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HealthPhysical Educationand Recreation

Exercise and Sport Sciences

Microform Publications Bulletin

Volume 12, 2October 1999

A Subject and Author Indexof Dissertations and Theses

Including Abstracts

Microform Publications of Human Movement StudiesINTERNATIONAL INSTITUTE FOR SPORT AND HUMAN PERFORMANCE

UNIVERSITY OF OREGONEugene, Oregon

Microform Publications—University of Oregon

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PUBLISHER:

Microform Publications of Human Movement StudiesInternational Institute for Sport and Human Performance1243 University of OregonEugene, Oregon 97403-1243 , USA

ISSN 1526-1956

MICROFICHE CHARACTERISTICS

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M I C R O F O R M P U B L I C A T I O N S

HEALTH, PHYSICAL EDUCATION, RECREATION, AND EXERCISE AND SPORT SCIENCES

GENERAL INFORMATION

Microform Publications of Human MovementStudies is a component of the InternationalInstitute for Sport and Human Performance atthe University of Oregon. Since its inception in1949, Microform Publications has been providinga service to the academic community worldwide.Its focus is on the dissemination of graduateresearch of national and international signifi-cance. In addition, Microform Publicationsprovides access to scholarly books, journals, andmeeting proceedings now out of print.

The collection of Microform Publications, whichcontains approximately 9,000 titles, covers fiftyyears of graduate research in full text in thesubject areas of health, physical education,recreation, exercise and sport sciences, sporthistory, and sport-related issues in the humani-ties and social sciences, and dance. The thesesand dissertations are compiled primarily fromuniversities in the United States and Canada.However, the contributions from other English-speaking countries have been increasing duringthe recent years.

HOW TO FIND US

The collection of full-text documents on fiche isindexed in bulletins such as this one. The collec-tion is accessible with help of a search engine onMicroform Publications’ homepage on theInternet (http://darkwing.uoregon.edu/~micropub/). In addition, twice a year, the indexis forwarded to Sport Information ResourceCentre (SIRC) of Canada, the world's mostauthoritative sports information service. The newtitles are incorporated in SPORTDiscus, a CD-ROM database, and in SPORTDiscus Detective, aSIRC Internet access service. In addition to thecollection of Microform Publications, both in-

clude a broad range of exercise physiology,biomechanics, and sport medicine topics cover-ing research, clinical, and lay publications.

BULLETIN 12, 2This publication is the second issue of Bulletin12. The bulletin represents microfiche publishedin October 1999. In the past, bulletins werepublished every 5 years, except for Bulletin 7,which covers two and a half years. Beginningwith Bulletin 8, there are two issues (nos 1 and2) per annual bulletin. Each issue includes asection of theses and dissertation titles andabstracts, as well as a section of keywords.Bulletin 13, 1 will be published in April 2000.

PRICE AND CATALOGING

The price of each title in this bulletin is indicatedin parentheses at the end of the title listing. Theprice includes the library catalog card for thetitle. All titles have proper catalog headings,including both Dewey Decimal and Library ofCongress classification numbers, as well assubject headings chosen from the Library ofCongress Subject Headings.

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The institution is automatically sent newlypublished titles at the time they are announcedsemiannually, and the institution is billed at a 33percent discounted rate. An additional 10percent discount is given if payment is madewithin sixty days of initial billing. The currentsemiannual subscription for a Standing OrderSubscriber consists of 220 microfiche priced at$2.75 per microfiche for a total cost of $605 eachsix months.


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This special category is for Nonstanding OrderSubscribers, who wish to purchase a biannualcollection or a subject series of microfiche butnot an entire volume. For example: Volume 11,No. 1 (April 1998) only or Psychology Series ofVolume 11, No. 1 only. Prices for nonsubscriberson this plan are $3.25 per microfiche. A half-yearvolume consisting of 220 microfiche on this plancosts $715 compared with the Standing OrderSubscriber Price of $605 or individual title priceof $880. Orders more than $500 will receive a 10percent discount for payment within sixty days.

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Under this plan, an institution or individualmakes a selection of published titles and isbilled for the list price. Individual title orderstotaling $500 or more will receive a 10% dis-count if payment is made within sixty days ofinitial billing. The list price for all titles in Bulle-tin Volumes 1 and 2 is $3 per fiche. For example:A title containing three fiche will cost $9; fourfiche, $12; and so on. The list price for all titles inBulletin Volumes 3 through 12 No. 2 is $4 perfiche. For example: A title containing two fichewill cost $8; three fiche, $12; and so on.


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Volume Discounted Price of Microform Titles to-Date

OCTOBER 1949 - OCTOBER 1999

Volume 1 (Oct. 1949 - Mar. 1965)PE 1 - 657 ............................................ $ 4,858.50PH 1 - 136 .................................................. 643.50RC 1 - 59 .................................................... 465.00HE 1 - 77 .................................................... 577.50PSY 1 - 196 ............................................... 1,110.001,125 titles - 5,107 fiche .................................................. $ 7,660.50

Volume 2 (Oct. 1965 - Apr. 1972)PE 658 - 1,332 ......................................... $ 4,086.00PH 137 - 346 .............................................. 1, 021.50RC 60 - 114 .................................................. 376.50HE 78 - 147 .................................................. 406.50PSY 197 - 476 ............................................... 1,536.001,284 titles - 4,951 fiche .................................................. $ 7,426.50

Volume 3 (Oct. 1972 - Apr. 1977)PE 1,333 - 1,827 ......................................... $ 2,893.00PH 347 - 514 .................................................. 706.75RC 115 - 184 .................................................. 429.00HE 148 - 228 .................................................. 462.00PSY 477 - 770 ............................................... 1,430.001,108 titles - 2,153 fiche .................................................. $ 5,920.75

Volume 4 (Oct. 1977- Apr. 1982)PE 1,828 - 2,384 ......................................... $ 3,044.25PH 515 - 680 .................................................. 734.25RC 185 - 270 .................................................. 519.75HE 229 - 308 .................................................. 456.50PSY 771 - 1001 ............................................. 1,133.001,120 titles - 2,141 fiche .................................................. $ 5,887.75

Volume 5 (Oct. 1982 - Apr. 1987)PE 2,385 - 2924 .......................................... $ 2,772.00PH 681 - 935 ............................................... 1,053.25RC 271 - 363 .................................................. 519.75HE 309 - 407 .................................................. 530.75PSY 1,002 - 1,238 ............................................ 1,135.751,224 titles - 2,186 fiche .................................................. $ 6,011.50

Volume 6 (Oct. 1987 - Apr. 1992)PE 2,925 - 3,310 ......................................... $ 2,084.50PH 936 - 1,211 ............................................ 1,276.00RC 364 - 445 .................................................. 467.50HE 408 - 498 .................................................. 475.75PSY 1,239 - 1,584 ............................................ 1,746.251,181 titles - 2,200 fiche .................................................. $ 6,050.00

Volume 7 (Oct. 1992 - Oct. 1994)PE 3,311 - 3,503 ......................................... $ 1,009.25PH 1,212 - 1,369 ............................................... 687.50RC 446 - 477 .................................................. 187.00HE 499 - 538 .................................................. 206.25PSY 1,585 - 1,762 ............................................... 935.00599 titles - 1,100 fiche .................................................. $ 3,025.00

Volume 8 (Apr. 1995-Oct. 1995)PE 3,504 - 3,580 ............................................... 374.00PH 1,370 - 1,449 ............................................... 302.50RC 478 - 493 .................................................... 71.50HE 539 - 552 .................................................... 74.25PSY 1,763 - 1,836 ............................................... 387.75262 titles - 440 fiche ................................................... $1,210.00

Volume 9 (Apr. 1996-Oct.1996)PE 3,581 - 3,681 ............................................... 486.75PH 1,450 - 1,515 ............................................... 266.75RC 494 - 498 .................................................... 33.00HE 553 - 571 .................................................... 71.50PSY 1,837 - 1,903 ............................................... 352.00258 titles - 440 fiche ................................................... $1,210.00

Volume 10 (Apr. 1997-Oct. 1997)PE 3,682 - 3,784 ............................................... 459.25PH 1,516 - 1,565 ............................................... 211.75RC 499 - 511 .................................................... 77.00HE 572 - 600 .................................................. 132.00PSY 1,904 - 1,972 ............................................... 330.00264 titles - 440 fiche ................................................... $1,210.00

Volume 11 (Apr. 1998-Oct. 1998)PE 3,785 - 3,892 ............................................... 431.75PH 1,566 - 1,631 ............................................... 261.25RC 512 - 523 .................................................... 74.25HE 601 - 624 .................................................. 107.25PSY 1,973 - 2,044 ............................................... 335.50280 titles - 440 fiche ................................................... $1,210.00

Volume 12 (Apr. 1999-Oct. 1999)PE 3893 - 4023 ................................................ 574.75PH 1632 - 1678 ................................................ 162.25RC 524 - 535 .................................................... 68.75HE 625 - 650 .................................................. 107.25PSY 2045 - 2105 ................................................ 297.00276 titles - 440 fiche ................................................... $1,210.00

Key

PE Physical Education

PH Physiology and Exercise Epidemiology

RC Recreation and Leisure

HE Health Education

PSY Psychology


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STANDING ORDER SUBSCRIBERS

Angelo State University, San Angelo, TX

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Sport Information Resource Centre, Gloucester, ON,

CANADA


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Springfield College, Springfield, MA

State University of New York, Brockport, NY

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University of South Australia, Underdale, SA,

AUSTRALIA

University of Southern Mississippi, Hattiesburg, MS

University of Tennessee, Knoxville, TN

University of Texas , Austin, TX

University of Toledo, Toledo, OH

University of Utah, Salt Lake City, UT

University of Western Ontario, London, ON, CANADA

University of Windsor, Windsor, ON, CANADA

University of Wisconsin, La Crosse, WI

Victoria University of Technology, Footscray, VIC,

AUSTRALIA

Washington State University, Pullman, WA

Wayne State College, Wayne, NE

Wayne State University, Detroit, MI

West Chester University, West Chester, PA

Western Illinois University, Macomb, IL

Western Washington University, Bellingham, WA

York University, North York, ON, CANADA


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Contents

Part I: Titles and Abstracts ....................................................................................................................... 1–45

Physical Education .................................................................................................................................... 1

Administration .................................................................................................................................... 1

Coaching and Training ...................................................................................................................... 6

History and Philosophy ..................................................................................................................... 8

Measurement and Evaluation ......................................................................................................... 10

Pedagogy ........................................................................................................................................... 11

Sociology and Cultural Anthropology .......................................................................................... 16

Sports Marketing .............................................................................................................................. 18

Dance ........................................................................................................................................................ 19

Biomechanics ........................................................................................................................................... 20

Sports Medicine ....................................................................................................................................... 22

Physiology and Exercise Epidemiology .............................................................................................. 27

Health Education .................................................................................................................................... 33

Recreation and Leisure ........................................................................................................................... 37

Psychology ............................................................................................................................................... 37

Aggression ......................................................................................................................................... 37

Attitudes and Values........................................................................................................................ 37

Behavior Analysis ............................................................................................................................. 38

Motor Learning and Control ........................................................................................................... 40

Motivation ......................................................................................................................................... 41

Perception .......................................................................................................................................... 42

Self-Concept ...................................................................................................................................... 42

Social Psychology ............................................................................................................................. 43

Stress ................................................................................................................................................... 44

Part II: ............................................................................................................................................................. 46

Methods and Statistics .................................................................................................................................. 47

Keywords ........................................................................................................................................................ 48

Index: ............................................................................................................................................................. 64

Additional Items Available from Microfiche Publications ...................................................................... 65

Order Form ..................................................................................................................................................... 67

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PART I: TITLES AND ABSTRACTS

The abstracts are reproduced as provided by the authors in their disserta-tions. They were not edited for uniformity of style.

PHYSICAL EDUCATION

ADMINISTRATION

Arnold, Ruth A. Quality elementary physical educationprograms: the gap between ideal and real, 1999. D.P.E.,Springfield College (Betty Mann). (219pp 3f $12.00) PE 3958

The purpose of the study was to investigate if a gap existsbetween what is essential, according to experts in the field,to providing quality elementary physical educationprograms and what is actually occurring in schools today.Using a qualitative methodology, reasons for the gap wereexamined along with implications for the preparation ofpre-service physical education teachers. Participantsincluded 8 elementary physical education teachers, 8principals, and 1 Director of Physical Education from alarge city in New England. Sources of data were structuredinterviews, observations, and school documents. Accord-ing to the participants, a gap exists between ideal and realphysical education programs. Although participantsagreed with professionals in the field of physical educationabout what constitutes a quality program, they also hadfirst-hand knowledge about the reality of barriers in theschools today. Participants suggested the disparity existedbecause of negative perceptions about the importance ofphysical education held by decision makers, lack ofinstruction time, inadequate facilities and staffing, anddeficiencies in teacher preparation programs. Recommen-dations for preparation of pre-service teachers included theopportunity for more observations and practical experiencein a variety of settings and added instruction in behaviormanagement.

Danna, Joseph G. Division I-A football recruiting violationsreported by the National Collegiate Athletic Association from1980 through 19[9]6, 1998. Ed.D., University of SouthernMississippi (Dennis Phillips). (129pp 2f $8.00) PE 3994

The purpose of this study was to investigate and quantifyby descriptive analysis the number and type of footballrecruiting violations (FRV) that took place between 1980and 1996 within the National Collegiate Athletic Associa-tion (NCAA) Division I-A institutions. Specifically,comparisons were made between the Pre-Dick Schulz Era(PSE) from 1980 to 1986 and the Dick Schulz Era (DSE)

1987 to 1994 to determine if widespread reform during theDSE had an effect on the number and type of violations(Richard “Dick” Schulz was the former Executive Directorof the NCAA). During the DSE the Knight Commission(KCM) was founded, which led to numerous revisions ingovernance of the NCA. The most significant issue of theKCM underscored the involvement of college presidents inthe control and running of their specific programs. Whenthe presidents became more involved in the issues of theNCAA, and more importantly, voted on these issues,current reform of the NCAA was in place. Within theparameters of this study, it was discovered that forty-fiveinstitutions committed a minimum of 369 FRVs from 1980-1996. The study divided the violations into ten categories:Improper Recruiting Contacts (IRC), Improper RecruitingInducements (IRI), Transportation (IRT), Entertainment(IRE), Lodging (IRL), Number of Visits (IRV), Tryouts(IPT), Improper Recruiting Publicity (IRP), Employment(IRM), and Unethical Conduct (UNC). Further analysisrevealed that most violations were in the categories of IRI(94) and IRC (71). The least common violation was IRP(5).The years when the most institutions were found to havecommitted violations were 1980, 1982, 1986, and 1988, withsix institutions being involved each year. The year in whichthe least violations occurred was 1995 when the NCAA didnot report any institutions for FRV. The study showed theyears with the most violations were 1980 (45), 1985 (40),and 1988 (42). The year with the least was 1995 (0). Finally,the study indicated reduction in the number of violationsbetween the PSE (n=241, mean=34.43) as compared to theDSE (n=118, mean=14.75). Consequently the effects of theKnight Commission during the DSE has had an impact onthe number and type of FRV in the sport of football.

DiPuma, Joseph J. Evaluation of collegiate coaches from theperspective of the student-athlete, 1999. M.S., SpringfieldCollege (Cathie Schweitzer). (122pp 2f $8.00) PE 3959

The investigation was designed to determine whetherperceived differences would exist between male andfemale collegiate student-athletes with respect to theevaluation of coaching performance of head coaches. TheCoaches Evaluation Instrument (CEI) (Docheff, 1989) wasused to measure the perceptions of 127 participants fromfour varsity teams. Also, the CEI (Docheff, 1989) wasanalyzed to determine whether relationships would existamong the six subscales and the global question of overall

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coaching performance. Junior male student-athletes ratedtheir coaches significantly (p<.05) higher than junior femalestudent-athletes with respect to scores on the “Communi-cation” and “Motivation” subscales. Female student-athletes rated their coaches significantly (p<.05) higher thanmale student-athletes with respect to scores on the“Knowledge of Sport” subscale. Using the Pearsonproduct-moment correlation coefficient method, significant(p<.001) positive linear relationships were found among allof the six subscales of the CEI (Docheff, 1989). Significant(p<.001) positive linear relationships were found betweenthe six subscales and the global question of the CEI(Docheff, 1989) using Spearman rank order correlationcoefficients.

Durand, Jennings F. Comparative graduation rates and gradepoint averages among regular admit, non-competitive admit, andadmissions exception student-athletes of the University of NorthCarolina at Chapel Hill, 1999. M.A., University of NorthCarolina, Chapel Hill (Ronald Hyatt). (159pp 2f $8.00) PE3952

The purpose of the study was to analyze the relationshipbetween admissions standards and academic success forstudent-athletes at The University of North Carolina atChapel Hill (UNC). Most importantly, the study’s designallowed the researcher to analyze directly the linksbetween admissions category and grade point average(GPA) and graduation status. The researcher revieweddata on 1,001 student-athletes who matriculated between1987 and 1991. Statistical analysis showed that student-athletes admitted as exceptions to University policyachieved lower levels of academic success than both thegeneral student body and student-athletes who were notadmissions exceptions. The graduation rate of admissionsexceptions was significantly lower than that of regularadmit student-athletes. In addition, admissions exceptionshad significantly lower year one and cumulative GPAsthan in-state regular admits, in-state non-competitiveadmits, out-of-state regular admits, out-of-state non-competitive admits, and the general student body. Theresearcher recommended that UNC eliminate specialadmissions for student-athletes and that it call upon otherinstitutions and organizations to reassess the appropriate-ness of providing admissions exceptions.

Foels, Tracie L. The fundraising process for the McCaskillSoccer Center, 1999. M.A., University of North Carolina,Chapel Hill (John Billing). (87pp 1f $4.00) PE 3953

The purpose of this study was to chronicle the processused by The Educational Foundation, Inc. at the Universityof North Carolina at Chapel Hill (UNC) for funding thenew UNC soccer center located at Fetzer Field. The processwas documented from beginning to end. Areas covered inthis historical perspective included: 1) A brief history ofboth the men and women’s soccer programs; 2) Project

initiation; 3) Overview of the construction and approvalprocess; 4) Formation of the steering committee; 5) Initialproject plan; 6) Marketing and promotions plan; 7)Analysis of the campaign; and 8) Summary and sugges-tions for future research. This project was completed withthe hope that others may use it as a source or guide infuture fundraising endeavors.

Goss, Benjamin D. Not as simple as black and white: aninvestigation of alleged stacking practices and the rise of theLatino population within major league baseball’s positionalcategories, 1993-1997, 1999. Ph.D., University of SouthernMississippi (Dennis Phillips). (149pp 2f $8.00) PE 3975

Though most racial discriminating constructs have fadedfrom baseball, debate continues over alleged subtlediscriminatory practices. One concern involves stacking, orpositional segregation by race. Though baseball stackingstudies have been conducted since 1967, methodologicalinconsistencies make generalizing the studies difficult.Such differences involve pitcher inclusion or exclusion,racial classifications and categorizations, subject selectionfrom offensive or defensive statistics, designated hitterinclusion or exclusion, and defensive positional categoriza-tions. Another area regarding race and baseball involvesLatinos as a minority group in the populations of theUnited States and Major League Baseball. Researchindicates that baseball’s growing Latino representationmay contradict current stacking theories and necessitatereconsideration. Despite growth and increased publicattention, stacking literature has largely neglected Latinos.This study propagates stacking literature by examiningMajor League Baseball from 1993 through 1997 for evi-dence of stacking within positional categories and byaddressing whites, blacks, and Latinos separately. Defen-sive positions were categorized by similar functions. Fourpositional categories were established: Pitcher (pitchersonly), Central (catchers, second basemen, and shortstopsonly), Intermediate (first basemen and third basemenonly), and Noncentral (left fielders, center fielders, andright fielders only). One general research question guidedthe study: does any evidence of stacking exist in Pitching,Central, Intermediate, and Noncentral categories in MajorLeague Baseball from 1993 through 1997? From the generalresearch question, eight specific research questions wereposed. From those questions, seven hypotheses weredrawn to present descriptive data relative to the study’svariables. Hypotheses were accepted or rejected basedupon tests using the chi-square test of independence andan α≤.05 rejection level. After analysis of the data, nosignificant relationships were found between any ethnicclass and year within any positional category, or betweenany positional category and year within any racial cat-egory. This lack of significance indicates that stacking stillexists within Major League Baseball’s positional categories.However, several emerging trends were noted, includingdeclining Black overrepresentation in Noncentral positions,

3


increasing Latino overrepresentation in Central positions,declining White overrepresentation in the Pitcher category,and increasing Latino representation in the Pitchercategory. Such trends may signal future changes inpositional populations.

Heeden, Matthew An analysis of athletic department opera-tions at the Dean Smith Center, 1999. M.A., University ofNorth Carolina-Chapel Hill (John Billing). (65pp 1f $4.00)PE 3949

Across all levels of sports people attend games as a regularpart of their life, and when people attend a game in personthey often take it for granted that they will be able to watchthe game in a safe environment. At the University of NorthCarolina at Chapel Hill, it is the responsibility of theAthletic Department to ensure the safety of those patronswatching a basketball game in the Dean Smith Center. Thepurpose of this study was to analyze the methods used bythe Athletic Department to ensure spectator safety. Twosurveys were administered to Smith Center ushers, andthree interviews were conducted with facility administra-tors. Results showed that the Athletic Department does agood job overall, yet some modifications to currentprocedures are needed. Recommendations were then madeas to how the Athletic Department could go about betterensuring spectator safety.

Hehman, Eric D. A survey of intercollegiate head footballcoaches’ programs for developing racial understanding, 1999.M.A., Ball State University (Jerry Rushton). (72pp 1f $4.00)PE 3966

The purpose of this study was to examine the opinions ofintercollegiate head football coaches concerning racialrelationships in their programs. The intent was to deter-mine if they had concerns about racial understanding andharmony within their programs. Another objective of thestudy was to determine if college football programs areproviding opportunities for the players to develop racialunderstanding and harmony with each other. Surveyswere distributed to 75 different college football programs.Fifteen programs were randomly selected from each of the5 divisions of college football: NCAA Division I, NCAADivision I-AA, NCAA Division II, NCAA Division III, andthe NAIA. A 49% response rate was achieved. The researchrevealed that a majority of the surveyed coaches areproviding opportunities for the players to develop under-standing and harmony between people of different ethnicand racial backgrounds. By examining the coaches’philosophies and methods, this study concluded that thecoaches are providing opportunities through roomingassignments, staff modeling, seminars and the creation ofpositive, family-like environments within their team. Theresearch also investigated the coaches who did not have aprogram to help develop racial understanding andharmony. A major theme of their philosophy was that they

did not need a specific program because there were noproblems on their team. College football coaches have theopportunity to make tremendous impacts in young men’slives, if they choose. They can teach their players morethan the game of football. Football provides a uniqueopportunity in which people of different racial and ethnicenvironments come together to pursue common goals. Theresults of this study provide aspiring coaches, who want tomake a difference in our society through the lives of youngmen, with a basis of philosophies and methods that help todevelop racial understanding and harmony on a footballteam.

James, W. R. Effectiveness of fundraising techniques forcollegiate women’s and Olympic sports’ facilities, 1998. M.A.,University of North Carolina, Chapel Hill (John Billing).(65pp 1f $4.00) PE 3960

The purpose of this study was to identify effectivefundraising techniques used in capital fundraising cam-paigns for collegiate women’s and Olympic sports’facilities. Development directors from 91 of the 309Division I institutions participated by filling out a surveythat rated the effectiveness of specific techniques in theirfund drives. The five highest ranked techniques were: 1)time line A (obtaining major gifts before seeking largeamounts of lesser donations); 2) naming options; 3) majorgift targeting and personal solicitation; 4) tax benefits; and5) the solicitation of one gift to fund a project. The study’sfindings led to six recommendations: 1) have majordonations committed before reaching out to a large donorbase for smaller pledges; 2) hire a full-time, temporary staffperson to assist with the organizational duties of thecampaign; 3) use personal, one-on-one solicitation when-ever possible; 4) utilize the benefits from an athleticdepartment’s most popular programs; 5) account for thefact that past letter winners may not donate as much ashoped for; and 6) special events should be used to intro-duce the project and build excitement, not as a solicitationground for major gifts.

Janssen, Philip F. The development of a design for a totalevaluation system for professional baseball umpires, 1996. Ed.D.,Nova Southeastern University (Daniel Austin). (387pp 4f$16.00) PE 4006

A problem exists in the comprehensiveness of the perfor-mance appraisal system for professional umpires. Thepresent appraisal system is based solely on the expertjudgment of raters. This singular approach to evaluationand the related data collection process fosters subjectivityand raises questions about the validity and reliability of theappraisal process. The major purpose of this study was todesign and develop a comprehensive performanceappraisal system to increase the reliability, validity, andusefulness of the professional umpire evaluation process.The design and development effort was developed based

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on a triangulated measurement model which includedexpert evaluation, real-time precision measurement, andvideo-tape analysis. The research objectives were to (a)develop a comprehensive umpire performance model, (b)upgrade and refine the present umpire performance ratingsystem to increase its reliability and validity, (c) to developmethods of deriving reliable metrics of umpire gameperformance from video tapes of professional games, and(d) evaluate candidate real-time precision measurementsystems. The design approach utilized research sponsoredby the United States Air Force as a theoretical and concep-tual framework for the project. The United States Air Forceresearch has produced a new theory of performance,training methods, and a prototype training system that areappropriate for high-demand professions, including thebaseball umpire profession. This new theory, advancedtraining concepts, and related measures were evaluated inthe process of conducting this study. The results were usedto make recommendations for their adoption to improvethe performance, training, and personnel managementpolicies of professional umpires. The present projectadapted United States Air Force advanced performanceand training models to produce a comprehensive perfor-mance appraisal system for professional umpires. Thedevelopment problem-solving methodology was used inthis study. The project proceeded in four major phaseswhich correspond to the major study objectives: Phase Iformulated a comprehensive model of umpire perfor-mance, Phase II focused on the development of candidateexpert performance rating systems, Phase III designed andimplemented a field test and evaluation of the candidateperformance rating system, and Phase IV finalized themost promising performance rating system based on thefield test data and developed a triangulated approach toumpire performance evaluation that included the newrating system, video tape analysis, and precision measure-ment. Two research questions were central to this pro-posed research project: (1) what is the most appropriateperformance model for defining the essence of professionalumpire performance, including the relevant performancedomains, and their constituent attribute, knowledge, andskill dimensions?; and (2) what are the essential designcharacteristics and measurement dimensions of a compre-hensive, reliable performance appraisal system for profes-sional umpires? The comprehensive performance assess-ment system produced by this research project will resultin a more objective and precise evaluation of professionalumpires. The research products included: (a) a newconceptual model of umpiring performance, (b) improvedperformance rating forms that were tested on an appropri-ate sample of professional umpires, (c) a systematicapproach to quantifying performance from video tapeanalysis, and (d) a design for a real-time precision mea-surement system. These products will contribute to theenhancement of umpire education and performance, as

well as improvement in management policies in the areasof umpire performance evaluation, selection, training,promotion, and personnel practices.

Jubenville, Colby B. Athletes’ perceptions of coaching perfor-mance among N.C.A.A. Division III and N.A.I.A. head footballcoaches in the State of Mississippi, 1999. Ph.D., University ofSouthern Mississippi (Dennis Phillips). (91pp 1f $4.00) PE3962

The role of the college coach has reached a high level ofprominence and influence. As sports have evolved, so havethe roles of the coaches. The concept of the ideal coachcontinues to be debated by individuals surrounding thecoaching profession. Research indicates that the ideal coachconsists of a variety of characteristics that culminate in apositive and effective coach-athlete relationship. Oneinstrument proven to help assess “ideals” of the coachingprofession is the Coaching Evaluation Questionnaire(CEQ). The CEQ consists of a 36-item questionnaireindicating the desirable characteristics of a coach, andattempts to provide an objective evaluation of a coach’ sperformance from the point of view of the student-athlete.The goal of administering the CEQ is to identify coachingstrengths and weaknesses in order to improve theirperformance and, ultimately, the coach-athlete relation-ship. This study was designed to examine athletes’perceptions of coaching performance among NCAADivision III and NAIA head football coaches in the state ofMississippi, as well as to investigate the importance ofplayer evaluation in improving coaching effectiveness. TheCoach Evaluation Questionnaire (CEQ) was administeredto 127 subjects under standardized conditions. Sevendemographic variables were provided to determine thefollowing player characteristics: academic grade level(freshman, sophomore, junior, or senior), playing status ofsubject (starter or non-starter), primary position played(offense or defense), if the head coach was the player’ sposition coach (or not), number of years of participation inthe program (1, 2, 3, 4, or 5), number of years of eligibilityused (1, 2, 3, 4, or 5), and member affiliation of the school(NCAA Division III or NAIA). Analysis of the dataindicated that no significant differences existed betweenthe variables of academic grade level, starting or non-starting status, and offensive or defensive positionsregarding the athletes’ perceptions about the head coach.One item of interest involved a significant difference in theperception of the head coach by players grouped by yearsin the program. According to Tukey’s post-hoc test, thefirst year perceptions were more positive than the secondyear, which were more positive than the third year.

Lands, Craig An evaluation of the University of NorthCarolina Intramural-Recreational Sports Program, 1998. M.A.,University of North Carolina, Chapel Hill (Edgar Shields).(66pp 1f $4.00) PE 3955

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The purpose of this study was to investigate studentperceptions of the University of North Carolina Intramu-ral-Recreational Sports Program. The Quality and Impor-tance of Recreational Services Survey was mailed to 250University of North Carolina students enrolled in the fall1995 semester. Eighty-two students completed the surveysrepresenting a response rate of thirty-three percent.Frequencies and percentages were tabulated for all dataand chi-square analysis was used to determine significantdifferences in gender responses. These surveys were thenanalyzed to determine student satisfaction with recre-ational opportunities and to provide recommendations forpossible improvements in service. Results did not supportsignificant differences between gender for the items tested.The major reasons cited for non-participation in recre-ational sports pursuits were lack of time due to courseworkand lack of knowledge about programs. Subjects were mostsatisfied with indoor recreation facilities and hours ofoperation for recreation facilities. Subjects were mostdissatisfied with the availability of information aboutrecreation opportunities and the locker room facilities. Themost important change desired in facilities was to add anindoor track, followed by more weight equipment andmore ball fields/park space. The most important changedesired in programs was more information in the Daily TarHeel about upcoming events, followed by extended facilityhours, more fitness classes, and more wellness programs.Results showed that most students were satisfied withtheir recreational experiences.

Leonard, Patrick J. Locus of control, self-reported health risks,and biomedical measurements among public school personnel,1998. Ph.D., University of Southern Mississippi (JanDrummond). (127pp 2f $8.00) PE 3999

The purpose of this study was to compare the self-reportedresponses from the Personal Wellness Profile Question-naire and the Locus of Control Survey with measuredbiomedical data among Lafayette Parish School Board’sadministrators/management, support staff employees, andteachers. The methods included collection of self-reportedwellness factors and health practices from a wellnessquestionnaire and the scoring of a locus of control surveyand a clinical assessment of biomedical measurements. Theresults would then be used in the evolutionary phases of amore comprehensive wellness/health program for theemployees of Lafayette Parish School Board. The subjectsin this study consisted of 389 females and males, aged 22-67 years. This represents 11.2% of the total employeepopulation. The wellness questionnaire was completedprior to the biomedical measurements followed by thedelivery of the Locus of Control surveys to all screeningsites no less than one week later. Pillai’s Trace multivariatetest revealed a significant difference (p=.039) in the averagemean scores of internal and external Locus of Controlpersons for health practices and wellness factors. Theunivariate analysis of health practices and wellness factors

indicated a significant difference (p=.011) between internalsand externals for wellness factors but not for healthpractices. A Chi-square test (p<.001) and analysis ofvariance (p<.001) showed a significant difference betweenthe administrator/teacher groups and the support staff.The support staff was indicated to score significantlyhigher for externality, and the administrators and teachersshowed an internal Locus of Control orientation. Pillai’sTrace multivariate test did not reveal a significant differ-ence between the health risk assessment and absenteeismfor locus of control orientation. However, when aunivariate test of between-subjects effects was applied, asignificant difference (p<.05) was revealed for BMI, systolicblood pressure, and coronary risk. Those subjects with aninternal Locus of Control were significantly younger, asshown by a t-test (p=.014). Chi-square results (p<.001)revealed a significant difference in race with Blacks beingsignificantly external. No significant difference betweeninternal and external Locus of Control could be foundbetween gender.

Lytle, Rebecca K. Adapted physical education specialists’perceptions and role in the consultation process, 1999. Ph.D.,Oregon State University (Douglas H. Collier). (167pp 2f$8.00) PE 3972

The use of consultation as a means of delivering educa-tional instruction to students with disabilities in thegeneral physical education setting is becoming increasinglyprevalent in the United States and is most frequentlyoperationalized in a triadic model. In this model theadapted physical educator serves as the consultant, thegeneral physical educator serves as the consultee, and thestudent serves as the target, or the one who receives theintervention. The purpose of this phenomenological studywas to answer the following questions. What are adaptedphysical education specialists’ perceptions about consulta-tion as a delivery model for individuals with disabilities?How do adapted physical education specialists define aneffective consultation model for adapted physical educa-tion? How do adapted physical education specialists definetheir role in the consultation process? Six adapted physicaleducation specialists participated in this study. Analysisincluded two in-depth individual interviews, a one-dayfield observation with each participant, researcher notes,and a final focus group, including definition, situationalcontext factors, effectiveness, skills, training, consultationmodel preferences and roles. It was apparent from theseparticipants that consultation interactions on behalf ofstudents with disabilities varied greatly based on themultidimensional and dynamic nature of the educationalenvironment. Results showed that the use of consultationwas more prevalent with middle and high school students.It was also found that adapted physical education (APE)consultation could be presented on a continuum fromproximal to distal, dependent on the degree of interactionbetween the APE specialist, the general education teacher

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and the student. The effectiveness of consultation wasdependent upon the general education teacher’s attitude,the APE specialist’s skills, and the degree of administrativesupport. Finally, five roles of the APE consultant weredelineated from the participants’ descriptions of their job-related interactions. These roles were: advocate, educator,courier, supporter/helper, and resource coordinator.

Sheppard, Derek L. Standardized test scores and Proposition48: should the NCAA utilize standardized test scores todetermine athletic eligibility?, 1999. M.A., Ball State Univer-sity (John Reno). (53pp 1f $4.00) PE 3977

The purpose of this investigation was to determine ifstandardized tests are biased and if Academic Advisorswould agree that the NCAA should not use standardizedtest scores as cutoff points for athletic eligibility. Thesubjects for this study were NCAA Division I AcademicAdvisors. One hundred sixty two Academic Advisors wererandomly selected from the 1995 NCAA Blue Book. Theselected sample represented approximately 58 percent ofthe total population. A survey consisting of 5 sections and14 questions was utilized as the data gathering instrument.There were no independent or dependent variablesinvolved with the survey instrument. The purpose of thesurvey was to obtain the opinions of academic advisorsconcerning Propositions 48 and 16’s effect on minorities,the NCAA’s use of standardized tests scores, whethersocial-economic factors impact on standardized test scores,and the educational system. The results indicate thatacademic advisors agree that standardized tests are biasedand that Proposition 48/16 does have an adverse effect onminorities. Forty-nine percent of the polled populationagreed that standardized tests are biased. Forty-threepercent of the population felt that universities should placeless emphasis on standardized tests during the admissionsprocess; however, 84 percent of academic advisors believethat universities should not eliminate standardized testscore requirements from the admissions process. It wasconcluded that standardized tests are biased and have anadverse effect on minorities.

Williams, Lisa G. Arkansas and Mississippi superintendents’attitudes toward K-6 physical education in the public school,1998. Ph.D., University of Southern Mississippi (Jan L.Drummond). (82pp 1f $4.00) PE 4016

One objective of Healthy People 2000 is to increase physicaleducation class time by at least 50% to allow students tospend more time in physical activity. In addition, theCouncil on Physical Education for Children (1992) indi-cated that children should be provided recurrent andmeaningful age-appropriate practice times to developunderstanding of movement concepts. This study consistedof 97 Arkansas superintendents and 91 Mississippisuperintendents who volunteered to participated and were

given the Superintendents’ Attitudes Toward PhysicalEducation questionnaire (SATPE) which asked about theirattitudes toward K-6 physical education in the publicschool. Both Arkansas and Mississippi are considered to berural states and were found to be similar in size accordingto the mean number of students enrolled in each schooland a compatible match was assumed. This allowed for acomparison between Arkansas, which has state mandatesrequiring elementary physical education, and Mississippiwhich has no state mandates for the offering of elementaryphysical education programs. A Pearson’s correlation, t-test, regression, and factoral analysis were performed onthe data. The factor structure of 28 questionnaire itemsyielded five factor components. These factor componentswere named implementation of programs, barriers toimplementation, requirements for implementation, benefitsof physical education programs, and physical educationcurriculum concerns. The results indicated that a greaternumber of Arkansas superintendents held bachelor’sdegrees in physical education and a greater number ofMississippi superintendents held bachelor’s degrees insocial studies. Although a greater number of Arkansassuperintendents held degrees in physical education, it wasrevealed that they are less likely to support any aspect ofelementary physical education. In addition, the longerArkansas superintendents were in education the less likelythey were to support K-6 physical education. On the otherhand, Mississippi superintendents were more likely tosupport elementary physical education programs thelonger they were in education, even though most did nothave a physical education background. Mississippisuperintendents were also more likely to purchase equip-ment, books, and workbooks for schools, teachers, andstudents. Mississippi superintendents were also interestedin paying a certified physical education specialist fromoutside the district to train classroom teachers in physicaleducation curriculum. The SATPE, Appendixes, andreferences are included.

COACHING AND TRAINING

Burger, Troy Complex training compared to a combined weighttraining and plyometric training program, 1999. M.S., Univer-sity of Idaho (Dennis Dolny). (80pp 1f $4.00) PE 4009

The purpose of this study was to compare the effectivenessof two different resistance-training programs combinedwith plyometric training on power and strength develop-ment in Division IA football players. Seventy-eight footballathletes were divided into two separate training groups:complex and combined. Each group performed the sameseven-week training routine with one exception. Thecomplex training group performed the plyometric exer-cises in a super-set with biomechanically similar coreresistance exercises while the combined group performed

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the plyometric exercises separately following the coreresistance exercises. All subjects were pre and post-testedwith the following strength and field tests: body fat, bodyweight, bench press, squat, power clean, medicine ballthrow, broad jump, vertical jump, pro-agility (I-test), andOmnikinetic testing. General Linear Model (SPSS) analysisrevealed significant improvements on eight of these testscomparing pre-test scores to post-test scores. Those testsshowing significant improvements were body fat (p=.000),bench press (p=.000), squat (p=.000), power clean (p=.005),medicine ball throw (p=.000), broad jump (p=.000), verticaljump (p=.050), and pro-agility (p=.027). Two measuresindicated a significant difference between groups. Thebench press improved significantly for the combinedversus the complex group (p=.049) and the vertical jumpapproached significance (p=.057) in favor of the complextraining program. The results of this study do not supportcomplex training as a superior program compared tocombined training but they do indicate that complextraining is not at a disadvantage to a more traditionalcombined training program.

Simpson, Katherine A. Track and field throwers: evaluating theeffectiveness of a strength and conditioning program on selectedmeasures of upper and lower extremity power and sportperformance, 1999. M.S., University of Idaho (DennisDolny). (83pp 1f $4.00) PE 3967

The purpose of this study was to evaluate the effectivenessof a strength, conditioning, and plyometric program onupper body, lower body power, and sport performance incollegiate male track and field throwers. Nine subjectsfrom the University of Idaho Track and Field team partici-pated in this study. Each subject was involved in the fall,winter, and spring training programs for track and fieldthrowers. Testing occurred at four different time pointsevenly spaced throughout the conditioning program andconsisted of a vertical jump test, seated shot put test, and aVector leg power test, which measured crank power atresistances of 100, 120, 140, and 160% of the subject’s leanbody mass. Competition scores were recorded for indoorand outdoor competition in the shot put, discus, hammer,and 35-pound weight throw. Repeated measures ANOVAand Pearson product moment correlation were conductedto compare across time and among the variables respec-tively. The results of the study determined the seated shotput throw correlated with indoor shot, indoor discus, andoutdoor discus. The Vector crank power at 140% lean bodymass and peak Vector crank power significantly correlatedand predicted indoor discus, 35-pound weight throw, andoutdoor discus. Significant difference was only found withVector crank power at 100% lean body mass over time forthe whole group although differences were found betweensubjects in terms of improvement or changes for virtuallyevery variable. These results suggest that limited improve-

ments in testing performance may reflect either fairlystable performances during the majority of the trainingseason, or improvements which were not detected by thevariables measured.

