Thesis (M. Psych. Sport. & Ex.)--University of Queensland, 2001. / Includes bibliographical references.

Thesis (M.S.)--Northern Michigan University, 2008. / "14-59302." Bibliography: leaves 31-35.

The effectiveness of two training methods was examined. Two equally fast varsity 'four-oar' crews were assigned to two interval.training programs in the late stages of preparation for the competitive season. The three experimental testings measured total work performance completed in six minutes on the rowing ergometer and total oxygen consumption in 15 minutes of recovery. Improvement in the slope and the rate of the fast phase and the slow phase of the oxygen debt curve provided additional criteria in judging the superiority of one method over the other. All rowers were expected to improve their rowing performance as well as their total oxygen debt after an eight week training program. The rowers following training program A were expected to show greater improvement in all testing parameters than the rowers following training program B. A theoretical exponential function of the form A = A₁-K₁ + A₂e-K₂t was fitted to the oxygen data in recovery for all subjects in all three testings. Parameters of the oxygen debt curve, A₁, K₁, A₂, K₂, were calculated and treated statistically. Analysis of variance was used in order to study the effect of training and the effect of the two training methods on the experimental subjects. The results showed a satisfactory fit of the theoretical function to the experimental data of oxygen consumption. The oxygen debt curves after an exhaustive rowing exercise were similar in shape to curves obtained in moderate exercise by other experimenters. The results showed that there was a significant statistical improvement over trials in rowing performance, total oxygen debt, and A₁ parameter of oxygen debt curve for the rowers as a total group. The increase in A₁ was presumably due to the ability of the subjects to maintain a higher oxygen consumption in the terminal stage of work in the last testing. There was no significant difference between the two training programs in any of the test parameters. The results obtained, however, were in the direction expected by the stated hypotheses. The rowers who followed training program A reported slightly higher values for subjective feelings of tiredness immediately after interval rowing session and on the following day. This was as expected. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (PhD) -- Auckland University of Technology, 2004. / Also held in print (218 leaves : col. ill. ; 30 cm. + 1 CD-ROM) in North Shore Theses Collection (T 797.123 SOP)

Background. Motor skill learning and performance are optimized when individuals direct their attention externally towards the desired effect. Improvements include increased force production and improved coordination, determinants that also significantly influence rowing performance. However, no consensus surrounding an “ideal” rowing technique and these determinants exists. Attentional focus cues may not only improve rowing performance, but also enhance understanding of factors affecting force production. Aims. Two studies evaluated the efficacy of attentional focus on 1) distance rowed by novice participants; 2) power and peak force generated by novice participants; 3) distance rowed by novice & expert participants 4) force production measures of power, peak force, peak force max, and joules, as well as force signature measures of stroke length, peak force position, mean to peak force ratio, and variability in novice and expert participants; 5) rowing outcomes while controlling for participant stature; and 6) coordination of the legs and trunk during dynamic indoor rowing. Methods. Thirty novice and nineteen experts completed three 45 second long trials on a dynamic indoor rower (RP3), with the goal of rowing as fast as possible between 24 and 26 strokes per minute. Prior to each trial, participants were given attentional focus cues: internal - “As you row, focus on pushing with your legs”; external - “As you row, focus on creating pressure on the handle”; and a baseline condition, where no cue was provided. All three cues were counter-balanced. Results. There were no effects of attentional focus on outcomes, with the exception of increased stroke length for expert participants while rowing with an external focus. Significant effects were found for gender, expertise, and stature. Variability distinguished novices from experts. Participants reported difficulty managing their ability to row as fast as possible, maintain a stroke rate of 24 to 26, and focus on the cue. Conclusion. As the first study to evaluate the efficacy of attentional focus on force production in rowing, results indicated limited support for an external focus of attention. Individual, task, and environmental factors may have influenced rowing outcomes. Further investigation evaluating attentional focus and rowing that accounts for these factors is suggested.

