Dissertation (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study explored the potential of competitive games and cooperative games as means for teaching adolescent girls some of the concepts that support cooperation. Hellison's (1995) levels for teaching responsibility were used as guidelines for selecting specific teaching strategies. The intervention consisted of a theme-oriented intervention programme presented to two experimental groups. One group (n = 9) participated in a games programme that consisted of competitive activities and the other group (n = 9) participated in a games programme that consisted of cooperative activities. The experimental groups were presented with theme-oriented lessons based on four concepts that support cooperation: sportsmanship, communication, trust and responsibility. A control group (n = 18) was also identified and used for statistical comparisons. In order to set a context for this study, background information was gathered using a questionnaire to determine how girls from the school (N = 194) felt about competitive games and sports. Three measurement instruments were used to collect data. The assessment of how the girls at the school felt about competitive games and sport was completed, using Gill & Deeter's (1988) Sport Orientation Questionnaire (SOQ). Pre- and posttesting of the girls in the experimental groups also included the SOQ. Harter's (1985) Self-perception Profile was used to measure perceptions of perceived social acceptance. Soudan and Everett's (1981) 24-item questionnaire was used to determine any changes in how the girls in the experimental groups perceived the benefits of participation in physical activity. Results of the Sport Orientation Questionnaire for High School Girls (N = 194) indicate that the girls like competitive activities and enjoy competing, but for them, it is more important to set personal goals in competitive games than it is to win. Following the comparison between pre- and post-test data, it was concluded that the theme-oriented competitive games programme had an effect on how the girls feel about participation in games and sports. They became significantly less competitive in their orientation. No changes were noted in their perceived social acceptance. A significant increase in their perception that participation in sport and physical activity has social benefits as well as benefits in preparing them for a career/job were noted. The theme-oriented cooperative games programme also had a significant effect on how the girls feel about participation in games and sports. The competitive nature and win orientation of the girls participating in the cooperative games programme significantly decreased. No changes were noted in their social acceptance. There was a significant increase in their perception that participation in sport and physical activity has health and fitness benefits. Results on comparing the groups indicate that the perceived athletic competence of the competitive group increased significantly when compared to the cooperative group. No other changes were noted. A themeoriented approach to teaching children about cooperation in a competitive and/or cooperative environment seems to be an effective strategy. / AFRIKAANSE OPSOMMING: Hierdie studie het die potensiaal nagevors van kompeterende spele en koëperatiewe spele as maatstaf vir die aanleer van sommige van die konsepte wat samewerking ondersteun. Hellison (1995) se vlakke vir die aanleer van verantwoordelikheid is gebruik as riglyne vir die seleksie van spesifieke onderrigstrateg ieë. Die intervensie het bestaan uit 'n tema-geërienteerde intervensieprogram wat aan twee eksperimentele groepe voorgelê is. Een groep (n = 9) het aan 'n speleprogram deelgeneem wat bestaan het uit kompeterende aktiwiteite en die ander groep (n = 9) het aan 'n speleprogram deelgeneem wat uit koëperatiewe aktiwiteite bestaan. Tema-geërienteerde lesse wat op die volgende vier konsepte wat samewerking ondersteun gebaseer is, is aan die eksperimentele groepe voorgelê: sportmanskap, kommunikasie, vertroue en verantwoordelikheid. 'n Kontrolegroep (n = 18) is ook geïdentifiseer en gebruik vir statistiese vergelyking. Om 'n konteks vir hierdie studie daar te stel is agtergrondinligting met behulp van 'n vraelys ingesamel om vas te stel hoe meisies van die skool (n = 194) gevoel het oor kompeterende spele en sport. Drie meetinstrumente is gebruik om data in te samel. Die assessering oor hoe die meisies gevoel het oor kompeterende spele en sport is voltooi deur van Gill & Deeter se (1988) Sport Orientation Questionnaire (SOQ) gebruik te maak. Pre- en post-toetsing van die meisies in die eksperimentele groepe is ook in die SOQ ingesluit. Harter (1985) se Self-perception Profile is gebruik om die persepsies van waarneembare sosiale aanvaarding te meet. Soudan en Everett (1981) se 24-item vraelys is gebruik om enige veranderinge te bepaaloor hoe die meisies in die eksperimentele groepe die voordele van deelname aan fisieke aktiwiteit ervaar het. Resultate van die Sportoriëntasie-vraelys vir Hoërskoolmeisies (n = 194) het aangedui dat die meisies kompeterende aktiwiteite en kompetisie geniet, maar dat dit vir hulle belangriker is om persoonlike doelwitte te stel in kompeterende spele as wat dit is om te wen. Na afloop van die vergelyking tussen pre- en post-toetsdata, is daar bevind dat die tema-georienteerde kompeterende speleprogram 'n effek gehad het op die meisies se gevoeloor deelname aan spele en sport. Daar was 'n beduidende afname in hul kompeterende oriëntasie. Geen veranderinge is gemerk in hul waarneembare sosiale aanvaarding nie. 'n Beduidende toename is opgemerk in hul persepsie dat deelname aan sport en fisieke aktiwiteit sosiale voordele sowel as voordele vir die voorbereiding van 'n loopbaan/werk inhou. Die tema-georienteerde kooperatiewe speleprogram het ook 'n beduidende effek gehad op hoe die meisies oor deelname aan spele en sport voel. Die kompeterende aard en wenoriëntasie van die meisies wat aan kooperatiewe speleprogram deelgeneem het, het beduidend afgeneem. Geen veranderinge is in hul sosiale aanvaarding opgemerk nie. Daar was 'n beduidende toename in hul persepsie dat deelname aan sport en fisieke aktiwiteit gesondheids- en fiksheidsvoordele inhou. Resultate wat die groepe vergelyk, dui aan dat die waarneembare atletiese vermoë van die kompeterende groep beduidend toegeneem het in vergelyking met die kooperatiewe groep. Geen ander veranderinge is opgemerk nie. 'n Tema-georienteerde benadering tot hoe om kinders oor samewerking in 'n kompeterende en/of kooperatiewe omgewing te leer, blyk 'n effektiewe strategie te wees.