Thomas, Milton B. The effects of visual-verbal modeling on theform and outcome of basketball shooting in beginners, 1998.M.S., University of North Carolina, Greensboro (KathleenWilliams). (65pp 1f $4.00) PE 4015

The purpose of this study was to examine the effects of avisual verbal model on both the form quality and perfor-mance outcome of the basketball foul shot in novices. Thekinematic parameters investigated included 1) trunk angleat ready position, 2) height of release of the ball, 3) timingof extension of knee and elbow at release, and 4) right footangle at release. The performance outcome was measuredby a 4 point rating system. A score of 4, 3, or 2 was givenfor successful attempts and a score of 1 or 0 was given forunsuccessful attempts (Satern et al.,l990). The subjects wererandomly assigned to one of three experimental conditions.In the first condition, subjects received a visual model ofthe task plus verbal cues. Subjects in the second conditionreceived only a visual model of the task. Subjects in the twotreatment groups viewed a gender appropriate videotapedexpert model performing three foul shots. Subjects in thethird condition (control) did not receive a visual model ofthe task or any verbal cues. All subjects were videotapedfrom the right side of the body. A total of 30 foul shots foreach subject were videotaped. The testing took place in twophases, an acquisition phase, which consisted of 20shooting trials, and a performance phase consisting of 10trials. The 20 acquisition trials were broken up into fourseparate shooting blocks. Each subject took five shots ineach block. The first, third, and fifth shots taken by thesubjects were analyzed using a Peak Performance AnalysisSystem (Peak Performance Technologies, Inc., EngelwoodCO). Appropriate x+y coordinates were stored and thedependent measures derived. A 3x5 (Model Type x TrialBlock) multivariate analysis of variance (MANOVA) wasused to analyze the data. The results of the MANOVArevealed that none of the model types used in this experi-ment had any significant effect on the form quality orperformance outcome of basketball foul shooting inbeginners: Wilks’ Lambda=.63, F(10, 40), p>0.05. It wasspeculated that the subjects were not given enough practicetrials at the skill and were not exposed to the videotapedmodel long enough. It was also speculated that thebasketball foul shot was constrained by the interaction ofseveral factors which hindered the subjects’ achievement ofdesired form and performance outcome.

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HISTORY AND PHILOSOPHY

Craig, Peter S. Organized Baseball: an industry study of $100million spectator sport, 1950. B.A., Oberlin College (BenLewis). (388pp 4f $16.00) PE 4004

All 500 clubs in O. B.—the trade name for OrganizedBaseball—are corporations under the law, but their stocksare not listed on any exchange. The business side ofbaseball is one of the most closely guarded secrets in oureconomy today [1950]. Partially because of this secrecy andpartially because of the fashion of economists to overlookthe service industries of which baseball and other recre-ational enterprises are a part, nobody has ever attemptedan “industry study” of our so-called National Game.“Organized Baseball” is an anomalous industry. Wheremost corporations aspire to monopoly so they can wipe outcompetition, baseball has created a monopoly so that it canfurther competition. To maintain competition on the ballfield, the club owner aspires to one thing: having a clubwhich is just a little bit better than the other seven. Theideal would be to have all eight clubs in the thick of thepennant race, with his own club triumphant. To try tomaintain at least the illusion of an equal chance for allclubs, Organized Baseball has constructed an elaborateframework of restrictions and special privileges, whichmark it unique among the amusement industries. And, byprotecting the week against the exploitation of the stron-ger, Organized Baseball also has benefited the strong byproviding it with suitable competition. All corporations aremilitantly independent in their operations. They bidagainst each other for new talent in the market place; andthey are constantly striving for the slight advantage overtheir competitors; yet they are also dependent on oneanother for their existence and united against the outsiderwho threatens to upset that confederation of businesses.Although baseball is a monopoly in which the rewards forsuccess can be great, no one has ever purchased a ball clubbecause he thought it represented the best opportunity tomake money. Not only are the risks large and the chancesof loss great, but he is buying a quasi-public institution.Every fan in that city considers that ball-club his own, andthe real owner is but their steward. Dependent on the fans’support for the success of his corporation, the owner mustsubmit to their wishes—the development of a winningteam—or else get out. Baseball is a queer mixture ofmonopoly and free enterprise, private gain and publicservice. It is the strange offspring of a democratic crowdand a private enterprise economy. “The two facts may becomplementary, or they may be contradictory,” writes onecommentator; “but whichever they are, they express, on asmall scale, the basic character of the nation itself” (Fortune[August 1937], 116).

Hoyte, Thor A. . . . And so we played: memory, place and theBrooklyn Dodgers, 1998. M.A., Syracuse University (JohnRennie Short). (89pp 1f $4.00) PE 4002

This thesis examines one possible way of analyzing theterm “sense of place” to restore meaning to it withoutsacrificing its utility. This thesis uses personal interviews toillustrate aspects of Brooklyn during the Dodgers period(1930-1957). This paper argues that the traditional twolarge areas of “sense of place” study (physical landscapesand social landscapes) fall short of full explanations. Thispaper adopts a form of “frame analysis” (Goffman, 1974) asits research methodology. The adaptation of Goffman’sframework analysis to include two primary “skeletons”(physical landscape and emotive landscape) on which to“hang” the collected data is effective for two reasons; itprovides an accepted “lens” for the research and suggestsan inclusive use of the term “sense of place” in researchdesign. The physical space is recognized as being the objectof most “sense of place” studies. The emotive place isdefined as the role of human agency and interpersonalrelations in influencing the perception of “sense of place”as well as memories, both shared and personal. It is arguedBlumer’s conception of “symbolic interactionism” iscontained within this framework, but can be extracted onan “as-needed” basis. Examinations of the role of the scapeof Brooklyn and the role of language added new windowsinto the perception of “sense of place” of Brooklyn. Byusing the personal interview technique, glimpses into theperceptions of those that made up “Brooklyn” provide anassessment of how they see themselves and the role of thevarious scapes around themselves. The conclusions that aremade from this research are both general and specific. Thegeneral relates to the need to treat the term “sense of place”with more rigor. The specific relate to the subject area(Brooklyn) and the role the Dodgers played in the self-definition of “place” by Brooklynites and the players whoplayed for the Dodgers.

Reaves, Joseph A. A history of baseball in Asia: assimilating,rejecting, and remaking America’s game, 1998. M. Phil.,University of Hong Kong (Thomas Stanley, Norman G.Owen). (211pp 3f $12.00) PE 4008

A thesis presented on the evolution, devolution, and socialimpact of baseball in Asia from the mid-19th Centurythrough the end of the 20th Century with particularemphasis on why this most-American of games wasassimilated into certain cultures and shunned by others. Itis the author’s contention that Japan so thoroughlyassimilated the game and so influenced both its preserva-tion and development in Asia that the Japanese have doneto baseball what they did to McDonald’s hamburgers. TheJapanese have taken something once wrongly thought tobe “uniquely American” and made it “intensely Japanese.”No effort was made here to recap the already well docu-mented history of baseball in Japan. Rather, the authorconcentrated on the often-ignored histories of baseball inChina, the Philippines, Taiwan, and Korea, and consideredthose histories in economic, cultural, and political context.Evidence gathered in this paper showed baseball was

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played in China far earlier than has been widely accepted,a full decade before it was played in Japan; that fiscal,spatial, and cultural considerations combined to stymie thegame in the former U.S. colony of the Philippines; and thata new “motive of imitation” - directed toward Japan, notthe United States - fueled the popularity of baseball inKorea and Taiwan in the late 20th Century at a time whenChina rehabilitated the game as a useful tool of diplomacy.

Sullivan, Dean A. The growth of sport in a Southern city: astudy of the organizational evolution of baseball in Louisville,Kentucky, as an urban phenomenon, 1860-1900, 1989. M.A.,George Mason University (Roy Rosenzweig). (163pp 2f$8.00) PE 4001

This thesis explores the development of baseball inLouisville in the late nineteenth century. The four types ofteam, which evolved during this period, from professionalteams to children’s teams, were modeled on distinctivelyurban models like large businesses and voluntary associa-tions. Each team represented a particular urban constitu-ency, ranging in size from a single street to the entire city.The team officers, accordingly, had different motives forbecoming involved with the sport. This thesis examines indetail the importance of the officer’s occupational andsocial status in the type of team ultimately formed orsponsored by each, while demonstrating that such teamscould only have been formed in the unique environment ofthe commercial city.

Voigt, David Q. Cash and glory: the commercialization of majorleague baseball as a sports spectacular, 1865-1892, 1962. Ph.D.,Syracuse University (Nelson Manfred Blake). (589pp 7f$28.00) PE 4005

After 1850 Americans began to experience some of theunanticipated byproducts of large-scale industrialization.Among these was the historically unique problem ofincreased leisure time that was becoming available formasses of people. Not only was this revolution in leisure aquantitative problem, but it had its qualitative aspects.What new outlets for leisure, for example, would beaccepted by the masses of the emerging urban centers?Obviously, many of the old play participation models ofleisure would not suit the collective life of the urbanmilieu. This dissertation traces the history of baseball fromits early appearance as an amateur sport for gentlemanlyparticipants to its transformation by 1890 into a highlycommercialized sports spectacle, functioning as a signifi-cantly new leisure outlet for urbanites. Essentially ahistorical study of a relatively neglected institution ofAmerican social history, this dissertation uses as primarysources of data the correspondence, books, and records ofnineteenth century baseball participants, includingmanagers, club administrators, reporters, and players. Alsothe major sporting journals, guides, and manuals of theperiod are collated with the hometown newspaper

descriptions of each pennant winning team. These data aresupported by serious secondary studies of historians,economists, and students of leisure. Overall, a sociologicalframe of reference is employed for classifying and analyz-ing the data. Thus, the game is treated functionally andstructurally as a new type of leisure outlet—a sportsspectacular catering to the psychological needs of increas-ingly urbanized Americans. As a new leisure outlet, thisemerging spectacle also mirrors the rapidly changingculture of the industrialized society. In its transformationto a commercialized spectacle during the 1880s, organizedbaseball reflects an ever more materialistic and secularAmerica, which, although still individualistic, yet tendstoward greater collectivism. The game also furnished itspublic with new models of heroes and villains, and in thecolorful world of the professional player, a new kind ofcareer dream for status—seeking youths. As demonstratedin this work, it was in the 1880s that baseball became amillion dollar entertainment industry. Such an achieve-ment was made possible by the rise of cities and theincrease in time available for leisure. In promoting thegame as a profitable exploitation of both trends, theinnovators were obliged to seek ways of accommodatinglarge crowds, of monopolizing the game’s promotion in theinterests of efficiency and uniformity of operation, ofcurbing the individualistic demands of players for largeshares of the profits, of advertising and promoting teamsand leagues, and of adjusting to the rapidly changingvalues of the public. The evidence suggests that during the1880s the innovators of major league baseball managed toimprovise profitable solutions to each of the aboveproblems, thereby making the game a pioneer in commer-cialized sports spectacles. As such, the game became notonly an innovation in leisure, but also an inspirationalmodel of its kind—one that would influence the structureand promotion of later sports spectaculars such as football,basketball, and hockey.

Ward, Paul S. The influence of the hoplite phalanx on thegrowth and change of the ancient Olympic games, 1998. M.S.,University of North Carolina, Greensboro (Richard A.Swanson). (67pp 1f $4.00) PE 4014

The primary purpose of this study is to investigate themilitary innovation of the hoplite phalanx and its influ-ence, if any, on the growth and change of the ancientOlympic games. In pursuit of this task, the researchersought to discover the answers to the following questions:Why and when were military events added to the festival?Who participated in these events, and to what extent didsocio-economic status determine participation in theseevents? What caused Homeric fighting skills to becomeembedded in the Olympic tradition? This paper investi-gated the possible influence of the intervention of thehoplite phalanx on the evolution of the Olympic festival byusing normal historical measures. The writer cross-referenced the secondary source bibliographies and

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attempted to locate the majority of the secondary andprimary sources, particularly The Iliad and The Odyssey.This paper is divided into three sections, which provideinsight into the reasoning behind the changes in theOlympic Games. The second chapter focuses on the Greekidea of honor, arete, and the desire to be “first amongequals.” Chapter three covers the introduction of thehoplite phalanx military style into the Greek world. Thefourth chapter centers on the changes in the Olympicgames themselves. Chapter five offers conclusions basedupon the findings of this study. The author believes thatthe Olympic festival changed from a single running eventto a multitude of events because of a change in patterns ofwarfare. The introduction of the hoplite phalanx circa 700B.C. caused the eradication of the old Homeric style ofindividual Greek combat. When the hoplite phalanx beganto emerge as the dominant military form the Greek nobilityhad to find another place to display their Homeric fightingskills and prove that they were “first among equals.” TheOlympics were the perfect choice because contests andfuneral games had always been closely associated withcombat. In looking at the possible connections between thehoplite phalanx and the development of the ancientOlympic games the author investigated Greek culture totry to provide a lens through which to view these twophenomena. The ancient Greeks were an innovative peoplealways searching for better ideas and new ways to solvetheir problems. This writer began to look for a way inwhich their innovative nature might tie into the changes inthe games. It was hypothesized that connection betweenthe emergence of the hoplite phalanx and the disappear-ance of the individual fighting styles might just provide apossible explanation for the changes in the Olympic games.It seemed possible that the people who lived near Olympia,and who were looking for a place to showcase their nowobsolete skills, may have found what they were looking forin the Olympics. Then, in the Greek tradition, somethingthat worked well was borrowed by the rest of the Greekworld, and the festival grew to become pan-Hellenic.

MEASUREMENT AND EVALUATION

Hrovatin, Lauri A. The effect of different interval durations onmeasures of exercise intensity, 1999. M.S., University ofWisconsin, La Crosse (Carl Foster). (36pp 1f $4.00) PE 3988

Monitoring training loads during continuous exercise hasbeen validated; however, given the importance of intervaltraining, this method (RPE x duration) has not beenvalidated during interval training of different durations.Twelve well trained individuals (m=6, f=6) performed anincremental cycle ergometer test to failure and fourrandomly ordered 30 min tests on a lode cycle. The fourtests were steady state, 30-sec, 1-min, and 2-min, with awork relief ratio of 1:1. Workloads were calculatedaccording to the individual anaerobic threshold (IAT) and

physiological variables (HR, RPE, BLa, and VO2) weremeasured every 10-min. RPE was also acquired 30-minafter the exercise bout and multiplied by the duration toobtain a session RPE score. Heart rate data were collectedfrom a Polar Heart Rate Monitor and a summated HR scorewas calculated. All of the physiological variables behavedsimilarly during interval training and steady state trainingby rising from rest to 10-min and then leveling off. Thesession RPE score and summated HR score were comparedand found to be closely related suggesting that the sum-mated HR score and session RPE are essentially the same.In conclusion, the session RPE x duration provides areliable method to rate the intensity of interval training.

Martin, Kathleen A. The development and validation of theCoaching Staff Cohesion Scale, 1999. D.P.E., SpringfieldCollege (Mimi Murray). (194pp 2f $8.00) PE 3957

The study was designed to examine the factors associatedwith the development of coaching staff cohesion ofcollegiate head and assistant coaches. In the contentvalidity phase of the investigation, expert input wasobtained to provide a theoretical base for the instrument. Athree-factor structure was proposed and the Coaching StaffCohesion Scale (CSCS) was developed. The constructvalidity of the CSCS was investigated using head andassistant coaches (N=484) of seven sports from colleges inthe Eastern United States. The three-factor model wascompared to a two-factor, one-factor, and secondary factor-analysis model. Confirmatory factor analyses and crossvalidation procedures provided support for the three-factor and one factor models. The reliability of the CSCSwas supported through alpha reliability and compositereliability methods A discussion of the theoretical signifi-cance and practical application of coaching staff cohesion isprovided; however, continued research on the factorstructure of coaching staff cohesion is recommended. Inaddition, the extension of the research to include theinfluence of coaching staff cohesion on team cohesion,success, and collective efficacy is suggested.

McHugh, Vicki L. Intertester and intratester validity andreliability of the Wisconsin Wrestling Minimal Weight Project,1999. M.S., University of Wisconsin, La Crosse (NancyButts). (64pp 1f $4.00) PE 3989

The current study was designed as an independentassessment of the Wisconsin Wrestling Minimal WeightProject (WWMWP). 79 African American, Caucasian,Hispanic and Hmong high school wrestlers aged 14 to 18years volunteered to be subjects. Triceps, subscapularis,abdominal, and sum of skinfolds, as well as predictedpercentage body fat, predicted weight at 7% body fat, andpredicted weight at 5% body fat were determined by 4Wisconsin Interscholastic Athletic Association certifiedskinfold measurers according to WWMWP guidelines.Comparisons were made between trial 1 and trial 2 of

11


tester 1 (intra-tester) and testers 1-4 (inter-tester). APearson product moment correlation average was r=.96,with amount of explained variance being 90%. A paired,two-tailed t-test was used to assess the means of skinfoldmeasurements of trial 1 and trial 2 to tester 1. A significant(p>.05) difference was found between trials for the tricepsskinfold. Two one-way ANOVAs with repeated measureswere used to examine differences between means of intra-tester and inter-tester variables. All variables with theexception of the triceps skinfold measurement displayedno significant (p>.05) difference for intra-tester variables.All variables with the exception of the subscapularis andabdominal skinfolds displayed significant (p<.05) differ-ences for inter-tester variables. A Tukey’s post-hoc testidentified significant (p<.05) differences for the tricepsskinfold site between tester 4 and all other testers; for thesum of skinfolds between testers 1 and 4 and testers 2 and4; for predicted percentage body fat between testers 1-2, 1-4, 2-3, and 2-4; and between testers 2 and 4 for predicted7% body fat and predicted 5% body fat. A randomlyselected 20% of the subjects (n=14) were hydrostaticallyweighed. A one-way ANOVA with repeated measures wasused to assess actual percentage body fat (hydrostaticweighing) and predicted percentage body fat (skinfolds).No significant (p>.05) difference was found. A one-wayANOVA with repeated measures was used to compare thehydrostatically weighed group (n=14) using Brozek et al.(1963) and Lohman (1981) equations. There was a signifi-cant (p<.05) difference found between equations, with theBrozek equation predicting a higher percentage body fat.

Pollock, Shawna A. Validity and reliability of a functional backextension field test, 1999. M.S., Eastern Washington Univer-sity (Wendy Repovich). (73pp 1f $4.00) PE 3997

The intent of this study was to determine a valid andreliable field test to assess back extension endurance, whichhas been correlated to maximal isometric strength of theback extensors. Subjects for this study included 51 healthymale and female volunteers ages 18 to 47. Back strengthand back extension endurance was assessed in the follow-ing manner: The subjects were administered the enduranceand strength tests in random order. To perform thefunctional endurance test, subjects lay in a prone positionand on command they lifted legs and arms off the ground(Superman position). They held this position for as long aspossible. The time was recorded when legs and armsdropped. The assessment of isometric back strength tookplace on a LIDO Active Dynamometer. The subjects wereplaced in a seated position in the LDO and secured byusing thigh straps, shoulder harness, and knee and pelvicrestraints. The LIDO was set at -5°; this placed the subjectsin a comfortable position slightly extended more thannormal sitting position (neutral spine). The subject wasthen asked to perform a Maximal isometric VoluntaryContraction (MVC) of the back extension muscles. Eachsubject performed three five-second trials with a two-

minute recovery period between trials. A Pearson ProductMoment Correlation analysis found significant (p=.01) butlow correlation (r=.384) between back extension time tofatigue and MVC of back strength. This data suggests thatthis is a valid test of back extensor endurance. StandardError of Measurement (r=.988), at the significance level ofp≤.01, suggests that this functional endurance test isreliable.

PEDAGOGY

Bastasch, Jeanne D. The effects of integrating geometry intophysical education, 1999. M.S., University of Wisconsin, LaCrosse (Jeff Steffen). (76pp 1f $4.00) PE 3987

This study investigated the effects integrating geometryinto physical education had on learning geometry con-cepts. Two fifth grade classes (N=45) from an elementaryschool in La Crosse, Wisconsin were subjects in the study.Both classes received concurrent geometry instruction fromtheir classroom teachers and gymnastics instruction fromtheir physical education specialist. The physical educationteacher taught a gymnastics unit integrated with geometryconcepts to one class (n=21) and a gymnastics only unit tothe other class (n=24). Each student took a 32- itemgeometry pre-test before receiving instruction and a 32-item geometry post-test following instruction. The inte-grated groups’ pre-test mean score was 12.38 and post-testmean score was 25.29. The control groups’ pre-test meanscore was 13.50 and post-test mean score was 20.96. Anindependent t-test for equality of means was used todetermine if the groups’ pre-test scores differed. This testindicated no significant difference between the groups inthe pre-test (p>.05). An ANCOVA adjusted for the insig-nificant differences in pre-test means and was used todetermine if the groups’ post-test scores were significantlydifferent. It indicated that the groups’ post-test scores weresignificantly different (p<.05). The results of this studyindicate that integrating geometry into physical educationincreases geometry test scores.

Brown, Seth E. The effects of internet-based instructional lessonplanning on teacher trainee performance, 1999. M.S., PurdueUniversity (Thomas Sharpe). (110pp 2f $8.00) PE 3968

Computer-based forms of instruction are reviewed, and thestate of computer application research to educationalconcerns is presented. This study then investigated theeffectiveness of one Internet-based instructional format onthe improvement of teacher-trainee lesson planning skillsand on related pupil practices in gym settings. Participants(N=11) included pre-service physical education studentswho had no prior experience in lesson planning or teach-ing. An across-group comparison design was used tomeasure the effects of the Internet-based instruction on

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teacher-trainees exposed versus a similar teacher-traineegroup not exposed. Analyses included (a) ALT-PE and C/T ratios of teacher-trainee pupils in practicum settings, (b)lesson plan grade differentials across groups, (c) compari-sons of teacher-trainee time spent in lesson planningactivities, and (d) social validation by teacher-trainees.Results showed that while PE Central was socially vali-dated by teacher-trainees in a general way, there were noappreciable differences across groups on the measures oflesson planning time, lesson plan grades, and pupil-basedALT-PE and C/T ratios. Surprisingly, the PE Centraltreatment showed a moderately negative effect on theALT-PE of those pupils taught by the experimentalundergraduates. Recommendations for future research oncomputer applications in relationship to teacher trainingare last provided in the context of establishing greatertreatment fidelity and in the context of increasing thespecificity of computer-based information application.

Carr, W. David Observations and perceptions of the physicalpresence, cooperation, and communication between athletictraining clinical and classroom instructors, 1999. Ph.D.,University of Southern Mississippi (Jan Drummond).(104pp 2f $8.00) PE 3961

The education of a student athletic trainer involves abalance between theory and application. This can be statedas a balance between classroom and clinical education. Theinstructors working in these two settings must worktogether to promote the overall educational process. Thepurpose of this study was to determine if the workingrelationship between the clinical and classroom instructorshas an effect upon the education of the student. Theworking relationship was defined as the physical presence,cooperation, and communication between the clinical andclassroom instructors. A questionnaire was designed tomeasure the observations and perceptions of clinicalinstructors, classroom instructors, and student athletictrainers. Nineteen of the twenty-one (90%) athletic trainingeducational programs solicited for involvement in thisstudy responded. A total of 737 questionnaires weredistributed and 547 were returned (74%). Data was codedand analyzed using SPSS 8.0. Results indicated that clinicaland classroom instructors observed the frequency ofcooperation differently, with the classroom instructorsrating observations of cooperation at a higher frequencythan clinical instructors. Additionally, it was shown thatstudents observed the frequency of communicationdifferently than did the clinical and classroom instructors,with the students rating observations of communication ata lower frequency from the clinical and classroom instruc-tors. Finally, analysis indicated that all three groups agreedthat the physical presence, cooperation, and communica-tion between the clinical and classroom instructors has alarge effect upon the first time passing percentage ofstudents on the NATABOC examination.

Cucina, Irene M. Specificity of feedback using alternativeassessment techniques in a secondary physical educationbadminton class, 1999. D.P.E., Springfield College (MaryAnn Coughlin). (205pp 3f $12.00) PE 3951

Specificity of feedback using checklists in a high schoolbadminton class was examined. Specific and generalchecklists and a badminton game assessment rubric weredeveloped. Prior to examining the specificity of feedback,validity and reliability of the game assessment rubric wereestablished. The criterion-related validity estimate for thegame assessment rubric was .901. The rater x daygeneralizability estimates of the game assessment rubricwere all above .905. The specificity of feedback wasexamined during a high school badminton class. Partici-pants (N=180) were randomly assigned to specific feed-back, general feedback, or control groups and were pre-tested, mid-tested, and post-tested using the game assess-ment rubric. A mixed 3x3 factorial analysis of variance(ANOVA) was computed. The interaction effect wassignificant (p<.05) and simple effects and pair wisecomparisons were computed. The three groups were notsignificantly (p>.05) different at pre-test and mid-test. Atpost-test, the specific and general feedback groups scoredsignificantly (p<.05) higher than the control group on thegame assessment rubric; however, no significant (p>.05)difference was found between the scores of the specific andgeneral feedback groups.

Jorgenson, Shane M. The cognitive, affective, and behavioralcharacteristics of students enrolled in physical education activityclasses at Brigham Young University, 1998. M.S., BrighamYoung University (James D. George). (77pp 1f $4.00) PE4011

This study describes the cognitive, affective, and behav-ioral characteristics of students in physical educationactivity classes at Brigham Young University. Brief take-home fitness and wellness lessons were introduced intophysical education activity classes to examine whether ornot students could learn lifetime fitness concepts withouttaking away from class time. Participants (n=291) com-pleted a fitness and wellness questionnaire at the begin-ning and end of the semester. In terms of affective andbehavioral characteristics, students appear to have rela-tively positive attitudes about physical education andengage in physical activity about four days per week. Onthe cognitive portion of the questionnaire the experimentalgroup (n=170) significantly improved their test scores from71.1% to 80.7% (p<.001), while the control group (n=121)scores did not significantly change (70.8% to 70.1%; p=.35).The results of this study show that cognitive material canbe introduced into physical education activity classes,fitness knowledge can improve, and this can be done withlittle time commitment from the students or their instruc-tors. Additionally, most students preferred our infusion

13


approach of including brief, take-home fitness andwellness lessons into their physical education activity classas opposed to a lecture-based approach.

Novak, Jeremy D. Analysis of training protocols for challengecourse instructors, 1999. M.S., University of Wisconsin, LaCrosse (Jeffrey Steffen). (49pp 1f $4.00) PE 3990

Challenge course (CC) instructors (N=29) were surveyed todetermine time allotments for teaching 29 basic CCfacilitator competencies. The primary purpose of the studywas to identify teaching times of CC instructors. Thesecondary purpose was to identify a rank order presenta-tion of adventure activities. A questionnaire was used toacquire data pertaining to CC facilitation. The questionsasked instructors to record teaching times of 29 predefinedcompetencies and total program training times. Resultsindicated a mean total training time of x=45.5 hours(±15.2). The mean time and standard deviation of the 29competencies were generated. The top 10 competenciesreported to take the greatest average amount of teachingtime were identified. Questions were posed to determinethe sequencing of adventure activities within a CC facilita-tor training program. It was reported that the presentationorder of adventure activities in a program was consistentwith research done in 1997.

Pusateri-Lane, Lori J. Examining an educational program ingender equity, 1999. M.S., University of Wyoming (MarkByra). (75pp 1f $4.00) PE 3969

Educational programs in gender equity have focusedprimarily on the fields of math, science, and technology(Levin & Matthews, 1997). This study examines an educa-tional program in gender equity that was presented to pre-service teachers in the field of physical education. Quanti-tative and qualitative data are presented in the form of casestudies that help to increase understanding of pre-serviceteacher behaviors, attitudes and beliefs. Results of thestudy support existing research that show gender biastoward boys in physical activity and sports in the areas of(a) interactive feedback, (b) use of helpers and/or demon-strators, and (c) use of language in addressing a class orgroup of learners. The results also support the argumentthat these inequitable behaviors can be modified throughan educational program.

Stanish, Heidi I. Participation of adults with mental retardationin a voluntary physical activity program, 1999. Ph.D., OregonState University (Jeffrey A. McCubbin). (98pp 2f $8.00) PE3974

This study compared the effect of two sources of instruc-tion and verbal encouragement on the participation ofindividuals with mental retardation (MR) in a 10 weekphysical activity program. Participants were 17 adult

employees of a sheltered workshop (5 females, 12 males)ranging in age from 30 to 65 years. The program wasoffered at work 3 days per week and involved aerobicdance activities. Group engagement in moderate tovigorous intensity physical activity (MVPA) was systemati-cally observed and was compared using a reversal design.Condition A involved an exercise leader plus an exercisevideo to deliver instructional cues and verbal promotion ofparticipation. Condition B used an exercise video as theonly source of instruction and verbal promotion. Theexercise videos were designed specifically for the partici-pant group to address the low fitness levels and limitedability to make activity transitions. Data indicated that, onaverage, a higher percentage of the group was engaged inMVPA when the leader-plus-video condition (A) wasapplied. However, the difference was not practicallymeaningful when the administrative ease and cost effec-tiveness of videos are considered. Further, a considerableoverlap of data points in the graphical analyses indicatedthat withdrawing the leader did not control exercisebehavior. Program attendance was variable but remainedhigh over the course of the study. Group engagementlevels were higher during the sessions with fewer partici-pants, which suggested that a small group of highlycompliant participants were more consistently on-task.Work performance was not negatively impacted whenemployees took time out of their workday to participate inphysical activity. It is of importance that several partici-pants continued to participate in the exercise program overthe 4-week maintenance phase. This study provided aconvenient, inexpensive method for adults with MR toindependently participate in physical activity.

Stemmans, Catherine L. An interactional analysis of experi-enced and inexperienced athletic trainers’ behavior in clinicalinstruction settings, 1998. Ph.D., University of SouthernMississippi (Sandra Gangstead). (83pp 1f $4.00) PE 3954

The triad of allied health clinical instruction includes theinstructor, student and patient. The clinical instructor, thestudent athletic trainer, and the athlete create this dynamiclearning environment in the education of athletic trainers.The goals of this study were to further develop and modifythe Clinical Instructor Analysis Tool—Athletic Training(CIAT-AT) (Gardner, 1995), to observe and identifyinteractional behaviors in athletic training clinical instruc-tion, and to compare these behaviors based on the experi-ential level of clinical instructors. Video and audio record-ings of clinical instruction were made at five CAAHEPaccredited or NATA approved athletic training educationprograms. A total of thirty clinical instructors wererecorded. Ten clinical instructors from the novice, interme-diate, and advanced experience groups were studied. Aninterval recording method was used to document behav-iors with the CIAT-AT II. The data indicated that interme-diate and advanced clinical instruction included three

14


times more interactions initiated by the student athletictrainer. The second finding supported that increasedclinical instructor experience allowed more screening andevaluative techniques accomplished by the student athletictrainer. Thirdly, this study revealed that the use of skillfeedback for all clinical instructors is a small proportion oftotal interactions. Finally, direct teaching styles are morecommon than indirect teaching styles in athletic trainingclinical instruction. Conclusions can be made from thisstudy that the experiential level does influence interac-tional behaviors in clinical instruction; specifically, thosebehaviors which lead to psychomotor refinement ofevaluation skills by the student athletic trainer. The lowproportion of skill feedback needs to be further addressedin professional preparation of clinical instructors. Thedirect nature of clinical instruction teaching style supportsGardner’s (1995) earlier work.

Taylor, Seann L. Physical education teachers’ views onmotivation: bridging theory and practice, 1997. M.S., Univer-sity of Memphis (Mary D. Fry). (62pp 1f $4.00) PE 3970

The purpose of this study was to extend Nolen & Nicholls’(1994) research with classroom teachers by comparing andcontrasting physical education teachers’ views on motiva-tion to those of sport psychology researchers. Physicaleducation teachers (n=99) and sport psychology research-ers (n=17) completed an adapted version of Nolen &Nicholls’ Survey of Beliefs about the Effectiveness ofStrategies for Influencing Motivation. A t-test was em-ployed to compare the means of the physical educationteachers’ answers to those of the sport psychology re-searchers’. Based on mean scores, motivational strategieswere ranked from the most to least effective in promoting apositive motivational climate. Results suggest that physicaleducators and sport psychology researchers similarly agreeabout the effectiveness and detriment of specific strategiesfor enhancing motivation in students. Specifically, positivestrategies such as giving feedback to students, and show-ing interest and giving responsibility to the student wereranked high among the teachers and researchers. Strategiesranked low and considered detrimental to motivation byboth groups included emphasizing task-extrinsic rewards,attributing failure to low effort, and demanding comple-tion of assignments. In addition to these concurrentfindings between the researchers and the teachers, t-testanalyses unveiled discrepant views as well. Researchersrated giving choice to students significantly higher thandid teachers, while teachers rated knowing more about thestudent significantly higher than did researchers. Becauseof the vast difference in the ranking of these two motiva-tional strategies, the results suggest that teachers may viewdifferent strategies more or less important due to thecontext in which they must be used.

Telford, Amanda Physical education teachers’ dyadicinteractions with high and low motor skilled students insecondary schools, 1998. M.App.Sci., Royal MelbourneInstitute of Technology (Jeff Walkley). (120pp 2f $8.00) PE4023

The relationship formed between physical educationteachers and their students can have an enormous life longimpact on students’ attitudes towards physical activity. Apositive experience can strengthen a person’s tendency tocontinue with physical activity. However, a negativeexperience, such as the inappropriate use of criticism orbeing ignored by the teacher, can turn students away fromphysical activity. The purpose of this study was to investi-gate the frequency of individualised instruction (dyadicinteractions) occurring in physical education classes and todetermine whether a student’s level of motor skill influ-enced the amount and type of interactions betweenteachers and students. Eight secondary school PhysicalEducation teachers were videotaped teaching theirphysical education classes between July 1993 and May1994. The subjects in the study were eight teachers, fromsix different schools, and 250 female students undertakingyears eight and nine. All subjects were from the North/West Metropolitan Region of Melbourne, Victoria. Studentsperformed a series of motor skill tests specific to the unit ofinstruction being taught by their physical educationteachers. Based on motor skill test performance the top 33%of students were ranked as high motor skilled, and thebottom 33% of students were ranked as low motor skilled.Ten students from each class were selected to participate inthe study, five from the top third and five from the bottomthird for each motor skill category. The teachers werevideotaped during three separate lessons instructing eitherbasketball or volleyball. Each lesson was coded using theDyadic Adaptation of Cheffers’Adaptation of Flanders’Interaction Analysis System (DAC). The results indicatedthat teachers spend very little time interacting withstudents individually. The results also showed no signifi-cant differences existed between the amount or type ofdyadic interactions directed towards the high and lowmotor skilled students by teachers during physicaleducation classes. The only DAC variable to display a largeeffect was teacher praise in favor of the high motor skilledstudents.

Temple, Viviene A. The integration of students with mildintellectual disabilities into regular physical education classes inVictoria [Australia], 1995. Ph.D., Royal Melbourne Instituteof Technology (Jeff Walkley). (221pp 3f $12.00) PE 3998

In 1982, the Victorian government entered into a majorreview of educational provision for students with adisability. The review led to the implementation of theIntegration Program in 1984. This program gave everychild the right to be educated in a regular school, and theprogram expanded rapidly during the 1980s. The expan-

15


sion of the program was not accompanied by a systematicevaluation of the educational outcomes of the program. Bythe early 1990s there was considerable criticism regardingthe lack of data on program outcomes. Many people withinterests in the integration process were advocating forresearch on the program to be undertaken. The aim of thisstudy was to give an indication of the outcomes of physicaleducation for students with a mild intellectual disability.Specifically, the purpose of the research was to describehow students with a mild intellectual disability and theirnon-disabled peers spent time in regular physical educa-tion lessons, and to identify factors associated with themotor appropriate behavior of the students. The factorsexamined were: teacher attitudes; perceived competence;qualifications; university courses on teaching students withdisabilities; in-service education; teacher gender; years ofteaching; experience teaching students with a disability;student gender; type of school; and group size. The studyinvolved 24 students with a mild intellectual disability and48 of their non-disabled peers from 19 government primaryand secondary schools in the Eastern Metropolitan Regionof Melbourne. Data on the behavior of students weregathered using the Academic Learning Time—PhysicalEducation systematic observation instrument (ALT-PE). Ineach class one student with a mild intellectual disabilityand two of their non-disabled peers of the same genderwere observed. Each class was observed on five separateoccasions, with a total of 120 lessons observed. Fifteenpercent of those classes were videotaped and analyzed forintra-observer and inter-observer reliability. Data onselected attributes of the students’ physical educationteachers (n=24) were collected using a modified version ofthe Physical Educators’ Attitude Toward Teaching theHandicapped (PEATH-II) instrument and closed pre-codedquestions. Results indicated that all students spentrelatively little time successfully engaged in activitiesrelated to the lesson’s objectives, and that students with amild intellectual disability were significantly less success-fully engaged than their non-disabled peers. Results alsoindicated that students with a mild intellectual disabilitywere more off-task and motor inappropriately engagedthan their non-disabled peers. Path analytic techniquesdemonstrated that the proposed model was unstable;however, with re-specification, a stable model incorporat-ing fewer variables was achieved. Paths within the modelrevealed that teacher attitudes, years of teaching thedisabled, and teacher gender had direct positive effects onthe extent of successful motor engagement by studentswith mild intellectual disabilities (relative to their non-disabled peers). Also, teacher-perceived competence inteaching students with mild intellectual disabilities did notdirectly affect the criterion, but rather had an indirect effectvia teacher attitudes.

Yanofsky, Kirk Volleyball coaches’ perception of performance,1998. M.S., Dalhousie University (John McCabe). (97pp 1f$4.00) PE 3964

The purpose of this investigation was to determine if therewere differences in perceived performance due to the levelat which a subject coached and the age of athletes perform-ing in video clips. The study consisted of three subjectgroups completing four phases of data collection. Threesubject groups were formed representing Junior High,High School, and University level coaches. The phasesconsisted of: (a) A questionnaire on the subjects coachinghistory; (b) a computer program to rank video clips ofplayer performances; (c) the same computer program tosort video clips of player performances; and (d) a semistructured interview where the subjects orally explainedthe sorting categories they generated in phase (c). Theinformation gathered from the questionnaire and thedescriptions of the sorting categories was used to helpinterpret the quantitative data generated though theranking and sorting tasks. The results indicated that therewere no strong differences between the subject groups. Thedistribution of the ranks assigned by the subjects clearlyindicated that age and coaching level did not interact toaffect the results of the ranking task. The group labels of allgroups tended to focus on technical aspects of the perfor-mance that were viewed. The University coaches tended touse somewhat deeper cause and effect relationships thanthe High School and Junior High coaches in their explana-tions of their category labels. This trend was the majordifference between the subject groups. This study con-cluded that there were no major differences in howUniversity, High School, and Junior High level coachesrank and sort video clips of University, High School, andJunior High aged athletes. The results indicated thatfurther study in the following areas of the domain ofcoaching volleyball is warranted: 1. Investigate theexperiences that lead to the development of qualityvolleyball coaches. 2. Investigate the consistency of skillinstruction across levels of coaches. 3. Investigate in moredetail the diagnostic abilities of volleyball coaches at alllevels.

