Richard H. Coop

Burnout in Youth Sports.

Burnout is a condition of psychological, emotional, and sometimes physical withdrawal from sport participation as a result of chronic stress. Although youth sports have not been found to be as anxiety provoking as once feared, a significant number of young athletes suffer from burnout each year. Unfortunately, a review of the literature indicates that sport scientists have given little attention to burnout. The most significant advance in the study of burnout has been Smiths cognitive-affective model of athletic burnout, which he adapted from an earlier cognitive-affective model of stress. The model, which consists of situational, cognitive appraisal, physiological-response, and behavioral components, is described in detail, and some directions for future research are outlined. Finally, suggestions for preventing and treating burnout in young athletes are presented.

An assessment of the Pictorial Test of Intelligence for use with young cerebral-palsied children.

In order to determine the concurrent and predictive validity of the Pictorial Test of Intelligence for use with cerebral‐palsied children, this test was administered to 46 cerebral‐palsied children aged between four and seven years, together with the Columbia Mental Maturity Scale and the Peabody Picture Vocabulary Test. The results, compared with a classroom Achievement Rating Scale, showed the Pictorial Test of Intelligence to be superior to the other two tests as a predictor of classroom achievement of the children in this study.

A Program to Develop Basic Writing Skills in Grades 4-9

The Elementary School]ournal Volume 84, Number 1 ? 1983 by The University of Chicago. All rights reserved. 0013-5984/84/8401-0008

A New Scale to Assess Locus of Control in Three Achievement Domains

01.00 One of the many criticisms of public school education over the past several years centers on the inability of students to communicate through writing. In fact, public concern over the level of writing competency displayed by recent graduates of secondary schools has led 23 of 50 states to initiate some form of statewide assessment

Sport and Physical Skill Development in Elementary Schools: An Overview.

Rotter ( 6 ) implied that measures of generalized locus of control may be inappropriate for many smdies. In certain situations more accurate behavioral predictions may be obtained by measuring more specific expectancies. This paper describes a scale designed to assess locus of control orientation in three achievement domains, intellectual, social, and physical, each of which is characterized by different beliefs and efforts. The Locus of Control Inventory for Three Achievement Domains has 48 items to be answered yes or no. Half the items in each domain measure control orientation for successful outcomes, the other half for unsuccessful outcomes. The scale was based on an earlier 60-item version. Items had point-bisedal correlations of at least .30 with total subscale and a discrimination index of at least .30. The scale was given to 373 students ages 12 to 18 yr, to compute KR-20 reliability coefficients, Intellectual subscale ( r = .53), Social subscale ( r = .54), Physical subscale ( r = .52), and Total scale (s = .75). Intercorrelations among subscales ranged from .44 to .57. Support for the scales validity derives from a correlation between the Intellectual subscale and Crandalls ( 4 ) Intellectual Achievement Responsibility scale ( r = .78, df = 58, p < .01; 1). Correlations for the other two subscales were smaller (.45 and .54). Correlations between the subscales and the Childrens Scale ( 5 ) ranged from .43 to .49. Bradley and Teeter (2 ) also reported values as high as .40 for 223 junior high and high school students between teachers ratings of considerate behavior and scores on the Social subscale. Data from 306 individuals from 13 to 90 yr. old indicated different age-related trends for the three subscales ( 3 ) . Bradley and Gaa (1) also found that s ~ d e n t s who had 6 weekly goal-setting conferences with their teacher scored more internal only on the Intellectual subscale than those who had no conference. Correlations among locus of control measures indicate approximately 25% shared variance plus considerable unique variance for each of the three domains assessed, thus corroborating Rotters position a b u t generalized and specific control expectancies.

Assessing Teacher Performance Using an Observation Instrument Based on Research Findings

2 of the most crucial developmental tasks for children in American elementary schools are coming to terms with their physical development and the acquisition of physical skills commensurate with children of their same chronological age. Physical development and the acquisition of physical skills go far beyond frivolous play. Both are important components of self-concept development in children and youth. Physical skill development at an elite level in the world of organized sport has the potential for good or evil depending on the perspective taken by the student/athlete and coaches, teachers, and school administrators. Additionally, we discuss the value of free play versus adult-organized activities for children in regard to the social and psychological outcomes of these activities.

ADMINISTRATORS' RATINGS OF COMPETENCIES FOR AN UNDERGRADUATE MUSIC EDUCATION CURRICULUM

Not all the skills considered essential for effective teaching can be part of a single instrument, say these authors, but the instru ment described here includes what their study found to be the generic practices that teachers need to perform successfully in the classroom. It is especially useful for helping beginning teachers, they write.

Cognitive Style: Implications for Learning and Instruction.

The purpose of this study was to develop ratings by National Association of Schools of Music member institutions of competencies for an undergraduate curriculum in music education. Competencies were limited to the cognitive aspects of basic musicianship, applied music, and music education methods. Competencies in general education, professional education (including student teaching), music ensembles, and competencies in the affective and psychomotor domains were excluded. Testing conditions and criteria also were excluded. A questionnaire composed of 99 competencies was mailed to each of the NASM schools believed to offer undergraduate degrees in music education. The respondents were asked to indicate their opinion of the value of each competency by rating it on a scale from one (low) to five (high). The result of the study is a list of 84 competencies with a mean rating of 3.5 or higher.