Dissertation (MScSportSc)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study investigated the components of mental toughness as reported in the sport psychology literature and by coaches and athletes. A questionnaire devised for this purpose by the researcher, was completed by 131 expert coaches from 30 different sport disciplines and by 160 elite level athletes from 31 different sport disciplines. The information gathered from the literature, as well as from the coaches' and athletes' written statements, was analysed by means of an inductive content analysis. Content analysis organises the data into increasingly more complex themes and categories representing the components of mental toughness. From the literature analysis, eight components of mental toughness were identified, these being: motivation level, arousal control, confidence maintenance, cognitive skill, competitive behaviour, planning skills, emotional readiness and team cohesion. The analysis of the statements provided by the coaches and athletes resulted in the identification of 12 components of mental toughness. These are, in descending order: motivation level, coping skills, confidence maintenance, cognitive skill, discipline and goal-directedness, competitiveness, possession of prerequisite physical and mental requirements, team unity, preparation skills, psychological hardiness, religious convictions and ethics. In addition the coaches and athletes rated their mentioned characteristics. The coaches regarded concentration as the most important characteristic while the athletes regarded perseverance as most important. The coaches rated a coach and a sport psychologist respectively, to be significantly more effective (p<0.05) in strengthening the characteristics of mental toughness than athletes did. It is concluded that a definition of mental toughness should include the following components: motivation level, coping skills (including arousal control strategies), confidence maintenance (including discipline and goal directedness), cognitive skill, competitive behaviour (including competitiveness and possession of the prerequisite physical and mental requirements), planning and preparation skills, psychological hardiness (including emotional readiness) and, finally, religious convictions and ethics. In team sports the definition of mental toughness contains an extra component, namely team cohesion and unity. / AFRIKAANSE OPSOMMING: Hierdie studie het die komponente van sielkundige taaiheid ondersoek soos dit in die sportsielkunde literatuur en deur afrigters en atlete vertolk word. 'n Vraelys, wat deur die navorser vir hierdie doelontwerp is, is deur 131 kundige afrigters vanuit 30 verskillende sportdissiplines en deur 160 elite atlete vanuit 31 verskillende sportdissiplines, voltooi. Die inligting ingesamel vanuit die literatuur, asook die stellings gemaak deur die afrigters en atlete, is deur middel van 'n induktiewe inhoudsanalisemetode geanaliseer. Inhoudsanalise organiseer data in toenemende komplekse temas en kategorieë wat die komponente van sielkundige taaiheid voorstel. Vanuit die analise van die literatuur het die volgende agt komponente van sielkundige taaiheid na vore gekom: motiveringsvlak, beheer van opwekking, handhawing van selfvertroue, kognitiewe vaardigheid, kompeterende gedrag, beplanningsvaardighede, emosionele gereedheid en spankohesie. Die analise van die afrigters en atlete se stellings het tot gevolg gehad dat 12 komponente van sielkundige taaiheid geïdentifiseer is. Hulle is, in dalende volgorde: motiveringsvlak, hanteringsvaardighede, handhawing van selfvertroue, kognitiewe vaardigheid, dissipline en doelgerigtheid, mededingendheid, beskikking oor die nodige liggaamlike en sielkundige vereistes, eenheid van die span, voorbereidingsvaardighede, sielkundige gehardheid, godsdienstige oortuigings en etiese waardes. Bykomend het die afrigters en die atlete die belangrikheid van hul stellings beoordeel. Konsentrasie is deur die afrigters as die belangrikste geoordeel terwyl deursettingsvermoë deur die atlete verkies is. Die afrigters het bepaal dat 'n afrigter en sportsielkundige beduidend meer (p<0.05) die eienskappe van sielkundige taaiheid kan versterk, as wat die geval met die atlete was. Die gevolgtrekking is dat 'n definisie van sielkundige taaiheid, die volgende komponente moet bevat: motiveringsvlak, hanteringsvaardighede (sluit opwekkingsbeheer in), handhawing van selfvertroue (sluit dissipline en doelgerigtheid in), kognitiewe vaardigheid, kompeterende gedrag (sluit mededingendheid en beskikking oor die nodige fisieke en sielkundige vereistes in), beplanning- en voorbereidingsvaardighede, sielkundige gehardheid sluit emosionele gereedheid in) en, laastens, godsdienstige oortuigings en etiese waardes. Spansportsoorte se definisie van sielkundige taaiheid sluit 'n ekstra komponent, spankohesie en -eenheid in.

