Cathy D. Lirgg

The effects of equipment modification on children's self-efficacy and basketball shooting performance

The purpose of this study was to examine the effects of modification of basketball size and basket height on shooting performance and self-efficacy of girls and boys 9 to 12 years of age. Subjects (N = 74) completed a self-efficacy questionnaire before and after shooting 10 baskets under four conditions. Shooting conditions were a combination of basketball size (womens or mens) and basket height (10 or 8 ft). Repeated measures analyses of variance indicated that children made more baskets and had higher shooting scores at the 8-ft basket than the 10-ft basket. This was especially evident for girls and 9- and 10-year-old children. Self-efficacy was higher prior to shooting, and boys had higher self-efficacy than girls. Self-efficacy was highest when children shot at the 8-ft basket. These results indicated that basket height modification can positively influence childrens shooting performance and self-efficacy.

Teacher versus Peer Models Revisited: Effects on Motor Performance and Self-Efficacy

This study reinvestigated and extended the findings of Landers and Landers (1973), which examined the influence of skilled and unskilled teacher and peer models on motor performance. Sixth grade females (N = 100) were randomly assigned to groups in a 2 x 2 (Model Type x Model Skill) factorial design or to a no-model group. In the treatment groups, subjects observed one of four unfamiliar models--(a) a skilled teacher, (b) an unskilled teacher, (c) a skilled peer, or (d) an unskilled peer--perform on the Bachman ladder task. Subjects performed 30 trials of the task and also completed self-efficacy questionnaires on three occasions. Results showed that subjects who watched a skilled model performed better than subjects who watched an unskilled model. Unlike the Landers and Landers study, no model type by model skill interaction was found. In addition, the skilled model group reported higher efficacy beliefs than the control group after performing and were more efficacious than the unskilled model subjects both after watching the model and after performing. These results suggest when students view unfamiliar models, the skill rather than the status of the model may be more salient.

Effects of Same-Sex versus Coeducational Physical Education on the Self-Perceptions of Middle and High School Students

The purpose of this field experiment was to investigate the effects of attending either a coeducational or a same-sex physical education class on several self-perception variables. Middle and high school youth who had previously been in coeducational classes were assigned to either a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Analyses were conducted at both the group and the individual levels. Self-perception variables examined included perceived self-confidence of learning basketball, perceived usefulness of basketball, and perceived gender-appropriateness of basketball. Results of hierarchical linear model group level analyses indicated that the variability in groups for self-confidence could be explained by grade, class type, and the interaction between gender and class type. At the individual level, multivariate results showed that, after the unit, males in coeducational classes were significantly more confident in their ability to learn basketball than males in same-sex classes. Also, males in same-sex classes decreased in confidence from pretreatment to posttreatment. Perceived usefulness of basketball emerged as the strongest predictor of self-confidence for learning basketball for both genders. In general, middle school students preferred same-sex classes, whereas high school students preferred coeducational classes.

Characteristics of muscle dysmorphia in male football, weight training, and competitive natural and non-natural bodybuilding samples.

The purpose of this study was to identify differences in traits associated with muscle dysmorphia between collegiate football players (n=66), weight trainers for physique (n=115), competitive non-natural bodybuilders (n=47), and competitive natural bodybuilders (n=65). All participants completed demographic questionnaires in addition to the Muscle Dysmorphia Inventory (Rhea, Lantz, & Cornelius, 2004). Results revealed a significant main effect for group, and post hoc tests found that the non-natural bodybuilding group did not score significantly higher than the natural bodybuilding group on any subscale except for Pharmacological Use. Both the non-natural and natural bodybuilding groups scored significantly higher than those that weight trained for physique on the Dietary Behavior and Supplement Use subscales. The collegiate football players scored lowest on all subscales of the Muscle Dysmorphia Inventory except for Physique Protection where they scored highest. Findings are discussed with future research expounded.

Sources of collective and individual efficacy of collegiate athletes

Abstract The purpose of this study was to examine sources of information athletes select for self‐efficacy and collective efficacy information, the potential for additional categories of efficacy information, and patterns of sources among individual players or teams. Information was collected from 34 women collegiate basketball players prior to 12 basketball games. Results indicated that players do not choose the same sources for collective efficacy judgments as they choose for self‐efficacy judgments. The main difference between individual and collective efficacy sources occurs for sources outside of basketball, with these sources being more important than social comparisons for self‐efficacy, but less important than social comparisons for collective efficacy. Past performance was the most important source of information for both personal and collective efficacy. Players referred to previous practice performance more often than previous game performance. Discussion focuses on theoretical implications and practical application for coaches and athletes.