The climate of sport has been undervalued as a contributing factor in athletes� achievement of quality performances (Strean, 1995). Subsequently, the aim of this study was to generate insight into the climate created by New Zealand national rowing coaches in an elite men�s training programme. In particular, the participants� (i.e. coaches, athletes and administrators) interpretation of this climate was sought, with specific attention to the factors which enabled and constrained its development. This study relied upon ethnographic research methods using in-depth interviews, reflexive journals and observations to acquire a 'thick description' (Geertz, 1973) of the behaviour of the administrators, coaches and athletes in the programme and how that behaviour was interpreted. Data were collected over a five month period, as the athletes prepared for the upcoming Olympic trials. The participants in the study were two administrators, three coaches and eleven athletes. The data were primarily analysed using concepts from grounded theory (Strauss & Corbin, 1990) and, in light of the prevalence of structural and agential factors in the creation of the climate, Giddens� (1979, 1984) structuration theory. Hence, two of the three discussion chapters are principally organised around the modalities of structuration theory, namely interpretative schemes and norms (Giddens, 1979). The third discussion chapter focuses on the concept of power. In this chapter I draw upon the work of Bourdieu (1989), Foucault (1977), Giddens (1984), Nyberg (1981) and Shilling (1991) to help explain the power dynamics in the training programme. Most significantly, it was found that all participants relied heavily upon their previous experience to interpret what it meant to be involved in the elite programme as well as how they were 'supposed' to act. Whilst each participant had an idea of how they were meant to behave, they also acted in ways which were dictated by the rowing community and the traditions in the sport that were considered to be normative practices. In addition, the participants also had expectations of each other�s behaviour. Often however, these were not congruent with the actual behaviours, resulting in a degree of frustration. Frustration also stemmed from the power dynamic which existed between the members of the programme. Although the coaches� role enabled them to exercise their power when working with the athletes, the athletes also exercised their power by sometimes defying the coaches� orders. Additionally, the administrators drew upon their authority to ensure their particular agenda was met, often at the expense of the coaches and athletes. This, not surprisingly, had implications on the climate of the programme as it affected the athletes� ability to trust those leading the programme which, in turn, affected their desire to train hard. The resulting climate was characterised by a degree of apathy on the part of the athletes which undoubtedly had consequences on their ability to support the programme and excel within it. This research extends previous work in the coaching science community by examining the various layers of social interaction within the sporting environment. It highlights the interrelated, interdependent and sometimes problematic nature of relationships that construct and influence the climate of a training programme. The findings of this research support the importance of climate and raise the possibility it has on athlete performance.

The climate of sport has been undervalued as a contributing factor in athletes� achievement of quality performances (Strean, 1995). Subsequently, the aim of this study was to generate insight into the climate created by New Zealand national rowing coaches in an elite men�s training programme. In particular, the participants� (i.e. coaches, athletes and administrators) interpretation of this climate was sought, with specific attention to the factors which enabled and constrained its development. This study relied upon ethnographic research methods using in-depth interviews, reflexive journals and observations to acquire a 'thick description' (Geertz, 1973) of the behaviour of the administrators, coaches and athletes in the programme and how that behaviour was interpreted. Data were collected over a five month period, as the athletes prepared for the upcoming Olympic trials. The participants in the study were two administrators, three coaches and eleven athletes. The data were primarily analysed using concepts from grounded theory (Strauss & Corbin, 1990) and, in light of the prevalence of structural and agential factors in the creation of the climate, Giddens� (1979, 1984) structuration theory. Hence, two of the three discussion chapters are principally organised around the modalities of structuration theory, namely interpretative schemes and norms (Giddens, 1979). The third discussion chapter focuses on the concept of power. In this chapter I draw upon the work of Bourdieu (1989), Foucault (1977), Giddens (1984), Nyberg (1981) and Shilling (1991) to help explain the power dynamics in the training programme. Most significantly, it was found that all participants relied heavily upon their previous experience to interpret what it meant to be involved in the elite programme as well as how they were 'supposed' to act. Whilst each participant had an idea of how they were meant to behave, they also acted in ways which were dictated by the rowing community and the traditions in the sport that were considered to be normative practices. In addition, the participants also had expectations of each other�s behaviour. Often however, these were not congruent with the actual behaviours, resulting in a degree of frustration. Frustration also stemmed from the power dynamic which existed between the members of the programme. Although the coaches� role enabled them to exercise their power when working with the athletes, the athletes also exercised their power by sometimes defying the coaches� orders. Additionally, the administrators drew upon their authority to ensure their particular agenda was met, often at the expense of the coaches and athletes. This, not surprisingly, had implications on the climate of the programme as it affected the athletes� ability to trust those leading the programme which, in turn, affected their desire to train hard. The resulting climate was characterised by a degree of apathy on the part of the athletes which undoubtedly had consequences on their ability to support the programme and excel within it. This research extends previous work in the coaching science community by examining the various layers of social interaction within the sporting environment. It highlights the interrelated, interdependent and sometimes problematic nature of relationships that construct and influence the climate of a training programme. The findings of this research support the importance of climate and raise the possibility it has on athlete performance.

Thesis (M.A.)--California State University, Long Beach, 2006. / Includes bibliographical references (leaves 157-165). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.A.)--California State University, Long Beach, 2006. / Includes bibliographical references (leaves 157-165).

Thesis (M.S.)--Ohio University, November, 1989. / Title from PDF t.p.