Recreational athletes are encouraged to use mental imagery by their coaches less frequently than elite athletes (Jedlic, Hall, Munroe-Chandler, & Hall, 2007). The purpose of this study was to examine whether a mental imagery workshop would increase recreational level coaches’ encouragement of imagery to their athletes when compared to coaches attending a communication workshop. The workshops provided coaches with imagery or communication information and tools as well as role-playing opportunities. Recreational sport coaches (N = 132; M age = 41.80 years, SD = 9.67) completed the Coaches Encouragement of Athletes Imagery Use Questionnaire (CEAIUQ; Jedlic et al.), Coach-Athlete Relationship Questionnaire (CART-Q; Jowett & Ntoumanis, 2004), and questionnaires assessing coaches’ demographics, confidence, knowledge, and attitudes towards imagery. These questionnaires were completed before the workshop and online four weeks later. Repeated measure MANCOVAs, controlling for sex and highest level coached, were performed comparing the coaches’ encouragement of imagery use, as well as their confidence, attitudes, and knowledge of mental imagery, across the two study groups. No group by time interactions were found for any of the five functions of imagery. However, group by time interactions were found for knowledge (F(1, 132) = 5.45, p = .02, ηp2 = .040), attitudes (F(1,132) = 4.45, p = .01, ηp2 = .055) and confidence (F(1,132),= 7.10, p = .04, ηp2 = .032) towards imagery. Paired-samples t-tests demonstrated that the mental imagery group significantly increased their confidence from baseline to follow-up (t(65) = -2.75, p = .01). Findings provide direction for designing future coach education training programs and aid in understanding recreational sport coaches’ views on encouraging their athletes to use imagery. / Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2010-04-30 10:35:41.541

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 287-291).

The purpose of the present study was to determine if perceptions of improved family functioning following a behavioral parenting program could be predicted by educational background, income, and pretest knowledge of behavioral principles. Subjects for the study were parents of elementary-school-aged children who volunteered for the parenting classes. Parents who perceived their families as dysfunctional, as measured by the pretest FACES II, were selected as subjects for the study. Parents whose perceptions of their families improved after the parenting class were then compared with parents who did not perceive improvement in their families on the predictor variables. The results demonstrated that parents whose perceptions of their families improved were not significantly differentiated by income, education, or their knowledge of behavioral principles. These variables were not found to be as predictors to determine which parents would be positively impacted by the parenting program. The majority of parents did increase their knowledge of behavioral principles from pretest to posttest; however, this was not related to improvement in perceptions of family functioning. Further research is recommended to ascertain what characteristics of parents predict change following parent training.

The effectiveness of two types of parent training were evaluated and compared with a control group that received training. A child Management Inventory was constructed for this purpose. Parent Effectiveness Training was significantly superior to a training program developed by the Utah State Department of Education as measured by pre- and post-test criterion measure. There were no significant differences between the Utah State Department of Education group and the control group. This was determined by applying an analysis of covariance to the pre- and post-test data from all three groups. However, on a follow-up critical incidents test the Utah State Department of Education group showed more persistance of the desired behaviors than the Parent Effectiveness Training group or the control group three months after the completion of the initial study. No clear-cut conclusions were made as to the effectiveness of one program over the other based on the data. Both programs, however, showed changed over the control group. Further research in the area of the effectiveness of parent training groups was recommended.

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E-learning within the healthcare sector is increasing in use and popularity. Implementing an online training program is especially useful in healthcare sectors where the working environment often is stressful since it allows for some flexibility. This thesis investigates how an online training program can be constructed accounting for healthcare professionals’ (HCP) needs in their use of a stroke diagnosis and rehabilitation tool, and specifically how using enactment when completing the training program affects subsequent recall after a 24-hour delay compared to not using enactment. The study consisted of two parts, a survey of current users’ experiences of a stroke diagnosis and rehabilitation tool and a quasi-experiment. The survey included 19 experienced occupational therapists and physiotherapists and revealed insights to training satisfaction, usability challenges and desired improvements. Partly based on the results from the initial survey, a subsequent online stroke training program was developed and tested in a quasi-experiment involving 16 healthcare students out of which eight enacted actions and eight did not enact during training. The online training program consisted of videos, text and knowledge and subjective experience questions. After a 24-hour delay a final questionnaire containing training contents questions was distributed. The results showed no significant difference in recall between the groups on factual knowledge of the tool. A slight difference in favor of the enactment design in one of the questions assessing participants' confidence was found. Further research on how enactment affects knowledge versus subjective experience questions with larger samples is suggested.

<p>The aim of this essay is to describe the historical development of the intercultural teacher training program at Södertörn University in Stockholm. I have also examined how the intercultural teacher training program was started, how and why it became intercultural and how the people in charge of the development of the teacher training program discussed intercultural science. The teacher training program has been an active part of Södertörn University since 1998, but it became intercultural in 2002. I have studied these questions through documents from the Södertörn University archives and literature by the funders of the education. The study shows that the university profile, ambitions and motives have been a key factor in the decision to make the teacher training program at Södertörn a multi-cultural one.</p>

The aim of this essay is to describe the historical development of the intercultural teacher training program at Södertörn University in Stockholm. I have also examined how the intercultural teacher training program was started, how and why it became intercultural and how the people in charge of the development of the teacher training program discussed intercultural science. The teacher training program has been an active part of Södertörn University since 1998, but it became intercultural in 2002. I have studied these questions through documents from the Södertörn University archives and literature by the funders of the education. The study shows that the university profile, ambitions and motives have been a key factor in the decision to make the teacher training program at Södertörn a multi-cultural one.