The Effect of Climbing Wall Use on the Grip Strength of Fourth-Grade Students

Physical educators are challenged to provide quality experiences that are fun for their students, enhance fitness levels, and build confidence. These challenges are amplified with the current decrease in activity levels of American youth. Literature indicates that youth obesity levels in the United States have increased dramatically over the past 30 years (Ogden et al., 2006). Research has also revealed that increased obesity rates have an inverse relationship with children’s physical activity levels (U.S. Department of Health and Human Services, 2000), and that 45% of American youth do not meet the criteria for being physically fit (Pate, Wang, Dowda, Farrell, & O’Neill, 2006). Physical education requirements in school could be an important factor related to children’s participation in physical activity and may be a promising area for intervention efforts to increase physical fitness levels for less active groups (Babey, Diamant, Brown, & Hastert, 2005). Researchers have reported that students are more likely to participate and engage in physical activity when the activities are interesting, enjoyable, provide an opportunity for success, and are meaningful experiences (Cothran & Ennis, 1998; Williams & Germain, 2008). A possible solution to enhancing physical activity engagement in children is to incorporate climbing walls into the school’s physical education curriculum. The climbing wall has been touted as an effective and innovative way to help children reach their fitness goals (Kascenska, Dewitt, & Roberts, 1992). They can achieve these goals through fun climbing activities that elicit the development of all fitness-related components (Stiehel & Ramsey, 2005). Research suggests climbing improves muscular strength and endurance and cardiovascular function while also enhancing fine motor skills and strengthening the upper body and core. A longitudinal study also found traverse climbing to produce fewer injuries than playground equipment (Hinson, 1998). The cost can be as low as

An Analysis of Firearms Training Performance among Active Law Enforcement Officers in the USA

550 per wall. Climbing walls can add a variety of activities to the curricula, from simple traversing to creating games and challenges students can accomplish while traversing (Stiehel & Ramsey, 2005). Muscular strength has only recently become a major theme of research for the younger population (Faigenbaum et al., 2002; McGuigan, Tatasciore, Newton, & Pettigrew, 2009). Traditionally, physical educators may have been apprehensive about including resistance training, specifically the use of weights, in their curriculum due to fear of injury or liability and misinformation. Also, teachers may not have access to proper equipment or possibly feel more comfortable using a curriculum that emphasizes team sports (McKenzie & Sallis, 1996). However, evidence shows safe strength gains during childhood and adolescence are possible with resistance training, provided appropriate guidelines are followed (Balady, 2000; Faigenbaum et al., 1996; Faigenbaum et al., 2002). Including a climbing wall for resistance training facilitates strength training and can provide the quality experiences that can make physical education fun for students, enhance fitness The Effect of Climbing Wall Use on the Grip Strength of Fourth-Grade Students

Effect of Handedness on Gross Motor Skill Acquisition in a Novel Sports Skill Task

The purpose of this study was to examine the effects of differing stressors, associated with common exercises for handgun training of law enforcement officers, on performance and heart rate. Law enforcement officers were tested in groups for static shooting, shooting with running, and simulated combat; shoot-house exercises were performed individually. The firearms exercises performed on hit rate percentages yielded a significant effect on performance. Post hoc testing indicated that simulation and shoot-house exercises were significantly different from all other drills. Static shooting hit rate and run-shoot hit rate drills were significantly different from the simulation and shoot-house drills, but were not significantly different from each other. The firearms exercises also resulted in a significant effect on heart rates. Post hoc testing indicated significant differences in only two comparisons: static shooting and shoot-house exercises, and static shooting and simulation. Finally, a Pearsons r correlation performed on hit rate percentages and heart rate data resulted in a significant negative correlation r = .49. The differences between exercises in both performance and heart rate suggest that training that is more similar to actual force-on-force situations decrease performance and increase heart rate. Based on these findings, it would seem that training programmes should incorporate a greater proportion of training time devoted to combat situations involving high-stress exercises.

Perceived team and player efficacy in hockey.

The purpose of this study was to examine differences in performance and form scores between left and right-handers who observed a demonstration with their non-dominant hand. A lacrosse shot was demonstrated to 69 college-aged participants with equal representations on gender and handedness. Half of each group saw a left-handed demonstration while the other half saw a right-handed demonstration. Participants were assessed on accuracy and form. Results showed left-handers performed better than right-handers on accuracy and form and appeared to be able to glean important information from an opposite-handed demonstration in comparison to right-handers. Implications for teaching and future research possibilities are discussed.