1,222 research outputs found
Examining Collegiate Athletes’ Psychological Resilience to Their Rehabilitation Beliefs, Effectiveness and Adherence Processes
No full textInjury is a commonly experienced competitive stressor collegiate athletes encounter in their athletic careers. many athletes are able to overcome their injury by following a rehabilitation program prescribed to them by either their athletic trainer, doctor, or physical therapist, but the effectiveness of their rehab can be variable. Psychological resilience may be one factor that is positively associated with athletes’ optimal recovery from injury. The purpose of this study was to examine the relationship between collegiate athletes’ perceptions of their resilience after sustaining a significant injury to their rehabilitation beliefs, rehabilitation adherence, and rehabilitation effectiveness. Collegiate athletes (N= 63; 37 females & 24 males; Mage = 21 years) who had undergone an injury (in the previous two years) that prevented their participation in their sport for a minimum of three weeks completed the Connor-Davidson Resilience Scale (CD-RISC; 2003), the Sports Injury Rehabilitation Beliefs Survey (SIRBS; Taylor & May, 1996), the Rehabilitation Adherence Survey (Sanni & Fry, 2019), and the Rehabilitation Effectiveness Survey (Sanni & Fry, 2019). Bivariate correlations revealed a positive and significant relationship between resilience and athletes’ beliefs about their successful ability to rehab (treatment and self-efficacy, and susceptibility) as well as their perceptions of the overall effectiveness of their rehab programs. The findings highlight the key role that resilience may play in helping athletes maximize their recovery from injury
Movement and survival of chinook salmon fry stocked in a stream with natural barriers to anadromous fish migration
No full textThis study examined the movement, habitat utilization, growth, and survival of hatchery incubated chinook salmon (Oncorhynchus tshavvytscha) fry stocked above a barrier falls on the Indian River, Chichagof Island, southeast Alaska. The Indian River contained significant potential salmonid rearing habitat, but was devoid of anadromous fish upstream of the barrier falls near tidewater. Approximately 50,000 and 260,000 chinook fry were stocked into Indian River in 1986 and 1988, respectively. The stream was divided into reaches which were stocked with equal numbers of fry. In 1988, fry also were stocked into beaver ponds connected to the stream. Each group of fry contained coded-wire tagged individuals, identified by stocking location.
Fry movement was almost entirely downstream, with a substantial emigration during a spring flood immediately after the 1988 stocking. Most emigrating fry had been stocked in the lower stream section.Master of Scienc
EFFECTS OF A MOTIVATIONAL CLIMATE INTERVENTION IN GROUP EXERCISE ON PARTCIPANTS' MOTIVATIONAL AND OTHER PSYCHOLOGICAL RESPONSES
No full textThe purpose of this research was to examine the experiences of physically inactive female college students (N = 20) randomly placed in an intentionally created C/TI (caring/task-involving) or EI (ego-involving) climate for small group weight training sessions. Participants' perceptions of the motivational climate were considered with regard to their interest/enjoyment, effort, feelings of stress, shame, and self-consciousness, as well as planned continuation of weight training and excitement to do so. Results indicated that the intervention to create the intended climates was successful. Further, participants in the C/TI group reported significantly greater enjoyment during the weight-training session and experienced less feeling of stress, shame, and self-consciousness than those in the EI climate. Additionally, those in the C/TI group reported greater excitement to participate in future weight training than participants in the EI group. There were no significant differences in self-reported effort levels or plans to continue weight-training between the climate groups, though the trend was for those in the C/TI climate to report greater effort levels and plans to continue weight training more than the EI group. The results of this research suggest participants in exercise settings are capable of perceiving differing motivational climates, which can affect their experiences and commitment to future physical activity
Infection dynamics of two renal myxozoans in hatchery reared fry and juvenile Atlantic cod Gadus morhua L.