Young, Ben An analysis of the diagnostic and prescriptiveexpertise of level II and examiner downhill ski instructors, 1999.Ph.D., Ohio State University (Debra Rose). (123pp 2f $8.00)PE 3973

For coaches to qualitatively analyze the performance ofsport skills as executed by their students, they mustpossess an internal image of the desired skill against whichto make comparisons (Hoffman, 1983; Pinheiro & Simon,1992). Leas and Chi (1993) have indicated that there aredifferences between novice and expert swimming coachesin the internal image of the freestyle stroke. They furtherreported group differences in their ability to diagnoseerrors in movement form. Study 1 extended that investiga-tion to include a beginning and advanced skill in downhillsnow skiing. Two groups of downhill ski instructors (n=8)certified at Level II (n=4) and Examiner status (n=4) werecompared on their knowledge of the prototypical versions

16


of the wedge and open parallel turns. They were subse-quently tested on their ability to diagnose errors inincorrectly performed videotape versions of those turns.Two Level II instructors internalized the skill similarly tothe level of the Examiners on their knowledge of theprototypical skills, while the other two instructors did notappear to have constructed the same type of prototypicalmodel. On the wedge turn diagnostic task, Level IIinstructors misdiagnosed 50% of the primary errors instudent performance compared to a perfect performanceby Examiners. On the open parallel diagnostic task,performance across groups was similar for the primaryerror. It was suggested that the open parallel level of skiingis similar to the skiing ability of Level II instructors, whichmay have enhanced their ability to better diagnose theerrors associated with that skill compared to the wedgeturn. In Study 2, participants prescribed exercises for theerrors identified in Study 1. Results indicated that exercisesprimarily addressed errors in the same order as they wereprioritized. The lesson plans of Level II participants,however, attempted to address 35% more errors thanExaminers. The use of part-task teaching methods, used byseven of eight participants, was subsequently addressedand theoretical implications were discussed. A possibletheory of expertise explaining group differences wasdescribed.

SOCIOLOGY AND CULTURALANTHROPOLOGY

Berry, James R. Foreign student-athletes and their motives forattending North Carolina NCAA Division I institutions, 1999.M.A., University of North Carolina, Chapel Hill (JohnBilling). (77pp 1f $4.00) PE 4019

The purpose of this thesis was to survey foreign student-athletes in North Carolina Division I schools and from thedata construct a profile of this unique segment of sports inthe United States. Sixty-one usable subjects completed andreturned the questionnaire, which contained eight demo-graphic questions and 42 possible motivating variables forenrolling in and competing for an institution in NorthCarolina. The results of this research found that Athleticand Academic factors were most important to this sampleof foreign student-athletes, ranking ahead of the Influenceand Social/Environmental categories. The single mostimportant variable was found to be “Level of Competitionin the United States.” Although males and females weresimilar in their responses overall, slight differencesappeared in some factors. The subjects were drawn from avariety of countries and several sports. Western Europewas the most represented region of the world, while amajority of the athletes played either golf or tennis.Noticeable differences were also found between these

various groups. These results will be useful in developing aprofile of foreign student athletes and in the internationalrecruiting process.

Groth, Andrea W. A study of the characteristics of participantsat the FedEx Wellness Center, 1998. M.S., University ofMemphis (Michael Hamrick). (39pp 1f $4.00) PE 3965

This study examined the characteristics of participants in aworksite wellness program with regard to gender, age, jobclassification, levels of participation, and selected healthcharacteristics such as blood pressure and cigarette usage.Data were gathered on 372 participants of the WellnessCenter who were active members from June 1996 until May1997. Descriptive statistics were used to report the demo-graphic makeup of the participants with regard to gender,age, job classification and level of participation. Based onthe data presented, the characteristics of participants at theFederal Express Wellness Center suggest the averageparticipant is male, 39 years old, non-smoker, in a salaried,exempt position and has a blood pressure of 124/82. Hevisits the Wellness Center an average of 19 times permonth, primarily at midday and after work. Future studiesmay want to examine participation in more detail bydefining it more specifically and tracking physical activityin a more categorical manner to identify levels of physicalactivity such as intensity and time spent. It would bepreferable to compare the participants at the WellnessCenter with an equally representative population of non-participants. Comparison of health care costs with partici-pation would also be a possibility if the data were avail-able.

Israel, Paul K. The relationship between physical fitness inuniversity students and demographic, academic, and attitudinalfactors, 1999. M.A., University of North Carolina, ChapelHill (Bonita L. Marks). (107pp 2f $8.00) PE 4018

The purpose of this study was to determine the relation-ship between health-related physical fitness in universitystudents and demographic, academic, and attitudinalfactors. The study included 120 subjects (42 males, 78females) between 18 and 22 years of age. Subjects com-pleted a questionnaire assessing demographic, academic,and attitudinal information. They performed 10 fitnesstests evaluating body composition, cardiorespiratoryendurance, muscular strength and endurance, and flexibil-ity. A composite score was calculated for each subjectbased on performance on the fitness tests. Results indicatedthat Caucasians (n=107) had higher fitness scores (p=0.019)than African Americans (n=8), along with higher paternaleducation levels (p=0.001) and higher parental incomelevels (p=0.03). Additionally, subjects who had higherfitness scores had fathers with higher education levels(p=0.01), had appropriate physical activity habits (exercisefrequency: p=0.032, exercise duration: p=0.006), and had

17


more positive attitudes toward exercise (p=0.008). Theseresults suggest that physical fitness level in universitystudents may be influenced by race, socioeconomic status,exercise habits, and attitude toward exercise.

Ludwig, Martha M. The effects of a type and interest-basedcareer exploration program on the career maturity and goalstability of collegiate student-athletes, 1993. Ph.D., MichiganState University (Yevonne Smith). (358pp 4f $16.00) PE3944

This study was conducted to examine the effects of aneducational career exploration program on Division Icollegiate student-athletes’ career maturity, goal instability,motivation to succeed, goal orientation, perception ofabilities, decision-making, confidence, and study orienta-tion. Various sport team members (N=50) of the varsityathletic program at a large Midwestern university volun-tarily participated in the six-session career educationprogram. All participants received the same interventionprogram, which consisted of transferable skills, interestand self-exploration, and values clarification. A pre-test,career intervention, and post-test design was implemented.Follow-up data collection and assessment were conductedat the end of six weeks for some participants and sixmonths for others. It was hypothesized that the CareerExploration Program (CEP) would improve career matu-rity and goal instability, and that there would be nodifferences in the maintenance of the effects of CEPbetween the six-week follow-up group and the six-monthfollow-up group. It was also hypothesized that CEP wouldimprove each of the six subscale measurements of the GoalInstability Scale (motivation to succeed, goal orientation,perception of abilities, decision-making, confidence, andstudy orientation). In order to examine the effect of theCareer Exploration Program for collegiate student-athletes,a repeated measures analysis of variance was conducted.Twelve directional hypotheses were tested. An alpha levelof .01 was set for testing each of the hypotheses. Therewere significant differences on each of the repeatedmeasures and no significant differences between the meanscores of the six-week and six-month follow-up groups.Seven exploratory questions about gender, age, teamclassification, athlete classification, academic major, andcareer goals were also examined. Significant differences(p=.05) were found between women and men, playingstatus groups, and choice of academic major groups oncareer maturity; choice of academic major groups alsodiffered on goal instability; and significant differenceswere found on academic comfort between revenue andnon-revenue-sport athletes, between team and individual-sport athletes, and between scholarship and non-scholar-ship athletes.

Olsen, Janette Religiosity and physical fitness: a study ofmiddle-aged Mormon men, 1999. M.S., Brigham YoungUniversity (Connie L. Blakemore). (87pp 1f $4.00) PE 4012

Research has related both physical fitness and religiosity tohealth. This study combined these ideas and examined therelationship between religiosity and physical fitness amongmiddle aged Mormon men (N=110). Mormons are an idealpopulation for study because of their strict health code.Fitness variables were grip strength, waist/hip ratio, bodymass index (BMI) and estimated maximal oxygen uptake(VO2max). A questionnaire assessed level of religiosity andseparated subjects into two groups: highly religious (N=35)and less religious (N=14). Moderately religious subjects(N=61) were omitted. A one way ANOVA (between groupdesign) found no significant differences in fitness variablesbetween groups. Results indicate that fitness and religiositydo not appear to be related among Mormon men. Thesefactors had been found to be related among Mormonwomen (Blakemore, 1997:16). Therefore, an increase inreligiosity may be associated with improved physicalfitness for Mormon women; however, based on this study,no such association can be made for Mormon men.

Sabo, Tim An analysis of student-athletes’ experiences sinceleaving the University of North Carolina, 1999. M.A., Univer-sity of North Carolina-Chapel Hill (John Billing). (69pp 1f$4.00) PE 3946

The purpose of this study was to examine the educational,athletics, employment, and community experiences offormer student-athletes since leaving the University ofNorth Carolina. To achieve this, former student-athletes inall sports, who graduated or left the university in 1955,1965, 1975, 1985, and 1995, were sent questionnaires. Atotal of 324 former student-athletes from the University ofNorth Carolina responded to the questionnaire. Meanvalues were calculated for responses, such as the numberof semesters to complete degree requirements and thenumber of community service projects currently partici-pated in. Descriptive statistics were produced for re-sponses about current employment and respondents’status with regard to graduate education. Overall, theresults of this study seem to indicate that many formerstudent-athletes have had positive experiences in the areasof education, athletics, employment, and communityinvolvement. Indeed, former student-athletes from UNCseem to be successful in many areas of post-collegiate life.

Siegel, Shannon R. Patterns of sport participation and physicalactivity in urban Mexican youth, 1999. Ph.D., Michigan StateUniversity (Robert M. Malina). (323pp 4f $16.00) PE 4007

The purpose of this study was to assess participation andmotivation for sport, and level and types of physicalactivity in urban Mexican school youth across threesocioeconomic levels. This study also considered currentgrowth status (height and weight), to provide an estimateof nutritional status (under- and over nutrition), and toplace the sample in a secular context. Approximately 1,100Mexican school youth between the ages of 9 and 18 years

18


participated in a cross-sectional study involving sportpreferences, motivation for sport, and level of physicalactivity. Heights and weights were measured and the BMIcalculated for 1,085 subjects of the sample, and the femaleswere asked their menarcheal status. Older primary schooland high school youth (n=591) completed surveys on sportand activity participation. Males and females differ in sportpreferences. Females appear to prefer individual lifetimeactivities, whereas males seem to prefer sport activities.Reasons for sport participation in urban Mexican youth aresimilar to those for United States youth, with “fun” theprimary reason for sport participation in urban Mexicanyouth. Physical fitness and coaching issues also have animpact on sport motivation. However, among reasons fordropping out of sport, urban Mexican youth appear moreconcerned about their studies than United States youth.Urban Mexican males are more ego oriented in their sportmotivation than females, while there is no difference intask orientation. Most males in this study are in the activecategory of the PAQ-A, while most females are in theinactive category. The very active category has the fewestrepresentatives for both genders. Younger males andfemales (9-13 years) are consistently more active than theirolder counterparts (14-18 years). Urban Mexican male sportparticipants have higher activity scores and self-perceivedphysical condition than non-participants. Female sportparticipants have higher activity scores, self-perceivedphysical condition and self-perceived activity levels thannon-participants. Socio-demograhic and biological vari-ables account for 1% to 14% of the variance in sportparticipation status and physical activity score. The BMIdoes not differ between sport participants and non-participants, or between inactive, active, and very activeactivity categories. The prevalence of males, 9-13 years,who are at risk of overweight is 38%, and that for females9-13 is 29%. The prevalence decreases with age. A positivesecular trend in size (stature and body weight) hasoccurred in Mexico City youth between 1926 and 1998. Nosecular change appears in age at menarche in urbanMexican females.

SPORTS MARKETING

Chang, Kyungro A systems view of quality in fitness services:development of a model and scales, 1998. Ph.D., Ohio StateUniversity (P. Chelladurai). (177pp 2f $8.00) PE 3979

The primary purposes of this study were to (a) present aconceptual framework highlighting the elements generic toall services as well as those unique to fitness services, (b)propose a scheme of conceptually distinct dimensions ofquality in fitness services, (c) develop scales to measurequality in fitness services, satisfaction, and intentions torenew membership, and (d) verify if the conceptualframework was empirically supported. Based on the

system's perspective of the production and consumption ofservices, it was postulated that any assessment of overallquality in fitness services must include customer percep-tions and reactions to the input, throughput, and outputstages of service delivery process. Thus, the conceptualframework for the study included nine dimensions ofquality—Service Climate, Management Commitment toService Quality, and Programs in the input stage; Interper-sonal Interaction, Task Interaction, Contact with PhysicalEnvironment, Contact with Other Clients, and ServiceFailures and Recovery in the throughput stage; andPerceived Service Quality in the output stage. In addition,Customer Satisfaction divided into (a) satisfaction withservices and (b) satisfaction with personal involvement,and their Renewal Intentions were also included in themodel. Seventy-one items were generated to measure thenine dimensions of service quality, 12 items to measure thetwo facets of satisfaction, and 6 items to measure renewalintentions. The purification and confirmation of the abovesubscales were carried out with the data of two sets ofrespondents (178 members from three fitness clubs in thescale purification stage and 354 fitness club members fromfive different clubs in the confirmatory stage). Itemanalyses (including item-to-total correlations and internalconsistency estimates—Cronbach’s alpha, and confirma-tory factor analysis) involving the first data set resulted ina 45-item scale to measure the nine dimensions, 10 items tomeasure the two satisfaction facets and five items tomeasure renewal intentions. Confirmatory factor analyses(LIRSEL 8) with the second data set showed fair to good fitbetween the data and the subscale structure of the Scale ofQuality in Fitness Services (SQFS). The overall fit of themeasurement model (SQFS) showed fair fit,χ2(909)=2570.62, p<.01 (χ2/df=2.83), RMSEA=.07, GFI=.75,AGFI=.72, NFI=.82, CFI=.84. The scales of clients’ satisfac-tion and renewal intentions were also tested and confirmedusing the same procedures as with SQFS. Two structuralmodels specifying the relationships among clients’perceptions of service quality, satisfaction, and renewalintentions—a) perceived quality6satisfaction6renewalintention, and (b) satisfaction6perceived quality6renewalintention—were subjected to empirical verification. Resultsshowed that model with clients’ satisfaction as an interven-ing variable had slightly better fit (χ2(53)=405.92, p<.01,RMSEA=.13, GFI=.82, AGFI=.74, NFI=.88, CFI=.90) thanmodel positing service quality as a mediating variable(χ2(53)=515.66, p<.01, RMSEA=.16, GFI=.77, AGFI=.66,NFI=.84, CFI=.86). Finally, multivariate and univariateanalyses showed that males and females differed in theirperception of quality of program (F=7.138, p<.01). Femalesperceived higher quality of program than males. Gender’seffect was also significant on both satisfaction with service(F=3.87, p=.05) and satisfaction with personal involvement(F=3.99, p<.05). Females relative to males were moresatisfied with both the services and personal involvement.

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Donovan, Maura E. The economic benefits of a sporting eventto a community, 1998. M.S., Springfield College (BettyMann). (107pp 2f $8.00) PE 3963

The study was designed to determine the economicbenefits a community receives when hosting a sportingevent. The study was based on the 1998 Friendly’s Classic,an official tournament event of the Ladies Professional GolfAssociation (LPGA). Participants (N=589) were asked tocomplete a questionnaire in regards to spending as a resultof attending the tournament. From these questions theresearcher was able to determine the mean spending offemales compared to the mean spending of males, as wellas to determine the relationship of perceived importance ofthe event to residents and nonresidents and the amount ofmoney spent by participants. The mean spending offemales was significantly (p<.05) higher than the meanspending of males. There was no significant (p>.05)relationship between the participants’ perceived impor-tance of the event to the area and the mean spending oftotal participants within Hampden County. Additionally,there was no significant (p>.05) relationship between theperceived importance of the event to the area and the meanspending of residents and nonresidents of HampdenCounty. The total economic benefit to the host communitywas $1,454,384.80.

Thorp, Sarah Corporate sponsorship of women’s sport, 1999.M.S., Springfield College (Betty Mann). (119pp 2f $8.00) PE3950

The investigation was designed to gain insight into theobjectives and potential benefits of corporations who areinvolved in the sponsorship of women’s sport. Theparticipants (N=22) who represented selected corporationswere asked to complete the Women’s Sport SponsorshipQuestionnaire. A significant difference was found betweensponsorship investment in 1988 and 1998; companiesinvested at a higher level in 1998 than in 1988. No signifi-cant differences were found in the number of years ofinvestment and the dollar investment in women’s sport forthe different types of industry surveyed. No significantrelationship existed between the level of investment by thesponsor in 1998 and the ratings of importance for sponsor-ship objective setting. Ratings of importance for “BudgetConsiderations” and “Target Considerations” were notconsistent among the different types of industry. Signifi-cantly more companies responded with satisfaction ofreturn/outcome of their investment in the sponsorship ofwomen’s sport. No significant difference was foundbetween the industries as to whether they were increasingor not increasing their level of sponsorship investment. Nosignificant relationship was found between the number ofyears of involvement as a sponsor and the dollar level ofinvestment (r=-0.25, p>.05).

Wiedeke, Jennifer Factors affecting attendance in the NationalHockey League: a multiple regression model, 1999. M.A.,University of North Carolina-Chapel Hill (Ed Shields).(93pp 1f $4.00) PE 3947

Goals scored per team, location, standing points andpenalty minutes per team were examined in their relation-ship to attendance in this study. When placed in a simpleregression model, team location and standings points had asignificant effect on attendance. Team location had asignificance of .045 and standings points had a significanceof .05. The level of significance of the study was .05. Whenplaced in a multiple regression model, again standingspoints and location both had a significant effect onattendance, with a .039 and .043 level of significancerespectively. Goals scored per game and penalty minutesdemonstrated no relationship with attendance in the NHLin both the simple and multiple-regression model. Thisstudy also demonstrated a negative correlation of -.501between penalty minutes and standings points.

DANCE

Hoss, Haley A. Imagizationdnavisagery—solving the jumble:clarification of imagery and visualization and implications forteaching dance technique, 1997. M.F.A., Texas Woman’sUniversity (Adrienne Fisk). (26pp 1f $4.00) PE 3982

The purpose of this paper was to clarify the terms imageryand visualization as they relate to teaching dance tech-nique. The paper begins with a discussion of the impor-tance of clarity in language use as it relates to teaching andthe use of imagery and visualization as an effectiveteaching tool. Various definitions are examined in order todevelop an understanding of how each applies toenhancing performance of movement. Implications forteaching dance technique, learning styles and the impor-tance of utilizing a variety of teaching methods arediscussed. The paper concludes with implications forutilizing imagery and visualization within the context ofteaching dance technique.

Keck, Mary L. B. An analysis of the current judging methodsused in competitive ballroom dancing as well as comparisons tocompetitive pairs figure skating and ice dancing, 1998. M.A.,Brigham Young University (Sara Lee Gibb). (122pp 2f$8.00) PE 3996

This study was conducted to analyze the current judgingmethods used in competitive ballroom dancing(Dancesport). It also contains comparisons to competitivepairs figure skating and ice dancing judging systems. Aquestionnaire was sent to 216 National Dance Council ofAmerica qualified judges. Interviews of several judgeswere also conducted. The responses from the question-

20


naires and interviews were compiled and five main areasof concern were found: 1. Judging certification andqualification. 2. Judging panel selection. 3. Format require-ments involving the media. 4. Format requirementsaffecting the judges. 5. Coach/judge conflicts of interest.

Nolan, V. Lynn Inspiring the dance teaching/learning processthrough motivation, 1997. M.F.A., Texas Woman’s University(Penelope Hanstein). (37pp 1f $4.00) PE 3983

The purpose of this paper was to examine ways that adance educator can create an inspired technique classroomwhere students are motivated to learn with enthusiasmthrough a positive working process. By understanding thatstudents are motivated in different ways, the danceeducator can become more effective in the techniqueclassroom. Greater growth and learning outcomes willresult when dance educators make the effort to implementmotivational activities. Students will then become morefully engaged and take the responsibility to further pursuetheir own dance learning. The paper begins with a defini-tion of motivation within the context of dance teaching andthen proceeds to a discussion of its importance in thetechnique classroom. Various factors, which encourage apositive learning environment and enhance the communi-cation process between the dance educator and studentsthen follows. The main focus of the paper is the specificmotivational strategies and teaching activities, which arepresented at the end of the paper. These teaching activitiesare based on improvisational and compositional elements,which can enhance dance teaching and learning in thetechnique classroom.

BIOMECHANICS

Ferry, Christopher Internal and external rotation strengthvalues of female swimmers and water polo players, 1999. M.A.,San Jose State University (Leamor Kahanov). (55pp 1f$4.00) PE 4010

Rehabilitation programs for swimmers and water poloplayers with shoulder injuries have historically beenidentical, yet there exist inherent biomechanical andtraining differences between the two sports. The purposeof this study was to determine if a shoulder strengthdifference exists between swimmers and water poloplayers. Twenty-five subjects (10 swimmers and 15 waterpolo players) performed an isokinetic test on the Biodex,System 2. The subjects were tested in two different armpositions (45 and 90 degrees of shoulder abduction in thescapular plane) and three different speeds (60, 240, and 450degrees/second). Mann-Whitney non-parametric testswere calculated on the tests in 90° of shoulder abduction ata speed of 450°/second speeds for peak torque and totalwork. No statistically significant differences between the

two sports were found; however, the swimmers showed ahigher mean on 22 of the 24 tests performed. Practically, 3of the 4 tests indicated visible differences suggesting thatindividual rehabilitation programs for shoulder injuriesneed to be designed separately and specifically for swim-mers and water polo players.

Kruger, Matthew J. Effects of thick-bar resistance training onstrength measures in experienced weightlifters, 1999. M.S.,University of Wisconsin, La Crosse (N. Travis-TriplettMcBride). (57pp 1f $4.00) PE 3984

This investigation determined the efficacy of resistancetraining with thick-handled barbells and dumbbells.Twenty-two experienced male weightlifters were ran-domly assigned to groups that exercised either withincreased grip circumferences or normal grip circumfer-ences. Each group performed an identical 6 week resistancetraining program. Body weight, forearm circumference,hand dynamometer, chin-up repetition maximum, andstandard 1 repetition maximum bench press and dead-lifttests were administered pre- and post-training. An alphalevel of 0.1 was used after a power analysis of relevantliterature. Results showed a significant increase (p<0.001 )in all variables as a result of the training in both groups.There was a significant (p<0.1) interaction in left-handdynamometer and body weight variables in favor of theexperimental condition. The results indicate that thick-barresistance training is effective in improving grip strengthand upper-body functional strength.

Lee, Ki-Kwang The effect of running speed and turningdirection on lower extremity joint moment, 1999. Ph.D.,Oregon State University (Gerald A. Smith). (113pp 2f $8.00)PE 3976

Fast medio-lateral movements, frequent in a number ofsports activities, are associated with lower extremityinjuries. These injuries may occur as a result of excessivemusculoskeletal stresses on the joints and their associatestructures. The purpose of this study was to investigate theeffect of running speed and turning movement on thethree-dimensional moments at the ankle, knee, and hipjoints. Data were collected using video cameras and forceplate. Eight male recreational basketball players weretested during slow (1.5 m/s), moderate (3.0 m/s), and fastrunning (4.5 m/s) and when cutting to the right or left(+60, +30, 0, -30, and –60°). The inverse dynamics approachwas used to integrate the body segment parameter,kinematic and force plate data, and to solve the resultantjoint moments. At the ankle joint, inversion/eversion,dorsi/plantar flexion, and internal/external rotationmoments of the ankle joint increased with running speed(p<.05). At the knee joint, flexion/extension and abduc-tion/adduction moments increased with running speedexcept flexion moment that decreased with running speed(p<.05). At the hip joint, internal/external rotation, flexion/

21


extension, and abduction/adduction moments increasedwith running speed (p<.05). In medial cutting movements,greater abduction moments of the ankle, adductionmoments of the knee and external rotation and adductionof the hip were found (p<.05). In lateral cutting move-ments, greater inversion and adduction moments of theankle, abduction moments of the knee and hip were found(p<.05). These findings reinforce the intuitive notion thatfast medio-lateral turning movements produce substan-tially greater musculoskeletal loading on the joint struc-tures than does straight running and consequently havegreater potential for inducing lower extremity injuries suchas ankle sprain or anterior cruciate ligament injury.

Olson, Michael W. Comparison of hard and soft surfaces duringmaximal vertical jumps in a depth jump plyometric exercise,1999. M.S., University of Wisconsin, La Crosse (Marilyn K.Miller). (77pp 1f $4.00) PE 3991

The purpose of this study was to examine how landingsurfaces used in a depth jumping (DJ) plyometric exerciseaffected kinematic and kinetic variables. Sixteen male andfemale college students, who were involved in recreationalactivities, performed 5 DJ onto a force platform alone (hardlanding surface) and a 2.35cm thick mat placed onto theforce platform (soft landing surface). The maximumangular position and angular velocity measurements wererecorded and analyzed for the trunk segment and kneejoint at the greatest point of knee flexion during landing,using a video camera and an Ariel Performance AnalysisSystem (APAS). Contact and flight times were establishedusing data collected by a Bertec force platform. The verticalground reaction forces and the rate at which these forceswere generated were collected and analyzed betweensurface conditions. An alpha level of 0.05 was used in allstatistical tests. A t-test was used for all statistical analyses.Results indicated no significant differences in the maxi-mum angular positions of knee and trunk segments atlanding (p=0.424 and 0.266, respectively). Angular veloci-ties of the knee and trunk segment at landing were notsignificant (p=0.153 and 0.243, respectively). The contactand flight times were found to be non-significant (p=0.263and 0.397, respectively). The time to peak vertical groundreaction force was also found to be non-significant(p=0.224). From the results, it can be concluded that a softlanding surface, 2.35cm thick, would be as effective ateliciting the desired traits (decreased joint flexion, de-creased contact time, and increased flight time) of the DJexercise as a hard landing surface.

Pascoe, Deborah A. An investigation of static and dynamicankle stability in a normal population of young adult females,1998. M.A., University of North Carolina, Chapel Hill(William E. Prentice). (100pp 2f $8.00) PE 3956

The purpose of this study was to compare ankle stabilitymeasures of two static balance conditions (eyes open andeyes closed) and two dynamic conditions (landing andlanding while catching a ball) to evaluate whether staticmeasures are a true reflection of ankle function underdynamic conditions. Twenty-five healthy, young adultfemales performed five trials of the four different testingconditions with the dominant and non-dominant leg. Datawas collected via a Kistler force plate, which recorded forcemeasures in the X, Y and Z directions and center ofpressure excursion measures. Data were analyzed usingone way repeated measures ANOVA with a Newman-Keuls post-hoc test. Results showed no significant differ-ence between the dominant and non-dominant leg for anyof the test conditions. The two dynamic conditions variedsignificantly from the two static balance conditions withthe eyes-closed condition showing a decreased posturalcontrol compared to the eyes-open condition. The dual taskof landing while catching a ball is not significantly differ-ent to the single task of landing. The results demonstratethat ankle stability while balancing on one leg is noreflection of the dynamic stability of that leg. Dynamicstability activities are also considered an inaccuratereflection of proprioception demands.

Schiralli, Beth The effects of sport specificity on the utilizationof stored elastic energy during a drop jump, 1998. M.S.,Slippery Rock University (Nelson Ng). (55pp 1f $4.00) PE3986

The subject group in this investigation was comprised of 19males and 17 females. Undergraduate students who werecompeting for Slippery Rock University’s basketball andtrack and field teams, and non-athletes who had been outof sport for at least two years, voluntarily participated. Theeffect of sport specificity on the ability to utilize storedelastic energy as well as the optimal depth jump height forthe greatest vertical jump were examined. The data weretreated by two-way ANOVAs and dependent t-tests. Thefollowing conclusions appear warranted within thelimitations of the study. The positive impulses observedduring the depth jump trials were significantly greaterthan the impulse recorded for the reference jumps (p<.05).The subjects in the BasketbalI group jumped significantlyhigher than those in the Physical Education group and theTrack group (p<.05).

Scibek, Jason S. The effect of core stabilization training onfunction performance in swimming, 1999. M.A., University ofNorth Carolina-Chapel Hill (Kevin Guskiewicz). (70pp 1f$4.00) PE 3945

The purpose of this study was to assess the effects of corestabilization training on functional performance tasks andon swimming as it relates to time. Thirty-five male andfemale Division I collegiate swimmers were stratified by

22


event specialty (sprint vs. distance) and were randomlyassigned to either the control group or training group. Eachsubject performed the pre-test, involving: 2 swimming timetrials (100 yards), 3 vertical jump tests, 3 forward and 3backward medicine ball throws from a supine position anda core stability test from a supine position with twounstable bases of support on the NeuroCom Smart BalanceMaster. The training group performed a six-week corestabilization training protocol consisting of six exercises.The control and training groups were post-tested followingthe six-week period. Repeated measures ANOVAsrevealed significant group interactions (p<.05) for thefollowing variables: Forward medicine ball throw (test xgroup) and core stability test (test x eyes x group). Signifi-cant group interactions were not found for vertical jump,backwards medicine ball throw, and the 100 yard swimtrials (p>.05). These results indicate that core stabilitytraining had a positive effect on upper trunk strength andpostural control when performing the forward throw andsupine stability test, but did not have an effect on swim-ming performance, vertical jump, or the backward throw.It can be concluded that a six-week core stabilizationtraining protocol does not result in improvements acrossall variables.

Simenz, Christopher J. The effect of anterior cruciate ligamentreconstruction on ground reaction forces during locomotion,1999. M.S., University of Wisconsin, La Crosse (Marilyn K.Miller). (58pp 1f $4.00) PE 3992

The purpose of this study was to examine the groundreaction forces of ACL reconstruction patients in both theiraffected and unaffected leg and to examine the groundreaction forces of non-pathological subjects in each leg. 28adults aged 18-30 were placed into either the “healthy” or“ACL” group and then walked over a Bertec force platformapproximately 20 times. Tekscan sensors were placed inthe shoes of each participant as well. Peak force measure-ments in the vertical and anterior/posterior directions andtemporal data were analyzed and tested for significance bya multi-factor ANOVA. Tekscan data were analyzed forcenter of pressure differences between legs and betweengroups. No statistical significance was found at alpha levelp>0.05 for the peak force variables or temporal variables,suggesting no difference in ground reaction forces of ACLsubjects when compared to healthy subjects or whencompared between legs. However, trends did develop inboth force platform and Tekscan data that merit furtherresearch.

Yoon, Seokjoo The relationship between muscle power andswing speed in low-handicapped golfers, 1998. M.S., BrighamYoung University (A. Garth Fisher). (68pp 1f $4.00) PE 4017

The distance a golf ball travels depends on club headspeed. Club head speed is a result of skill, golf clubdynamics, and muscle power. This study was designed to

investigate the relationship between muscle power andswing speed. Forty golfers whose handicaps were belowthree were used as subjects. We measured the power of thelegs and hips, trunk rotation, combined arm and trunk, andthe strength of the hand grip to determine how they relatedto swing speed. We also measured height, body weight,arm length, and shoulder width to compare the relation-ships between body characteristics and swing speed.Height (R2=.2565) and arm length (R2=.2036) were lessrelated to swing speed than power or strength factors;weight (R2=.0476) and shoulder width (R2=.0413) were notrelated to swing speed. However, leg and hip power (R2

=.3657), hand grip strength (R2=.2881), trunk power(R2=.6336), and combined arm and trunk power (R2=.3342)were significantly related to the swing speed. Trunk powershowed the highest relationship with swing speed (p<.05).When only three power factors (trunk power, hand gripstrength, and normalized leg and hip power) were com-bined with each other for stepwise multiple regressionanalysis, they increased the swing speed variance to76.16%. Only swing speed and trunk power showedsignificant differences among all statistics measuredbetween the two groups of team players or teachingprofessionals and other low-handicapped golfers. Weconclude that swing speed in skilled golfers is largelyrelated to muscle power, especially rotation power of thetrunk.

SPORTS MEDICINE

Bottesch, Jessica M. The effects of magnetic therapy onphysiological strength, 1999. M.A., University of NorthCarolina, Chapel Hill (William E. Prentice). (55pp 1f $4.00)PE 4020

Magnetic therapy has been claimed to have immediatepositive effects on muscular strength. The purpose of thisstudy was to determine if therapeutic magnets, whenapplied both directly to and distal from a muscle group,can increase strength. Sixty normal healthy subjects wererandomly assigned to a Control, Placebo, or TreatmentGroup. All subjects were pre-tested to measure quadricepand bicep strength. Following the pre-tests the PlaceboGroup applied a placebo magnet, the Treatment Groupapplied active Nikken Inc. magnets, while the ControlGroup received no treatment. The subjects were then post-tested to determine if the treatment affected quadricep orbicep strength. A post-hoc paired samples t-test analysis(α= 0.017) revealed a significant difference for the lowerextremity test in the Treatment Group t = 2.847 (19), p =0.10, while no difference existed between pre-test and post-test scores for any upper extremity tests or the ControlGroup and Placebo Group. The results of this studyindicate that the Nikken Inc. Elastomag Thigh sleevedecreased quadriceps strength. Despite statistically

23


significant findings, the decrease from the pre-test strengthto post-test strength in the Treatment Group was notclinically significant.

Cohen, Jenna S. A case study of a multiple-joint resistanceexercise for an individual with cerebral palsy, 1999. M.S.,University of Memphis (Andrew C. Fry). (70pp 1f $4.00) PE4000

Objective: To determine the effectiveness of a lowerextremity resistance exercise (Tru-Squat) machine inimproving strength, step length, stride length, walkingspeed, and functional capabilities (GMFM) in an individualwith gait impairment resulting from spastic cerebral palsy.Design: A one-month control period (no training) involv-ing three test trials, given every other week, that examinedfree walking speed, stride and step length, gross motorfunction measurements, and 1 repetition maximum. Afterthe control period the participant was involved in a seven-week strength-training program using a modified squatmachine. A post-training test trial was administered uponcompletion of the exercise program. Setting: The exerciselaboratory at The University of Memphis field housefacility. Patient: A forty-two year old female with mildspastic cerebral palsy participated. Patient was ambulatorywithout assisting devices and mainly affected in the lowerextremity. It appeared that her left side was more involvedwith CP compared to her right side. Results: She had an18% strength gain in lRM strength. She had an increase inGMFM scores. Fast walking speed scores did not improveafter the 7-week training program. There was a 5%improvement in step length after training. Discussion: Thisstudy reinforced the relationship of strength to motorfunction in cerebral palsy and further demonstrated theeffectiveness of muscle strengthening in this population.

Foster, Bernadette L. An examination of the bone mineraldensity status of women with an intellectual disability and riskfactors associated with the acquisition of osteoporosis, 1997.M.App.Sci., Royal Melbourne Institute of Technology(Alan Hudson). (111pp 2f $8.00) PE 3978

The health status of women with an intellectual disabilityhas been shown to be substantially inferior to that of thenon-disabled community. Women with an intellectualdisability appear to have a strong susceptibility for manyof the significant risk factors associated with the acquisi-tion of osteoporosis. A group of thirty-seven women withan intellectual disability were tested for their bone mineraldensity levels at the lumbar spine and at three sites of theproximal femur. Dual energy X-ray absorptiometry(DEXA) was used to determine the bone mineral density(BMD) of the subjects. A significant difference in BMD, atall sites but the trochanter, was found when a Student’s t-test was used to compare the Z-scores of the subject groupwith zero. A comparison group of women were taken fromthe data-base at the Austin and Repatriation Medical

Centre. The groups were matched for age and sex. Multi-variate analysis of covariance revealed that the subjectgroup had significantly lower bone mineral density levelsat Ward’s triangle, and clinically lower levels at the lumbarspine, than the non-disabled comparisons. The researchsupported the hypothesis that these women with anintellectual disability had lower bone mineral densitylevels and were at a higher risk of developing osteoporosis.A questionnaire completed by the subject group providedsome preliminary descriptive data relative to risk factors(activity levels, diet, medication and lifestyle variables)associated with the acquisition of osteoporosis. Activitywas the only variable found to be significantly associatedwith the BMD of the women with an intellectual disability.

Galilee-Belfer, Adam The effect of modified PNF trunkstrengthening on functional performance in female rowers, 1999.M.A., University of North Carolina-Chapel Hill (William E.Prentice). (68pp 1f $4.00) PE 3948

The purpose of this study was to determine the effects ofmodified proprioceptive neuromuscular facilitation trunkstrengthening patterns on improvement of functionalperformance in female rowers. A second focus of this studywas to compare multi-planar strength training patterns totraditional uni-planar strength training patterns. Finally,this study attempted to prove the importance of strengthtraining with sport-specific movements. Thirty-sevensubjects participated in either traditional strength trainingor the modified PNF trunk training over a seven-weekperiod. All participants performed a 2000 meter pre-testand post-test on the Concept II Model C Ergometer(Morrisville, VT). It was determined that both types oftrunk strengthening resulted in an increase in functionalperformance, as measured in average watts and total time.However, there was no significant difference in the totalincrease in performance between the two groups. Thuseither method of strength training should result in anincrease in functional performance as measured on theergometer.

Garrett, Candi L. Heat distribution in the lower leg from pulsedshort wave diathermy and ultrasound treatments, 1998. M.S.,Brigham Young University (David O. Draper). (86pp 1f$4.00) PE 3995

This study measured tissue temperature rise and decaytime following a 20-minute diathermy treatment and a 20-minute ultrasound treatment over the same size area.Sixteen college-age subjects volunteered to participate.Subjects were asked to lie prone on the table while mea-surements were taken on the posterior portion of theirtriceps surae complex. The widest portion was determinedand a measuring caliper was used to measure medially3cm deep. A pen was used to mark this location and atemplate with three holes spaced 5cm apart was used tohelp with measurements. The center hole on the template

24


was placed over the pen mark and two more pen markswere made through the holes in the template, one 5 cmproximal and one 5cm distal to the center mark. Aftercleansing the area, subjects were given three shots ofLidocaine into the marked areas. Two minutes later, three26-gauge thermistor microprobes were inserted into thesame holes where the injections were given. Sites 1, 2 and3, were defined as proximal, middle and distal probes inthe muscle. Eight subjects received a pulsed short wavediathermy treatment first, followed by an ultrasoundtreatment. The other 8 subjects received the ultrasoundtreatment first, followed by pulsed short wave diathermy.The ultrasound was delivered at 1.5 watts/cm2 in thecontinuous mode for 20 minutes. The diathermy wasapplied at a frequency of 27.12 MHz for 20 minutes at thefollowing parameters: 800 bursts per second, 400 µsec burstduration, 850 µsec interburst interval, peak mean rootsquare of 150 watts per burst and an average root meansquare of 48 watts per burst. The average temperatureincreases over baseline temperature after pulsed shortwave diathermy in sites 1, 2 and 3 were 3.02°C ±1.02°C,4.58°C ±0.87° C, and 3.28°C ±1.64°C, respectively. Theaverage temperature increase over baseline temperatureafter ultrasound was only 0.17°C ±0.40°C, 0.09°C ±0.56°Cand -0.43°C ±0.41°C in sites 1, 2 and 3. We conclude thatpulsed short wave diathermy is more effective thanultrasound at heating up large areas of muscle.

Jayaraman, Roop The use of functional magnetic resonanceimaging in the study of delayed muscle soreness, 1997. M.S.,Michigan State University (Jeanne Foley). (146pp 2f $8.00)PE 3985

The purposes of this study were (1) to examine the acute T2response to a bout of concentric exercise performed beforeand after eccentric exercise had been used to induce adelayed T2 increase, and (2) to document the early timecourse of the delayed T2 development. Eight non-weighttrained subjects were imaged before and after each exercisesession, concentric #1, eccentric, and concentric #2 at 24 hpost eccentric. In addition, subjects were imaged at 1, 2, 4,and 6 hours following eccentric exercise. The acute ∆T2following the first concentric exercise was found notsignificantly different from the second bout. The delayedT2 increase was observed as early as 4 and 6 h posteccentric exercise. The findings of this study suggest thatthe underlying mechanism of the acute and delayed T2increase is the same and that the acute T2 has an upperlimit.

