op die ranglys verskyn. / It was the primary aim of this investigation to establish how important it is that a component of sport psychology be included in the training programme of subject teachers. In order to achieve this goal, a theoretical as well as an empirical investigation were conducted. During the literature study, different aspects of sport psychology were analyzed and the role of the teacher was highlighted in each instance. During the empirical study ( in which 134 subject teachers and 235 sport pupils participated) it was indicated that; Approximately 82% of the subject teachers coaching sport, had received training in coaching techniques, but only 16% had received training in sport psychology. Subject teachers are convinced that sport psychology should be included in the training programme of subject teachers. Pupils participating in sport regard it as very important that sportsmen and - women should be acquainted with certain aspects of sport psychology and that their coaches should bear knowledge of sport psychology. An aspect such as motivation in sport is regarded as being very important by teachers and sport pupils, while anxiety in sport and aggression in sport appear much lower on the rating scale. / Educational Studies / M.Ed. (met spesialisering in Voorligting)

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