Jeffrey J. Martin

Friendship Quality in Youth Disability Sport: Perceptions of a Best Friend

The purpose of the current investigation was to examine friendship quality with a best friend in youth disability sport with an international sample of moderately experienced athletes with disabilities ages 9 to 18 years. Participants were 85 males and 65 females from four countries who competed in track and field and swimming. Data were collected with the Sport Friendship Quality Scale (Weiss & Smith, 1999). An exploratory factor analyses indicated that participants viewed their friendship quality with a best friend in disability sport as having both positive and negative dimensions. The latter focused exclusively on conflict experiences. Females reported stronger perceptions of the benefits of their friendships than males did; whereas no gender differences occurred in perceptions of the negative aspects to friendships. Item analyses indicated that females scored higher than males on questions reflecting loyalty, providing intimacy, self-esteem, supportiveness, having things in common, and playing together.

Racial and Socioeconomic Disparities in Nutrition Behaviors: Targeted Interventions Needed

OBJECTIVE To compare dietary knowledge, behaviors and self-efficacy of black middle school students of low socioeconomic status with their white counterparts of higher socioeconomic status. DESIGN Cross-sectional, school-based survey. SETTING Large metropolitan area in the United States. PARTICIPANTS Middle school students (1,208 of low socioeconomic and 978 of higher socioeconomic status). MAIN OUTCOME MEASURES Dietary behaviors, dietary knowledge, and dietary self-efficacy were assessed by questionnaire. ANALYSIS Differences between black students of low socioeconomic status and white students of higher socioeconomic status in the above variables. RESULTS Black students of low socioeconomic status scored significantly lower than did white students of higher socioeconomic status on several of the variables. They were more likely to consume empty calorie food, meat, and fried food and less likely to eat fruit, vegetables, dairy products, and grains; they were less knowledgeable about dietary variables; and they had significantly lower self-efficacy regarding their ability to change dietary habits. CONCLUSIONS AND IMPLICATIONS The results of this study suggest that black students of low socioeconomic status should be targeted for early intervention related to dietary behaviors. This age group is amenable to change, and interventions designed specifically for them may result in lifetime reductions in risk of morbidity and mortality.

Athletic identity, affect, and peer relations in youth athletes with physical disabilities

BACKGROUND Theory-based investigations of the psychosocial aspects of youth participation in disability sport are underresearched, suggesting a need for more scholarly inquiry in this area. We sought to examine athletic identity, affect, and peer relations of youth athletes with physical disabilities and selected relationships among these variables. METHODS Participants (N=36) completed the Private-Public Athletic Identity Scale, the Positive and Negative Affect Schedule, and the Peer Relations Scale. RESULTS Participants reported stronger private athletic identity individual item scores (mean ≈ 4.0) compared with a public (mean=2.4) athletic identity and expressed much positive (mean=4.4) affect and low negative affect (mean=1.7). They also expressed strong peer relations (mean=5.0). A significant relationship (r=0.34, p < .05) between positive affect and peer relations existed. CONCLUSIONS Friendships in and outside of disability sport may contribute to quality of life by promoting positive affective states such as feelings of joy, satisfaction, inspiration, excitement, and enthusiasm. In general, our results supported the potentially positive role that adapted sport can have on the well-being of youth with physical disabilities.

Benefits and barriers to physical activity for individuals with disabilities: a social-relational model of disability perspective

Abstract Purpose: To provide a qualitative overview of selected research on physical activity (PA) engagement by people with physical disabilities from a social relational model perspective. Method: Selected articles that exemplify some of the paradoxes, nuances, contrasting perspectives and complexities of the knowledge base in this area are discussed within a disability studies framework. Results: PA is arguably more important for people with disabilities relative to people without disabilities although they are quite inactive. Individuals who are physically activity enjoy a range of benefits spanning physiological, emotional, cognitive and social categories. Unfortunately many people cannot enjoy the benefits of PA because of the many medical, psychological, social and environmental barriers they face making PA quite difficult. Conclusions: Rehabilitation professionals can provide a better standard of care to clients if they are aware of the benefits and barriers of PA. Implications for Rehabilitation Rehabilitation professionals should understand behavior change strategies and their application to people with disabilities in order to help their clients initiate and maintain physical activity (PA). Rehabilitation professionals should be aware of how they might convey low PA expectations to their clients and simultaneously understand the unique challenges faced by their clients in attempting to incorporate PA into their lives on a regular basis. Rehabilitation professionals should be familiar with local disability friendly exercise facilities and adapted sport programs in order to steer their clients towards such opportunities.

Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

Abstract Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using multiple regression analyses we accounted for 12% of the variance in PA and 13-21% of the variance in fitness. The best predictors of PA were barrier self-efficacy, classmate social support, and gender; whereas, only gender predicted fitness. The results affirmed the importance of barrier self-efficacy and gender differences. Our findings regarding classmate social support are some of the first to illuminate the importance of school-specific peers in promoting PA.

What makes teacher professional development work? The influence of instructional resources on change in physical education

The purpose of this study was to understand factors that make teacher professional development successful and what success might mean in terms of teachers’ instructional practices and feelings about change. Specifically, this study focused on the impact of instructional resources on the large‐scale curricular reform of 30 urban physical education teachers. Data were collected through interviews and class observations. Data were analyzed using inductive analysis, member checks, a research team and triangulation. Analysis of these teachers’ use of and perspectives toward the instructional resources provided in the professional development process suggested that they experienced significant instructional and emotional outcomes. First, the resources enabled them to improve their instruction by: teaching more content, maximizing student learning opportunities, teaching diverse learners, teaching to development, and increasing classroom safety. Second, they also reported strong positive and negative emotions from the new resources that influenced how they viewed change. On the one hand, the resources were inspirational in helping teachers to: meet students’ needs, overcome unsupportive administrators, impress parents, and preserve salaries. On the other hand, resources also led to anxiety and concerns about utilization, storage, maintenance, and preserving relationships. Implications centre on better understanding professional development for teachers.

A personal development model of sport psychology for athletes with disabilities

Abstract Achieving superior sport performance is often the result of well developed psychological skills (Morris & Thomas, 1995). However, little is known about psychological skill development in athletes with disabilities (Hanrahan, 1998). The purpose of the present paper is to help sport psychologists in their work with athletes with physical disabilities. Although there are many similarities among athletes with and without disabilities, sport psychologists would benefit from an awareness of information unique to athletes with disabilities (Asken, 1991). I use a broad interpretation of psychological skills based on a holistic perspective and a personal development model (Vealey, 1988). Information is presented in the three areas of foundation, psychological, and facilitative skills, methods, and factors.

Top‐down public health curricular change: the experience of physical education teachers in the United States

Schools are frequently seen as the solution to social problems, and recent public health issues such as the near epidemic rates of obesity and diabetes are some of the newest pressures facing schools. This investigation is an exploration of physical education teachers’ reactions to one school district’s attempts to mandate a public health driven curricular change. Forty‐six elementary physical education teachers reported via interviews their perceptions of the change process. Data were analysed via a constant comparison process. Two key areas of implementation challenges were identified; including teachers’ need for new knowledge and the mismatch between the curriculum and teachers’ understanding of physical education and their context.

Development of a Physical Education Teaching Efficacy Scale.

Relationships have been found between teacher efficacy and many teaching and learning variables, but few researchers have examined teaching efficacy in physical education. The instrument reported here, the Physical Education Teaching Efficacy Scale, was developed based on the teaching efficacy literature, existing scales, and National Association for Sport and Physical Educations Teacher Education Standards. Students attending 11 institutions who are majoring in regular and alternate physical education teacher education and who are at different stages of preparation (N = 592) completed the initial survey. Exploratory, followed by confirmatory, factor analysis resulted in a 35-item, 7-factor scale. Factors were Content Knowledge, which were activities one might teach; Applying Scientific Knowledge in Teaching, which reflected academic content; Accommodating Skill Differences; Teaching Students with Special Needs; Instruction, which included management, motivation, and instruction; Using Technology; and Assessment. Results support that the Physical Education Teaching Efficacy Scale addresses many aspects of teaching physical education and meets research criteria for validity and reliability.

Mental preparation for the 2014 winter paralympic games

ObjectiveThe purpose of this review is to describe how Paralympians can prepare for the 2014 Paralympic Games through mental skill use. Data SourcesA search of adapted physical activity, sport psychology, and disability-specific journals was conducted along with electronic databases (eg, ArticleFirst) using the terms sport psychology, Olympics, Paralympics, psychological and mental preparation and skills, imagery, visualization, self-talk, anxiety, confidence, and performance enhancement. Reference lists from relevant articles were then used to continue the search. No constraining dates were used. ResultsA review of the results from both qualitative and quantitative research on Paralympians, Olympians, and elite-level athletes suggests that mental preparation and mental skill development can help Paralympians enhance their performances. ConclusionsSport psychologists can help Paralympians develop mental skills to manage the unique stressors of the Paralympics to increase the odds of having superior performances.