Kennard, Barbara A. The effects of sports massage uponsubsequent quadricep force output, power, and total work, 1998.M.S., Slippery Rock University (Gary Pechar). (50pp 1f$4.00) PE 3980

The purpose of this study was to determine the effects ofsports massage on subsequent muscular force output,power, and total work of the quadricep muscles. Thisstudy evaluated 13 healthy male subjects from theNeshannock High School varsity football team. The KineticCommunicator (Kin-Com) was utilized to assess meanpeak force, power, and total work. The application of the10 minutes sports massage was performed by a licensedmassage therapist. The experimental design of this studywas a single group with repeated measures. The subjectsparticipated in both the massage and no massage treatmentconditions. All subjects performed 3 sets of 10 repetitions,maximally, with a three-minute rest between each set.Subjects then rested for 10 minutes (control condition) orreceived a 10-minute sports massage (experimentalcondition). Results of the paired t-tests revealed nosignificant differences in pre-post mean peak force, power,and total work within both the sports massage and nomassage treatment conditions. Results also revealed nosignificant differences in mean pre-post changes in meanpeak force, power, and total work between the no massageand massage treatment conditions.

Leaver, Roy Osteoarthritis and ultra-distance marathonrunning, 1999. M. Phil., University of Cape Town (MartinSchwellnus). (128pp 2f $8.00) PE 4003

Osteoarthritis (OA) is the most common degenerative jointdisease. The impact loading on the articular cartilage of thelarge weight bearing joints (hip, knee, and ankle joints)during distance running might be a potential precipitatingfactor in OA. The aim of this case-control study was toinvestigate the relationship between total accumulatedrunning volume and OA in the weight-bearing joints. Inthis study, OA was defined as pain and/or stiffness and/or swelling in the weight-bearing and non-weight-bearingjoints (wrists and fingers). The subjects for this study wereselected from previous and current runners of the TwoOceans Ultra-marathon (56km) in Cape Town (SouthAfrica). The database (1356) consisted of all the runnerswho participated in this race between 1970 and 1983. Fromthis data-base a random group of male runners (n=128)were divided into six 10-year age groups of runners (18 to79 years). There were a random sample of 25 runners infive of these groups and three in the 70-79 year age group.Runners were age matched with a random sample of pastpupils (n=204) of a school who were in their final yearbetween 1923 and 1994. This was the control group. Aquestionnaire to diagnose OA was designed and validatedwith a sensitivity of 92% and a specificity of 71%. Thequestionnaire was posted to the runners and controls.Incentive prizes were offered to improve the response rate,which was 59%. Completed information was obtainedfrom 76 ultra-distance marathon runners (response rate59%) and 114 controls (response rate 56%). In the controlgroup there was a group who participated in running. Thisgroup was combined with the runners who were then

25


divided into three groups according to their total runningvolume, which was calculated by the following formula:years involved in running x months/year running x 4xhours/week running. The subjects were thus divided intofour groups: 1) controls (non-runners) (n=60); 2) lowvolume runners (n=43); 3) medium volume runners (n=43);and 4) high volume runners (n=44). Of these, 22 lowvolume runners, 7 medium runners, and 7 high volumerunners stopped running. The prevalence (%) of OA in allgroups was compared. The mean age of the control groupwas significantly higher than the three running groups.The mean height and weight of the medium volume groupwas significantly higher than the other groups. There wasno significant difference in the BMI in each group. Thefrequency of professional and retired people was signifi-cantly higher in the control and each running group. Asignificantly greater percentage of controls had a history ofadmission to hospital. There were more controls on long-term medication, compared to runners. A significantnumber of injuries to the weight-bearing joints (specificallythe knee joint) occurred in all groups, due to other sports(p=0.007). There were no significant differences in symp-toms suggestive of OA in all groups when not adjusting forage and previous injuries. However, when assessing theodds ratio to determine the risk for OA in the weight-bearing joints, adjusting for age and previous injuries, thelow volume group had the highest risk to develop OA(O.R.=3.2, 95% C.I.=1.0-10.3), the medium group had thesecond highest risk (O.R.=1.7, 95% C.I.=0.6-4.8), and thehigh volume group (O.R.=1.1, 95% C.I.=0.4-3.1) and controlgroups (O.R.=1.0) had equally the lowest risk to developOA. This study confirmed that distance running is unlikelyto be a predisposing factor in the development of OA in theweight-bearing joints, even at high running volumescommonly seen in ultra-distance running.

Maddalozzo, Gianni F. Effects of two resistance trainingprotocols on insulin-like growth factors, muscle strength, andbone mass in older adults, 1999. Ph.D., Oregon State Univer-sity (Christine M. Snow). (146pp 2f $8.00) PE 3971

With age, there are marked declines in bone mineraldensity (BMD), lean mass (LM), muscular strength, anddiminished anabolic hormones, specifically growthhormone (GH) and insulin-like growth factor-I (IGF-I). Wecompared the effects of a moderate intensity seatedresistance training program, using machine weights, to ahigh-intensity training program using free-weight exerciseson regional and total body BMD, LM, muscular strengthand power, and serum levels of IGF-I and IGFBP-3 inhealthy older men and women. Twenty-eight healthy men(54.58±3.20 yr.,) and twenty-six healthy non-estrogenreplaced women (52.83±3.26 yr.,) served as their owncontrol group for 12 weeks, then were randomly assignedto either a moderate (60% of 1 RM) or high (70-90% of 1RM) intensity resistance training group. Training wasconducted 3 days per week for 6-months under the

supervision of a personal trainer. Prior to and after thecontrol period, and at the conclusion of the 6-monthintervention period, BMD at the hip, spine, and wholebody, and body composition were assessed by dual-energyx-ray absorptiometry, muscle strength by isokineticdynamometry, muscular power by Wingate AnaerobicPower Test, and IGF-I by radioimmunoassay. We reportthat high intensity but not moderate intensity resistancetraining produced regional changes in bone mass at thehip. Specifically, high intensity free weight trainingproduced a significant increase in trochanteric BMD forwomen (2.0%) and for men (1.3%) and a significantdecrease in femoral neck BMD for both men and women(1.8%). No changes were observed in total hip BMD. At thespine, high intensity training resulted in a significant(p<.05) gain in men (1.9%) but not women, whereasmoderate intensity training produced no change at thissite. Neither circulating IGF-I nor IGFBP3 were altered byeither training regimen; however, both training programsresulted in improvements in peak force, anaerobic powerand lean mass (p<.01-.05), were similar in both the highintensity (HIF) and moderate intensity (MIM) groups, andwere independent of gender. Despite these increases,neither intensity protocol significantly increased serumlevels of GF-I. Results demonstrate that high intensitytraining produced a shift in mineral at the hip for both menand women, increased spine BMD in men but not inwomen, and maintained whole body BMD in both genders.These improvements were not accompanied by changes incirculating levels of IGF-I, IGFBP3 or IGF-I/IGFBP3.Although resistance training of moderate to high intensityproduced similar muscle changes in younger older adults,a higher magnitude is necessary to stimulate osteogenesis.The redistribution at the hip indicates a highly specificresponse to mechanical loads at this site. The long-termimplication of this response is unclear, but it may confersome protection from trochanteric fractures.

Rough, Lynn Effects of a flexibility exercise program uponperceived lower back pain, 1999. M.S., Slippery Rock Univer-sity (Gary Pechar). (43pp 1f $4.00) PE 3981

The purpose of the study was to assess the effects of a six-week flexibility exercise program upon perceived lowerback pain. The control group consisted of six males andfour females with a mean age of 71 years. The experimentalgroup consisted of seven females and three males with amean age of 68 years. The subjects were volunteers whowere randomly placed in either the control group or theexperimental group. Each subject had experienced lowback pain at least three times in the two months prior tothe study and on average participated in physical activityone time each week prior to the study. The McGill PainQuestionnaire was administered once a week to determineoverall pain as well as the type of pain. A flexibility testwas administered before and after the program. Several t-tests and analyses of variance determined that there were

26


no significant differences in low back pain between the twogroups. Both groups improved, with the experimentalgroup improving more; however, the improvements werenot statistically significant. There was a statisticallysignificant improvement in flexibility in both groups.

Sherwood, Stephen M. Underwrap does not contribute to theloosening of ankle tape, 1998. M.S., Brigham Young Univer-sity (Mark D. Ricard). (71pp 1f $4.00) PE 4013

Prophylactic ankle taping is commonly employed byathletic trainers to help prevent ankle ligament injuries.Many athletic trainers use pre-wrap as a base layer beforetaping to protect the skin from irritation. With exercise, thetape loosens. The purpose of this study was to determine ifpre-wrap contributes to the loosening of ankle tape. Thirtysubjects participated in the study. They were tested on aninversion platform that unexpectedly dropped their rightankle from a neutral position into 37° inversion and 15°plantar flexion during each of the three conditions (no tape,tape to skin, tape over pre-wrap). Means and standarddeviations were calculated for the average rate of inver-sion, total inversion, maximum velocity of inversion, andthe time to the maximum inversion. There are no signifi-cant differences between tape/skin and tape/pre-wrapbefore or after exercise for any of the variables listed above.The maximum inversion mean for the no tape conditionafter exercise was 38.8±6.3° while the mean for the tape/skin and tape/pre-wrap conditions was 28.3±4.6° and29.1±4.7° respectively. There was a significant difference(p<.05) between pre-exercise and post-exercise for all of theabove listed variables as well. The no tape conditionexperienced a 1.0±2.8° loosening after exercise. Weconclude that taping directly to the skin is no moreeffective than taping over pre-wrap as far as tape looseningis concerned. Also, despite a significant exercise effect, bothtaping methods still provide residual restriction.

Smith, Dana M. The effects of exercise on bone mineral densityin postmenopausal women: a meta-analysis, 1999. M.S.,University of Wisconsin, La Crosse (N. Butts). (75pp 1f$4.00) PE 3993

A meta-analysis was done to determine what effectexercise has on the bone mineral density (BMD) of thelumbar spine, proximal femur, and distal radius inpostmenopausal women, utilizing data from 18 studies.Treatment effects (TE) were calculated for each of theskeletal sites, aerobic and strength training, as well asmethods of BMD measurement (dual energy x-rayabsorptiometry and dual photon absorptiometry). Theresulting TEs found exercise, in general, to significantlyincrease (p<0.05) the BMD of the lumbar spine (0.73%), andthe proximal femur (0.35%); however, the distal radiusshowed a decrease (-0.91%) in BMD. When looking for theeffect of aerobic versus strength training, significant(p<0.05) increases in BMD were found in the spine and

femur. Since positive changes were not seen in all sites, thebenefits of exercise may be specific to the skeletal sites, towhich the working muscles are attached. When thepercentage changes for exercise and control groups wereanalyzed separately, the exercise group increased 2.31% atthe lumbar spine and 0.61% at the proximal femur.However, the exercise group decreased -2.21% at theradius. The control group decreased at the lumbar spine-1.09%, and at the femur -1.11%, but increased at the radius0.36%. The BMD % changes were significantly larger forthe spine and femur; therefore, vigorous exercise alongwith resistance training may help slow the decrease inBMD as one ages.

Stein, Tamara The effect of strengthening external hip rotatorson abnormal pronation of the subtalar joint, 1999. M.A.,University of North Carolina, Chapel Hill (KevinGuskiewicz). (69pp 1f $4.00) PE 4021

The purpose of this study was to determine the effect ofstrengthening hip external rotators on the kinematicmotion of the lower extremity during walking. Twentynormal subjects were pre-tested to measure isokinetic hipexternal rotator strength on the Lido Multi-Joint II ActiveDynamometer, and kinematic motion on the Peak Perfor-mance Technologies motion analysis system. Following thepre-test, the exercise group underwent a six-week strength-ening program for the posterior gluteals. It was determinedthere was no increase in strength at post-test for theexercise group. The varus angle increased at post-test forthe exercise group. The maximum eversion angle wasgreater at post-test for both groups tested. The results ofthis study indicate that the exercises to strengthen the hipexternal rotators had no effect on the calcaneal eversionangle. Clinically, more research is needed to investigate theissue of closed chain strengthening exercises versus openchain assessment.

Styers, Anna The effect of estrogen status on muscle tissuedamage in women following an eccentric exercise bout, 1999.M.A., University of North Carolina, Chapel Hill (A. C.Hackney). (71pp 1f $4.00) PE 4022

Fifteen oral contraceptive (OC) users and ten eumenorrheic(EU) subjects completed an eccentric, downhill runningbout. The OC and EU groups completed the bout duringthe mid-luteal phase (day 23.9±1.8) and mid-follicularphase (day 9.6±4.4) of their menstrual cycle, respectively.Subjective soreness and creatine kinase (CK) activity wereassessed pre-exercise, immediately post-, then 24, 48 and 72hours post-exercise. An ANOVA indicated that there was asignificant increase in CK activity in response to thedownhill run (p< 0.0001). The interaction of group x timewas not significantly different for CK activity (p=0.059).The downhill exercise bout caused a significant increase inmuscular soreness in both groups (p<0.001). However, theinteraction effect was not significant for muscle soreness

27


ratings between the two groups (p=0.996). The researchfindings of this study do not conclusively suggest thatestrogen has a protective effect on muscle tissue damage.However, there is a strong trend in the findings to supportthis claim.

PHYSIOLOGY AND EXERCISEEPIDEMIOLOGY

Andrews, Steven J. Effects of high versus low glycemic index-rated carbohydrate foods on exercise performance and fatmetabolism, 1998. M.A., University of North Carolina,Chapel Hill (Robert G. McMuray). (58pp 1f $4.00) PH 1660

The present study sought to determine the influence ofacute ingestion of low versus high glycemic-index-carbohydrate breakfast foods on exercise performance andon fat metabolism. Seven endurance-trained subjects, ages24 to 42, completed 3 endurance trials, one hour afterconsuming either rice Chex cereal (High GI, 89), all-brancereal (Low GI, 38), or water. They ran on a treadmill for 90minutes at 70% VO2max, followed by a run to exhaustion.Time to exhaustion, VO2 responses, and blood levels ofcortisol and lactate did not differ between trials. FFA levelswere higher in the control trials at rest, but were similarduring exercise. RERs were higher in the high GI trialscompared to the low GI and control trials. HR responseswere lower in the high GI trials compared to the low GIand control trials. In conclusion, GI had minor effects on fatmetabolism, with no influence on performance.

Capriotti, Paul V. The effects of acute dietary creatine supple-mentation on power output indices and blood lactate concentra-tions during high-intensity intermittent cycling exercise, 1998.M.A., Ohio State University (David R. Lamb). (103pp 2f$8.00) PH 1665

A double blind, randomized, pre-test-post-test, control-group design was used to determine the effects of dietarycreatine (Cr) supplementation on power output indicesand blood lactate concentrations during high-intensityintermittent cycling exercise. Twelve subjects (10 males and2 females) were randomly assigned to an experimental (Cr)or control (placebo) group following four cycling perfor-mance trials on consecutive days (Days 1-4). Each trialconsists of ten 7-s sprints interspersed with 30-s restintervals. Following a 6-d supplementation protocol (Days5-10), subjects performed two more cycling trials (day 11and day 12). For each of the last three recorded seconds (4,5, 6) of sprints 8, 9, and 10, average power output (AP) wascalculated, i.e., AP4th, AP5th, AP6th Peak power (PP) and thepercent decline from PP (%PP) were also calculated. Fordays 1-4, no effects of trial were detected within theplacebo group for PP, AP5th, AP6th, and %PP, but for AP4th,mean performance of the placebo group was significantly

greater (P<0.05) on day 2 when compared to day 3. Noeffects of trial were detected during days 1-4 within the Cr-fed group for PP, AP4th, and %PP, but for AP5th and AP6th,performance was significantly greater (P<0.05) on day 4and on days 3 and 4, respectively, when compared to day1. When comparing means on day 4 with those on days 11and 12, no significant treatment or interaction effects for PPwere detected. There was a significant trial effect on PP,with scores for days 11 and 12 being significantly greater(P<0.01 and P<0.05, respectively) than those for thebaseline trial on day 4. No significant treatment, trial, orinteraction effects were detected for AP4th and AP5th. ForAP6th, no significant treatment or interaction effects weredetected, but AP6th scores on day 12 were greater (P<0.01)than those on the baseline and day 11 trials. For %PP, nosignificant treatment, trial, or interaction effects weredetected. For the blood lactate analysis, blood sampleswere taken during both the baseline (day 4) and day 11trials at rest and following sprints: 1, 5, 7, and 10 (S1, S5, S7,S10). Samples were also drawn 3, 5, 10, and 15 min afterrecovery (P3, P5, P10, P15). For the comparison of lactatemeans there were no significant treatment or interactioneffects at baseline (day 4). As expected, lactate concentra-tions during exercise and recovery were greater than thoseat rest (P<0.001). On day 11, lactate concentrations for theplacebo group were greater than those for Cr (P<0.05).Furthermore, the difference in blood lactate from day 4 today 11 was positive from S7 through P10 for the placebogroup and negative for the Cr group. The difference inscores was significant only at P3 (P<0.05). For the com-bined data during the exercise phase (S1, S5, S7), recoveryphase (S10, P3, P5, P10, P15), and the exercise plus recoveryphase (S1, S5, S7, S10, P3, P5, P10, P15), there were nosignificant treatment, trial, or interaction effects. Onlytrivial and non-significant changes in body mass occurredbetween baseline (day 4) and the day 11 and day 12 trials.The present results provide no systematic evidence thatcreatine supplementation will improve performance of ahigh-intensity intermittent exercise task similar to thattested.

Carney, Colleen M. The effects of acute and chronic exercise onserum potassium in hemodialysis patients, 1999. M.A., SanFrancisco State University (Frank Verducci). (109pp 2f$8.00) PH 1676

The purpose of this study was to investigate the effects ofacute and chronic exercise on serum potassium (K+) levelsin hemodialysis (HD) patients. The specific intent of thisresearch was to test the following hypothesis: that anextended period of exercise training will have no effect onthe rise in K+ during an acute exercise bout in HD patients.Forty-five patients were randomized into low and highhemoglobin groups and further randomized into controland exercise groups. The exercise groups were trained 3times a week for 3 months. All groups of patients weretested on a cycle ergometer at increasing levels of diffi-

28


culty, at study initiation and after 3 months. The results ofthe study indicated a significant increase in serum K+during acute maximal exercise in all groups; however, therise in K+ measured as max K+ or max delta K+ was notsignificantly different between groups. Exercise trainingdid not attenuate the rise in serum K+ during maximalwork effort in the trained individuals, and, though restingK+ decreased after training, the decline was not significant.The small increase in delta-K+ after training appears tocorrespond to the increase in work effort.

Cowperthwaite, Sarah A. Physiological comparison of chairaerobics and cycle ergometry in young female subjects, 1999.M.S., University of Wisconsin, La Crosse (Carl Foster).(45pp 1f $4.00) PH 1666

Chair aerobics (CA), a form of low-impact aerobicsperformed seated in a straight back chair, has been wellreceived as an exercise mode for older populations. Fewstudies have assessed the aerobic responses to performingCA. Healthy volunteers (N=14) (age 18-30) completed onevarying intensity arm-leg cycling (ALC) test on a SchwinnAirdyne cycle to maximal exertion and one taped CAsession (e.g., “Fit Over Fifty”) while heart rate and oxygencost were measured. Subjects reached a HRpeak of189.9±7.7bpm and a VO2peak value of 36.3±4.7 ml·kg-1·min-1

during the ALC test. Subjects exercised at 11.2±3.2 ml·kg-1·min-1 (3.3 METs, 31% VO2peak) and 107.2±10.34 bpm (57%HRpeak) which is at or below the lower limit of the ACSM %VO2max and % HRmax guidelines for improving cardiovascu-lar fitness. Regression analysis was used to compare theHR-VO2 relationship for CA and ALC. There was nosignificant difference between the slope or y-intercept ofthe HR-VO2 relationship. In conclusion, women who areuntrained may achieve gains in CV fitness from CA;however, CA may not provide sufficient intensity toincrease CV fitness in trained young women.

Dehart, Mehgan M. Relationship between the Talk Test andventilatory threshold, 1999. M.S., University of Wisconsin, LaCrosse (Carl Foster). (50pp 1f $4.00) PH 1667

The Talk Test is a widely recommended form of prescrib-ing exercise intensity; however, very few studies havespecifically evaluated its physiological validity. This studyevaluated the relationship between the Talk Test andphysiologic changes occurring with exercise. We examinedhealthy volunteers during incremental exercise. Eachsubject (N=28) completed two maximal exercise tests. Onetest used gas analysis to identify ventilatory threshold(VT). The second was identical, except without respiratorymeasurements. During this test, subjects read a standardparagraph and reported whether or not they passed theTalk Test. Outcomes at VT and the last positive, positive/negative, and negative stages of the Talk Test werecompared. There was a significant (p<.05) difference

between VO2, % VO2peak, HR, and % HRpeak at VT andthe positive stage of the Talk Test. There was no significantdifference between any of the variables at VT and thepositive/negative stage. There was a significant differencebetween all the outcomes at VT and the negative stage ofthe Talk Test. We conclude that when subjects could eithertalk comfortably or were equivocal, they were at or belowtheir VT. Subjects clearly failing the Talk Test wereconsistently beyond their VT. Thus, the Talk Test is a validsubjective measure to guide exercise prescription.

Florhaug, Jessica A. The effect of different interval magnitudeson measures of exercise intensity, 1999. M.S., University ofWisconsin, La Crosse (Carl Foster). (43pp 1f $4.00) PH 1668

The purpose of this study was to evaluate the effect ofdifferent interval training magnitudes on measures oftraining intensity. It was hypothesized that the sessionrating of perceived exertion (RPE) in relation to summatedheart rate (HR) score, blood lactate (HLa), and oxygenconsumption (VO2), would increase as the deviation fromthe mean power output of the interval was increased.Subjects consisted of n=6 female and n=6 male well trainedindividuals accustomed to cycling exercise. A VO2max test,as well as four additional tests, were performed on anelectrically braked cycle ergometer. Blood lactate wascollected during the VO2max test to determine the indi-vidual anaerobic threshold (IAT). A steady state (SS) ride at90% IAT, as well as 1 min intervals at 10, 25, and 50%above and below 90% IAT, all 30 min in duration, wereperformed. Session RPE and summated HR were calcu-lated for each exercise session and compared to each other.Steady state conditions were observed in all individualcomparisons for HR, RPE, VO2, and HLa for each intervalsession. The relationship between session RPE score andsummated HR score for each exercise session was similar.This relationship indicates that these two variables areessentially the same regardless of the type of exerciseintervention, providing a means of quantifying theintensity of interval exercise.

Gray, John G. Effects of limited and expanded rest intervals onthe Navy Physical Readiness Test, 1998. M.S., University ofWisconsin, La Crosse (Marilyn K. Miller). (77pp 1f $4.00)PH 1669

The purpose of this research was to examine the effects ofvariable rest intervals between events on the Navy PhysicalReadiness Test (PRT). The test consisted of push-ups (max2m), curl-ups (max 2m) and a 1.5 mile run or 500 yd swim.In addition, Borg’s Rate of Perceived Exertion (RPE) wasrecorded after the 1.5 mile run/500 swim. Subjects in-cluded 117 volunteer male (n=102) and female (n=15)active duty and reserve Naval personnel stationed at theNaval Reserve Center, La Crosse, WI. Rest intervalbetween events ranged between 2-4 m for treatment

29


condition 1 and exactly 15 m for treatment condition 2.Subjects were divided into 42 subgroups to minimize theeffects of age, gender, and past performance. There was asignificant relationship between rest interval and run time(p=.004) and overall test score (p=.029), with treatmentcondition 2 recording the faster times/higher scores. Therewas no significant relationship between rest interval andcurl-up, push-up, or Borg’s RPE scores (p>.05). The findingthat there was a significant (p=.004) correlation betweenrest interval and run time on the PRT suggests that allenergy systems act in concert with one another as acontinuum.

Hagen, Heather L. A physiological comparison of chair aerobicsand cycle ergometry in older females, 1999. M.S., University ofWisconsin, La Crosse (Carl Foster). (52pp 1f $4.00) PH 1670

Chair aerobics (CA), a form of low-impact aerobicsperformed seated on a straight back chair, has been wellreceived as an exercise modality for older populations. Fewstudies have assessed its effectiveness in cardiovascular(CV) fitness training. We tested 14 (5 with known cardiacdisease, 9 without disease) older, physically active women(50-72 years, mean 62.3). Each volunteer completed onevarying intensity submaximal arm-leg cycling (ALC) teston a Schwinn Airdyne cycle and one taped CA (e.g., “Fitover Fifty”) session while heart rate (HR) and oxygenconsumption (VO2) were measured. During CA, subjectsexercised at a mean of 9.7 ml·kg-1·min-1 (2.8 METs) and 99.5bpm (58% and 42% of predicted VO2max and HRmax).Subjects reached a peak of 16.8 ml·kg-1·min-1 (4.8 METs) and123.9 bpm (72% and 73% of predicted VO2max and HRmax).Linear regression was used to compare the HR-VO2

relationship for ALC and CA. There was no significantdifference (p>.05) between the slopes for the modalities(ALC=61, CA=66 bpm·l-1·min-1). There was a small yetsignificant difference (p<.05) between the y intercepts(ALC=64, CA=60 bpm). The results of this study supportthe conclusion that CA is a moderate intensity exercise andmay provide a sufficient stimulus to increase CV fitness inolder women.

Hikoi, Hirotaka The effects of opioid receptor antagonism onplasma catecholamines and fat metabolism during prolongedexercise above or below lactate threshold in males, 1999. Ph.D.,Oregon State University (Anthony Wilcox). (165pp 2f$8.00) PH 1663

The present study investigated the effects of an opioidantagonist, naloxone (NAL), on plasma concentrations ofcatecholamines (norepinephrine and epinephrine),glycerol, and free fatty acids (FFA), and on fatty acid andcarbohydrate oxidation (indirect calorimetry) duringexercise at an intensity above or below lactate threshold(LT) in 20 trained males (age, 24.1±4.4 yr; VO2peak, 62.7±6.0ml·kg-1·min-1). The subjects were randomly assigned to one

of two groups performing 30-minute cycling at an intensityeither 10% above or below their individual LT. Each subjectin each group performed two exercise tests on separateoccasions with an injection of either NAL (1.2 mg) or salineplacebo (PLC) in a double-blind, counterbalanced order.NAL or PLC was injected through a Teflon catheter locatedin a radial vein 15 minutes before exercise. Plasma levels ofnorepinephrine increased during exercise above and belowLT and were significantly higher above LT than below LT(p<0.05). NAL administration did not significantly alterplasma levels of catecholamines during exercise eitherabove or below LT. Plasma levels of glycerol and FFAduring exercise did not differ between the two intensities.NAL failed to produce significant changes in plasmaglycerol or FFA either above or below LT. Fatty acidoxidation during exercise was identical between the twointensities, whereas carbohydrate oxidation was signifi-cantly higher above LT than below LT (p<0.05). NAL didnot significantly influence fatty acid and carbohydrateoxidation during exercise either above or below LT. Inconclusion, during exercise at an intensity 10% above or10% below LT, endogenous opioid may not play regulatoryroles in catecholamine secretion and substrate metabolism.Enhanced carbohydrate oxidation contributed to elevatedenergy demands during exercise above LT.

Johnson, Charles C. A comparison of the submaximal andmaximal responses to upright versus semi-recumbent cycling inmales, 1999. M.S., University of Wisconsin, La Crosse (JohnPorcari). (41pp 1f $4.00) PH 1671

The purpose of this study was to compare the submaximaland maximal physiological responses of males using aStairMaster upright (UP) and a StairMaster semi-recum-bent (SR) cycle. Fifteen male students (mean age=22±2.4yrs) served as Ss. All Ss completed maximal tests on eachmodality during which the following physiologicalresponses were evaluated: HR, VO2, BP, RER, RPE, andcaloric expenditure (Kcal). The maximal physiologicalresponses from the UP and SR tests were compared usingpaired t-tests. There were no significant (p>0.05) differ-ences in maximal SBP, DBP, and RER. There were signifi-cant (p<0.05) differences in VO2, HR, RPE, and Kcalbetween the cycles. Submaximal evaluation revealed nosignificant (p>0.05) difference in SBP or DBP. There weresignificant (p<0.05) differences in submaximal VO2, HR,RER, Kcal, and RPE. Any significance found at eithermaximal or submaximal testing was a result of highervalues on the UP compared to the SR cycle. Despite thehigher physiological responses on the UP, Ss were able toexercise longer (15.3 vs 13.2 minutes) and Ss’ watts werehigher (269 vs 240) on the SR cycle. The results of thisstudy indicate that when developing an exercise prescrip-tion, the workloads prescribed on the SR cycle would needto be higher than on an UP cycle in order to achieve thesame intensity.

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Leahy, Guy D. The effect of varying treadmill surface compli-ance on oxygen uptake during running, 1996. M.Ed., WesternWashington University (Kathleen Knutzen). (91pp 1f $4.00)PH 1662

The goal of this study was to ascertain if changes intreadmill compliance during running would influenceoxygen consumption. Thirty Western Washington Univer-sity students, ages 18-34, agreed to participate in this study.The subjects completed two ten-minute running trials at 5mph, with surface compliance randomized between “stiff”and “compliant” settings. Oxygen uptake was measuredcontinuously. A dependent t-test was used to determine ifsignificant differences in oxygen consumption existedbetween the two treatments. For the first three minutes ofthe trial, a significant difference (p<0.05) was found, withthe “compliant” surface exhibiting the higher VO2. For thelast three minutes of the trial, no significant differencecould be detected. The results of this study suggest thatdifferences in treadmill compliance can influence oxygenuptake, but that physiological/biomechanical adjustmentsto differing compliance, perhaps through altered musculo-tendinous stiffness, may also occur to change oxygenconsumption values.

Leung, Raymond W. M. Effect of intradialytic exercise on ureakinetics, 1999. D.P.E., Springfield College (Samuel A.Headley). (141pp 2f $8.00) PH 1656

Using model simulations, Smye, Lindley, and Will (1998)postulated that exercise late in hemodialysis wouldimprove urea clearance and eliminate the postdialysis urearebound. The present study was designed to examine thismodel. Urea clearance and rebound were evaluated whenexercise was performed during the early 30 min (EARLY),the final 30 min (LATE), and no exercise (control) acrossthree midweek hemodialysis sessions. Patients (N=13)pedaled a bicycle ergometer for 30 min, at a workload thatelicited a rating of perceived exertion (RPE) of 3 (moder-ate), during EARLY and LATE exercise. Additionalvariables evaluated during exercise were: heart rate (HR),systolic (SBP) and diastolic (DBP) blood pressure, meanarterial pressure (MAP), and RPE. No significant (p>.05)differences were found among the three testing conditionsfor urea clearance and rebound. During EARLY exercise,HR, SBP, DBP, MAP, and RPE were adequately stable.During LATE exercise, MAP and DBP dropped, and RPEincreased. Two patients could not complete the LATEexercise, and 6 other patients completed the LATE exercisewith reduced workloads. In conclusion, urea clearance andrebound are similar among EARLY, LATE, and no exercise.The findings do not support the model. EARLY exerciseappears to be safer than LATE exercise, with less cardio-vascular instability.

Myhal, Mark Skeletal muscle, age, overload, and oxandrolone,1999. Ph.D., Ohio State University (David Lamb, JonLinderman). (105pp 2f $8.00) PH 1661

Aging is associated with decreased skeletal muscle massand strength. These physical changes contribute to anincreased incidence of falls, fractures, and prematuremorbidity and mortality in the elderly. Currently, themechanisms for age-related changes in muscle mass areunclear, but they may involve decreased circulatingconcentrations of androgens and/or insulin-like growthfactor I (IGF-I). In addition, little is known about the effectsof exercise plus anabolic hormone therapy for the treat-ment of age-related muscle wasting. Therefore, the purposeof this research was: 1) to characterize the onset andmagnitude of age-associated functional decrements inskeletal muscle; and 2) to determine the short-term effectsof mechanical loading and oxandrolone on the biochemicalproperties of aged skeletal muscle. Male Fisher 344 xBrown Norway rats, ages 8, 18, 28, 31, and 34 mo., wereobtained from the National Institute of Aging. All animalsexcept those 18 months old were subjected to unilateralablation of the gastrocnemius muscle. This resulted incompensatory growth of the remaining soleus and planta-ris muscles. Following 8 weeks of overload, the plantarismuscles were removed. Muscle mass and functionalcharacteristics that included specific tension (Po), peaktwitch (Pt), time to peak twitch (TPT) and one-half relax-ation time (1/2 RT) were measured. In addition, a secondgroup of 28 month-old animals were subjected to compen-satory overload, and half of these animals receivedoxandrolone treatment. Following 2 weeks of overloadonly or overload and oxandrolone treatment, the soleusmuscles were removed. Muscle mass and intramuscularconcentrations of IGF-I, protein, and DNA were measured.Aging was associated with progressive decreases in the PLmass and in the hypertrophic response to overload, with adecreased Po and Pt, and with an increased TPT and 1/2 RT.Short-term oxandrolone treatment increased mass andprotein concentration in both the control and overloadedsoleus. In addition, overload, but not oxandrolone treat-ment, increased intramuscular concentrations of IGF-I andDNA in the soleus. In summary, aging was associated withprogressive decrements in skeletal muscle function andmass and with an attenuated response to mechanicaloverload. In addition, treatment with oxandrolone seemedto attenuate age-related decreases in muscle mass.

Nagae, Sarah E. The effects of pre-exercise consumption of lowand high glycemic index carbohydrate foods on endurancerunning performance, 1998. M.A., University of NorthCarolina, Chapel Hill (Robert G. McMurray). (70pp 1f$4.00) PH 1659

The purpose of this study was to determine the effects ofpre-exercise consumption of low and high glycemic index(GI) carbohydrate breakfast foods on carbohydrate

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metabolism and endurance performance amongst highly-trained distance runners. Subjects (n=7) ate a meal contain-ing either a low or high GI carbohydrate cereal, or drankwater only one hour prior to a 90 minute treadmill run at70% VO2max, followed by a graded run to exhaustion.There were no differences between trials in time toexhaustion or in blood glucose concentration. Consump-tion of the high GI meal resulted in a lower heart rate,higher respiratory exchange ratio (RER), and a higherinsulin concentration than the low GI meal. The RER andinsulin findings suggest an increased rate of carbohydrateoxidation during the high GI trial, which could haveresulted from more rapid rates of digestion and absorptionof the high GI carbohydrate than the low GI carbohydrate.The results indicate that neither high nor low GI foods fedone hour prior to exercise provide a significant benefit toexercise performance.

Pauly, Marsha A. A comparison of the submaximal andmaximal responses to upright versus semi-recumbent cycling infemales, 1999. M.S., University of Wisconsin, La Crosse(John Porcari). (43pp 1f $4.00) PH 1672

To compare the submaximal and maximal responses toStairMaster Upright (UP) and Semi-recumbent (SR) cycleergometry, 15 female Ss (age 23.5±4.03 years) performed amaximal exercise test on each ergometer. A continuous,incremental protocol was performed on each modality.Testing sessions were randomized and performed 1 weekapart. Data were analyzed using repeated measuresANOVA. Heart rate, VO2, BP, RPE, RER, and Kcal weremeasured at the end of each 2-min stage and at maximalexercise. At absolute submaximal workloads it was foundthat VO2, HR, SBP, RPE, RER, and Kcal were significantly(p<.05) higher during UP compared to SR cycling. Nosignificant difference (p>.05) was reported in DBP betweenmodalities. At maximal exertion it was found that subjectswere able to attain higher Kcal, HR, and VO2 values duringUP compared to SR cycling. Although lower values wereobtained during SR cycling, the workload was significantlyhigher (213 vs 179 watts) and the duration was signifi-cantly longer (11.8 vs 9.5 min). For exercise prescription thecardiorespiratory responses will be lower during SRcycling at any given workload, thus use of the SR cyclewould require an individual to work at a higher workloadto achieve the same cardiovascular benefits as with use ofthe UP cycle.

Peterson, Andrew T. The metabolic costs of activities associatedwith deer hunting, 1999. M.S., University of Wisconsin, LaCrosse (Jeffrey Steffen). (56pp 1f $4.00) PH 1673

Deer hunting is a popular recreational activity with seriousimplications involving cardiovascular events. Previousstudies have demonstrated large heart rate (HR) responsesduring deer hunting activities. This study compared theHR and metabolic costs of maximal treadmill (TM) exercise

to simulated hiking while deer hunting and to dragging adeer. Healthy male volunteers (n=16) performed a maximalTM exercise test, a 0.5 mile hiking test, and a 0.25 miledragging test over lightly rolling terrain. VO2 was mea-sured by a portable spirometer and HR by radiotelemetry.Subjects averaged 74.0±7.0% and 89.1±4.5% of peak TM HRduring the hike and drag, respectively. They also achieveda peak of 83.2±6.0% and 94.9±4.2% of peak TM HR,respectively. Subjects averaged 62.2±15.8% and achieved apeak of 77.2±19.0% of TM VO2 while hiking. This corre-sponded to 86.8±17.3% and 108.1±22.3% of ventilatorythreshold (VT), respectively. Subjects averaged 72.3±21.0%and achieved a peak of 91.2±21.4% of peak TM VO2 whiledragging the deer. This corresponded to 101.5±27.7% and128.5±26.8% of VT, respectively. The VO2/HR relationshipshowed significant (p<0.05) difference between thedragging test and the hiking and TM tests. The VO2/HRrelationship between the hiking and TM tests was compa-rable. In part, the high rate of cardiovascular complicationsassociated with deer hunting is attributable to the elevatedmetabolic costs of associated activities, specifically,dragging a deer.

Robinson, Ellyn M. The effect of carbohydrate-electrolyteingestion on sprint performance following high intensityrunning in males, 1999. D.P.E., Springfield College (SamuelHeadley). (165pp 2f $8.00) PH 1658

This study was designed to explore the effect of a carbohy-drate-electrolyte solution (CE) on time to exhaustion intreadmill running. After a 12-hr fast, competitive malerunners from Springfield, Massachusetts (N=10), per-formed two run-to-exhaustion protocols, each a weekapart, at 100% VO2peak. Prior to the run, subjects ingestedeither a CE or a placebo beverage. Variables of glucose,lactate, ammonia, R, and RPE were examined with arepeated measures 2x3 analysis of variance (ANOVA),computed separately for each variable. The interactioneffect was not significant (p>.05) for any variable. The maineffects for time were significant (p<.05) for lactate, R, andRPE. Lactate, R, and RPE scores were higher at the end ofthe run as compared to the baseline and post warm-uptime periods. No differences were found for glucose andammonia. A repeated measures t test was employed tocompare the time to exhaustion scores. Time to exhaustionwas not significantly (p>.05) longer during the CE trial. Inconclusion, time to exhaustion at 100% VO2peak was notwith the consumption of a CE beverage prior to the run.

Ross, John L. The effects of a modern football uniform onthermoregulation, 1999. M.A., University of North Carolina,Chapel Hill (Robert G. McMurray). (50pp 1f $4.00) PH 1678

The purpose of this study was to determine the effects ofthe modern football uniform on the athletes’ ability tothermoregulate. Subjects (n=7) attempted to exercise at70% VO2max for 30 minutes on a treadmill in either shorts

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(S) or a football uniform (U). Exercise duration wasdecreased by 3.73 minutes in the U trial. There were nodifferences in VO2, RER, RPE, or rectal temperatures [Tre]between trials (p<0.05). Weight loss was 1.09 kg greater inthe U trial. Changes in mean skin temperature [Tsk] andmean body temperature [TB] were greater in the U trial.During recovery, the declines in Tre and TB were slower inthe U trial. The Tsk, Tre, and TB findings suggest that heatrelease was inhibited in the U trial due to the increasedinsulation and decreased evaporative surface area pro-vided by the football uniform.

