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Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Jeff James, Florida State University, College of Education, Dept. of Sport Management, Recreation Management and Physical Education. Title and description from dissertation home page (viewed June 13, 2006). Document formatted into pages; contains ix, 131pages. Includes bibliographical references.

A study was designed in order to assess the effectiveness of a positive self-modeling strategy in increasing the performance of four University of the Pacific baseball players. A multiple baseline design across participants was used as a means of assessing the effectiveness of the self-modeling technique. Participants viewed edited positive self-modeling videotapes of their own batting performance. Measures were taken on: (a) the number of line drive hits; (b) ground ball hits; (c) the number of times the participant hit a ground ball, but was thrown out; (d) the number of times the participant hit a line drive, but it was caught; (e) swings and misses; (f) not swinging at a strike (called strikes); (g) not swinging at a ball (called balls); (h) the number of foul balls; and (i) the number of pop ups. In addition, batting averages were kept for game performance. It was expected that participants would show an increase in hits, a decrease in hit outs, a decrease in called strikes, an increase in called balls, a decrease in foul balls, and an increase in batting average when each participant began the positive self-modeling. The performance of those participants not yet viewing their positive self-modeling tape was not expected to show such improvement. Improvement was observed in three out of the four participants.

This study examined the effects of frame-by-frame video-computerized feedback on competitive state anxiety, self-efficacy, effort, and baseball performance of high school players. Players were randomly assigned to one of three feedback conditions: (a) Hitting score, (b) Hitting score and frame-by-frame analysis of a mechanically correct swing, (c) Hitting score and frame-by-frame analysis of participant's swing and a mechanically correct swing. Once per week for six weeks, the players completed three questionnaires: (a) Hitting Self-Efficacy Scale, (b) Competitive State Anxiety Inventory-2C, and (c) Performance Effort Scale, and performed a hitting task. Results of the 3 (Group) x 6 (Trials) ANOVAs revealed no significant effects. This study does not support previous confidence-baseball hitting research.

On January 1, 2000, the Amateur Softball Association of America (ASA) imposed maximum bat performance limitations on commercial softball bats. The ASA adopted a testing standard defined by the American Society of Testing and Materials (ASTM) to determine the bat performance factor (BPF), a normalized coefficient of restitution that must be less than 1.2 for the bat to be eligible for ASA sanctioned events. The ASTM standard requires that the softball strike the bat, which is free to rotate in the horizontal plane, at 26.8 mfs ± 0.3 mfs (88 ftfs ± 1 ftfs) with little or no spin. The central project goal was to develop the ASTM test apparatus, which consisted of a precision ball launcher, a pivoting stage for the bat, and instrumentation for velocity measurements. The key feature of the testing apparatus developed in this project was the ability to measure the rebound velocity of the ball directly-ASTM method derives the ball rebound velocity by assuming the bat behaves as a rigid body and applying conservation of angular momentum. Tests revealed a discrepancy in the BPF between the ASTM method and an alternative method,. termed the direct method, which uses the direct measurement of the ball rebound velocity. Furthermore, the ASTM method proved to be very sensitive to parameter errors, demonstrated by magnification factors between 2.0 and 3.0. The direct method was insensitive to parameter variation with magnification factors between o and 1.0. The ball rebound velocity discrepancy was also analyzed with mechanism simulation software. A three-degree-of-freedom model of the bat was used to test the effects of elasticity and pivot friction. The analysis determined that applying conservation of angular momentum on an elastic body caused transient errors in the derivation of the ball rebound velocity; and pivot friction significantly affected the motion of the bat and thus, the derived ball rebound velocity. The experimental results show that the direct method was more accurate than the ASTM method in calculating the BPF; and the conclusion of the analytical model shows that the ASTM method can be corrected by precisely identifying external moments in the system.

The main goal of this project is to develop a curriculum for hitting by designing an instructional web site and evaluation unit for high school baseball players at Canyon Springs High School.