Thesis (MScSportSc)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The purpose of this study is to investigate the role of sport psychology injunior tennis and to determine: • whether coaches make use of psychological interventions, • whether coaches consider psychological interventions in junior tennis to be important, • what kind of psychological interventions coaches make use of, and • what kind of problems coaches encounter while teaching psychological interventions to junior tennis players. Questionnaires were mailed off to all professional tennis coaches who are registered with Tennis South Africa. The questionnaire which the coaches voluntarily answered, was an abbreviated, revised version of the questionnaire used by Gould et al. (1999a) for their study. \ The results of this study show that coaches: • regard the teaching of psychological interventions to junior tennis players as very important. • perceived the following as the most important psychological dimensions for junior tennis players: motivation, concentration, enjoyment, self-confidence and goal setting. • find the teaching process of psychological interventions to junior tennis players difficult. • encounter practical problems in the teaching of psychological interventions to junior tennis players. Lack of time is mentioned most often. Based on these outcomes, it is concluded that sport psychology has an important role to play in junior tennis. More research is needed to develop techniques and methods to effectively teach psychological interventions to junior tennis players. / AFRIKAANSE OPSOMMING: Die doel van die studie is om die rol van sportsielkunde in junior tennis te ondersoek deur die volgende te bepaal: • of afrigters van sielkundige intervensies gebruik maak, • of afrigters dink dat sielkundige intervensies belangrik is in junior tennis, • van watter sielkundige intervensies afrigters gebruik maak, en • watter probleme afrigters ondervind gedurende die onderrig van sielkundige intervensies aan junior tennisspelers. Vraelyste is gestuur aan aIle professionele tennisafrigters wat by Tennis Suid-Afrika geregistreer is. Die vraelys wat die afrigters vrywillig beantwoord het, was 'n verkorte, hersiene weergawe van die vraelys wat deur Gould et al. (1999a) in hulle studie gebruik is. Die resultate van die studie toon dat afrigters: • die onderrig van sielkundige intervensies aan junior tennisspelers as belangrik beskou. • die volgende sielkundige dimensies in junior tennis as die belangrikste beskou: motivering, konsentrasie, genot, selfvertroue en doelwitstelling. • die onderrigproses verbonde aan sielkundige intervensies moeilik vind. • praktiese probleme ondervind met die onderrig van sielkundige intervensies aan junior tennisspelers. 'n Gebrek aan tyd is uitgesonder as die probleem wat die meeste voorkom. Gebaseer op die resuitate, is daar tot die gevolgtrekking gekom dat sportsieikunde 'n belangrike rol te speel het in junior tennis. Verdere navorsing word benodig am tegnieke en metodes daar te stel om die sieikundige intervensies effektief aan junior tennisspelers te onderrig .

No description available.

This study examined the relationship between coaching behaviors and traits and their impact on athlete motivation and affective learning in a collegiate coactive team setting. By conducting in-depth interviews with NCAA Division I men’s tennis players at a Midwestern, mid-sized University it was discovered that Coach Craig Keller’si credibility and caring behaviors had the most salient impact on athlete intrinsic motivation, his use of mild verbal aggression and his career record had the most salient impact on athlete extrinsic motivation, and his extreme verbal aggression and lack of feedback/praise significantly decreased their levels of intrinsic and extrinsic motivation. Moreover, the athletes noted that Coach’s credibility and caring behaviors increased their levels of affective learning, his will to win and desire to be professional increased affective learning through trait modeling, and his inability to follow through with claims decreased their affective learning. The most significant finding was that Coach’s dynamic leadership had the most positive impact on player intrinsic motivation while his mild verbal aggression had the most positive impact on player extrinsic motivation. However, it was discovered that this type of leadership ceased being motivational when the sentiment of the messages became negative and singled out individual players. / Department of Speech Communication