Starks, Michael A. A retrospective analysis of the effects ofcreatine monohydrate supplementation on baseline hormonalprofiles of competitive athletes, 1999. M.S., University ofMemphis (Andrew C. Fry). (75pp 1f $4.00) PH 1677

This study analyzed the effects of creatine monohydratesupplementation on the baseline hormonal levels ofcompetitive athletes. The hormones to be examined weregrowth hormone (GH), testosterone (T), cortisol (C), andthe testosterone to cortisol ratio (T/C). Twenty-sevencompetitive male and female athletes were recruited fromAppalachian State University for this study. The malesubjects were (0±SE) 24.67±2.21 years of age, weighed90.54±4.13kg, and 177.42±1.80cm in height. The femalesubjects were (0±SE) 23.89±3.03 years of age, weighed62.28±2.18kg, and 166.93±1.52cm in height. Athletic areasrepresented included the following: Olympic weightlifting,American football, bodybuilding, track and field, fieldhockey, and general fitness. Subjects were divided intothree group classifications according to the followingguidelines: no creatine monohydrate supplementation(Control), one year or less supplementation with creatinemonohydrate (0-1 year), and greater than one year supple-mentation with creatine monohydrate (>1 year). Eachathlete donated a single blood sample of 6 ml between 7:00a.m. and 8:00 a.m. for comparative analysis. Results of atwo factor analysis of variance (ANOVA) indicated nosignificant differences in concentrations of GH, T, C, or T/C ratio by length of supplementation for females (p=.831,.603, .502, and .383 respectively), males (p=.797, .515, .948,and .421 respectively) or combined (p=.817, .558, .754, and.523 respectively). Significant gender differences wereindicated between female and male GH concentrations(p=.006), T concentrations (p=.001) and T/C ratio (p=.000).The concentration variances were at expected levelsbetween genders. Therefore, the hormonal differencesobserved between males and females in this study appearto be attributed to normal gender variances and not tocreatine monohydrate. It was concluded from this studythat creatine monohydrate supplementation does notappear to significantly affect resting levels of GH, T, C, orT/C ratio over time or between genders. Future research isneeded to confirm these findings. Key words: testosterone,cortisol, growth hormone.

Tonkins, William P. Analysis of the relationship betweenexercise capacity and heart rate variability in trained anduntrained individuals, 1999. M.S., University of Memphis(Richard Kreider). (36pp 1f $4.00) PH 1675

Purpose: To examine the relationship between exercisecapacity and measures of heart rate variability (HRV) intrained and untrained males and to determine whetherdifferent types of training affect HRV in a differentmanner. Thirty nine college-aged (21.2±3 yr.) male athletesand non-athletes participated in this study. Subjectscompleted a questionnaire describing their training historyand then performed a graded maximal exercise test usingthe Bruce treadmill protocol. Following the test, anambulatory Holter monitor was placed on the subjects for24-h to record HRV. The relationship between time toexhaustion (exercise capacity) and measures of HRV weredetermined using correlation analysis. Additionally, HRVfor endurance-trained, anaerobic-trained, or non-trainedsubjects was compared using one-way analysis of variance.Significant correlations were observed between time toexhaustion and the mean of the R-R intervals (r=0.507,p=0.001) and standard deviations of R-R intervals during24-h (r=-0.380, p=0.017). Additionally, exercise capacitytended to correlate with the square root of the mean for thesum of squares of differences between adjacent R-Rintervals (52.9±23.6, r=0.31, p=0.053) and, in proportion toadjacent R-R intervals, tended to have differences of 750milliseconds (22.7±14, r=0.29, p=0.074). No significantdifferences were observed between types of training ormeasures of HRV. Exercise training positively affectsselected measures of HRV and may help decrease risk ofarrhythmia or sudden death. However, type of trainingdoes not appear to influence this potential health benefit.

Wadley, Glenn Intramuscular determinants of the VO2 slowcomponent in trained cyclists, 1999. M.App.Sci., DeakinUniversity (Peter Le Rossignol, Rod Snow). (124pp 2f $8.00)PH 1664

The distribution of type I fibers has previously been foundto inversely correlate with the size of the VO2 slow compo-nent in untrained subjects. Purpose: The purposes of thepresent study were firstly, to determine if a relationshipexists between the VO2 slow component and the distribu-tion of muscle fiber types and muscle oxidative capacity inendurance trained cyclists. And secondly, if these relation-ships were similar during heavy and severe intensitycycling. Resting muscle biopsy samples were taken fromthe vastus lateralis of fifteen endurance trained cyclists forthe determination of muscle fiber type, citrate synthase(CS) activity, capillary density (CD·mm2) and the numberof capillaries per fiber (cap·fiber-1). All participants (ages,25±6 years; VO2max, 4.66±0.48 L·min-1) performed threedifferent constant load cycle tests at intensities of 25%, 50%and 75% of the work rates between power output at lactatethreshold (LT) and VO2max. The results indicate the

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relative slow component negatively correlated with % typeI fibers (r=-0.57, P<0.05), cap·fiber-1 (r=-0.71, P<0.01) and CSactivity (r= -0.66, P<0.01) during the 25% test. During the50% test the relative slow component negatively correlatedwith cap·fiber-1 (r=-0.56, P<0.05) and CS activity (r=-0.66,P<0.01). No relationships were found for the 75% test.Stepwise regression found that, for the 25% test, CS activitydid not significantly improve the prediction of the relativeslow component when compared with cap/fiber alone.Furthermore, for the 50% test, CS activity was found to bethe most powerful predictor of the relative slow compo-nent, while cap·fiber-1 was found not to significantlyimprove this prediction. The major conclusions of thisstudy are that intramuscular variables that are related tooxidative capacity, such as cap·fiber-1 and CS activity, arebetter able to explain the size of the relative slow compo-nent during high intensity submaximal cycling thanmuscle fiber type distribution. This infers that the higherthe oxidative capacity of the contracting muscle, the lowerwill be the relative VO2 slow component. Furthermore,oxidative capacity does not significantly correlate with therelative slow component during severe cycling, whichsuggests that different factors may be contributing to thesize of the VO2 slow component during heavy and severeexercise. Alternatively, perhaps the VO2 slow componentcannot be properly measured during severe intensityexercise due to the VO2 reaching maximum at the end ofexercise.

Yakey-Ault, Jennifer L. A comparison of cardiopulmonaryvariables in male smokers and non-smokers during enduranceexercise, 1998. M.S., Springfield College (Vincent Paolone).(159pp 2f $8.00) PH 1657

The purpose of this study was to examine whethersmokers and non-smokers exhibited differences in thefollowing variables: forced expiratory volume (FEV1);forced vital capacity (FVC); and FEV1/FVC; peak oxygenconsumption (VO2peak); heart rate (HR); tidal volume (TV);ventilation (VE); breathing frequency (f); systolic bloodpressure (SBP); diastolic blood pressure (DBP); the ventila-tory equivalent for oxygen (VE/VO2); percent O2 saturation;and time to complete a 22 mile exercise bout. Male smokers(n=5) and non-smokers (n=7) aged 18 to 30 years weretested for FEV1, FVC, and FEV1/FVC at rest and VO2peak

using a bicycle ergometer. The other variables weremeasured every 10 min during the endurance test. As aresult of analysis using independent groups t ratios, it wasdetermined that the mean FEV1, FVC, and FEV1/FVCvalues, and the time to completion were not significantly(p>.05) different between the two groups. VO2peak wassignificantly (p<.05) higher in the non-smokers than in thesmokers. The only mean final exercise values for TV and VE

were significantly (p<.05) higher for the non-smokers thanfor the smokers. As a result of using a series of 2x6 analysesof variance, significant (p<.05) interaction effects were

found for smoking status and HR, TV, and VE. Therefore, itwas determined that the exercise responses of the smokerswere impaired.

Zilonka, Elaine M. Effect of music programming on walkingvelocity, 1999. M.S., University of Wisconsin, La Crosse(Carl Foster). (32pp 1f $4.00) PH 1674

Commercially available musical tapes purport an ability toprogram walking velocity. One set of tapes was evaluatedto examine if listeners walked at indicated velocities.Subjects (N=15) were healthy, female, university students(age 18-37), with a mean VO2peak of 37.7±5.0 ml·kg-1·min-1.Each performed 4 randomly ordered walking bouts of 30min (3 with tapes, 1 without). Personal preference deter-mined musical style (classical, Broadway, or march), andprogrammed velocities ranged from 3.64.0 mph. Averagevelocity was measured by videotaping sessions on a 200mindoor track. HR was measured by radiotelemetry. Forprogrammed velocities of 3.6, 3.8, and 4.0 mph and un-programmed trials, the observed average velocities were3.85±0.33, 3.81±0.20, 3.69±0.35, and 3.89±0.30 mph respec-tively. Mean overall programmed vs. actual velocity wasnot significantly different. However, the correlationbetween programmed and observed velocity was r=0.22,and the regression line was nonparallel to the line ofidentity. An “enjoyment” index obtained after each boutindicated that walking was more enjoyable with tapes(3.0±1.0, 3.2±0.8, 3.1±0.9, and 3.7±1.0 for 3.6, 3.8, 4.0 mph,and unprogrammed respectively). It is concluded thatprogrammed walking tapes do not elicit the indicatedspeed from listeners; however, they may make walkingmore enjoyable.

HEALTH EDUCATION

Birkholz, Corie L. Nutritional knowledge and eating behaviorsof phase III cardiac rehabilitation program participants, 1999.M.S., University of Wisconsin, La Crosse (Richard Mikat).(54pp 1f $4.00) HE 641

Nutritional knowledge and eating behaviors were com-pared in Phase III cardiac rehabilitation (CR) participants(N=47, 38 males, 9 females) and adult fitness (AF) partici-pants (N=38, 17 males, 11 females) of the La CrosseExercise and Health Program. Subjects completed apersonal background questionnaire, the Hawkes-Nowak(1998) nutrition questionnaire, and a 3-day food diary. A2x2 ANOVA indicated no significant differences (p>.05)existed with nutrition knowledge in AF vs. CR participantsand males vs. females. However, there were significantdifferences in eating behaviors between AF and CRparticipants (p<.01) and between males and females(p<.01). No significant interactions were found. CR femalesand AF males exhibited a significant correlation (r=.83 and

34


r=.71, respectively) between nutritional knowledge andbehaviors. In conclusion, CR participants’ eating behaviorswere healthier than AF participants’, and women’s eatingbehaviors were healthier than men’s. These findingssuggest that CR nutrition education programs shouldinclude better follow-up, assessment plans, and tacticsdirected towards improving nutritional behaviors in men.

Brown, Stefani Fat intake of university students, 1998. M.S.,Brigham Young University (Richard D. Salazar). (52pp 1f$4.00) HE 647

The purpose of the study was to explore the differences inpercentage of fat intake in students majoring in selectedacademic majors, females and males, and in students whohave completed varying numbers of health or nutritioncourses. A fat-intake survey was mailed to 800 full-timeupper class and graduate university students, of which 564(70.5%) responded. The percent of calories from dietary fatwas 30% to 34% for all groups. The median age of therespondents was 23 years. There were no significantdifferences in fat intake, F=1.6, df=6, 543, p=0.145 andF=1.71, df=3,560, p=0.164 for academic major and numberof health or nutrition courses completed, respectively. Forgender, T=-0.366, df=554, p=0.64.

Cox, Lori M. Comparison of television viewing, arcade gameplay, and resting metabolic rates in youth, 1999. M.A., Univer-sity of North Carolina, Chapel Hill (Robert G. McMurray).(86pp 1f $4.00) HE 650

To compare metabolic rates obtained during rest, TVviewing, and arcade game play, 21 youths ( 11 male, 10female, age 12.33±3.01 years) had their metabolic ratemeasured for 10 minutes while watching TV and playingarcade games, and for 15 minutes of rest during threeseparate testing sessions. A repeated-measures ANOVArevealed a significant difference between activities forenergy expenditure (kcal/min, kcal/kg/min) and VO2,(ml/min, ml/kg/min). Tukey Post Hoc tests revealed TVviewing and rest were not significantly different on anymeasured variables, while arcade game play elicited asignificantly greater response. Energy expenditure (kcal/min) during the activities was: rest: 1.16; TV viewing: 1.31;and video game: 1.72. The low energy cost of TV viewingmay be associated with increased risk for obesity. Al-though arcade game play EE was greater than rest or TVviewing, a protective effect against obesity may not exist;however, these issues require further exploration.

Kawamura, Takayuki Characteristics of current and pastparticipants in the University of Wisconsin-La Crosse cardiacrehabilitation program with a historical review of cardiacrehabilitation, 1999. M.S., University of Wisconsin, LaCrosse (P. Wilson). (80pp 1f $4.00) HE 642

The purpose of this study was to review the developmentof cardiac rehabilitation, and summarize the characteristicsof current (CP) and past (PP) participants of the CardiacRehabilitation Unit in the La Crosse Exercise and HealthProgram at the University of Wisconsin-La Crosse. Aquestionnaire was distributed to CP (N=102) and PP(N=62) who left the program between August 1992 andJune 1998. 115 participants responded for a return rate of70.7%. Overall, 34.4% of PP were women, as opposed to16.9% in CP. CP had a significantly higher peak MET level(p<.05), and had lower BMI, despite the fact that CP wererelatively older than PP. Congestive heart failure, congeni-tal heart problems, and orthopedic problems were moreprevalent among PP (p<.05). Family members of CP werealso more likely to participate in the program. Although53.2% of PP dropped out of the program within a year,nearly 40% of CP had been in the program more than 5years. PP favored less a year-round program as a reasonfor their program entrance (<.05). Nearly 80% of CP and PPengaged in some form of physical activity on a regularbasis. Therefore, the majority of PP should not be consid-ered as dropouts, but rather graduates of the program.

Krzewinski-Malone, Jeanette A. Do American adults knowhow to exercise for a health benefit?, 1998. M.S., University ofNorth Texas (James R. Murrow, Jr.). (47pp 1f $4.00) HE 638

Approximately 950,000 Americans die annually fromcardiovascular disease. Physical activity is a major riskfactor for the development of CVD and a risk factor forstroke. The purpose of this research was to determinewhether American adults know how to exercise to achievehealth benefits and whether this knowledge is a function ofdemographics. Items included knowledge of exerciseguidelines and knowledge of traditional and non-tradi-tional exercise activities. This information was obtainedfrom 22 questions that were a part of a larger nationalsurvey of 2,002 American households. Statistical analysesof this sample indicate American adults have knowledgewhich varies by demographic groups. Data revealed thatoverall the 61+, Less than High School, African-American,Hispanic-American, and Male groups have the leastknowledge about exercise. These data can provide healtheducators with important aspects of exercise knowledgefor future health promotions/interventions.

Mishler, Philip E. The relationship of moderate daily physicalactivity to body fat and success in the classroom, 1999. M.A.,Ball State University (Marilyn Buck). (36pp 1f $4.00) HE639

Recent studies have confirmed that physical activity has aninverse relationship to body composition. There is aplethora of research that has examined the effects ofphysical activity on general health, but the new idea ofmoderate daily physical activity (MDPA) has receivedlimited attention. This study will establish the relationship

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between daily activity and success of students. Thisrelationship will be determined through a pre-test andpost-test of body fat percentage and a classroom successsurvey. The classroom success survey is a self-reportquestionnaire and takes about 10-15 minutes to complete.Body fat percentage will be taken with an Omron body fatanalyses machine. Subjects of both genders were chosenfrom Wawasee High School physical education classes. Thestudy lasted an entire semester (18 weeks). During thistime the subjects were involved in a daily physical educa-tion class. These classes consisted of daily rope jumping,crunches, push-ups and stretching, each for a minute long.A half-mile jog, along with playing a sport unit (e.g.,Tennis, Volleyball, etc.), completed the 50-minute dailyactivities. Results of this study indicated that there was nota significant difference in body fat percentage or success inthe classroom with those subjects that were involved inMDPA. The researcher believes that further analysis ofboth assessments is needed to determine if the nulldifferences were due to chance or to lack of time andquantity of subjects.

Moris, William D. A comparison of heart rates among fourthgrade students while jumping rope and hula hooping using heartrate monitors, 1999. M.S., University of Wisconsin, LaCrosse (Jeffrey Steffen). (60pp 1f $4.00) HE 643

Heart rates were taken on a sample of 29 (12 males and 17females) elementary school fourth grade students whileparticipating in rope jumping and hula hooping lessons.Each subject completed the two units consisting of sixsessions each. Wearing Polar Vantage XL heart ratemonitors (HRM), the subject’s heart rate was recorded for30 minutes at 60 second intervals. The 30 minutes consistedof 3 minutes for the subjects to find their HRMs, a 3 minutewarm-up, and 15-25 minutes of lesson instruction andactivity. A significant difference (p<.05) was foundbetween jump rope unit mean heart rates (103.74 bpm) andhula hoop unit mean heart rates (97.41 bpm). Paired t-testdetermined a significant difference (p<.05) between dayone, day three, and day six of the jump rope unit meanheart rates. The significant difference was found betweenday one and day three of the jump rope unit. Paired t-testdetermined no significant difference (p<.016) between dayone, day three, and day six of the hula hoop unit meanheart rates. Differences between groups were from the typeof activities presented. Differences within groups werefrom activities that challenged the subject’s skill level. Nodifference was found within the hula hoop unit, becausethe activities are not as challenging as the jump ropeactivities. These days were used to see if there was anincrease in heart rate at the beginning, middle, or end ofthe units. Schools have the ability to teach their studentsthe benefits of physical activity and how to keep theirhearts healthy. Teaching lifetime activities will give thestudents some ideas of activities they can participate in asthey age.

Prvu, Janet A. The effects of leisure education on leisuresatisfaction, leisure participation, and self-confidence forindividuals with brain injuries, 1998. M.S., University ofWisconsin, La Crosse (Nancy Navar). (111pp 2f $8.00) HE640

A 6 week leisure education program was designed,implemented, and evaluated for individuals with braininjuries (N=9) who were selected by a team of therapistsfrom a pool of outpatients at a large medical center. Theaim of the L.I.V.E. program (Leisure Is a Valuable Experi-ence) was to increase the leisure satisfaction, leisureparticipation, and self-confidence of the male and femaleparticipants (28 to 61 years of age). Qualitative questionsand standardized instruments were given to each partici-pant in a one-to-one interview prior to the program andagain upon its completion. Correlation results from theLeisure Satisfaction Measure were not found to be statisti-cally significant. However, qualitative narrative andinductive analyses of the data, and weekly anecdotes,support the belief that enhanced leisure skills and knowl-edge increase leisure participation, and that self-confidenceincreases leisure satisfaction. Anecdotal evidence alsosupports the use of leisure education in conjunction withcommunity outings for a more successful and satisfyingtransition into the community. Further investigation isneeded to determine the relationship between communityreintegration practices and leisure education, and thecompatibility between leisure education and vocationalrehabilitation goals toward community re-entry.

Robinson, Adrienne Evaluation of exercise videotapesperformed by fitness experts and celebrities, 1998. M.A., SanJose State University (Susan Wilkinson). (83pp 1f $4.00) HE649

The study evaluated resistance training exercise videotapesperformed by fitness experts and celebrities to determinetheir accuracy, safety, and usefulness for the generalpublic. An evaluation instrument was developed by theresearcher to conduct a critique of each exercise videotape.The videotapes were selected from popular major videostores in a large metropolitan area. A total of eight video-tapes were reviewed, five of celebrities and three of fitnessexperts. Using the Video Critique, the researcher analyzedthe teaching ability of the instructor and the appropriate-ness of the exercises. Comparisons were made between thecelebrity and fitness expert groups. The celebrities wereshown to have a longer warm-up and cool down. Althoughthe celebrities provided more comprehensive exercises inthis area, the fitness experts were more technically skilledthan the celebrities in their presentation of the exercises.Comparisons revealed that the fitness experts and thecelebrities provided safe workouts in their exercisevideotapes.

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Rogers, Tecora M. Effectiveness of a walking club and a self-directed physical activity program in increasing moderateintensity physical activity among African-American females,1997. Ph.D., Ohio State University (Corey Bates). (318pp 4f$16.00) HE 645

Inactivity is linked to many health problems, such asobesity, cardiovascular disease, some cancers, etc. TheAmerican subgroup who have the lowest participation inleisure-time physical activity are African-Americanfemales. Research shows that up to 82% of this groupparticipate in little or no leisure-time physical activity. Thepurpose of this quasi-experimental study was to test theeffectiveness of two types of interventions, based on sociallearning theory (SLT), in increasing moderate intensityphysical activity in African American adult females, aged25 and up. (1) The walking club intervention consisted offive weekly 1-1/2 hour classes, having a one-hour instruc-tional period and a half hour activity component. (2) Theself-directed intervention consisted of five one-hourinstructional classes and had no activity component. Thetwo main research questions were (1) To what extent doesa walking club, based upon SLT constructs, increasephysical activity among African American females? (2) Towhat extent does a self-directed program, based upon SLTconstructs, increase physical activity among African-American females? Results showed that for the walkingclub the mean number of days increased from 1 on the pre-test to 5 on the post-test. The median for minutes per weekof participation increased from 0 on the pre-test to 230 onthe post-test. For the self-directed program, days ofparticipation increased from 2 on the pre-test to 4 on thepost-test. The median for minutes of participation in-creased from 0 per week on the pre-test to 130 on the post-test. It was concluded that both a walking club and a self-directed program were effective in increasing physicalactivity among the African-American females whoparticipated in this study. For the walking club, perceivedsocial support accounted for 28.9% of the variance in daysof participation and 33.5% of the variance in minutes ofparticipation in moderate intensity physical activity. Therewere no significant correlations observed between SLTvariables and physical activity variables for the self-directed program.

Scholes, Melissa A. The development and testing of theAmerican Heart Association Slim For Life weight-loss program,1998. M.S., Brigham Young University (Keith J. Karren).(142pp 2f $8.00) HE 646

The escalating number of overweight Americans is of suchconcern that decreasing obesity is among the nation’shealth objectives. This study illustrates community weight-loss programs are a possible means of achieving thisobjective. The Western States Affiliate of The AmericanHeart Association (AHA) contracted with the principalinvestigator to re-design Slim For Life (SFL), a community

weight loss program. The SFL program addressed diet,exercise, stress management, social support, and self-efficacy. SFL was tested, using the Dietary Inventory ofEating Temptations (DIET) to measure changes in weight-loss behaviors related to diet, exercise, stress management,social support and self-efficacy. The results showed astatistically significant improvement in every weight lossbehavior measured for those completing the program. SFLwas also tested by measuring weight-loss. Although theweight-loss was not statistically significant, the meanweight-loss was seven pounds in ten weeks. It wasconcluded the SFL program was effective in improvingbehaviors associated with weight control.

Trockel, Mickey T. The relationship between selected health-related variables and first-year college student academicperformance, 1998. M.S., Brigham Young University(Gordon B. Lindsay). (65pp 1f $4.00) HE 648

Several health behaviors and other health related variableswere analyzed for their relationship with first-year collegestudent grade point average (GPA) using a random sampleof 200 students living in on-campus residence halls at alarge private university. The set of variables examined bythis research includes: exercise habits, sleep habits,nutritional habits, affective process, time management,perceived social support, spiritual or religious habits, workhours, gender, and age. Of all the variables considered,sleep habits, particularly wake-up times, accounted for thelargest amount of variance in GPA. Later wake-up timeswere associated with lower GPA. In addition, significantpositive relationships between first-year college studentGPA and the following behaviors were observed: strengthtraining, eating breakfast, use of a planner to organize timeand meet responsibilities, and study of spiritually orientedmaterial. Number of paid or volunteer work hours wasnegatively associated with GPA.

Vogler, Dawn R. Application of the transtheoretical model ofbehavior change to physical activity behavior in a collegeeducation course, 1999. M.S., University of Wisconsin, LaCrosse (Richard Detert). (96pp 1f $4.00) HE 644

Pre- and post-assessments were used to determine theimpact of HPR 105, Creating a Healthy, Active Lifestyle, oncollege students’ (N=986) change in physical activity levelover the course of the fall 1998 semester. The assessmentsconsisted of demographic questions, decisional balancemeasurements, and a transtheoretical model of changeinstrument. Qualitative questions were asked on the post-assessment. Results indicated a slight decrease in physicalactivity level from pre- to post-assessment. However,compared to national standards, the sample was morephysically active than the average person of the same age.Decisional balance measures were consistent with theliterature, physically active individuals supported the Pros,and sedentary individuals supported the Cons. Qualitative

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data provided information pertaining to how physicallyactive the individuals were and the impact of HPR 105 ontheir activity level, but no pattern regarding ways tochange the course emerged. This pilot study was con-ducted to establish a foundation for future research.

RECREATION AND LEISURE

Hayes, Jennifer M. Adolescent perceptions of mentoring: aphenomenological approach in recreation, 1999. M.S., Univer-sity of Wisconsin, La Crosse (Nancy Navar). (63pp 1f $4.00)RC 535

National Youth Sports Program (NYSP) participants (N=8)were interviewed using a semi-structured interviewapproach concerning their perceptions of mentoring. Fivemale and 3 female participants ranging in age from 11 to 15were interviewed. Questions were written using a phe-nomenological strategy and data were analyzed usingcontent and comparative analyses. Results suggested thecharacteristics of a mentor, mentoring behaviors, andidentified preferences for a mentor. Participants felt it mostimportant that there was someone who was supportive,trustworthy, and willing to talk to them and spend timewith them. Participants did not feel that mentors wereimportant in a program such as NYSP, yet named severalstaff members who were possible mentors. Findingssuggest that although mentoring may be a part of recre-ation programs, participants may not be expecting as-signed mentors. A conclusion that can be drawn from thisstudy is that mentoring does take place in recreationprograms, many times without the mentor and protegerealizing it is occurring.

PSYCHOLOGY

AGGRESSION

Tucker, Lori W. Perceived legitimacy of aggression amongfemale and male collegiate athletes, 1999. M.Ed., BowlingGreen State University (Janet B. Parks). (66pp 1f $4.00) PSY2092

The purpose of this study was to examine attitudes offemale and male Division I intercollegiate athletes towardaggression in collision, contact, and non-contact sports.Collision sports were defined as those that require heavybodily contact, such as hockey, football, and rugby.Contact sports were defined as those that involve somebodily contact, such as basketball and soccer. Non-contactsports were defined as those that do not involve any typeof physical contact, such as golf, tennis, and swimming.

The sample consisted of N=162 intercollegiate athletes,equally divided between females (n=81) and males (n=81).The sample was further categorized into three types ofsport: collision (n=28 females and n=27 males), contact(n=26 females and n=27 males), and non-contact (n=27females and n=27 males). The participants completed athree-part questionnaire. Part I was a modified version ofthe Carolina Sport Behavior Inventory (CSBI), developedby Conroy, Silva, Newcomer, Walker, & Johnson (1996).This questionnaire consisted of 10 aggressive sportscenarios, and the score measured one’s legitimacy ofaggression in sport. Part II consisted of three questions thatmeasured the influence of social learning on one’s accep-tance of aggression in sport. Part III consisted of demo-graphics questions. A 3 (type of sport) x 2 (gender) analysisof variance revealed that there were significant main effectsboth for type of sport and for gender. A Tukey’s post hocanalysis determined that a significant difference existedbetween collision and contact sports. Furthermore, asignificant interaction was found between type of sportand gender. The interaction occurred because the differ-ence in scores between male and female non-contact sportparticipants was greater than the difference in the scoresbetween male and female contact and collision sportparticipants. None of the six groups of participants hadmean perceived legitimacy of aggression scores above 4.5,the threshold of legitimacy (Conroy et al., 1996). Thus,none of the groups could be considered accepting ofaggression in sport.

ATTITUDES AND VALUES

Diacin, Michael Perceptions of male intercollegiate athletes onperformance-enhancing substances in sport, 1999. M.Ed.,Bowling Green State University (Janet Parks, PamelaAllison). (55pp 1f $4.00) PSY 2086

Little is known of the perceptions intercollegiate athleteshold regarding drug testing and performance-enhancingsubstance use in intercollegiate sport. What is known onthis topic is inconsistent and limited in detail. Conse-quently, the purpose for this study was to gain insight intomale intercollegiate athletes’ perceptions on drug testingand performance-enhancing substance use. Participants forthis study consisted of eight male intercollegiate athletes:four Division I athletes and four Division III athletes. Ofthe four Division I athletes, one participated in football,one in track and field, and two in golf. The four Division IIIathletes consisted of two football players and two basket-ball players. Data were collected through in-depth, semi-structured interviews. Overall, participants supporteddrug testing. They believe athletes should be tested for alldrugs, regardless of whether or not the substances arecommonly perceived as performance enhancing. Theprivilege of participating in intercollegiate athletics and thefact that athletes act as institutional representatives were

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additional reasons why participants supported testing.Any drawbacks associated with testing were outweighedby the need to ensure fair competition in athletics. Thestrong influence of peers and coaches upon the perceptionsof athletes was revealed. Anticipated, vicarious, anddifferential reinforcements were indicated as factors thatcould influence athletes’ perceptions of testing andsubstance use.

Luif, Jennifer The communication of genderization in sport: acontent analysis of Women’s National Basketball Associationand National Basketball Association media guides, 1999. M.A.,Bowling Green State University (Jacquelyn Cuneen). (62pp1f $4.00) PSY 2087

For professional sport organizations, a most usefulphenomenon is the media’s penchant to print free publicityfor teams and players in the form of news stories on thesports pages. In order to prompt sports reporters to writewhat the team wants them to write and highlight desirableaspects, sport organizations distribute thousands of mediaguides to the print and broadcast media. The purpose ofthis study was to investigate gender portrayals in Women'sNational Basketball Association (WNBA) and NationalBasketball Association (NBA) media guides, which nearlyalways serve as the originator of press information andfrequently function as the sole source of informationregarding the sports organization and its players. It wasimportant to investigate the implications of any genderdifferentiation communicated to the media through theseguides, because they are produced by the sport organiza-tions themselves and represent specifically what theorganization wants the media to know, consider important,and communicate to the general public. A content analysisof WNBA and NBA media guides was conducted toinvestigate whether or not gender differentiation existed.Results indicate that the WNBA and NBA portray theirathletes differently, both in text and in photographs.Language in the NBA guides portrayed the men asathletically powerful while the WNBA highlighted demureattributes of the female players. Photographs in the NBAguides usually consisted of color full-body shots of theathletes in action. Conversely, the WNBA used all blackand white photos and usually portrayed the athletes inpassive poses. It was concluded that it is not only themedia who publicize female and male athletic accomplish-ments differently, but, in professional basketball, the teamsthemselves influence the media to portray the athletesdifferently.

BEHAVIOR ANALYSIS

Hudson, Scott B. The effect of athletic participation on schooldiscipline, 1999. M.A., Ball State University (RebeccaWoodard). (33pp 1f $4.00) PSY 2090

Discipline and drug abuses were rated as the number oneand two top problems facing schools in the last twodecades and must be improved. There is serious doubtcognitive experiences alone will solve or decrease the rateat which these are causing the increased dropout rates.Interscholastic athletic programs, perceived in manyinstances as costly frills, could be, in fact, a large part of thesolution to many of the problems that are invading schoolstoday (Smith, 1994). Wes-Del High School is a rural, centralIndiana school of 302 students in grades 9-12. The schoolwas selected for the study of the effect of athletic participa-tion on high school discipline for the 1998-99 school year.The goal of this study is to investigate if there is statisticaldata to support if athletic participation has an effect onhigh school discipline. Discipline referrals were coded andbroken down according to non-athlete referrals comparedto athlete referrals. The number of male athlete referralsand female athlete referrals was also evaluated. Recordswere kept of when most athletes’ referrals occurred and bywhat sport or specific teams. Based on data collected fromthis study, athletes were less likely to have receiveddiscipline referrals by a two-to-one ratio compared to non-athletes. The study also concluded that female athletesreceived significantly less of the total discipline referralsthan male athletes. Females received 25% of the totaldiscipline referrals compared to 75% of the total disciplinereferrals received by male athletes. In this study, there wasevidence that female athletes received fewer disciplinereferrals in-season than out-of-season, but, that maleathletes received more discipline referrals in-season thanout-of-season. The results of the study provide evidencethat schools should be encouraged to evaluate the benefitsof athletic participation to school discipline.

Jefferson, Ceroy Educational performance of athletes andnonathletes in two Mississippi rural high schools, 1999. Ph.D.,University of Southern Mississippi (Mark Maneval). (97pp1f $4.00) PSY 2089

The purpose of this study was to investigate the differencebetween athletes and nonathletes on academic achieve-ment and discipline referrals. The study examined therelationship between these differences on grade level,socioeconomic status, gender, and type of sport. Theinvestigation also examined the difference between athleteson academic achievement during season and out of season.This study utilized the academic and discipline records of276 athletes and 276 nonathletes (n=552). All participantswere enrolled in either the ninth (n=94), tenth (n=60),eleventh (n=56), or twelfth grades (n=66) during the 1996-1997 and 1997-1998 school years. The total by gender in theathlete group was 219 males and 57 females. The total bygender in the non-athlete group was 219 males and 57females. Eleven hypotheses were presented and testedusing a t-test, one way ANOVA, and two way ANOVA.Statistical analysis revealed no significant differencebetween the means of athletes and nonathletes on the

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criterion variable of academic achievement. This findingsuggests that athletes achieved grade point averages atabout the same level as nonathletes on the criterionvariable of academic achievement. A significant differencebetween the means of athletes and nonathletes on thecriterion variable of discipline referrals was found.Nonathletes reported significantly more discipline referralsthan athletes. Further statistical analysis revealed asignificant interaction between groups (athletes andnonathletes) and gender on the criterion variable ofacademic achievement, with the female athlete groupachieving a higher GPA than the other groups. Finally, asignificant difference between athletes who participated intwo different sports on the criterion variable of academicachievement was discovered. Further study indicated thatthe basketball/track group achieved higher GPAs than theother multiple sport groups used in the study. In conclu-sion, the study supports previous research with othergroups of athletes and nonathletes from different socioeco-nomic backgrounds.

Lee, Jeff The effects of a six week, 11 hour ropes course unit onthe attitudes towards physical activity of high school studentswith behavior disorders, 1999. M.S., University of Wisconsin,La Crosse (Patrick DiRocco). (50pp 1f $4.00) PSY 2098

Students with behavior disorders were recruited from analternative education center in La Crosse, WI, to participatein a 6 week, 11 hour ropes course unit to study its effect ontheir attitudes toward physical activity. The instructionalprogram contained adventure activities, indoor rockclimbing, and high and low ropes course elements. Tenstudents were recruited, and of these, 3 dropped out, and 1did not participate in any of the climbing portions of theunit and was not included in the final statistical analysis.Data were gathered using a modified survey originallydesigned to measure the attitudes of adults towardsphysical activity. Results showed a general trend ofimprovement in attitude towards physical activity, but apaired t-test did not show significance at the 0.05 confi-dence level. Attendance and attitude improvement was nothighly correlated with an r-value 0.34.

Parrow, Darlene M. Cohesion and perceived parental purposesof sport, 1999. M.S., Springfield College (Mimi Murray).(174pp 2f $8.00) PSY 2088

The relationship between high school athletes’ cohesionand their perceptions of their parents’ purpose of sport wasassessed in this study. At approximately mid-point of thecompetitive season, fall team sport athletes completed theGroup Environment Questionnaire (GEQ) (Carron,Widmeyer, & Brawley, 1985) and the Purpose of SportQuestionnaire (Duda, 1989). The relationships between thesubscale scores of the two questionnaires were evaluatedusing Pearson product moment correlation coefficients.

Significant, but low, positive (p<.01) relationships wereidentified between the “Mastery/Cooperation”, “ActiveLifestyle”, and “Good Citizen” subscales scores of the PSQand the “Group Integration-Task” (GI-T), “Attraction toGroup-Social” (ATG-S), and “Attraction to Group-Task”(ATG-T) subscales of the GEQ. Methodological andsubstantive explanations were explored.

Ridinger, Lynn L. Acculturation antecedents and outcomesassociated with international and domestic student-athleteadjustment to college, 1998. Ph.D., Ohio State University(Donna Pastore). (271pp 3f $12.00) PSY 2085

The number of international student-athletes participatingin intercollegiate athletics at American colleges anduniversities has been growing steadily (NCAA, 1996a). Asthe recruiting landscape for college coaches expands intointernational arenas, knowledge about internationalstudent-athletes is becoming increasingly pertinent.Research in this area, however, has been scant. This studywas undertaken to determine how well internationalstudent-athletes were adjusting to college relative not onlyto their American teammates, but also to the generalstudent body, which included both domestic and interna-tional students. In addition to comparing adjustmentlevels, this study investigated antecedents and outcomes ofadjustment that were specific to student-athletes. TheStudent-Athlete Acculturation Model was developed toserve as a framework for examining relationships associ-ated with the acculturation process faced by both interna-tional and domestic student-athletes. Data were collectedfrom students and student-athletes enrolled at a largeMidwestern university. The Student Adaptation to CollegeQuestionnaire (SACQ) (Baker & Siryk, 1989) was sent tointernational students (n=317), domestic students (n=379),international student-athletes (n=50), and domesticstudent-athletes (n=269). All student-athletes in the samplereceived an additional questionnaire entitled FactorsAssociated with Student-Athlete Adjustment to College(FASAAC). The SACQ comprised a Full Scale to measureoverall adjustment to college as well as four subscales tomeasure components of college adjustment. Thesesubscales included Academic Adjustment, Social Adjust-ment, Personal-Emotional Adjustment, and InstitutionalAttachment. Multivariate analyses of variance (MANOVA)were used to compare adjustment levels among the varioussubgroups. The results showed that, in general, interna-tional non-athletes were significantly less well-adjustedthan all other subgroups. International student-athletes, onthe other hand, had the highest overall adjustment scoresand were significantly more academically well adjustedthan their American student-athlete peers. SACQ scoreswere also examined in regard to a variety of demographicvariables. Once again, MANOVA were used for theanalyses. Female students and student-athletes were morewell adjusted than their male counterparts. In regard to

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ethnicity, Asians were the least well adjusted group. Nosignificant effects were found for time spent at the institu-tion. The FASAAC was designed to obtain measures forantecedent and outcome variables associated with adjust-ment to college for student-athletes. To determine if theantecedents and outcomes differed among in-state, out-of-state, and international student-athletes, a MANOVA wascomputed. Significant effects were found for two of theantecedents. Out-of-state student-athletes had the mostrealistic expectations about their college experience, andinternational student-athletes perceived greater culturaldistance than either of the domestic groups. Simultaneousregressions were used to examine the relationships amongthe antecedents, the outcomes, and adjustment to college.There were significant relationships between the anteced-ents and adjustment to college, between the antecedentsand both outcome variables, and between adjustment tocollege and satisfaction. However, the relationship betweenadjustment to college and athletic performance was notsignificant. Furthermore, the results indicated that adjust-ment to college was not a mediating variable between theantecedents and the outcomes. Implications of the resultsare discussed and recommendations for future research aresuggested.

Zmudy, Mark The effects of participant belaying on selfefficacy of college students in indoor rock climbing, 1999. M.S.,University of Wisconsin, La Crosse (Jeffrey Steffen). (59pp1f $4.00) PSY 2100

This study was designed to determine if participating inthe technical skill of belaying during the activity of indoorrock climbing could improve self-efficacy. The sampleincluded 41 male and female subjects. Ss assigned them-selves into one of two 8-week indoor rock climbing coursesoffered at the University of Wisconsin-La Crosse. Ss wererandomly selected as either a control (n=20) or belaying(n=21) group via a random numbers table. Ss completed apre- and post-test measuring their general and rockclimbing self-efficacy. Belaying subjects participated in 28hours of rock climbing instruction, during which time theywere shown proper belay protocol and were assigned theresponsibility for belaying climbers. Subjects in the controlgroup received the same amount of climbing instructionbut did not perform belaying. Results of a one-wayANCOVA indicated no significant (p>.05) differencebetween the two groups on the post-test scores. Also, theresults indicated no difference between males and femalesin the belaying group on the post-test scores.

