Thesis (M.S.)--Eastern Illinois University, 1994. / Includes bibliographical references (leaves 39-40).

Thesis (MScSportSc)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: Feedback is critical for motor skill learning. Knowledge of performance (KP) In the form of verbal feedback is the most commonly used type of augmented feedback. Advances in technology have made it possible for coaches to utilise video-supported feedback with athletes with the intention of accelerating the learning process. The use of videotape replay has been an effective aid under some circumstances. Recent commercially available products offer digital analysis that may be even more successful than ordinary video replay in this regard. The purpose of this study was to determine the effectiveness of knowledge of results (KR) and verbal KP with video-support in improving the learning of the tennis serve, when compared to KR with verbal KP only. A total of 18 adults (lOwomen and 8 men) were assessed on their serving technique (6 kinematic variables), accuracy (2 variables) and speed (1 variable). Technique analysis was completed using a commercially available analysis programme. For a short intervention period, one group (n = 10) received KR with verbal feedback only, while the other group (n = 8) received KR plus verbal feedback with video support. The subjects were tested after the intervention to see what changes had occurred with regards to the speed, accuracy and technique of their serves. No significant differences were found for any of the variables, leading to the conclusion that the amount oftime spent in the intervention programme must be extended in order to possibly achieve significant effects on performances. / AFRIKAANSE OPSOMMING: By die aanleer van motoriese vaardighede is terugvoer van kritiese belang. Verbale terugvoering is die mees algemene vorm van kennis oordraging aan die uitvoerder. Verbetering in tegnologie het dit nou moontlik gemaak vir afrigters om videoondersteunde terugvoer met atlete te gebruik, met die doelom die leerproses te versnel. Die gebruik hiervan is in sekere situasies 'n effektiewe hulpmiddel. Kommersiële produkte wat tans beskikbaar is bied die moontlikheid van digitale ontledings, wat dalk meer suksesvol kan wees as slegs die terugspeel van 'n video aan die uitvoerder. Die doel van hierdie studie was om die doeltreffendheid van kennis van resultate (knowledge of results) en verbale terugvoering met video-ondersteuning in die verbetering van die tennis afslaan te meet, en dit dan te vergelyk met kennis van resultate waar net verbale terugvoering verskaf is. 'n Totaal van 18 volwassenes (It) vroue en 8 mans) se afslaantegniek (6 kinematiese verandelikes), akkuraatheid van afslaan (2 verandelikes) en die spoed van die afslaan (1 verandelike) is nagegaan. Tegniekontleding is met die gebruik van 'n komersieël beskikbare analise-program gedoen. Een groep (n = l O) het kennis van resultate en verbale terugvoer gekry vir 'n kort intervensie periode. Die ander groep (n = 8) het kennis van resultate en video-ondersteunde verbale terugvoer, ook vir 'n kort intervensie tydperk ontvang. Die deelnemers is na afloop van die intervensie tydperk getoets om te bepaal watter veranderinge met betrekking tot spoed, akkuraatheid en afslaantegniek plaasgevind het. Geen beduidende verskille is in enige van die verandelikes gevind nie. Dit gee aanleiding tot 'n gevolgtrekking dat die duur van die intervensieprogram verleng moet word om 'n beduidende effek op uitvoering te kry.

Indiana University-Purdue University Indianapolis (IUPUI) / It is well documented that a variety of sports coaches lack nutrition knowledge. However, few studies explore their knowledge of appropriate weight loss methods, macronutrient intake, or disordered eating. Unfortunately, both college and high school coaches disseminate inaccurate nutrition and weight loss counsel to their respective athletes who are just as unknowledgeable. Further, there is little research, which only focuses on coaches of a specific sport (e.g. tennis). Thus, the primary purpose of this study was to assess high school tennis coaches' knowledge of macronutrients and disordered eating (e.g. symptoms and prevention). Other purposes included identifying confidence in knowledge and any differences between the participating coaches' knowledge and demographic variables. To address these purposes, the 27-question Nutrition and Eating Disorders in Tennis ("NET") Survey was created (and validated). The study design involved a one-time, voluntary assessment of the Indiana coaches' demographic variables, knowledge, sources of knowledge, and level of confidence (e.g. Not At All or Very Confident). Overall, the results revealed that the coaches lacked knowledge. The average score was 70.6%, which was below the criterion for adequate knowledge. Furthermore, the coaches lacked adequate knowledge in three of the five knowledge domains: Treatment and Prevention of Disordered Eating (63.6% ± 22.9%), Disordered Eating Signs and Symptoms (60.0% ± 21.7%), and Macronutrients (57.0% ± 22.4%). The latter was further substantiated through the responses to scenario questions (Part 3). Specifically, the tennis coaches demonstrated a significant knowledge deficiency of carbohydrates, energy needs, and appropriate scope of practice. There was no significant difference between coaches' education level, gender, or type and knowledge. However, there was in experience; the more years coached, the lower the scores. Moreover, there was a trend of overconfidence in the most missed questions. This dissertation's data can provide basis for coaches' educational programs.