The study was designed to determine the effects of psychological sex-role on pre-performance anxiety in masculine (rugby), feminine (balance beam), and neutral (badminton) sex-typed motor activities. Instruments used to gather data included the Personal Attributes Questionnaire, the Sport Competition Anxiety Test, and the Competitive State Anxiety Inventory-2. Twenty-six masculine, 24 feminine, and 27 androgynous males and females were submitted to a three-phase training session for each sport skill. At the conclusion of each session, prior to performing the skill in front of a panel of judges (confederates of the experimenter), subjects were administered the self-report state anxiety (A-state) inventory. Data were analyzed by a 2 x 3 x 3 design. Conclusions were that individuals classified as feminine reported more feelings of A-state prior to performance than individuals classified as masculine or androgynous. Furthermore, the performer's biological sex affected anxiety levels, depending upon perceptions concerning the sex-appropriateness of the activity.

This investigation was designed to determine whether a relationship existed between sex-roles (masculinity, femininity and androgyny) as measured by the Bem Sex Role Inventory and success (win-loss record) in a round-robin fencing tournament of 35 subjects enrolled in beginning fencing during spring semester of 1979 at North Texas State University. The Pearson product-moment coefficient of correlations were calculated to ascertain whether or not significant relationships at the .05 level of confidence existed among the sex-roles of the subjects and success in fencing. This study concluded that individuals with a high feminine score will find success in a round-robin fencing tournament and individuals with a high masculine score will find success in a round-robin fencing tournament.

Call number: LD2668 .T4 1986 T35 / Master of Science / Kinesiology

M.Phil. / South Africa was excluded from international sport for many years. Competing at Olympic Games and World Championships were dreams lost to a whole generation. Today, some of these former high achievers or sports lovers are now parents helping their children or others competing with the rest in the world and some are even winning medals ...

Orientador: Carlos Eduardo Lopes Verardi / Banca: Vinícius Barroso Hirota / Banca: Sandra Leal Calais / Resumo: A literatura científica se refere ao apoio dos pais como sendo o fator mais relevante no início da carreira de um atleta. O incentivo e o acompanhamento constante dos pais são decisivos na constituição de um ambiente favorável para a prática esportiva de seus filhos. A maneira como jovens atletas percebem a participação dos pais em sua vida esportiva é tão importante que chega a determinar os conceitos de sucesso e fracasso dos jovens atletas, estabelecendo desta forma relação entre o apoio familiar e orientação motivacional. Esta pesquisa teve por objetivo identificar e analisar as relações existentes entre a percepção que jovens atletas têm do apoio da família à prática esportiva, bem como o seu perfil de orientação motivacional. Utilizou-se os instrumentos Parental Involvement Sport Questionnaire (PISQp) e o Task And Ego Orientation in Sport Questionnaire (TEOSQ). A amostra foi composta por 319 sujeitos, 209 do sexo masculino e 110 do sexo feminino, com idades entre 7 e 18 anos (M= 13,3; DP= 2,73), todos residentes no município de Bauru, interior do estado de São Paulo e praticantes de pelo menos uma modalidade esportiva (atletismo, basquete, futebol, handebol, judô, natação, polo aquático e tênis de mesa). Foi realizada a análise dos cálculos de estatística descritiva (média, mediana, desvio padrão, mínimo, máximo), teste F para comparação de variâncias, teste não paramétrico de Mann-Whitney, utilizado para comparação entre as dimensões do TEOSQ (tarefa e ego) e PISQ (com... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The scientific literature refers to parental support as being the most relevant factor early in an athlete's career. The encouragement and constant monitoring of the parents are decisive in the constitution of a favorable environment for the sports practice of their children. The way that young athletes perceive their parents' participation in their sports life is so important that it determines the concepts of success and failure of young athletes, thus establishing a relationship between family support and motivational orientation. This research aimed to identify and analyze the existing relationships between the perception that young athletes have of the family support to the sport practice, as well as their profile of motivational orientation. We used the Parental Involvement Sport Questionnaire (PISQp) and the Task And Ego Orientation in Sport Questionnaire (TEOSQ). The sample consisted of 319 subjects, 209 males and 110 females, aged between 7 and 18 years (M = 13.3; SD = 2.73), all of them living in the municipality of Bauru, in the state of São Paulo and practicing at least one sport (athletics, basketball, soccer, handball, judo, swimming, water polo and table tennis). Descriptive statistics (mean, median, standard deviation, minimum, maximum), F-test for comparison of variances, non-parametric Mann-Whitney test, used to compare TEOSQ (task and ego) and PISQ (directive behavior, praise and understanding and active involvement) and between individual and collective mo... (Complete abstract click electronic access below) / Mestre