MOTOR LEARNING AND CONTROL

Larouere, Brian Effects of incremental versus constant-loadexercise upon selected visual parameters in college-aged malesand females, 1998. M.S., Slippery Rock University (CathrynR. Dooly). (63pp 1f $4.00) PSY 2097

The investigation included 30 male and female subjectsfrom physical education core classes at Slippery RockUniversity. Selected visual parameters were examinedbetween incremental work and constant-load work. Thevisual parameters studied were static visual acuity,dynamic visual acuity, peripheral vision, and reaction time.A pretest-post-test dependent t-test was utilized toexamine the data. The following conclusions appearwarranted within the limitations of the investigation. Therewas not a significant difference in mean static visual acuitybetween the incremental versus constant-load exerciseconditions. There was not a significant difference in meandynamic visual acuity between the incremental versusconstant-load exercise conditions. Furthermore, there wasnot a significant difference in mean peripheral visionbetween the incremental versus constant-load exerciseconditions. Finally, there was no significant difference inmean reaction time between the incremental versusconstant-load exercise.

Lukasiewicz, William C. Effect of visual feedback and verbalencouragement on eccentric quadriceps and hamstrings peaktorque of males and females., 1997. Ed.M., Temple University(Iris F. Kimura). (77pp 1f $4.00) PSY 2103

The purpose of this study was to investigate the effect ofvisual feedback, verbal encouragement, and combinedvisual feedback and verbal encouragement on eccentricpeak torque production of the quadriceps and hamstringsmuscles of males and females at 60 degrees/s. Testing wasperformed using the Biodex B-2000 Isokinetic Dynamom-eter in six separate sessions. The first two sessions pro-vided practice so that subjects became familiar with theisokinetic device. The following sessions were datacollection sessions. Each session was separated by at least 7days and not more than 14 days. Fifteen male and 15female asymptomatic subjects were each tested in thefollowing randomly ordered conditions: visual feedback;verbal encouragement; combined visual feedback andverbal encouragement; and the control, no visual feedbackor verbal encouragement. Practice and data collectionsession testing consisted of a warm-up of four submaximalrepetitions and one maximal repetition, a rest period of 60s,followed by five maximal eccentric repetitions at 60degrees/s. One randomly ordered experimental conditionwas provided at each of the data collection sessions. Twoseparate 2 x 4 analyses of variance (ANOVA) were used toexamine the difference among test conditions. Tukey post-hoc tests were performed when significant main effectswere revealed to determine where significant differencesoccurred. Results indicated that males produced greatereccentric quadriceps and hamstrings peak torque thanfemales. Results also indicated that there were significantincreases in quadriceps and hamstrings peak torque datadue to visual feedback and combined visual feedback andverbal encouragement.

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Pizzimenti, Marco A. Control of serial pointing movements,1999. Ph.D., University of Iowa (Warren G. Darling).(181pp 2f $8.00) PSY 2096

Pointing to a series of targets requires an initial sensorimo-tor transformation that may specify parameters for eachmovement’s direction and length to take the hand to thespecified targets in the sequence. It was hypothesized thata sensorimotor transformation is made such that eachtarget-to-target movement in a series is programmedbefore the movement to the first target, but this transfor-mation can be updated as the movement progresses.Subjects were instructed to accurately point to threetargets, in the order they were presented, on a computermonitor equipped with a touch screen to record motion.Visual information available during the task was varied asa function of movement length and included conditions offull vision, no vision, and vision of only the hand. Errors tothe first target were similar regardless of the amount ofvision available to the subject. These data suggest thatvisual information after 50% of movement length had littleinfluence on endpoint errors. Errors for movements to thesecond and third targets in a series were significantlydependent on the amount of visual information allowedduring movement to the preceding targets (p<.05), andwere related more to errors in direction than to errors inmovement length. In the second set of experiments,subjects performed a similar task where the second targetwas displaced either radially or tangentially as a functionof movement length. Subjects were able to make on-linecorrections of their movement that were undetectable inthe velocity profiles, and acquired the displaced targetwhen the displacement occurred at 5% of movementlength. They were unable to acquire the displaced target atmovement lengths of 70% when the displacement occurredtangentially or in the opposite direction of the movement.However, when the displacement occurred in the directionof movement, subjects were able to extend their movementtime and accurately acquire the target. The discussionfocuses on length and direction errors associated withserial pointing. The data suggest that for accurate serialpointing the sensorimotor transformation for each inter-target movement must be updated before moving towardthe next target.

Sundberg, Jeffrey D. Timed vs. untimed initiation intervalsand the effects of confidence on a golf putting task, 1999. M.S.,University of North Texas (Scott B. Martin). (52pp 1f $4.00)PSY 2091

Low, moderate, and high handicap golfers, while wearingglasses with a blinder on the side, attempted 9 puttsdiffering in length from 5 to 21 ft under timed (less than3.5s from grounding of club to initiation of back swing)and untimed conditions in a counterbalanced design.Confidence ratings were taken prior to and following eachputt. The results revealed a significant condition by

handicap group interaction (p=.021). The lower handicapgroup had a more consistent and lower initiation intervalduration than did the moderate and high handicap players.Post interviews determined that 33 of the 35 golfers feltmore comfortable in the untimed condition. However,golfers’ confidence levels were not significantly different inthe untimed condition as compared to the timed condition.

MOTIVATION

Cash, Tamra L. Effects of different exercise promotion strategiesand stage of exercise on reported physical activity, self-motiva-tion, and stages of exercise in worksite employees, 1997. Ed.D.,Temple University (Michael Sachs). (238pp 3f $12.00) PSY2101

The purpose of this study was to compare the effects ofdifferent exercise promotion strategies and stage ofexercise on reported physical activity, self-motivation, andstages of exercise in worksite employees. Participants wereclassified into one of five stages of exercise (i.e.,precontemplation, contemplation, preparation, action, andmaintenance) based on their pre-intervention Fit for LifeProfile and randomly assigned to one of four interventions:Just Move Program, Lifestyle Exercise Program, GroupSeminar, and No Exercise Intervention. Following a 4-weekand an 8-week period, a modified Fit for Life Profile wasmailed to all participants to assess physical activity (i.e.,Seven-Day Recall Questionnaire), self-motivation (i.e., Self-Motivation Inventory), and stages of exercise (i.e., Stages ofExercise Scale) at mid- and post-interventions. Support wasshown for the Transtheoretical Model of Behavior Change,with the findings that participants in the maintenance stageof exercise group were engaged in more exercise incomparison to participants in the contemplation, prepara-tion, and action stages of exercise groups at pre-, mid-, andpost-interventions. Participants in all groups were engagedin higher physical activity levels at post-intervention.However, no statistically significant differences werereported among the four groups. Participants in three ofthe four groups (i.e., Just Move Program, Lifestyle ExerciseProgram, and Group Seminar) demonstrated higher self-motivation scores at post intervention. However, nostatistically significant differences were reported amongthe four groups. Participants in all groups improved instage of exercise movement at post-intervention. However,no statistically significant differences were reported amongthe four groups.

Connelly, Teresa A. Motivation and goal orientation of maleand female golfers: a structural equation modeling, 1999. D.P.E.,Springfield College (Mimi Murray). (217pp 3f $12.00) PSY2084

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The study was designed to explore the interdependence ofthe Goal Perspective Theory (Nicholls, 1989) and theCognitive Evaluation Theory (Deci & Ryan, 1985) utilizingstructural equation modeling analyses. The Sport Motiva-tion Scale (SMS) (Pelletier, Fortier, Vallerand, Tuson, &Briere, 1995) and the Task and Ego Orientation in SportQuestionnaire (TEOSQ) (Duda & Nicholls, 1992) wereadministered to 979 male and 628 female adult golfers. Theseven-factor structure of the SMS and the two-factorstructure of the TEOSQ were confirmed. Partial invarianceacross gender groups was found for both the TEOSQ andSMS. Since the hypothesized structural model did notconverge, two models were provided. In the More-Self-Determined Model, positive significant (p<.05) relation-ships were found between goal orientations and the fourmore self-determined variables of the SMS. In the Less-Self-Determined Model, positive significant (p<.05)relationships were found between goal orientations andtwo of the three less-self-determined variables of the SMS.No relationship was found between goal orientations and“Amotivation.” For the future, a broader definition of egoorientation is needed for congruence between the twotheories.

PERCEPTION

Bojczyk, Kathryn E. G. Object retrieval and interlimb coordina-tion in the first year of life, 1999. M.S., Purdue University(Daniela Corbetta). (60pp 1f $4.00) PSY 2094

This study was conducted to evaluate the effects of taskexposure and box transparency on learning a task thatrequired an infant to retrieve a toy from a closed box. Bycombining a longitudinal and cross-sectional design, wewere able to tease out the effects of age versus experience.In order to explore the role of vision on solving an objectretrieval task, infants in both groups were assignedrandomly into one of two conditions: opaque box versustransparent box. Twelve infants were followed longitudi-nally once a week starting at 6 1/2 months of age. Fourcross-sectional groups were tested only once to assessinfants’ level of skill without prior task exposure. The agesof the cross-sectional groups were determined as the age atwhich a stable, bimanual complementary strategy withgood timing emerged in their respective longitudinalgroups. A mature strategy was defined as: using one ortwo hands to open the lid, holding the lid steadily with onehand while the opposite hand retrieved the toy from insidethe box. These results strongly suggested the following: 1)Infants benefited from early task exposure because infantsin the longitudinal groups outperformed age-matchedinfants in the cross-sectional groups. 2) Within the twolongitudinal groups, improvement on the object retrievaltask seemed to take place at 8-months-old for the transpar-ent and 9-months-old for the opaque box group. 3) Vision

of the toy through the lid facilitated the development ofefficient solutions for the object retrieval task. Infants in thetransparent box condition developed efficient solutionsearlier than the infants in the opaque box condition. 4)Maturation alone cannot account for the development ofbimanual coordination as assessed using an object retrievaltask.

SELF-CONCEPT

Allor, Karin M. Perceived competence and attraction to physicalactivity in a diverse population of fifth graders, 1997. M.S.,Michigan State University (Martha Ewing). (94pp 1f $4.00)PSY 2104

Little attention has been given to the relationship ofperceived competence and both sport participation ofminority youth and the broader view of physical activity.Children’s motivation to participate in physical activity,which may influence their health status, depends in part ontheir attraction to physical activity (Brustad, 1996). Thepurpose of this study was to determine if males, females,African American, or Caucasian youth differ in attractionto physical activity or perceived competence. Participantswere 105 fifth grade boys and girls on a diverse, urbanpopulation. Students completed five subscales of theChildren’s Attraction to Physical Activity (CAPA) scale(Brustad, 1993), three subscales of the Perceived Compe-tence inventory (Harter, 1978), and five physical activitylogs. Results from the CAPA revealed that males scoredhigher than females on three subscales, and there were norace differences. A significant race by sex interaction wasrevealed for social perceived competence: African Ameri-can males scored higher than African American females.Also, African American females were found to be signifi-cantly less physically active than African American malesin terms of both duration and intensity.

Butki, Brian D. The relationship between physical activity andmultidimensional self-concept among adolescents, 1998. Ph.D.,University of North Carolina, Greensboro (Diane Gill).(244pp 3f $12.00) PSY 2095

Research has supported the affective benefits of physicalactivity participation, but relatively little work has beendone on the long-term personality benefits. Further,minimal research attention has been given to the portionsof the populations in greatest need of psychotherapeuticbenefits. This research was designed to examine therelationships between physical activity and multidimen-sional self-concept among adolescents with various levelsof psychological and behavioral problems. Adolescentsfrom public schools (n=114) and psychological treatmentcenters (n=112) completed the Multidimensional Self-Concept Scale (MSCS), which measures physical, affective,

43


social, competence, familial, academic, and global domainsof self concept; the Seven-Day Physical Activity Recall(PAR); and inventories assessing perceptions aboutphysical activity levels and potential benefits. Discriminantanalyses and t-tests revealed that adolescents at treatmentcenters reported significantly lower levels of physicalactivity, lower perceptions of physical activity benefits, andlower scores on the majority of self-concept subdomains.Correlational analyses showed that, for both groups,physical activity participation levels were positivelycorrelated with each of the self concept domains, and themajority of these correlations were of moderate strength.Finally, eighteen adolescents from treatment centersparticipated in interviews designed to assess perceptionsand effects of physical activities relative to the key domainsof development. Results suggest that the majority of thetreatment center adolescents perceived positive effects,although a significant minority of adolescents perceivedneutral or negative effects of physical activity, especially inrelation to affective, competence, and social domains ofdevelopment. These results suggest that physical activitymay have important positive influences on mental healthand that the positive mental health factors associated withphysical activity may be possible for all adolescents.Although the results do not suggest causal relationships,they support the idea that the treatment center adolescentsparticipated less frequently in physical activity and hadlower self-concept scores. These findings lend furthersupport for the research base supporting the psychothera-peutic benefits of physical activity participation andexpand this concept to include adolescents with psycho-logical and behavioral problems. The results are discussedrelative to implications for practitioners and therapists, andfuture research directions are suggested.

Navarre, Michael J. An investigation of motivational climate onthe perceptions of self and collective efficacy, 1999. M.A.,University of North Carolina, Chapel Hill (Diane Stevens).(119pp 2f $8.00) PSY 2105

Little research has studied the environments of highlycompetitive athletic teams. The present study investigatedthe relationship between motivational climate and percep-tions of self and collective efficacy in four Division I collegesoccer teams. The Perceived Motivational Climate in SportQuestionnaire (PMCSQ) was administered to athletesalong with a questionnaire developed by the principalinvestigator to measure self, collective, and coach efficacyperceptions. Perceptions of efficacy were evaluated acrossplaying status, playing time, and gender in order todetermine if efficacy perceptions varied across thesemeasures. Significant differences were found betweengender and self-efficacy, with males reporting higherperceptions of self-efficacy than females. Collective efficacyperceptions were found to be positively related to masteryorientations and negatively related to performanceorientations. Meanwhile, there was no significant relation-

ship between perceptions of self-efficacy and motivationalclimate. An examination of athletes’ perceptions of theirteams’ motivational climate found that athletes perceivedtheir teams’ to be significantly more mastery oriented.Perceptions of motivational climate did not differ acrossplaying status, playing time, and gender. Implications ofthis research, and future considerations are discussed.

SOCIAL PSYCHOLOGY

Harder, Meghan The effects of stage-matched intervention onthe stages of change and exercise self-efficacy, 1999. M.S.,Eastern Washington University (Wendy Repovich). (60pp1f $4.00) PSY 2102

The purpose of this study was to examine the influencestage-matched interventions had on stages of change,exercise self-efficacy and the transition from one stage toanother in contemplators and preparers participating inlifestyle physical activity. Ten novice male (n=1) andfemale (n=9) exercisers completed lifestyle activity on theirown time and attended biweekly one-hour stage-matchedclass sessions during a 10-week study. Participants wereassessed for stages of change, exercise self-efficacy andcardiorespiratory endurance during the first and tenthweek of the study. Cardiorespiratory endurance wasmeasured by a one-mile walk test. Participants receivedstage-matched workbooks in addition to attending theclass sessions. The Wilcoxon Matched-Pairs Signed-Rankstest showed significant difference for stages of change(p=.0017) but not for exercise self-efficacy (p=.0580). TheSpearman Rank Order Correlation showed a relationshipbetween stages of change and exercise self-efficacy(p=.0331). A paired t-test was used to analyze cardiorespi-ratory endurance and showed no significance (p=.7530).The results seem to indicate that stage-matched interven-tion is a valid tool for exercise behavior change.

Poisson, Craig F. A qualitative investigation of the contacttheory/hypothesis and a middle school boys’ basketball team,1999. D.P.E., Springfield College (Diane Lorenzo). (267pp3f $12.00) PSY 2083

The investigation was conducted to determine the applica-bility of the contact hypothesis to an interracial middleschool boys’ basketball team. A qualitative analysis wasemployed including a phenomenological three interviewseries, peripheral member observation, and participantwritten logs. The participants (N=15) were the coach andmembers of a public middle school boys’ basketball teamin New England. Each participant was interviewed once atthe beginning, middle, and end of the season. The 30-60min interviews were recorded, transcribed, and analyzedusing the Ethnograph Computer Program (Seidel, Kjolseth,& Seymour, 1988). Graphic matrices were constructedduring the analysis using data from observations within

44


and away from the athletics context, participant writtenlogs, and interviews. Four conditions of the contacthypothesis were examined: (a) equal status; (b) cooperativeinterdependence; (c) common goals; and (d) environmentalsupport. Spheres of Connections/Disconnections modelswere used to depict the relationships among and betweenthe participants. Only the common goal condition waspresent. The model of athletics investigated in this studydid not provide evidence to foster positive inter-grouprelationships as presented in the contact hypothesis.

Schilling, Tammy A. An investigation of commitment amongparticipants in an extended day physical activity program, 1999.Ph.D., University of North Carolina, Greensboro (DianeGill, Thomas Martinek). (277pp 3f $12.00) PSY 2082

The primary purpose of this study was to examine howyouth participants become and remain connected over amulti-year period to an extended day physical activityprogram. A secondary purpose was to examine youthparticipants’ perceptions of the notion of commitment tothe program. Three ninth graders (two females, one male)and two seventh graders (one female, one male) partici-pated in the study. They ranged in age from 12-15 yearsand were all African-American. The participants were“veterans” in that they joined Project Effort during the firstyear of operation, had been involved in the program for atleast four years, and had all previously served as appren-tice teachers for younger children in a summer basketballcamp. Three methods for collecting participants’ data wereused: personal interviews, one focus group interview, anda card sorting activity. Parents were interviewed andprogram leaders completed profiles for each participant toprovide for data triangulation. The data were analyzed intwo phases. Phase 1 included the development of indi-vidual background profiles describing participants’perceptions of program involvement and personal devel-opment over the course of their participation. Phase 2included an examination of participants’ perceptions ofcommitment. The results are presented as individual casestudies followed by cross-case analyses. The cross-caseanalyses for Phase 1 supported two conclusions: (a)participants had positive experiences in the programbecause they had fun, liked the activities, valued therelationships formed and program goals, and felt empow-ered; and (b) the majority of the participants experiencedpositive changes in their program roles or behavior acrossthe multi-year period of program involvement, whilesubstantial evidence for positive changes in the home andschool settings did not emerge. Regarding Phase 2,participants perceived that their program commitment wasinfluenced by how the program is organized (e.g., type ofactivity selected), the development of relationships withstaff members and other participants, and certain personalcharacteristics (e.g., lack of alternative activities forparticipation). Participants described the nature of commit-ment in terms of behavior during program participation

(e.g., effort, persistence), emotional involvement (e.g.,enjoyment, motivation), and history of program participa-tion (e.g., reasons for attendance). While the type of activityserved as a positive influence on program commitment, itwas also evident that the specific activity could act as abarrier to program commitment. Finally, the participantsperceived that their level of commitment was greater thanthe level of the general participant population and theircommitment stayed the same or increased over the fourmonth period of the investigation.

STRESS

Te Selle, Lori L. The influence of social support on athleticinjury rehabilitation: the athletes’ point of view, 1999. M.S.,Western Washington University (Ralph Vernacchia).(130pp 2f $8.00) PSY 2093

Research has shown that many athletes experiencenegative psychological reactions in response to an injury.Social support is one factor that is believed to decrease thetrauma of injury for athletes. However, little research hasbeen conducted on how social support may affect anathlete’s rehabilitation and recovery from injury. Thepurpose of this study was to determine which forms ofsocial support injured athletes believed were importantduring the period of rehabilitation, and if the support theyhad received had been adequate. A secondary purpose ofthe study was to investigate whether the athletes’ percep-tions of their social support networks influenced theirsatisfaction with their recovery from injury. To achievethese goals, this study utilized qualitative research meth-odologies in the form of an inductive content analysis ofathlete case interviews. The in-depth interviews of 10injured athletes, from a variety of collegiate sports,consisted of probing questions regarding the athletes’perceptions about their social support networks during theperiod of injury rehabilitation, and their satisfaction withthose networks and overall recovery from the injury. Thecontent analysis identified 355 raw data themes, fromwhich arose the following 4 emergent themes: sources ofsocial support, negative reactions, positive influences/outcomes, and inadequacies. Emotional support was citedmost often by the athletes, with technical support a closesecond. Sixty percent of the athletes stated that they werehappy with their overall recovery.

Wheeler, Courtney E. Perceived effects of T’ai Chi Chih onpsychological measures of general well-being and physicalsymptoms of stress, 1999. M.S., University of Wisconsin, LaCrosse (Richard Detert). (54pp 1f $4.00) PSY 2099

Twenty-seven education professionals completed a 15 hourT’ai Chi Chih instruction program where changes ingeneral well being and physical symptoms of stress were

45


assessed. Ss completed the General Well Being Schedule(GWB) and the Taylor Manifest Anxiety Scale (TMAS)prior to the instruction and 4 weeks later. At post-test, Ssprovided written summaries of practice logs that werecoded and analyzed as qualitative data. T-tests betweenpre- and post-tests showed Ss moving from mild problem-indicative stress category to the moderately high moodstate of well being. All 6 subscales showed significantchange from pre- to post-test. There was a statisticallysignificant decrease in manifested systems of stress frompre- to post-test on the TMAS. Qualitative data supportedthese results. This study demonstrated that learning andpracticing T’ai Chi Chih for 4 weeks significantly changedthe general well being and physical symptoms stress in thissample.

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PART II

KEYWORDS INDEXfor

VOLUME 12, NO. 2

This index includes keywords for titles pub-lished in microfiche format by MicroformPublications in Volume 12, No. 2 (October 1999).

Each title in Part I is indexed using keywordsselected and assigned from the Sport Thesaurus,published by the Sport Information ResourceCentre (SIRC), located in Gloucester, Canada.(Users should note that British spelling conven-tions [e.g., behaviour] occasionally appear.) Inaddition to keywords identifying the content ofa study, the major research methods are identi-fied by the statistical technique employed andappear in brackets immediately following theauthor's name. Users may find these method-ological and statistical descriptors helpful inidentifying a particular design or statisticalprototype for their own research investigations.A listing of statistical abbreviations used in thisindex is found on the following page.

The keywords appear in alphabetic order andare followed by the author names of the doc-toral or master's theses that they refer to. Be-cause each thesis will have more than onekeyword, author names appear several timesunder different keywords. The author names arefollowed by the research and statistical methodsused in the study. These are contained in brack-ets—the letters in front of the dash refer to theresearch methods, those following the dashdenote the statistical methods. The methodsinformation is followed by the subject code andnumber for the study. The following exampleillustrates the elements of each entry.

BIOMECHANICSAllen, D.M. [D,MA-DE,MAV] PE 3815

Biomechanics is one of the keywords of a studyby D. M. Allen. The research methods used inthe study include Descriptive and MechanicalAnalysis techniques; statistics are Descriptiveand Multivariate Analysis of Variance. Thestudy’s subject code is PE 3815. To find the titleof the study as listed in part I of the Bulletin, usethe author index in the back of the book to findthe page number on which the study by D. M.Allen is listed.

Criteria used to determine whether a study isexperimental include the use of a control groupand the manipulation of an independent vari-able or variables. Studies designed to examinecorrelations among selected variables in aparticular population are classified as surveys.

Specific abbreviations for research methods andthe statistical techniques that were used arelisted alphabetically in the table on the follow-ing page.

47


STATISTICS

METHODS

A AnthropometryAR Action ResearchC Case StudyCA Content AnalysisCH ChoreographyCI Critical Incident AnalysisCOM Comparative StudyD DescriptiveDA Documentary AnalysisE Experimental

GE GeneticH HistoricalI InterviewIA Item AnalysisJ JuryJA Job AnalysisL LaboratoryLR Library ResearchM ModelMA Mechanical Analysis

MAN ManualO ObservationalP PhilosophicalQ QuestionnaireREV ReviewS SurveySD Semantic DifferentialTC Test Construction

% PercentAC Analysis of CovarianceAV Analysis of VarianceAV(F) Analysis of Variance

(Friedman)B BinomialBC Biserial CorrelationBON Bonferroni MethodCAN Canonical CorrelationCC Contingency CoefficientCO Cohen’s Coefficient of

AgreementCQ Cochran Q TestCS Chi SquareCV Coefficient of VariationDE DescriptiveDEL Delphi MethodDisA Discriminant AnalysisDU Duncan Multiple RegressionDUN Dunn TestEta Curvilinear CorrelationF Flanagan ProcedureFA Factor AnalysisG GraphicGA Gamma Method of Associa-

tionGG Greenhouse Geisser Conser-

vativeHA Hartley’s MethodHS Hull’s MethodHV Homogeneity of VarianceK Kirk’s TestKC Coefficient of ConsistenceKR Kuder-Richardson

KS Kolmogorov-SmirnovKW Kruskal-WallisLR Logistical RegressionLSD Least Significant VarianceMAC Multivariate Analysis ofMAV Multivariate Analysis of

VarianceMDA Multivariate Discriminant

AnalysisMMM Multivariate Mixed ModelMR Multiple RegressionN NormativeNK Newman-KeulsPA Path AnalysisPC Phi CoefficientPR Phi CoefficientR Multiple CorrelationRC Reliability CoefficientRD Spearman Rank CorrelationRE Regression EquationRM Reapeated MeasuresRPM Pearson Product-MovementSB Spearman-Brown ProphecySCH Scheffe’s MethodSEE Standard Error of the

EstimateSI Sign TestSP Split Plot Repeated MeasuresSSP Split-Split Plot Repeated

MeasuresT T RatioTA Trend AnaylisisTAU Kendall’s Rank CoefficientTR Tetrachoric Correlation

TU Tukey’s TestU Mann-Whitney U TestV Votaw FormulaW Kendall Coefficient ofWD(R) Wherry-Doolittle MethodWI Wilcoxin TZ Standard Score

48


KEYWORDS

ACADEMIC ACHIEVEMENT

Durand, J. F. [D, H-DE, CS, T, AV] PE 3952Jefferson, C. [D, C-DE, AV, T, %] PSY 2089Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944Mishler, P. E. [D, A, Q, C-DE, T, %] HE 639Ridinger, L. L. [D, Q, S, J-MAV, RC] PSY 2085Sabo, T. [D,Q-DE,%] PE 3946Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977Trockel, M. T. [D, Q-DE, RPM, RE] HE 648

ACCOUNTABILITY

Durand, J. F. [D, H-DE, CS, T, AV] PE 3952ACCULTURATION

Ridinger, L. L. [D, Q, S, J-MAV, RC] PSY 2085ACHIEVEMENT

Cash, T. L. [D, Q-DE, RM, AV, TU] PSY 2101Connelly, T. A. [D, Q-DE, FA, RC, CS] PSY 2084

ADMINISTRATION

Arnold, R. A. [D, I, DA, J-DE] PE 3958Chang, K. [D, Q, IA-DE, RC, FA, G] PE 3979Danna, J. G. [D, DA-DE, %, G] PE 3994DiPuma, J. J. [D, Q-DE, AV, RD, RPM, G] PE 3959Goss, B. D. [D, DA, H-DE, CS, %] PE 3975Hehman, E. D. [D, Q-DE, %] PE 3966James, W. R. [D, Q-DE, G, %] PE 3960Janssen, P. F. [D, JA, Q, J-DE, MR. AV, KC, G] PE 4006Jubenville, C. B. [D, Q, J-DE, AV, T] PE 3962Lands, C. [D, Q-DE, %, CS] PE 3955Leonard, P. J. [D, Q, C, A, L-DE, CS, T, AV, %, G]

PE 3999Martin, K. A. [D, DEL, Q-DE, AC, RC, FA] PE 3957Thorp, S. [D, Q, S, J-DE, T, G, AV, SCH, CS, RPM,

RD] PE 3950ADOLESCENT

Butki, B. D. [D, COM, Q, I-DE, DisA, T, R, RE, %]PSY 2095

Cox, L. M. [D, L, A, AR, Q-DE, AV, TU] HE 650Hayes, J. M. [D, I-DE] RC 535Hudson, S. B. [D, C, DA-DE, %, G] PSY 2090Lee, J. [D, Q-DE, T, RD, RC] PSY 2098Parrow, D. M. [D, Q-RPM, RC, %] PSY 2088Schilling, T. A. [D, I, CS-DE] PSY 2082Siegel, S. R. [D, A, Q-DE, MAV, T, FA, AC, %, G]

PE 4007Telford, A. [D, AR-DE, T, RPM, MAV] PE 4023

ADVERTISING

Luif, J. [D, DA, SD-DE, RPM, %, AV, TU, BON,DUN] PSY 2087

AESTHETICS

Zilonka, E. M. [D, Q, A-DE, T, G] PH 1674AGE FACTOR

Hagen, H. L. [D, Q-DE, RE, T, N, %, G] PH 1670Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944

AGED

Hagen, H. L. [D, Q-DE, RE, T, N, %, G] PH 1670AGGRESSION

Tucker, L. W. [D, Q-DE, AV, TU, RC, FA] PSY 2092

AGING

Hagen, H. L. [D, Q-DE, RE, T, N, %, G] PH 1670Maddalozzo, G. F. [D, A, L, Q-DE, RM, AV, MAV, T, %, G]

PE 3971Myhal, M. [L, A, E-AV, BON, %] PH 1661

AMUSEMENT

Cox, L. M. [D, L, A, AR, Q-DE, AV, TU] HE 650ANABOLIC STEROID

Myhal, M. [L, A, E-AV, BON, %] PH 1661ANIMAL

Myhal, M. [L, A, E-AV, BON, %] PH 1661ANKLE

Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976Pascoe, D. A. [D, TC, A, L-DE, AV, NK, RPM] PE 3956Sherwood, S. M. [D, TC, MA-DE, MAV, RM, AV, TU, G]

PE 4013ANTHROPOMETRY

Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976McHugh, V. L. [D, A, I-DE, RPM, T, AV, %, RM,TU]

PE 3989Mishler, P. E. [D, A, Q, C-DE, T, %] HE 639Siegel, S. R. [D, A, Q-DE, MAV, T, FA, AC, %, G]

PE 4007Wadley, G. [D, L, A-DE, AV, NK, G] PH 1664Yoon, S. [D, A-DE, R, %, MR] PE 4017

ANXIETY

Wheeler, C. E. [D, Q-DE, RPM, T] PSY 2099APTITUDE

Janssen, P. F. [D, JA, Q, J-DE, MR. AV, KC, G] PE 4006ARCADE

Cox, L. M. [D, L, A, AR, Q-DE, AV, TU] HE 650ARKANSAS

Williams, L. G. [D, Q, JA-DE, T, FA, CS] PE 4016ARM

Pizzimenti, M. A. [D, TC, AR, E-DE, RM, AV, MAV, TU, G]PSY 2096

ARRHYTHMIA

Tonkins, W. P. [D, Q-DE, RPM, AV] PH 1675ARTICULAR CARTILAGE

Simenz, C. J. [D, A, AR-DE, %, AV, G] PE 3992ARTICULAR LIGAMENT

Simenz, C. J. [D, A, AR-DE, %, AV, G] PE 3992ASIA

Reaves, J. A. [D, DA, H-DE] PE 4008ASPIRATION

Connelly, T. A. [D, Q-DE, FA, RC, CS] PSY 2084Harder, M. [D, Q, I-DE, WI, RD] PSY 2102

ASSERTIVENESS

Tucker, L. W. [D, Q-DE, AV, TU, RC, FA] PSY 2092ATHLETE

Berry, J. R. [D, Q-DE] PE 4019Birkholz, C. L. [D, Q-DE, AV, SEE, G] HE 641Burger, T. [D, A-DE, %, RPM, G] PE 4009Diacin, M. [D, I-DE] PSY 2086DiPuma, J. J. [D, Q-DE, AV, RD, RPM, G] PE 3959Durand, J. F. [D, H-DE, CS, T, AV] PE 3952

49


Florhaug, J. A. [D, A-DE, T, BON, G] PH 1668Hudson, S. B. [D, C, DA-DE, %, G] PSY 2090Jubenville, C. B. [D, Q, J-DE, AV, T] PE 3962Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944Navarre, M. J. [D, Q-DE, AV, BON, RPM] PSY 2105Ridinger, L. L. [D, Q, S, J-MAV, RC] PSY 2085Ross, J. L. [D, A, IA-DE, AV, TU, MAV, G] PH 1678Sabo, T. [D,Q-DE,%] PE 3946Scibek, J. S. [D-AV,DE,G,RM] PE 3945Styers, A. [D, A, Q, L-DE, AV, G] PE 4022Te Selle, L. L. [D, C, I-DE, %] PSY 2093Tucker, L. W. [D, Q-DE, AV, TU, RC, FA] PSY 2092

ATHLETIC TRAINER

Carr, W. D. [D, Q-DE, RC, AV, R] PE 3961Stemmans, C. L. [D, J-DE, %] PE 3954

ATHLETIC TRAINING


ATTENDANCE

Wiedeke, J. [D-AV,DE,G,MR,RPM,T] PE 3947ATTITUDE

Harder, M. [D, Q, I-DE, WI, RD] PSY 2102Jorgenson, S. M. [D, Q, J, I-DE, %, T, AV, G] PE 4011Lee, J. [D, Q-DE, T, RD, RC] PSY 2098

AUDIO-VISUAL AID

Robinson, A. [D, IA, JA, Q-DE, G] HE 649AUSTRALIA

Foster, B. L. [D, A, Q-DE, T, MAV, Z, DisA, G] PE 3978Telford, A. [D, AR-DE, T, RPM, MAV] PE 4023Temple, V. A. [D, Q-DE, AV, TU, %, RPM, FA, G]

PE 3998BACK

Pollock, S. A. [D, AR, Q-DE, RPM, SEE] PE 3997Rough, L. [D, S, Q-DE, AV, T, RM] PE 3981

BACKACHE

Rough, L. [D, S, Q-DE, AV, T, RM] PE 3981BADMINTON

Cucina, I. M. [D-RPM, RM, AV] PE 3951BALLROOM DANCE

Keck, M. L. B. [D, COM, I, Q-DE] PE 3996BANDAGE

Sherwood, S. M. [D, TC, MA-DE, MAV, RM, AV, TU, G]PE 4013

BASEBALL

Craig, P. S. [D, H, DA-DE] PE 4004Goss, B. D. [D, DA, H-DE, CS, %] PE 3975Hoyte, T. A. [D, I, C, H-DE] PE 4002Janssen, P. F. [D, JA, Q, J-DE, MR. AV, KC, G] PE 4006Reaves, J. A. [D, DA, H-DE] PE 4008Sullivan, D. A. [D, DA, H-DE, %] PE 4001Voigt, D. Q. [D, H, DA-DE] PE 4005

BASKETBALL

Heeden, M. [D,I,Q-DE,%] PE 3949Luif, J. [D, DA, SD-DE, RPM, %, AV, TU, BON,

DUN] PSY 2087Poisson, C. F. [D, I-DE,G] PSY 2083Schiralli, B. [D, AR-DE, AV, T, G] PE 3986Thomas, M. B. [D, AR-DE, MAV, G] PE 4015

BEHAVIOUR

Birkholz, C. L. [D, Q-DE, AV, SEE, G] HE 641

Cash, T. L. [D, Q-DE, RM, AV, TU] PSY 2101Hudson, S. B. [D, C, DA-DE, %, G] PSY 2090Jefferson, C. [D, C-DE, AV, T, %] PSY 2089Jorgenson, S. M. [D, Q, J, I-DE, %, T, AV, G] PE 4011Lee, J. [D, Q-DE, T, RD, RC] PSY 2098Navarre, M. J. [D, Q-DE, AV, BON, RPM] PSY 2105Schilling, T. A. [D, I, CS-DE] PSY 2082Stemmans, C. L. [D, J-DE, %] PE 3954Vogler, D. R. [D, Q-DE, %, G] HE 644

BEHAVIOUR CHANGE

Vogler, D. R. [D, Q-DE, %, G] HE 644BEHAVIOUR MODIFICATION

Vogler, D. R. [D, Q-DE, %, G] HE 644BIOCHEMISTRY

Wadley, G. [D, L, A-DE, AV, NK, G] PH 1664BIOFEEDBACK

Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103BIOLOGY


BIOMECHANICS

Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976Pascoe, D. A. [D, TC, A, L-DE, AV, NK, RPM] PE 3956Simenz, C. J. [D, A, AR-DE, %, AV, G] PE 3992

BIOPSY

Wadley, G. [D, L, A-DE, AV, NK, G] PH 1664BLACKS

Goss, B. D. [D, DA, H-DE, CS, %] PE 3975Rogers, T. M. [D, Q-DE, T, AV, RM, AC, RPM, MR]

HE 645BLOOD

Capriotti, P. V. [D, A, L-DE, RM, AV, TU, SCH, G]PH 1665

Carney, C. M. [D, L-DE, MAV, T, MR, G] PH 1676BLOOD GLUCOSE

Andrews, S. J. [L, E, A-AV, TU, RM] PH 1660Nagae, S. E. [L, A, TC, Q-%, AV, TU] PH 1659Robinson, E. M. [D, TC, A, L, Q-RM, T, AV] PH 1658

BODY TEMPERATURE REGULATION

Ross, J. L. [D, A, IA-DE, AV, TU, MAV, G] PH 1678BODY WEIGHT

McHugh, V. L. [D, A, I-DE, RPM, T, AV, %, RM,TU]PE 3989

BONE

Leaver, R. [D, Q-DE, %, G] PE 4003BONE DENSITY

Foster, B. L. [D, A, Q-DE, T, MAV, Z, DisA, G] PE 3978Maddalozzo, G. F. [D, A, L, Q-DE, RM, AV, MAV, T, %, G]

PE 3971Smith, D. M. [D, LR-DE, %, CS, T] PE 3993

BOY

Poisson, C. F. [D, I-DE,G] PSY 2083BRAIN DAMAGE

Prvu, J. A. [D, I, Q-DE, %] HE 640BRONCHITIS

Yakey-Ault, J. L. [COM, A, L, Q-T, AV, RM, SEE, %, GG]PH 1657

BROOKLYN DODGERS

Hoyte, T. A. [D, I, C, H-DE] PE 4002

50


BUSINESS

Thorp, S. [D, Q, S, J-DE, T, G, AV, SCH, CS, RPM,RD] PE 3950

CALF

Garrett, C. L. [D, A, L-DE, AV, RM, TU, T, G] PE 3995CARBOHYDRATE

Andrews, S. J. [L, E, A-AV, TU, RM] PH 1660CARBOHYDRATE LOADING

Robinson, E. M. [D, TC, A, L, Q-RM, T, AV] PH 1658CARBOHYDRATE METABOLISM

Nagae, S. E. [L, A, TC, Q-%, AV, TU] PH 1659Robinson, E. M. [D, TC, A, L, Q-RM, T, AV] PH 1658

CARDIOVASCULAR DISEASE

Birkholz, C. L. [D, Q-DE, AV, SEE, G] HE 641CARDIOVASCULAR SYSTEM

Cowperthwaite, S. A. [D, Q-DE, T, RE, G] PH 1666Hagen, H. L. [D, Q-DE, RE, T, N, %, G] PH 1670

CAREER

Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944CAREER DEVELOPMENT

Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944CATECHOLAMINE

Hikoi, H. [D, L, Q-DE, T, RM, AV, MAV, SCH, G]PH 1663

CEREBRAL PALSY

Cohen, J. S. [D, C, Q-DE, %, RC, G] PE 4000CERTIFICATION

Carr, W. D. [D, Q-DE, RC, AV, R] PE 3961CHI KUNG

Wheeler, C. E. [D, Q-DE, RPM, T] PSY 2099CHILD

Allor, K. M. [D, Q, A-DE, MAV, AV, TU] PSY 2104Arnold, R. A. [D, I, DA, J-DE] PE 3958Lytle, R. K. [D, Q, I-DE] PE 3972Moris, W. D. [D-DE, T] HE 643Poisson, C. F. [D, I-DE,G] PSY 2083

CHILD DEVELOPMENT

Bojczyk, K. E. G. [D, TC, AR-DE, %, G, KW, AV, NK, DUN]PSY 2094

CHRONIC DISEASE

Leung, R. W. M. [L, TC, Q-RM, AV, NK] PH 1656CLIMBING

Lee, J. [D, Q-DE, T, RD, RC] PSY 2098Zmudy, M. [D, Q-DE, T, AC] PSY 2100

CLINIC


CLOTHING

Ross, J. L. [D, A, IA-DE, AV, TU, MAV, G] PH 1678CLUB

Rogers, T. M. [D, Q-DE, T, AV, RM, AC, RPM, MR]HE 645

COACH

DiPuma, J. J. [D, Q-DE, AV, RD, RPM, G] PE 3959Jubenville, C. B. [D, Q, J-DE, AV, T] PE 3962Martin, K. A. [D, DEL, Q-DE, AC, RC, FA] PE 3957Yanofsky, K. [D, Q-DE, G, AV, R] PE 3964

COACHING

DiPuma, J. J. [D, Q-DE, AV, RD, RPM, G] PE 3959Hehman, E. D. [D, Q-DE, %] PE 3966Jubenville, C. B. [D, Q, J-DE, AV, T] PE 3962Martin, K. A. [D, DEL, Q-DE, AC, RC, FA] PE 3957Thomas, M. B. [D, AR-DE, MAV, G] PE 4015Yanofsky, K. [D, Q-DE, G, AV, R] PE 3964

COACHING BEHAVIOUR ASSESSMENT SYSTEM

Martin, K. A. [D, DEL, Q-DE, AC, RC, FA] PE 3957COGNITION

Jorgenson, S. M. [D, Q, J, I-DE, %, T, AV, G] PE 4011COMBAT SPORT

Ward, P. S. [D, H, DA, LR-DE] PE 4014COMMUNITY

Donovan, M. E. [D, Q-%, Z, T, RPM, BC] PE 3963Sabo, T. [D,Q-DE,%] PE 3946

COMPETITION

Keck, M. L. B. [D, COM, I, Q-DE] PE 3996Navarre, M. J. [D, Q-DE, AV, BON, RPM] PSY 2105

COMPUTER

Brown, S. E. [D, Q, I-DE, G] PE 3968COMPUTER ASSISTED INSTRUCTION

Brown, S. E. [D, Q, I-DE, G] PE 3968CONFIDENCE

Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944Sundberg, J. D. [D, Q-DE, RM, AV, RPM] PSY 2091

CONTROL


COORDINATION


COUNSELING

Hayes, J. M. [D, I-DE] RC 535Lytle, R. K. [D, Q, I-DE] PE 3972

COUNSELOR

Lytle, R. K. [D, Q, I-DE] PE 3972CREATINE


Starks, M. A. [D, L-DE, AV, LSD] PH 1677CROSS-CULTURAL STUDY

Reaves, J. A. [D, DA, H-DE] PE 4008CYCLING


Cowperthwaite, S. A. [D, Q-DE, T, RE, G] PH 1666Florhaug, J. A. [D, A-DE, T, BON, G] PH 1668Hagen, H. L. [D, Q-DE, RE, T, N, %, G] PH 1670Johnson, C. C. [D, Q, A-DE, T, AV, BON] PH 1671Pauly, M. A. [D, Q-DE, AV, T, BON] PH 1672Wadley, G. [D, L, A-DE, AV, NK, G] PH 1664

DANCE

Hoss, H. A. [D, CH-G] PE 3982Keck, M. L. B. [D, COM, I, Q-DE] PE 3996Nolan, V. L. [D, CH-[none]] PE 3983

DECISION-MAKING

Berry, J. R. [D, Q-DE] PE 4019Vogler, D. R. [D, Q-DE, %, G] HE 644

51


DEER

Peterson, A. T. [D, AR, COM-DE, T, BON, %, G] PH 1673DEMOGRAPHY

Krzewinski-Malone, J. A. [D, Q, S-DE, CS, AV, SCH] HE 638Siegel, S. R. [D, A, Q-DE, MAV, T, FA, AC, %, G]

PE 4007DEPTH JUMPING

Olson, M. W. [D, AR, Q, COM-DE, T, G] PE 3991DESIGN

Johnson, C. C. [D, Q, A-DE, T, AV, BON] PH 1671DEVELOPMENT MODEL

Donovan, M. E. [D, Q-%, Z, T, RPM, BC] PE 3963DIAGNOSIS

Foster, B. L. [D, A, Q-DE, T, MAV, Z, DisA, G] PE 3978Jayaraman, R. [D, E, I, Q, L-DE, RM, AV, BON, T, RD, G]

PE 3985DIATHERMY

Garrett, C. L. [D, A, L-DE, AV, RM, TU, T, G] PE 3995DIET

Scholes, M. A. [D, Q-DE, RC, AV, T] HE 646DIETARY FAT

Brown, S. [D, Q-DE, AV, T] HE 647DISCIPLINE

Hudson, S. B. [D, C, DA-DE, %, G] PSY 2090Jefferson, C. [D, C-DE, AV, T, %] PSY 2089

DISCRIMINATION

Goss, B. D. [D, DA, H-DE, CS, %] PE 3975Hehman, E. D. [D, Q-DE, %] PE 3966Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977

DISCUS

Simpson, K. A. [D, L, A, AR-DE, G, RPM, AV, TU, RE]PE 3967

DISEASE

Leaver, R. [D, Q-DE, %, G] PE 4003DIVISION I

Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944Scibek, J. S. [D-AV,DE,G,RM] PE 3945

DOPING

Diacin, M. [D, I-DE] PSY 2086DOWNHILL SKIING

Young, B. [D, COM, AR, I-DE, RC, G] PE 3973DRUG EDUCATION

Diacin, M. [D, I-DE] PSY 2086DYNAMOMETRY

Leahy, G. D. [D, TC, L-DE, T] PH 1662EATING

Birkholz, C. L. [D, Q-DE, AV, SEE, G] HE 641ECONOMICS

Craig, P. S. [D, H, DA-DE] PE 4004Donovan, M. E. [D, Q-%, Z, T, RPM, BC] PE 3963Thorp, S. [D, Q, S, J-DE, T, G, AV, SCH, CS, RPM,

RD] PE 3950Voigt, D. Q. [D, H, DA-DE] PE 4005

EDUCABLE MENTALLY RETARDED

Stanish, H. I. [D, I-DE, %, G] PE 3974EDUCATION

Arnold, R. A. [D, I, DA, J-DE] PE 3958Bastasch, J. D. [D, Q-DE, AC, G] PE 3987

Carr, W. D. [D, Q-DE, RC, AV, R] PE 3961Durand, J. F. [D, H-DE, CS, T, AV] PE 3952Jefferson, C. [D, C-DE, AV, T, %] PSY 2089Novak, J. D. [D, Q, J-DE, %, G] PE 3990Pusateri-Lane, L. J. [D, I, Q-DE, %, G] PE 3969Stemmans, C. L. [D, J-DE, %] PE 3954Trockel, M. T. [D, Q-DE, RPM, RE] HE 648Williams, L. G. [D, Q, JA-DE, T, FA, CS] PE 4016

EGO

Connelly, T. A. [D, Q-DE, FA, RC, CS] PSY 2084ELASTICITY

Rough, L. [D, S, Q-DE, AV, T, RM] PE 3981Schiralli, B. [D, AR-DE, AV, T, G] PE 3986

ELECTROLYTE

Robinson, E. M. [D, TC, A, L, Q-RM, T, AV] PH 1658ELEMENTARY SCHOOL

Arnold, R. A. [D, I, DA, J-DE] PE 3958Bastasch, J. D. [D, Q-DE, AC, G] PE 3987Moris, W. D. [D-DE, T] HE 643Williams, L. G. [D, Q, JA-DE, T, FA, CS] PE 4016

ELIGIBILITY

Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977EMOTION

Jorgenson, S. M. [D, Q, J, I-DE, %, T, AV, G] PE 4011EMPLOYEE

Cash, T. L. [D, Q-DE, RM, AV, TU] PSY 2101Groth, A. W. [D, JA, C-DE, %] PE 3965Leonard, P. J. [D, Q, C, A, L-DE, CS, T, AV, %, G]

PE 3999EMPLOYMENT

Sabo, T. [D,Q-DE,%] PE 3946ENDOCRINE SYSTEM

Maddalozzo, G. F. [D, A, L, Q-DE, RM, AV, MAV, T, %, G]PE 3971

ENDURANCE

Andrews, S. J. [L, E, A-AV, TU, RM] PH 1660Nagae, S. E. [L, A, TC, Q-%, AV, TU] PH 1659Robinson, E. M. [D, TC, A, L, Q-RM, T, AV] PH 1658

ENERGY

Schiralli, B. [D, AR-DE, AV, T, G] PE 3986ENERGY METABOLISM

Andrews, S. J. [L, E, A-AV, TU, RM] PH 1660Capriotti, P. V. [D, A, L-DE, RM, AV, TU, SCH, G]

PH 1665Cox, L. M. [D, L, A, AR, Q-DE, AV, TU] HE 650Hikoi, H. [D, L, Q-DE, T, RM, AV, MAV, SCH, G]

PH 1663Nagae, S. E. [L, A, TC, Q-%, AV, TU] PH 1659Peterson, A. T. [D, AR, COM-DE, T, BON, %, G] PH 1673

ENVIRONMENT

Navarre, M. J. [D, Q-DE, AV, BON, RPM] PSY 2105Nolan, V. L. [D, CH-[none]] PE 3983

EQUAL OPPORTUNITY

Pusateri-Lane, L. J. [D, I, Q-DE, %, G] PE 3969EQUALITY

Pusateri-Lane, L. J. [D, I, Q-DE, %, G] PE 3969EQUIPMENT

Johnson, C. C. [D, Q, A-DE, T, AV, BON] PH 1671

52


EQUITY

Pusateri-Lane, L. J. [D, I, Q-DE, %, G] PE 3969ERGOMETRY

Cowperthwaite, S. A. [D, Q-DE, T, RE, G] PH 1666Leahy, G. D. [D, TC, L-DE, T] PH 1662

ESTROGEN

Styers, A. [D, A, Q, L-DE, AV, G] PE 4022ETHICS

Danna, J. G. [D, DA-DE, %, G] PE 3994Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977

EVALUATION

Berry, J. R. [D, Q-DE] PE 4019Brown, S. [D, Q-DE, AV, T] HE 647DiPuma, J. J. [D, Q-DE, AV, RD, RPM, G] PE 3959Hrovatin, L. A. [D, A, L-DE, %, T, BON, G] PE 3988Janssen, P. F. [D, JA, Q, J-DE, MR. AV, KC, G] PE 4006Jubenville, C. B. [D, Q, J-DE, AV, T] PE 3962Lands, C. [D, Q-DE, %, CS] PE 3955Robinson, A. [D, IA, JA, Q-DE, G] HE 649Telford, A. [D, AR-DE, T, RPM, MAV] PE 4023Young, B. [D, COM, AR, I-DE, RC, G] PE 3973

EVALUATION STUDY

Connelly, T. A. [D, Q-DE, FA, RC, CS] PSY 2084EXAMINATION

Jayaraman, R. [D, E, I, Q, L-DE, RM, AV, BON, T, RD, G]PE 3985

EXERCISE

Andrews, S. J. [L, E, A-AV, TU, RM] PH 1660Burger, T. [D, A-DE, %, RPM, G] PE 4009Butki, B. D. [D, COM, Q, I-DE, DisA, T, R, RE, %]

PSY 2095Carney, C. M. [D, L-DE, MAV, T, MR, G] PH 1676Cash, T. L. [D, Q-DE, RM, AV, TU] PSY 2101Cohen, J. S. [D, C, Q-DE, %, RC, G] PE 4000Cowperthwaite, S. A. [D, Q-DE, T, RE, G] PH 1666Dehart, M. M. [D, Q-DE, T, BON, G] PH 1667Florhaug, J. A. [D, A-DE, T, BON, G] PH 1668Hagen, H. L. [D, Q-DE, RE, T, N, %, G] PH 1670Harder, M. [D, Q, I-DE, WI, RD] PSY 2102Hikoi, H. [D, L, Q-DE, T, RM, AV, MAV, SCH, G]

PH 1663Hrovatin, L. A. [D, A, L-DE, %, T, BON, G] PE 3988Johnson, C. C. [D, Q, A-DE, T, AV, BON] PH 1671Krzewinski-Malone, J. A. [D, Q, S-DE, CS, AV, SCH] HE 638Larouere, B. [D, Q, L-DE, T, %] PSY 2097Leahy, G. D. [D, TC, L-DE, T] PH 1662Lee, J. [D, Q-DE, T, RD, RC] PSY 2098Maddalozzo, G. F. [D, A, L, Q-DE, RM, AV, MAV, T, %, G]

PE 3971Mishler, P. E. [D, A, Q, C-DE, T, %] HE 639Moris, W. D. [D-DE, T] HE 643Olson, M. W. [D, AR, Q, COM-DE, T, G] PE 3991Pauly, M. A. [D, Q-DE, AV, T, BON] PH 1672Peterson, A. T. [D, AR, COM-DE, T, BON, %, G] PH 1673Pollock, S. A. [D, AR, Q-DE, RPM, SEE] PE 3997Robinson, A. [D, IA, JA, Q-DE, G] HE 649Robinson, E. M. [D, TC, A, L, Q-RM, T, AV] PH 1658Rogers, T. M. [D, Q-DE, T, AV, RM, AC, RPM, MR]

HE 645Rough, L. [D, S, Q-DE, AV, T, RM] PE 3981Scholes, M. A. [D, Q-DE, RC, AV, T] HE 646

Smith, D. M. [D, LR-DE, %, CS, T] PE 3993Stanish, H. I. [D, I-DE, %, G] PE 3974Styers, A. [D, A, Q, L-DE, AV, G] PE 4022Yakey-Ault, J. L. [COM, A, L, Q-T, AV, RM, SEE, %, GG]

PH 1657EXERCISE PRESCRIPTION

Leung, R. W. M. [L, TC, Q-RM, AV, NK] PH 1656EXERCYCLE

Johnson, C. C. [D, Q, A-DE, T, AV, BON] PH 1671Pauly, M. A. [D, Q-DE, AV, T, BON] PH 1672

EXPERIENCE

Novak, J. D. [D, Q, J-DE, %, G] PE 3990EYE-HAND COORDINATION



FACILITY

Foels, T. L. [D,H-DE] PE 3953Heeden, M. [D,I,Q-DE,%] PE 3949Hoyte, T. A. [D, I, C, H-DE] PE 4002James, W. R. [D, Q-DE, G, %] PE 3960

FATIGUE


Robinson, E. M. [D, TC, A, L, Q-RM, T, AV] PH 1658FEEDBACK

Cucina, I. M. [D-RPM, RM, AV] PE 3951Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103Nolan, V. L. [D, CH-[none]] PE 3983

FIGURE SKATING

Keck, M. L. B. [D, COM, I, Q-DE] PE 3996FINANCE

Craig, P. S. [D, H, DA-DE] PE 4004Foels, T. L. [D,H-DE] PE 3953James, W. R. [D, Q-DE, G, %] PE 3960

FLATFOOT

Stein, T. [D, AR-DE, AV, G] PE 4021FLOOR

Olson, M. W. [D, AR, Q, COM-DE, T, G] PE 3991FOOD

Brown, S. [D, Q-DE, AV, T] HE 647FOOT

Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976Stein, T. [D, AR-DE, AV, G] PE 4021

FOOTBALL

Danna, J. G. [D, DA-DE, %, G] PE 3994Hehman, E. D. [D, Q-DE, %] PE 3966Jubenville, C. B. [D, Q, J-DE, AV, T] PE 3962Ross, J. L. [D, A, IA-DE, AV, TU, MAV, G] PH 1678

FOREARM

Kruger, M. J. [D, A, MA-DE, AV, RM, SCH, G] PE 3984FOREIGN STUDENT

Berry, J. R. [D, Q-DE] PE 4019Ridinger, L. L. [D, Q, S, J-MAV, RC] PSY 2085

FOUL

Thomas, M. B. [D, AR-DE, MAV, G] PE 4015FREE THROW

Thomas, M. B. [D, AR-DE, MAV, G] PE 4015

53


GAME

Cox, L. M. [D, L, A, AR, Q-DE, AV, TU] HE 650Heeden, M. [D,I,Q-DE,%] PE 3949

GEOGRAPHY

Hoyte, T. A. [D, I, C, H-DE] PE 4002GEOMETRY

Bastasch, J. D. [D, Q-DE, AC, G] PE 3987GOAL SETTING

Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944GOLF

Connelly, T. A. [D, Q-DE, FA, RC, CS] PSY 2084Sundberg, J. D. [D, Q-DE, RM, AV, RPM] PSY 2091Yoon, S. [D, A-DE, R, %, MR] PE 4017

GRADUATE

Durand, J. F. [D, H-DE, CS, T, AV] PE 3952GREECE

Ward, P. S. [D, H, DA, LR-DE] PE 4014GRIP

Kruger, M. J. [D, A, MA-DE, AV, RM, SCH, G] PE 3984Yoon, S. [D, A-DE, R, %, MR] PE 4017

GROUND REACTION FORCE

Simenz, C. J. [D, A, AR-DE, %, AV, G] PE 3992GROUP DYNAMICS

Martin, K. A. [D, DEL, Q-DE, AC, RC, FA] PE 3957GYMNASTICS

Bastasch, J. D. [D, Q-DE, AC, G] PE 3987HAMMER THROW


HAMSTRING

Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103HANDICAPPED

Lytle, R. K. [D, Q, I-DE] PE 3972Stanish, H. I. [D, I-DE, %, G] PE 3974

HEALTH

Allor, K. M. [D, Q, A-DE, MAV, AV, TU] PSY 2104Cash, T. L. [D, Q-DE, RM, AV, TU] PSY 2101Israel, P. K. [D, Q, A-DE, AV, TU, KW, FA, RPM, RD,

TA] PE 4018Leaver, R. [D, Q-DE, %, G] PE 4003McHugh, V. L. [D, A, I-DE, RPM, T, AV, %, RM,TU]

PE 3989Moris, W. D. [D-DE, T] HE 643Prvu, J. A. [D, I, Q-DE, %] HE 640Siegel, S. R. [D, A, Q-DE, MAV, T, FA, AC, %, G]

PE 4007Trockel, M. T. [D, Q-DE, RPM, RE] HE 648Wheeler, C. E. [D, Q-DE, RPM, T] PSY 2099Zmudy, M. [D, Q-DE, T, AC] PSY 2100

HEALTH CARE

Kawamura, T. [D, Q-DE, T, AV, CS, U] HE 642HEALTH CLUB

Groth, A. W. [D, JA, C-DE, %] PE 3965HEALTH EDUCATION

Birkholz, C. L. [D, Q-DE, AV, SEE, G] HE 641Krzewinski-Malone, J. A. [D, Q, S-DE, CS, AV, SCH] HE 638Mishler, P. E. [D, A, Q, C-DE, T, %] HE 639Moris, W. D. [D-DE, T] HE 643

HEALTH PROMOTION

Cash, T. L. [D, Q-DE, RM, AV, TU] PSY 2101Groth, A. W. [D, JA, C-DE, %] PE 3965Harder, M. [D, Q, I-DE, WI, RD] PSY 2102Leonard, P. J. [D, Q, C, A, L-DE, CS, T, AV, %, G]

PE 3999Mishler, P. E. [D, A, Q, C-DE, T, %] HE 639Rogers, T. M. [D, Q-DE, T, AV, RM, AC, RPM, MR]

HE 645HEALTH SURVEY

Birkholz, C. L. [D, Q-DE, AV, SEE, G] HE 641Israel, P. K. [D, Q, A-DE, AV, TU, KW, FA, RPM, RD,

TA] PE 4018Leonard, P. J. [D, Q, C, A, L-DE, CS, T, AV, %, G]

PE 3999Trockel, M. T. [D, Q-DE, RPM, RE] HE 648

HEART

Tonkins, W. P. [D, Q-DE, RPM, AV] PH 1675HEART DISEASE

Birkholz, C. L. [D, Q-DE, AV, SEE, G] HE 641Kawamura, T. [D, Q-DE, T, AV, CS, U] HE 642

HEART FUNCTION TEST


HEART RATE

Moris, W. D. [D-DE, T] HE 643Tonkins, W. P. [D, Q-DE, RPM, AV] PH 1675

HEMODIALYSIS

Carney, C. M. [D, L-DE, MAV, T, MR, G] PH 1676Leung, R. W. M. [L, TC, Q-RM, AV, NK] PH 1656

HEMODYNAMICS

Tonkins, W. P. [D, Q-DE, RPM, AV] PH 1675HIP

Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976HIP JOINT

Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976Stein, T. [D, AR-DE, AV, G] PE 4021

HISPANIC AMERICAN

Goss, B. D. [D, DA, H-DE, CS, %] PE 3975HISTORY

Craig, P. S. [D, H, DA-DE] PE 4004Hoyte, T. A. [D, I, C, H-DE] PE 4002Reaves, J. A. [D, DA, H-DE] PE 4008Sullivan, D. A. [D, DA, H-DE, %] PE 4001Voigt, D. Q. [D, H, DA-DE] PE 4005Ward, P. S. [D, H, DA, LR-DE] PE 4014

HOCKEY

Wiedeke, J. [D-AV,DE,G,MR,RPM,T] PE 3947HOMEOSTASIS

Carney, C. M. [D, L-DE, MAV, T, MR, G] PH 1676HONG KONG

Reaves, J. A. [D, DA, H-DE] PE 4008HOOP

Moris, W. D. [D-DE, T] HE 643HORMONE

Starks, M. A. [D, L-DE, AV, LSD] PH 1677HUNTING

Peterson, A. T. [D, AR, COM-DE, T, BON, %, G] PH 1673

54


HYPERKALEMIA

Carney, C. M. [D, L-DE, MAV, T, MR, G] PH 1676ICE DANCING

Keck, M. L. B. [D, COM, I, Q-DE] PE 3996IMAGERY

Hoss, H. A. [D, CH-G] PE 3982Jayaraman, R. [D, E, I, Q, L-DE, RM, AV, BON, T, RD, G]

PE 3985IMAGINATION

Hoss, H. A. [D, CH-G] PE 3982IN-SERVICE TRAINING

Temple, V. A. [D, Q-DE, AV, TU, %, RPM, FA, G]PE 3998

INDEPENDENCE


INDIVIDUALIZED INSTRUCTION

Telford, A. [D, AR-DE, T, RPM, MAV] PE 4023INDOOR

Zmudy, M. [D, Q-DE, T, AC] PSY 2100INFANT


INJURY

Garrett, C. L. [D, A, L-DE, AV, RM, TU, T, G] PE 3995Sherwood, S. M. [D, TC, MA-DE, MAV, RM, AV, TU, G]

PE 4013Styers, A. [D, A, Q, L-DE, AV, G] PE 4022Te Selle, L. L. [D, C, I-DE, %] PSY 2093

INTEGRATION

Goss, B. D. [D, DA, H-DE, CS, %] PE 3975Temple, V. A. [D, Q-DE, AV, TU, %, RPM, FA, G]

PE 3998INTERDISCIPLINARY APPROACH

Bastasch, J. D. [D, Q-DE, AC, G] PE 3987INTERNATIONAL

Berry, J. R. [D, Q-DE] PE 4019Reaves, J. A. [D, DA, H-DE] PE 4008

INTERVAL TRAINING

Florhaug, J. A. [D, A-DE, T, BON, G] PH 1668INTRAMURAL SPORT

Lands, C. [D, Q-DE, %, CS] PE 3955ION

Carney, C. M. [D, L-DE, MAV, T, MR, G] PH 1676ISOMETRIC

Cohen, J. S. [D, C, Q-DE, %, RC, G] PE 4000Pollock, S. A. [D, AR, Q-DE, RPM, SEE] PE 3997

ISOMETRIC TRAINING

Burger, T. [D, A-DE, %, RPM, G] PE 4009JOINT

Leaver, R. [D, Q-DE, %, G] PE 4003Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976

JOURNALISM


JUMPING

Moris, W. D. [D-DE, T] HE 643Olson, M. W. [D, AR, Q, COM-DE, T, G] PE 3991

Schiralli, B. [D, AR-DE, AV, T, G] PE 3986KENTUCKY

Sullivan, D. A. [D, DA, H-DE, %] PE 4001KIDNEY DISEASE

Carney, C. M. [D, L-DE, MAV, T, MR, G] PH 1676KIDNEY FUNCTION TEST

Leung, R. W. M. [L, TC, Q-RM, AV, NK] PH 1656KINESIOLOGY

Hrovatin, L. A. [D, A, L-DE, %, T, BON, G] PE 3988KNEE

Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976Simenz, C. J. [D, A, AR-DE, %, AV, G] PE 3992

LACTATE


Hikoi, H. [D, L, Q-DE, T, RM, AV, MAV, SCH, G]PH 1663

Wadley, G. [D, L, A-DE, AV, NK, G] PH 1664LANGUAGE

Hoss, H. A. [D, CH-G] PE 3982LEADERSHIP

Sabo, T. [D,Q-DE,%] PE 3946LEARNING

Cucina, I. M. [D-RPM, RM, AV] PE 3951Jorgenson, S. M. [D, Q, J, I-DE, %, T, AV, G] PE 4011Novak, J. D. [D, Q, J-DE, %, G] PE 3990

LEG

Garrett, C. L. [D, A, L-DE, AV, RM, TU, T, G] PE 3995Kennard, B. A. [D-DE, T, RM] PE 3980Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103Schiralli, B. [D, AR-DE, AV, T, G] PE 3986Simenz, C. J. [D, A, AR-DE, %, AV, G] PE 3992

LEISURE

Hayes, J. M. [D, I-DE] RC 535Prvu, J. A. [D, I, Q-DE, %] HE 640Voigt, D. Q. [D, H, DA-DE] PE 4005

LINE-UP

Goss, B. D. [D, DA, H-DE, CS, %] PE 3975LOCOMOTION

Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976Pascoe, D. A. [D, TC, A, L-DE, AV, NK, RPM] PE 3956Peterson, A. T. [D, AR, COM-DE, T, BON, %, G] PH 1673Simenz, C. J. [D, A, AR-DE, %, AV, G] PE 3992Zilonka, E. M. [D, Q, A-DE, T, G] PH 1674

LONGITUDINAL STUDY


Scibek, J. S. [D-AV,DE,G,RM] PE 3945LOUISIANA

Leonard, P. J. [D, Q, C, A, L-DE, CS, T, AV, %, G]PE 3999

MAGNETIC FIELD THERAPY

Bottesch, J. M. [D, A, E, Q-DE, AV, T, BON, G] PE 4020MAJOR LEAGUE

Goss, B. D. [D, DA, H-DE, CS, %] PE 3975MAN

Johnson, C. C. [D, Q, A-DE, T, AV, BON] PH 1671Olsen, J. [D, L, Q, A-DE, AV, %] PE 4012

55


MANAGER

Williams, L. G. [D, Q, JA-DE, T, FA, CS] PE 4016MARATHON

Leaver, R. [D, Q-DE, %, G] PE 4003MARKET RESEARCH

Thorp, S. [D, Q, S, J-DE, T, G, AV, SCH, CS, RPM,RD] PE 3950

MARKETING

Chang, K. [D, Q, IA-DE, RC, FA, G] PE 3979Donovan, M. E. [D, Q-%, Z, T, RPM, BC] PE 3963

MASSAGE

Kennard, B. A. [D-DE, T, RM] PE 3980MATHEMATICS

Bastasch, J. D. [D, Q-DE, AC, G] PE 3987MEASUREMENT

Dehart, M. M. [D, Q-DE, T, BON, G] PH 1667Florhaug, J. A. [D, A-DE, T, BON, G] PH 1668Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103Pollock, S. A. [D, AR, Q-DE, RPM, SEE] PE 3997

MENOPAUSE

Smith, D. M. [D, LR-DE, %, CS, T] PE 3993MENTAL DISORDER

Foster, B. L. [D, A, Q-DE, T, MAV, Z, DisA, G] PE 3978Temple, V. A. [D, Q-DE, AV, TU, %, RPM, FA, G]

PE 3998MENTAL HEALTH


MENTAL PROCESS

Hayes, J. M. [D, I-DE] RC 535MENTAL RETARDATION

Stanish, H. I. [D, I-DE, %, G] PE 3974METABOLISM


Carney, C. M. [D, L-DE, MAV, T, MR, G] PH 1676Leung, R. W. M. [L, TC, Q-RM, AV, NK] PH 1656

METHOD

Garrett, C. L. [D, A, L-DE, AV, RM, TU, T, G] PE 3995Janssen, P. F. [D, JA, Q, J-DE, MR. AV, KC, G] PE 4006Keck, M. L. B. [D, COM, I, Q-DE] PE 3996Prvu, J. A. [D, I, Q-DE, %] HE 640Robinson, A. [D, IA, JA, Q-DE, G] HE 649Sherwood, S. M. [D, TC, MA-DE, MAV, RM, AV, TU, G]

PE 4013Telford, A. [D, AR-DE, T, RPM, MAV] PE 4023

MEXICO

Siegel, S. R. [D, A, Q-DE, MAV, T, FA, AC, %, G]PE 4007

MIDDLE AGE

Maddalozzo, G. F. [D, A, L, Q-DE, RM, AV, MAV, T, %, G]PE 3971

MILITARY

Gray, J. G. [D, Q-DE, MAC, AV, T] PH 1669Ward, P. S. [D, H, DA, LR-DE] PE 4014

MINORITY GROUP

Allor, K. M. [D, Q, A-DE, MAV, AV, TU] PSY 2104MISSISSIPPI

Williams, L. G. [D, Q, JA-DE, T, FA, CS] PE 4016

MOTION PERCEPTION


MOTIVATION

Allor, K. M. [D, Q, A-DE, MAV, AV, TU] PSY 2104Cash, T. L. [D, Q-DE, RM, AV, TU] PSY 2101Connelly, T. A. [D, Q-DE, FA, RC, CS] PSY 2084Jefferson, C. [D, C-DE, AV, T, %] PSY 2089Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944Navarre, M. J. [D, Q-DE, AV, BON, RPM] PSY 2105Nolan, V. L. [D, CH-[none]] PE 3983Taylor, S. L. [D, Q, COM-DE, T, AV] PE 3970

MOTOR DEVELOPMENT

Cucina, I. M. [D-RPM, RM, AV] PE 3951Telford, A. [D, AR-DE, T, RPM, MAV] PE 4023

MOTOR SKILL



Sundberg, J. D. [D, Q-DE, RM, AV, RPM] PSY 2091Telford, A. [D, AR-DE, T, RPM, MAV] PE 4023

MOVEMENT

Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976Pizzimenti, M. A. [D, TC, AR, E-DE, RM, AV, MAV, TU, G]

PSY 2096Zilonka, E. M. [D, Q, A-DE, T, G] PH 1674

MULTICULTURALISM

Hehman, E. D. [D, Q-DE, %] PE 3966MUSCLE

Bottesch, J. M. [D, A, E, Q-DE, AV, T, BON, G] PE 4020Burger, T. [D, A-DE, %, RPM, G] PE 4009Capriotti, P. V. [D, A, L-DE, RM, AV, TU, SCH, G]

PH 1665Hrovatin, L. A. [D, A, L-DE, %, T, BON, G] PE 3988Jayaraman, R. [D, E, I, Q, L-DE, RM, AV, BON, T, RD, G]

PE 3985Kruger, M. J. [D, A, MA-DE, AV, RM, SCH, G] PE 3984Maddalozzo, G. F. [D, A, L, Q-DE, RM, AV, MAV, T, %, G]

PE 3971Myhal, M. [L, A, E-AV, BON, %] PH 1661Pascoe, D. A. [D, TC, A, L-DE, AV, NK, RPM] PE 3956Pollock, S. A. [D, AR, Q-DE, RPM, SEE] PE 3997Rough, L. [D, S, Q-DE, AV, T, RM] PE 3981Schiralli, B. [D, AR-DE, AV, T, G] PE 3986Simpson, K. A. [D, L, A, AR-DE, G, RPM, AV, TU, RE]

PE 3967Styers, A. [D, A, Q, L-DE, AV, G] PE 4022Wadley, G. [D, L, A-DE, AV, NK, G] PH 1664Yoon, S. [D, A-DE, R, %, MR] PE 4017

MUSCLE CONTRACTION


Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103Pollock, S. A. [D, AR, Q-DE, RPM, SEE] PE 3997

MUSCLE METABOLISM

Starks, M. A. [D, L-DE, AV, LSD] PH 1677MUSCLE RELAXANT

Garrett, C. L. [D, A, L-DE, AV, RM, TU, T, G] PE 3995

56


MUSCULOSKELETAL SYSTEM


Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976Myhal, M. [L, A, E-AV, BON, %] PH 1661

MUSIC

Zilonka, E. M. [D, Q, A-DE, T, G] PH 1674NATIONAL COLLEGIATE ATHLETIC ASSOCIATION

Danna, J. G. [D, DA-DE, %, G] PE 3994Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977

NATIONAL HOCKEY LEAGUE

Wiedeke, J. [D-AV,DE,G,MR,RPM,T] PE 3947NAVY

Gray, J. G. [D, Q-DE, MAC, AV, T] PH 1669NEW YORK

Hoyte, T. A. [D, I, C, H-DE] PE 4002NO-BOUNCE AEROBICS

Cowperthwaite, S. A. [D, Q-DE, T, RE, G] PH 1666Hagen, H. L. [D, Q-DE, RE, T, N, %, G] PH 1670

NOMENCLATURE

Hoss, H. A. [D, CH-G] PE 3982NORTH CAROLINA

Berry, J. R. [D, Q-DE] PE 4019NUCLEAR MAGNETIC RESONANCE


NUTRITION

Birkholz, C. L. [D, Q-DE, AV, SEE, G] HE 641Brown, S. [D, Q-DE, AV, T] HE 647Nagae, S. E. [L, A, TC, Q-%, AV, TU] PH 1659Robinson, E. M. [D, TC, A, L, Q-RM, T, AV] PH 1658

OCCUPATION

Groth, A. W. [D, JA, C-DE, %] PE 3965OCCUPATIONAL HEALTH SERVICE

Groth, A. W. [D, JA, C-DE, %] PE 3965OFFICIATING

Janssen, P. F. [D, JA, Q, J-DE, MR. AV, KC, G] PE 4006Keck, M. L. B. [D, COM, I, Q-DE] PE 3996

OLYMPIC GAMES

James, W. R. [D, Q-DE, G, %] PE 3960Ward, P. S. [D, H, DA, LR-DE] PE 4014

ORGANIZATIONAL DEVELOPMENT

Craig, P. S. [D, H, DA-DE] PE 4004ORTHOPEDIC MANIPULATION

Kennard, B. A. [D-DE, T, RM] PE 3980OSTEOARTHRITIS

Leaver, R. [D, Q-DE, %, G] PE 4003OSTEOPOROSIS

Foster, B. L. [D, A, Q-DE, T, MAV, Z, DisA, G] PE 3978Smith, D. M. [D, LR-DE, %, CS, T] PE 3993

OXYGEN

Wadley, G. [D, L, A-DE, AV, NK, G] PH 1664OXYGEN CONSUMPTION

Leahy, G. D. [D, TC, L-DE, T] PH 1662PAIN

Rough, L. [D, S, Q-DE, AV, T, RM] PE 3981PARENT-CHILD RELATION

Parrow, D. M. [D, Q-RPM, RC, %] PSY 2088

PATTERN

Galilee-Belfer, A. [D-AV,DE,G,RM,TU] PE 3948PEDALING

Johnson, C. C. [D, Q, A-DE, T, AV, BON] PH 1671PENALTY

Wiedeke, J. [D-AV,DE,G,MR,RPM,T] PE 3947PERCEIVED EXERTION

Johnson, C. C. [D, Q, A-DE, T, AV, BON] PH 1671PERCEPTION


Connelly, T. A. [D, Q-DE, FA, RC, CS] PSY 2084Cucina, I. M. [D-RPM, RM, AV] PE 3951Larouere, B. [D, Q, L-DE, T, %] PSY 2097Yanofsky, K. [D, Q-DE, G, AV, R] PE 3964

PERCEPTUAL LOCALIZATION

Larouere, B. [D, Q, L-DE, T, %] PSY 2097PERFORMANCE PREDICTION

Durand, J. F. [D, H-DE, CS, T, AV] PE 3952Galilee-Belfer, A. [D-AV,DE,G,RM,TU] PE 3948Scibek, J. S. [D-AV,DE,G,RM] PE 3945

PERSONALITY

Robinson, A. [D, IA, JA, Q-DE, G] HE 649PERSONALITY DEVELOPMENT


PERSONALITY INVENTORY

Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944PHYSICAL EDUCATION

Arnold, R. A. [D, I, DA, J-DE] PE 3958Brown, S. E. [D, Q, I-DE, G] PE 3968Burger, T. [D, A-DE, %, RPM, G] PE 4009Butki, B. D. [D, COM, Q, I-DE, DisA, T, R, RE, %]

PSY 2095Florhaug, J. A. [D, A-DE, T, BON, G] PH 1668Gray, J. G. [D, Q-DE, MAC, AV, T] PH 1669Jorgenson, S. M. [D, Q, J, I-DE, %, T, AV, G] PE 4011Lytle, R. K. [D, Q, I-DE] PE 3972Novak, J. D. [D, Q, J-DE, %, G] PE 3990Olsen, J. [D, L, Q, A-DE, AV, %] PE 4012Pusateri-Lane, L. J. [D, I, Q-DE, %, G] PE 3969Stanish, H. I. [D, I-DE, %, G] PE 3974Taylor, S. L. [D, Q, COM-DE, T, AV] PE 3970Telford, A. [D, AR-DE, T, RPM, MAV] PE 4023Temple, V. A. [D, Q-DE, AV, TU, %, RPM, FA, G]

PE 3998Vogler, D. R. [D, Q-DE, %, G] HE 644Williams, L. G. [D, Q, JA-DE, T, FA, CS] PE 4016Zilonka, E. M. [D, Q, A-DE, T, G] PH 1674

PHYSICAL FITNESS

Allor, K. M. [D, Q, A-DE, MAV, AV, TU] PSY 2104Butki, B. D. [D, COM, Q, I-DE, DisA, T, R, RE, %]

PSY 2095Cash, T. L. [D, Q-DE, RM, AV, TU] PSY 2101Chang, K. [D, Q, IA-DE, RC, FA, G] PE 3979Cowperthwaite, S. A. [D, Q-DE, T, RE, G] PH 1666Gray, J. G. [D, Q-DE, MAC, AV, T] PH 1669Israel, P. K. [D, Q, A-DE, AV, TU, KW, FA, RPM, RD,

TA] PE 4018Lytle, R. K. [D, Q, I-DE] PE 3972

57


Olsen, J. [D, L, Q, A-DE, AV, %] PE 4012Robinson, A. [D, IA, JA, Q-DE, G] HE 649Rogers, T. M. [D, Q-DE, T, AV, RM, AC, RPM, MR]

HE 645Siegel, S. R. [D, A, Q-DE, MAV, T, FA, AC, %, G]

PE 4007Wheeler, C. E. [D, Q-DE, RPM, T] PSY 2099

PHYSICAL THERAPY

Kennard, B. A. [D-DE, T, RM] PE 3980PHYSIOLOGIC MONITORING

Israel, P. K. [D, Q, A-DE, AV, TU, KW, FA, RPM, RD,TA] PE 4018

Tonkins, W. P. [D, Q-DE, RPM, AV] PH 1675PHYSIOLOGY


PH 1665Carney, C. M. [D, L-DE, MAV, T, MR, G] PH 1676Cohen, J. S. [D, C, Q-DE, %, RC, G] PE 4000Cowperthwaite, S. A.[D, Q-DE, T, RE, G] PH 1666Cox, L. M. [D, L, A, AR, Q-DE, AV, TU] HE 650Florhaug, J. A. [D, A-DE, T, BON, G] PH 1668Gray, J. G. [D, Q-DE, MAC, AV, T] PH 1669Hagen, H. L. [D, Q-DE, RE, T, N, %, G] PH 1670Harder, M. [D, Q, I-DE, WI, RD] PSY 2102Hrovatin, L. A. [D, A, L-DE, %, T, BON, G] PE 3988Israel, P. K. [D, Q, A-DE, AV, TU, KW, FA, RPM, RD,

TA] PE 4018Johnson, C. C. [D, Q, A-DE, T, AV, BON] PH 1671Kruger, M. J. [D, A, MA-DE, AV, RM, SCH, G] PE 3984Larouere, B. [D, Q, L-DE, T, %] PSY 2097Leaver, R. [D, Q-DE, %, G] PE 4003Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103Moris, W. D. [D-DE, T] HE 643Olsen, J. [D, L, Q, A-DE, AV, %] PE 4012Pauly, M. A. [D, Q-DE, AV, T, BON] PH 1672Peterson, A. T. [D, AR, COM-DE, T, BON, %, G] PH 1673Pollock, S. A. [D, AR, Q-DE, RPM, SEE] PE 3997Rogers, T. M. [D, Q-DE, T, AV, RM, AC, RPM, MR]

HE 645Ross, J. L. [D, A, IA-DE, AV, TU, MAV, G] PH 1678Rough, L. [D, S, Q-DE, AV, T, RM] PE 3981Schiralli, B. [D, AR-DE, AV, T, G] PE 3986Simenz, C. J. [D, A, AR-DE, %, AV, G] PE 3992Smith, D. M. [D, LR-DE, %, CS, T] PE 3993Starks, M. A. [D, L-DE, AV, LSD] PH 1677Styers, A. [D, A, Q, L-DE, AV, G] PE 4022Tonkins, W. P. [D, Q-DE, RPM, AV] PH 1675Vogler, D. R. [D, Q-DE, %, G] HE 644

PLANNING


PLAY

Cox, L. M. [D, L, A, AR, Q-DE, AV, TU] HE 650PLYOMETRIC TRAINING

Burger, T. [D, A-DE, %, RPM, G] PE 4009Olson, M. W. [D, AR, Q, COM-DE, T, G] PE 3991

POLICY

Danna, J. G. [D, DA-DE, %, G] PE 3994

POSTURE

Pascoe, D. A. [D, TC, A, L-DE, AV, NK, RPM] PE 3956Scibek, J. S. [D-AV,DE,G,RM] PE 3945

POTASSIUM

Carney, C. M. [D, L-DE, MAV, T, MR, G] PH 1676PREFERENCE

Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977PREJUDICE

Poisson, C. F. [D, I-DE,G] PSY 2083Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977

PREVENTION

Foster, B. L. [D, A, Q-DE, T, MAV, Z, DisA, G] PE 3978Myhal, M. [L, A, E-AV, BON, %] PH 1661Rough, L. [D, S, Q-DE, AV, T, RM] PE 3981Sherwood, S. M. [D, TC, MA-DE, MAV, RM, AV, TU, G]

PE 4013PROFESSIONAL


PROGRAM

Arnold, R. A. [D, I, DA, J-DE] PE 3958Bastasch, J. D. [D, Q-DE, AC, G] PE 3987James, W. R. [D, Q-DE, G, %] PE 3960Lands, C. [D, Q-DE, %, CS] PE 3955Temple, V. A. [D, Q-DE, AV, TU, %, RPM, FA, G]

PE 3998Vogler, D. R. [D, Q-DE, %, G] HE 644

PRONATION

Stein, T. [D, AR-DE, AV, G] PE 4021PROPRIOCEPTION

Pascoe, D. A. [D, TC, A, L-DE, AV, NK, RPM] PE 3956PSYCHOLOGY


PSY 2095Cash, T. L. [D, Q-DE, RM, AV, TU] PSY 2101Connelly, T. A. [D, Q-DE, FA, RC, CS] PSY 2084Cucina, I. M. [D-RPM, RM, AV] PE 3951Harder, M. [D, Q, I-DE, WI, RD] PSY 2102Jorgenson, S. M. [D, Q, J, I-DE, %, T, AV, G] PE 4011Luif, J. [D, DA, SD-DE, RPM, %, AV, TU, BON,

DUN] PSY 2087Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103Martin, K. A. [D, DEL, Q-DE, AC, RC, FA] PE 3957Navarre, M. J. [D, Q-DE, AV, BON, RPM] PSY 2105Nolan, V. L. [D, CH-[none]] PE 3983Olsen, J. [D, L, Q, A-DE, AV, %] PE 4012Parrow, D. M. [D, Q-RPM, RC, %] PSY 2088Rogers, T. M. [D, Q-DE, T, AV, RM, AC, RPM, MR]

HE 645Schilling, T. A. [D, I, CS-DE] PSY 2082Scholes, M. A. [D, Q-DE, RC, AV, T] HE 646Taylor, S. L. [D, Q, COM-DE, T, AV] PE 3970Te Selle, L. L. [D, C, I-DE, %] PSY 2093Thomas, M. B. [D, AR-DE, MAV, G] PE 4015Vogler, D. R. [D, Q-DE, %, G] HE 644Wheeler, C. E. [D, Q-DE, RPM, T] PSY 2099Yanofsky, K. [D, Q-DE, G, AV, R] PE 3964Zilonka, E. M. [D, Q, A-DE, T, G] PH 1674Zmudy, M. [D, Q-DE, T, AC] PSY 2100

58


PSYCHOMOTOR PERFORMANCE


Cucina, I. M. [D-RPM, RM, AV] PE 3951PSYCHOTHERAPY


Prvu, J. A. [D, I, Q-DE, %] HE 640PUBLIC HEALTH

Krzewinski-Malone, J. A. [D, Q, S-DE, CS, AV, SCH] HE 638Leonard, P. J. [D, Q, C, A, L-DE, CS, T, AV, %, G]

PE 3999PULMONARY GAS EXCHANGE

Dehart, M. M. [D, Q-DE, T, BON, G] PH 1667PUTTER

Sundberg, J. D. [D, Q-DE, RM, AV, RPM] PSY 2091PUTTING

Sundberg, J. D. [D, Q-DE, RM, AV, RPM] PSY 2091QUADRICEPS

Bottesch, J. M. [D, A, E, Q-DE, AV, T, BON, G] PE 4020Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103

QUALITY OF LIFE

Israel, P. K. [D, Q, A-DE, AV, TU, KW, FA, RPM, RD,TA] PE 4018

Mishler, P. E. [D, A, Q, C-DE, T, %] HE 639Ridinger, L. L. [D, Q, S, J-MAV, RC] PSY 2085Schilling, T. A. [D, I, CS-DE] PSY 2082

RACE

Goss, B. D. [D, DA, H-DE, CS, %] PE 3975Hehman, E. D. [D, Q-DE, %] PE 3966Poisson, C. F. [D, I-DE,G] PSY 2083

RACIAL RELATIONS

Goss, B. D. [D, DA, H-DE, CS, %] PE 3975Hehman, E. D. [D, Q-DE, %] PE 3966Poisson, C. F. [D, I-DE,G] PSY 2083

RACISM

Poisson, C. F. [D, I-DE,G] PSY 2083Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977

RANGE OF MOTION

Ferry, C. [D, AR-DE, U, RC] PE 4010RANKING

Jubenville, C. B. [D, Q, J-DE, AV, T] PE 3962RATING SCALE

Jubenville, C. B. [D, Q, J-DE, AV, T] PE 3962REACTION TIME

Larouere, B. [D, Q, L-DE, T, %] PSY 2097RECREATION

Hayes, J. M. [D, I-DE] RC 535Lands, C. [D, Q-DE, %, CS] PE 3955Prvu, J. A. [D, I, Q-DE, %] HE 640Schilling, T. A. [D, I, CS-DE] PSY 2082Stanish, H. I. [D, I-DE, %, G] PE 3974

RECRUITING

Danna, J. G. [D, DA-DE, %, G] PE 3994Goss, B. D. [D, DA, H-DE, CS, %] PE 3975

REDUCING DIET

Scholes, M. A. [D, Q-DE, RC, AV, T] HE 646REFLEX

Wheeler, C. E. [D, Q-DE, RPM, T] PSY 2099

REHABILITATION

Birkholz, C. L. [D, Q-DE, AV, SEE, G] HE 641Ferry, C. [D, AR-DE, U, RC] PE 4010Kawamura, T. [D, Q-DE, T, AV, CS, U] HE 642Prvu, J. A. [D, I, Q-DE, %] HE 640Te Selle, L. L. [D, C, I-DE, %] PSY 2093

REINFORCEMENT


RELIABILITY



RELIGION

Olsen, J. [D, L, Q, A-DE, AV, %] PE 4012RESPIRATION

Dehart, M. M. [D, Q-DE, T, BON, G] PH 1667RESPIRATORY AIRFLOW

Dehart, M. M. [D, Q-DE, T, BON, G] PH 1667RESPIRATORY SYSTEM

Dehart, M. M. [D, Q-DE, T, BON, G] PH 1667Yakey-Ault, J. L. [COM, A, L, Q-T, AV, RM, SEE, %, GG]

PH 1657REST

Cox, L. M. [D, L, A, AR, Q-DE, AV, TU] HE 650REVIEW

Young, B. [D, COM, AR, I-DE, RC, G] PE 3973RHYTHM

Zilonka, E. M. [D, Q, A-DE, T, G] PH 1674RISK

Foster, B. L. [D, A, Q-DE, T, MAV, Z, DisA, G] PE 3978Leaver, R. [D, Q-DE, %, G] PE 4003

RISK MANAGEMENT

Heeden, M. [D,I,Q-DE,%] PE 3949ROCK CLIMBING

Zmudy, M. [D, Q-DE, T, AC] PSY 2100ROPE

Lee, J. [D, Q-DE, T, RD, RC] PSY 2098ROPE CLIMBING

Lee, J. [D, Q-DE, T, RD, RC] PSY 2098ROTATOR CUFF

Ferry, C. [D, AR-DE, U, RC] PE 4010ROWING

Galilee-Belfer, A. [D-AV,DE,G,RM,TU] PE 3948RULE

Janssen, P. F. [D, JA, Q, J-DE, MR. AV, KC, G] PE 4006Keck, M. L. B. [D, COM, I, Q-DE] PE 3996McHugh, V. L. [D, A, I-DE, RPM, T, AV, %, RM,TU]

PE 3989RULE 48

Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977RUNNING

Andrews, S. J. [L, E, A-AV, TU, RM] PH 1660Leahy, G. D. [D, TC, L-DE, T] PH 1662Leaver, R. [D, Q-DE, %, G] PE 4003Lee, K. [D, A, AR, L-DE, AV, T, BON] PE 3976Nagae, S. E. [L, A, TC, Q-%, AV, TU] PH 1659Robinson, E. M. [D, TC, A, L, Q-RM, T, AV] PH 1658

59


RURAL

Williams, L. G. [D, Q, JA-DE, T, FA, CS] PE 4016SAFETY

Heeden, M. [D,I,Q-DE,%] PE 3949McHugh, V. L. [D, A, I-DE, RPM, T, AV, %, RM,TU]

PE 3989SCHOLARSHIP

Durand, J. F. [D, H-DE, CS, T, AV] PE 3952Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944

SCHOOL


Taylor, S. L. [D, Q, COM-DE, T, AV] PE 3970Williams, L. G. [D, Q, JA-DE, T, FA, CS] PE 4016

SECONDARY SCHOOL

Hudson, S. B. [D, C, DA-DE, %, G] PSY 2090Jefferson, C. [D, C-DE, AV, T, %] PSY 2089Lee, J. [D, Q-DE, T, RD, RC] PSY 2098Mishler, P. E. [D, A, Q, C-DE, T, %] HE 639Telford, A. [D, AR-DE, T, RPM, MAV] PE 4023

SEGREGATION

Goss, B. D. [D, DA, H-DE, CS, %] PE 3975SELECTION

Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977SELF-CONCEPT


SELF-EFFICACY

Harder, M. [D, Q, I-DE, WI, RD] PSY 2102Navarre, M. J. [D, Q-DE, AV, BON, RPM] PSY 2105Scholes, M. A. [D, Q-DE, RC, AV, T] HE 646Zmudy, M. [D, Q-DE, T, AC] PSY 2100

SELF-PERCEPTION


PSY 2095Navarre, M. J. [D, Q-DE, AV, BON, RPM] PSY 2105

SERVICE INDUSTRY

Chang, K. [D, Q, IA-DE, RC, FA, G] PE 3979SEX

Pusateri-Lane, L. J. [D, I, Q-DE, %, G] PE 3969SEX DISCRIMINATION


Pusateri-Lane, L. J. [D, I, Q-DE, %, G] PE 3969SEX FACTOR

DiPuma, J. J. [D, Q-DE, AV, RD, RPM, G] PE 3959Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944Pusateri-Lane, L. J. [D, I, Q-DE, %, G] PE 3969Sabo, T. [D,Q-DE,%] PE 3946

SEXISM


SHOOTING

Thomas, M. B. [D, AR-DE, MAV, G] PE 4015SHOT


SHOT PUT


SHOULDER JOINT

Ferry, C. [D, AR-DE, U, RC] PE 4010SKIING

Young, B. [D, COM, AR, I-DE, RC, G] PE 3973SKILL

Young, B. [D, COM, AR, I-DE, RC, G] PE 3973SMOKER


SOCCER

Foels, T. L. [D,H-DE] PE 3953Navarre, M. J. [D, Q-DE, AV, BON, RPM] PSY 2105

SOCIAL APPROVAL

Scholes, M. A. [D, Q-DE, RC, AV, T] HE 646SOCIAL HISTORY

Voigt, D. Q. [D, H, DA-DE] PE 4005SOCIAL PERCEPTION

Arnold, R. A. [D, I, DA, J-DE] PE 3958SOCIAL REINFORCEMENT

Scholes, M. A. [D, Q-DE, RC, AV, T] HE 646Te Selle, L. L. [D, C, I-DE, %] PSY 2093

SOCIALIZATION

Parrow, D. M. [D, Q-RPM, RC, %] PSY 2088Poisson, C. F. [D, I-DE,G] PSY 2083

SORENESS


SPECTATOR

Heeden, M. [D,I,Q-DE,%] PE 3949Wiedeke, J. [D-AV,DE,G,MR,RPM,T] PE 3947

SPONSORSHIP

Foels, T. L. [D,H-DE] PE 3953James, W. R. [D, Q-DE, G, %] PE 3960Thorp, S. [D, Q, S, J-DE, T, G, AV, SCH, CS, RPM,

RD] PE 3950SPORT

Allor, K. M. [D, Q, A-DE, MAV, AV, TU] PSY 2104Donovan, M. E. [D, Q-%, Z, T, RPM, BC] PE 3963Foels, T. L. [D,H-DE] PE 3953Hehman, E. D. [D, Q-DE, %] PE 3966Hudson, S. B. [D, C, DA-DE, %, G] PSY 2090James, W. R. [D, Q-DE, G, %] PE 3960Kennard, B. A. [D-DE, T, RM] PE 3980Lands, C. [D, Q-DE, %, CS] PE 3955Luif, J. [D, DA, SD-DE, RPM, %, AV, TU, BON,

DUN] PSY 2087Parrow, D. M. [D, Q-RPM, RC, %] PSY 2088Reaves, J. A. [D, DA, H-DE] PE 4008Sabo, T. [D,Q-DE,%] PE 3946Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977Siegel, S. R. [D, A, Q-DE, MAV, T, FA, AC, %, G]

PE 4007Thorp, S. [D, Q, S, J-DE, T, G, AV, SCH, CS, RPM,

RD] PE 3950Tucker, L. W. [D, Q-DE, AV, TU, RC, FA] PSY 2092

60


SPORTS MEDICINE

Cohen, J. S. [D, C, Q-DE, %, RC, G] PE 4000Leaver, R. [D, Q-DE, %, G] PE 4003

SPORTSMANSHIP

Parrow, D. M. [D, Q-RPM, RC, %] PSY 2088Tucker, L. W. [D, Q-DE, AV, TU, RC, FA] PSY 2092

STABILITY

Pascoe, D. A. [D, TC, A, L-DE, AV, NK, RPM] PE 3956Scibek, J. S. [D-AV,DE,G,RM] PE 3945

STANDARD

Danna, J. G. [D, DA-DE, %, G] PE 3994STANDING

Wiedeke, J. [D-AV,DE,G,MR,RPM,T] PE 3947STATISTICS

Craig, P. S. [D, H, DA-DE] PE 4004Danna, J. G. [D, DA-DE, %, G] PE 3994Kawamura, T. [D, Q-DE, T, AV, CS, U] HE 642

STEREOTYPE

Goss, B. D. [D, DA, H-DE, CS, %] PE 3975STRATEGY

Cucina, I. M. [D-RPM, RM, AV] PE 3951STRENGTH


PH 1665Galilee-Belfer, A. [D-AV,DE,G,RM,TU] PE 3948Hrovatin, L. A. [D, A, L-DE, %, T, BON, G] PE 3988Kruger, M. J. [D, A, MA-DE, AV, RM, SCH, G] PE 3984Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103Maddalozzo, G. F. [D, A, L, Q-DE, RM, AV, MAV, T, %, G]

PE 3971Pollock, S. A. [D, AR, Q-DE, RPM, SEE] PE 3997Scibek, J. S. [D-AV,DE,G,RM] PE 3945Simpson, K. A. [D, L, A, AR-DE, G, RPM, AV, TU, RE]

PE 3967Yoon, S. [D, A-DE, R, %, MR] PE 4017

STRESS

Te Selle, L. L. [D, C, I-DE, %] PSY 2093Wheeler, C. E. [D, Q-DE, RPM, T] PSY 2099

STRESS MANAGEMENT

Scholes, M. A. [D, Q-DE, RC, AV, T] HE 646STRETCHING

Burger, T. [D, A-DE, %, RPM, G] PE 4009STUDENT

Allor, K. M. [D, Q, A-DE, MAV, AV, TU] PSY 2104Brown, S. [D, Q-DE, AV, T] HE 647Durand, J. F. [D, H-DE, CS, T, AV] PE 3952Hudson, S. B. [D, C, DA-DE, %, G] PSY 2090Israel, P. K. [D, Q, A-DE, AV, TU, KW, FA, RPM, RD,

TA] PE 4018Jorgenson, S. M. [D, Q, J, I-DE, %, T, AV, G] PE 4011Lands, C. [D, Q-DE, %, CS] PE 3955Lee, J. [D, Q-DE, T, RD, RC] PSY 2098Mishler, P. E. [D, A, Q, C-DE, T, %] HE 639Ridinger, L. L. [D, Q, S, J-MAV, RC] PSY 2085Siegel, S. R. [D, A, Q-DE, MAV, T, FA, AC, %, G]

PE 4007Trockel, M. T. [D, Q-DE, RPM, RE] HE 648Vogler, D. R. [D, Q-DE, %, G] HE 644

Zmudy, M. [D, Q-DE, T, AC] PSY 2100SUCCESS

Durand, J. F. [D, H-DE, CS, T, AV] PE 3952Sabo, T. [D,Q-DE,%] PE 3946Trockel, M. T. [D, Q-DE, RPM, RE] HE 648

SURFACE

Olson, M. W. [D, AR, Q, COM-DE, T, G] PE 3991SURVEY

Kawamura, T. [D, Q-DE, T, AV, CS, U] HE 642Krzewinski-Malone, J. A. [D, Q, S-DE, CS, AV, SCH] HE 638

SWIMMING

Ferry, C. [D, AR-DE, U, RC] PE 4010Scibek, J. S. [D-AV,DE,G,RM] PE 3945

SWING

Yoon, S. [D, A-DE, R, %, MR] PE 4017SYMBOLISM

Hoss, H. A. [D, CH-G] PE 3982TAPE


TAPING


TEACHER

Lytle, R. K. [D, Q, I-DE] PE 3972Robinson, A. [D, IA, JA, Q-DE, G] HE 649Taylor, S. L. [D, Q, COM-DE, T, AV] PE 3970

TEACHER TRAINING

Arnold, R. A. [D, I, DA, J-DE] PE 3958Carr, W. D. [D, Q-DE, RC, AV, R] PE 3961Lytle, R. K. [D, Q, I-DE] PE 3972Temple, V. A. [D, Q-DE, AV, TU, %, RPM, FA, G]

PE 3998TEACHING

Arnold, R. A. [D, I, DA, J-DE] PE 3958Bastasch, J. D. [D, Q-DE, AC, G] PE 3987Brown, S. E. [D, Q, I-DE, G] PE 3968Hoss, H. A. [D, CH-G] PE 3982Jorgenson, S. M. [D, Q, J, I-DE, %, T, AV, G] PE 4011Lytle, R. K. [D, Q, I-DE] PE 3972Nolan, V. L. [D, CH-[none]] PE 3983Novak, J. D. [D, Q, J-DE, %, G] PE 3990Stemmans, C. L. [D, J-DE, %] PE 3954Taylor, S. L. [D, Q, COM-DE, T, AV] PE 3970Telford, A. [D, AR-DE, T, RPM, MAV] PE 4023Temple, V. A. [D, Q-DE, AV, TU, %, RPM, FA, G]

PE 3998TEAM

Hoyte, T. A. [D, I, C, H-DE] PE 4002Navarre, M. J. [D, Q-DE, AV, BON, RPM] PSY 2105Parrow, D. M. [D, Q-RPM, RC, %] PSY 2088Sullivan, D. A. [D, DA, H-DE, %] PE 4001

TEAM SPORT

Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944Martin, K. A. [D, DEL, Q-DE, AC, RC, FA] PE 3957

TECHNIQUE

Florhaug, J. A. [D, A-DE, T, BON, G] PH 1668Hoss, H. A. [D, CH-G] PE 3982Nolan, V. L. [D, CH-[none]] PE 3983

61


Olson, M. W. [D, AR, Q, COM-DE, T, G] PE 3991Sherwood, S. M. [D, TC, MA-DE, MAV, RM, AV, TU, G]

PE 4013Sundberg, J. D. [D, Q-DE, RM, AV, RPM] PSY 2091Yoon, S. [D, A-DE, R, %, MR] PE 4017Young, B. [D, COM, AR, I-DE, RC, G] PE 3973

TECHNOLOGY

Pauly, M. A. [D, Q-DE, AV, T, BON] PH 1672TELEVISION VIEWING

Cox, L. M. [D, L, A, AR, Q-DE, AV, TU] HE 650TENDON

Simenz, C. J. [D, A, AR-DE, %, AV, G] PE 3992TEST RELIABILITY

Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977TESTING

Andrews, S. J. [L, E, A-AV, TU, RM] PH 1660Bottesch, J. M. [D, A, E, Q-DE, AV, T, BON, G] PE 4020Connelly, T. A. [D, Q-DE, FA, RC, CS] PSY 2084Diacin, M. [D, I-DE] PSY 2086Gray, J. G. [D, Q-DE, MAC, AV, T] PH 1669Israel, P. K. [D, Q, A-DE, AV, TU, KW, FA, RPM, RD,

TA] PE 4018Johnson, C. C. [D, Q, A-DE, T, AV, BON] PH 1671Leahy, G. D. [D, TC, L-DE, T] PH 1662Pauly, M. A. [D, Q-DE, AV, T, BON] PH 1672

THERAPY

Carney, C. M. [D, L-DE, MAV, T, MR, G] PH 1676Cohen, J. S. [D, C, Q-DE, %, RC, G] PE 4000Hayes, J. M. [D, I-DE] RC 535Kennard, B. A. [D-DE, T, RM] PE 3980Lee, J. [D, Q-DE, T, RD, RC] PSY 2098Leung, R. W. M. [L, TC, Q-RM, AV, NK] PH 1656Prvu, J. A. [D, I, Q-DE, %] HE 640Rough, L. [D, S, Q-DE, AV, T, RM] PE 3981Schilling, T. A. [D, I, CS-DE] PSY 2082Smith, D. M. [D, LR-DE, %, CS, T] PE 3993Stanish, H. I. [D, I-DE, %, G] PE 3974Wheeler, C. E. [D, Q-DE, RPM, T] PSY 2099

THERMOTHERAPY

Garrett, C. L. [D, A, L-DE, AV, RM, TU, T, G] PE 3995THINKING

Temple, V. A. [D, Q-DE, AV, TU, %, RPM, FA, G]PE 3998

THROWING


TISSUE

Styers, A. [D, A, Q, L-DE, AV, G] PE 4022TOBACCO


TORQUE

Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103TRACK AND FIELD

Schiralli, B. [D, AR-DE, AV, T, G] PE 3986Simpson, K. A. [D, L, A, AR-DE, G, RPM, AV, TU, RE]

PE 3967TRACKING

Larouere, B. [D, Q, L-DE, T, %] PSY 2097

TRAFFIC

Heeden, M. [D,I,Q-DE,%] PE 3949TRAINING

Brown, S. E. [D, Q, I-DE, G] PE 3968Burger, T. [D, A-DE, %, RPM, G] PE 4009Cucina, I. M. [D-RPM, RM, AV] PE 3951Florhaug, J. A. [D, A-DE, T, BON, G] PH 1668Galilee-Belfer, A. [D-AV,DE,G,RM,TU] PE 3948Gray, J. G. [D, Q-DE, MAC, AV, T] PH 1669Hoss, H. A. [D, CH-G] PE 3982Janssen, P. F. [D, JA, Q, J-DE, MR. AV, KC, G] PE 4006Jorgenson, S. M. [D, Q, J, I-DE, %, T, AV, G] PE 4011McHugh, V. L. [D, A, I-DE, RPM, T, AV, %, RM,TU]

PE 3989Nagae, S. E. [L, A, TC, Q-%, AV, TU] PH 1659Nolan, V. L. [D, CH-[none]] PE 3983Novak, J. D. [D, Q, J-DE, %, G] PE 3990Olsen, J. [D, L, Q, A-DE, AV, %] PE 4012Pusateri-Lane, L. J. [D, I, Q-DE, %, G] PE 3969Scibek, J. S. [D-AV,DE,G,RM] PE 3945Simpson, K. A. [D, L, A, AR-DE, G, RPM, AV, TU, RE]

PE 3967Thomas, M. B. [D, AR-DE, MAV, G] PE 4015Williams, L. G. [D, Q, JA-DE, T, FA, CS] PE 4016Yanofsky, K. [D, Q-DE, G, AV, R] PE 3964

TRAINING LOAD

Pauly, M. A. [D, Q-DE, AV, T, BON] PH 1672TREADMILL

Andrews, S. J. [L, E, A-AV, TU, RM] PH 1660Dehart, M. M. [D, Q-DE, T, BON, G] PH 1667Leahy, G. D. [D, TC, L-DE, T] PH 1662Peterson, A. T. [D, AR, COM-DE, T, BON, %, G] PH 1673Robinson, E. M. [D, TC, A, L, Q-RM, T, AV] PH 1658Tonkins, W. P. [D, Q-DE, RPM, AV] PH 1675

TREATMENT

Cohen, J. S. [D, C, Q-DE, %, RC, G] PE 4000Foster, B. L. [D, A, Q-DE, T, MAV, Z, DisA, G] PE 3978Kennard, B. A. [D-DE, T, RM] PE 3980Prvu, J. A. [D, I, Q-DE, %] HE 640Stanish, H. I. [D, I-DE, %, G] PE 3974Stein, T. [D, AR-DE, AV, G] PE 4021Te Selle, L. L. [D, C, I-DE, %] PSY 2093Wheeler, C. E. [D, Q-DE, RPM, T] PSY 2099

TRUNK

Galilee-Belfer, A. [D-AV,DE,G,RM,TU] PE 3948ULTRAMARATHON

Leaver, R. [D, Q-DE, %, G] PE 4003ULTRASONIC THERAPY

Garrett, C. L. [D, A, L-DE, AV, RM, TU, T, G] PE 3995UMPIRE

Janssen, P. F. [D, JA, Q, J-DE, MR. AV, KC, G] PE 4006UNIFORM

Ross, J. L. [D, A, IA-DE, AV, TU, MAV, G] PH 1678UNITED STATES

Craig, P. S. [D, H, DA-DE] PE 4004Gray, J. G. [D, Q-DE, MAC, AV, T] PH 1669Janssen, P. F. [D, JA, Q, J-DE, MR. AV, KC, G] PE 4006Voigt, D. Q. [D, H, DA-DE] PE 4005

UNIVERSITY

Berry, J. R. [D, Q-DE] PE 4019

62


Brown, S. [D, Q-DE, AV, T] HE 647Danna, J. G. [D, DA-DE, %, G] PE 3994Diacin, M. [D, I-DE] PSY 2086DiPuma, J. J. [D, Q-DE, AV, RD, RPM, G] PE 3959Durand, J. F. [D, H-DE, CS, T, AV] PE 3952Foels, T. L. [D,H-DE] PE 3953Hehman, E. D. [D, Q-DE, %] PE 3966Israel, P. K. [D, Q, A-DE, AV, TU, KW, FA, RPM, RD,

TA] PE 4018James, W. R. [D, Q-DE, G, %] PE 3960Jorgenson, S. M. [D, Q, J, I-DE, %, T, AV, G] PE 4011Ludwig, M. M. [D-AV,DE,G,MAV,RC,RM,T] PE 3944Navarre, M. J. [D, Q-DE, AV, BON, RPM] PSY 2105Ridinger, L. L. [D, Q, S, J-MAV, RC] PSY 2085Sabo, T. [D,Q-DE,%] PE 3946Sheppard, D. L. [D, Q-DE, CS, %, G] PE 3977Trockel, M. T. [D, Q-DE, RPM, RE] HE 648Tucker, L. W. [D, Q-DE, AV, TU, RC, FA] PSY 2092Vogler, D. R. [D, Q-DE, %, G] HE 644Zmudy, M. [D, Q-DE, T, AC] PSY 2100

URBAN

Donovan, M. E. [D, Q-%, Z, T, RPM, BC] PE 3963URBAN POPULATION


URBANIZATION

Sullivan, D. A. [D, DA, H-DE, %] PE 4001UREA

Leung, R. W. M. [L, TC, Q-RM, AV, NK] PH 1656UTAH

Olsen, J. [D, L, Q, A-DE, AV, %] PE 4012VERBAL FEEDBACK

Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103Thomas, M. B. [D, AR-DE, MAV, G] PE 4015

VERTICAL JUMP

Olson, M. W. [D, AR, Q, COM-DE, T, G] PE 3991Schiralli, B. [D, AR-DE, AV, T, G] PE 3986

VIDEO GAME

Cox, L. M. [D, L, A, AR, Q-DE, AV, TU] HE 650VIDEOTAPE

Robinson, A. [D, IA, JA, Q-DE, G] HE 649VIOLENCE

Tucker, L. W. [D, Q-DE, AV, TU, RC, FA] PSY 2092VISION


VISUAL ACUITY

Larouere, B. [D, Q, L-DE, T, %] PSY 2097VISUAL FEEDBACK

Lukasiewicz, W. C. [D, Q, AR-DE, AV, TU, T] PSY 2103Thomas, M. B. [D, AR-DE, MAV, G] PE 4015

VISUAL FIELD

Larouere, B. [D, Q, L-DE, T, %] PSY 2097

VISUAL PERCEPTION

Larouere, B. [D, Q, L-DE, T, %] PSY 2097VISUALIZATION

Hoss, H. A. [D, CH-G] PE 3982VOLLEYBALL

Yanofsky, K. [D, Q-DE, G, AV, R] PE 3964WALKING


Rough, L. [D, S, Q-DE, AV, T, RM] PE 3981Simenz, C. J. [D, A, AR-DE, %, AV, G] PE 3992Zilonka, E. M. [D, Q, A-DE, T, G] PH 1674

WATER POLO

Ferry, C. [D, AR-DE, U, RC] PE 4010WEIGHT CONTROL

Scholes, M. A. [D, Q-DE, RC, AV, T] HE 646WEIGHT LOSS

Scholes, M. A. [D, Q-DE, RC, AV, T] HE 646WEIGHT TRAINING

Burger, T. [D, A-DE, %, RPM, G] PE 4009WEIGHTLIFTING

Kruger, M. J. [D, A, MA-DE, AV, RM, SCH, G] PE 3984WISCONSIN

Birkholz, C. L. [D, Q-DE, AV, SEE, G] HE 641Kawamura, T. [D, Q-DE, T, AV, CS, U] HE 642McHugh, V. L. [D, A, I-DE, RPM, T, AV, %, RM,TU]

PE 3989WOMAN

Cowperthwaite, S. A. [D, Q-DE, T, RE, G] PH 1666Ferry, C. [D, AR-DE, U, RC] PE 4010Foster, B. L. [D, A, Q-DE, T, MAV, Z, DisA, G] PE 3978Galilee-Belfer, A. [D-AV,DE,G,RM,TU] PE 3948Hagen, H. L. [D, Q-DE, RE, T, N, %, G] PH 1670Luif, J. [D, DA, SD-DE, RPM, %, AV, TU, BON,

DUN] PSY 2087Pauly, M. A. [D, Q-DE, AV, T, BON] PH 1672Pusateri-Lane, L. J. [D, I, Q-DE, %, G] PE 3969Rogers, T. M. [D, Q-DE, T, AV, RM, AC, RPM, MR]

HE 645Smith, D. M. [D, LR-DE, %, CS, T] PE 3993Styers, A. [D, A, Q, L-DE, AV, G] PE 4022Thorp, S. [D, Q, S, J-DE, T, G, AV, SCH, CS, RPM,

RD] PE 3950WORK ENVIRONMENT

Groth, A. W. [D, JA, C-DE, %] PE 3965WOUND

Garrett, C. L. [D, A, L-DE, AV, RM, TU, T, G] PE 3995WRESTLING


YOUNG ADULT


63


64


INDEX

Allor, K. M. PSY 2104 ................ 42Andrews, S. J. PH 1660 ................ 27Arnold, R. A. PE 3958 .................. 1Bastasch, J. D. PE 3987 ................ 11Berry, J. R. PE 4019 ................ 16Birkholz, C. L. HE 641 .................. 33Bojczyk, K. E. G. PSY 2094 ................ 42Bottesch, J. M. PE 4020 ................ 22Brown, S. HE 647 .................. 34Brown, S. E. PE 3968 ................ 11Burger, T. PE 4009 .................. 6Butki, B. D. PSY 2095 ................ 42Capriotti, P. V. PH 1665 ................ 27Carney, C. M. PH 1676 ................ 27Carr, W. D. PE 3961 ................ 12Cash, T. L. PSY 2101 ................ 41Chang, K. PE 3979 ................ 18Cohen, J. S. PE 4000 ................ 23Connelly, T. A. PSY 2084 ................ 41Cowperthwaite, S. A. PH 1666 ................ 28Cox, L. M. HE 650 .................. 34Craig, P. S. PE 4004 .................. 8Cucina, I. M. PE 3951 ................ 12Danna, J. G. PE 3994 .................. 1Dehart, M. M. PH 1667 ................ 28Diacin, M. PSY 2086 ................ 37DiPuma, J. J. PE 3959 .................. 1Donovan, M. E. PE 3963 ................ 19Durand, J. F. PE 3952 .................. 2Ferry, C. PE 4010 ................ 20Florhaug, J. A. PH 1668 ................ 28Foels, T. L. PE 3953 .................. 2Foster, B. L. PE 3978 ................ 23Galilee-Belfer, A. PE 3948 ................ 23Garrett, C. L. PE 3995 ................ 23Goss, B. D. PE 3975 .................. 2Gray, J. G. PH 1669 ................ 28Groth, A. W. PE 3965 ................ 16Hagen, H. L. PH 1670 ................ 29Harder, M. PSY 2102 ................ 43Hayes, J. M. RC 535 .................. 37Heeden, M. PE 3949 .................. 3Hehman, E. D. PE 3966 .................. 3Hikoi, H. PH 1663 ................ 29Hoss, H. A. PE 3982 ................ 19Hoyte, T. A. PE 4002 .................. 8Hrovatin, L. A. PE 3988 ................ 10Hudson, S. B. PSY 2090 ................ 38Israel, P. K. PE 4018 ................ 16James, W. R. PE 3960 .................. 3Janssen, P. F. PE 4006 .................. 3Jayaraman, R. PE 3985 ................ 24Jefferson, C. PSY 2089 ................ 38Johnson, C. C. PH 1671 ................ 29Jorgenson, S. M. PE 4011 ................ 12Jubenville, C. B. PE 3962 .................. 4Kawamura, T. HE 642 .................. 34

Keck, M. L. B. PE 3996 ................ 19Kennard, B. A. PE 3980 ................ 24Kruger, M. J. PE 3984 ................ 20Krzewinski-Malone, J. A. HE 638 .................. 34Lands, C. PE 3955 .................. 4Larouere, B. PSY 2097 ................ 40Leahy, G. D. PH 1662 ................ 30Leaver, R. PE 4003 ................ 24Lee, J. PSY 2098 ................ 39Lee, K. PE 3976 ................ 20Leonard, P. J. PE 3999 .................. 5Leung, R. W. M. PH 1656 ................ 30Ludwig, M. M. PE 3944 ................ 17Luif, J. PSY 2087 ................ 38Lukasiewicz, W. C. PSY 2103 ................ 40Lytle, R. K. PE 3972 .................. 5Maddalozzo, G. F. PE 3971 ................ 25Martin, K. A. PE 3957 ................ 10McHugh, V. L. PE 3989 ................ 10Mishler, P. E. HE 639 .................. 34Moris, W. D. HE 643 .................. 35Myhal, M. PH 1661 ................ 30Nagae, S. E. PH 1659 ................ 30Navarre, M. J. PSY 2105 ................ 43Nolan, V. L. PE 3983 ................ 20Novak, J. D. PE 3990 ................ 13Olsen, J. PE 4012 ................ 17Olson, M. W. PE 3991 ................ 21Parrow, D. M. PSY 2088 ................ 39Pascoe, D. A. PE 3956 ................ 21Pauly, M. A. PH 1672 ................ 31Peterson, A. T. PH 1673 ................ 31Pizzimenti, M. A. PSY 2096 ................ 41Poisson, C. F. PSY 2083 ................ 43Pollock, S. A. PE 3997 ................ 11Prvu, J. A. HE 640 .................. 35Pusateri-Lane, L. J. PE 3969 ................ 13Reaves, J. A. PE 4008 .................. 8Ridinger, L. L. PSY 2085 ................ 39Robinson, A. HE 649 .................. 35Robinson, E. M. PH 1658 ................ 31Rogers, T. M. HE 645 .................. 36Ross, J. L. PH 1678 ................ 31Rough, L. PE 3981 ................ 25Sabo, T. PE 3946 ................ 17Schilling, T. A. PSY 2082 ................ 44Schiralli, B. PE 3986 ................ 21Scholes, M. A. HE 646 .................. 36Scibek, J. S. PE 3945 ................ 21Sheppard, D. L. PE 3977 .................. 6Sherwood, S. M. PE 4013 ................ 26Siegel, S. R. PE 4007 ................ 17Simenz, C. J. PE 3992 ................ 22Simpson, K. A. PE 3967 .................. 7Smith, D. M. PE 3993 ................ 26Stanish, H. I. PE 3974 ................ 13Starks, M. A. PH 1677 ................ 32

Stein, T. PE 4021 ................ 26Stemmans, C. L. PE 3954 ................ 13Styers, A. PE 4022 ................ 26Sullivan, D. A. PE 4001 .................. 9Sundberg, J. D. PSY 2091 ................ 41Taylor, S. L. PE 3970 ................ 14Te Selle, L. L. PSY 2093 ................ 44Telford, A. PE 4023 ................ 14Temple, V. A. PE 3998 ................ 14Thomas, M. B. PE 4015 .................. 7Thorp, S. PE 3950 ................ 19Tonkins, W. P. PH 1675 ................ 32Trockel, M. T. HE 648 .................. 36Tucker, L. W. PSY 2092 ................ 37Vogler, D. R. HE 644 .................. 36Voigt, D. Q. PE 4005 .................. 9Wadley, G. PH 1664 ................ 32Ward, P. S. PE 4014 .................. 9Wheeler, C. E. PSY 2099 ................ 44Wiedeke, J. PE 3947 ................ 19Williams, L. G. PE 4016 .................. 6Yakey-Ault, J. L. PH 1657 ................ 33Yanofsky, K. PE 3964 ................ 15Yoon, S. PE 4017 ................ 22Young, B. PE 3973 ................ 15Zilonka, E. M. PH 1674 ................ 33Zmudy, M. PSY 2100 ................ 40

65


AMERICAN COLLEGE OF SPORTS MEDICINESPORTS MEDICINE BULLETIN 10(1975)-32(1997)

American College of Sports Medicine. 23 ficheACSM News 8(1973)-9(1974)

American College of Sports Medicine. 1 ficheAMERICAN COLLEGE OF SPORTS MEDICINE NEWSLETTER 2:2(May 1967)-7:4(Oct. 1972)

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