No full textIn order to study the infection dynamics of 2 renal myxozoans, Zschokkella hildae Auerbach, 1910 and Gadimyxa atlantica Køie, Karlsbakk and Nylund, 2007 in cultured Atlantic cod, Gadus morhua L. aged 3–19 months, a specific single-round PCR assay and a double-label in situ hybridization protocol were developed. The results demonstrated that the 2 myxozoans show spatial separation of their development with regard to spore formation inside the renal tubules versus the collecting ducts and ureters, as well as temporal separation with Z. hildae proliferating and developing spores only once the G. atlantica infection decreases, despite the presence of both myxozoans in the smallest fry studied. These results strongly suggest within-host competition of the 2 myxozoans with potential suppression of Z. hildae by G. atlantica until G. morhua acquires immunity against G. atlantica. The quantification of the G. atlantica infection inside the renal tubules before and after a 29-day experimental growth performance study using fry from hatcheries with differing filtration systems showed that the intensity of infection with G. atlantica seems to be controlled if prolonged exposure to the myxozoan transmission stages takes place from hatching onwards. Surprisingly, growth rates in the trial were inversely affected suggesting that G. atlantica does not negatively influence cod fry growth performance
Foreign direct investment in a macroeconomic framework : finance, efficiency, incentives, and distortions
No full textDoes foreign direct investment (FDI) increase domestic investment, or does it provide additional foreign exchange for a pre-existing current account deficit, or some linear combination of the two? The author investigates this question for a group of five Pacific Basin countries and a control group of 11 other developing countries. For the sample of all 16 developing countries, the author finds that FDI does not provide additional balance of payments financing for a pre-existing current account deficit. In the control group of 11 developing countries, FDI is associated with reduced domestic investment - implying that FDI to those countries is simply a close substitute for other capital inflows. For the five Pacific Basin market economies, however, FDI raises domestic investment by the full extent of the FDI inflow. The author finds that FDI has a significantly negative impact on national saving in the sample of all 16 developing countries. For the control group, this negative effect is similar in magnitude to FDI's negative effect on domestic investment - implying a zero effect on the current account. But FDI's negative effect on national saving in the five Pacific Basin developing market economies implies that FDI could have more of a negative effect on the current account than through increased domestic investment alone. The author also investigates the impact of FDI on economic growth in these 16 countries, taking into account distortions in the economies. He estimates reduced-form current account equations, and presents an analytical framework for estimating FDI's effect on economic growth in the presence of incentive-disincentive packages and other economic distortions. He illustrates his framework using indicators of foreign trade and financial distortions. His main conclusion: the effect of FDI differs markedly from one group of countries to another. FDI has a negative effect on economic growth in the control group. It has the same positive effect on growth as domestically financed investment does in the Pacific Basin countries. The main cause for the different effect is the low level of distortion in the Pacific Basin countries.Environmental Economics&Policies,Economic Theory&Research,Foreign Direct Investment,International Terrorism&Counterterrorism,Macroeconomic Management
Mabel C. Fry Public Library Collection
No full textPhotograph of L to R: Roy Rogers and Dale Evans at Andrew Johnson Elementary for the National Safety Contest, Oklahoma City, OK, c. 1956. Photo by Wagner Studio, Oklahoma City, OK
The Differential Impact of the Perceived Motivational Climate in Physical Activity Settings on Adolescents’ Psychophysiological Stress & Motivational Responses
No full textThe purpose of this research was to investigate whether the leader-driven motivational climate in physical activity settings has a differential impact on adolescent psychological and physiological stress (i.e., salivary cortisol) and motivational responses, as achievement goal theory (Nicholls, 1984, 1989) would suggest. It is important to investigate these relationships, as psychological stress and stress-responsive hormones have been implicated in a variety of biochemical processes that threaten the mental and physical health of youth (McEwen & Stellar, 1993), whereas social support and physical activity have been shown to counter stress and enhance health and well-being (Cohen & Wills, 1985; Norris, Carroll, & Cochrane, 1992). It is equally important to recognize that although youth consistently respond more favorably to caring, task-involving motivational climates in physical activity settings, ego-involving climates remain prevalent in youth sport contexts. If physical education and sport are to serve as formidable catalysts for youth to live more physically active, healthier lifestyles, it may be worth understanding how controllable elements within the psychosocial context of sport/physical activity affect these outcomes. Achievement goal theory is a theoretical framework that has provided insight into how leaders can structure activities and provide feedback in order to help foster a continued interest in physical activity and promote more advantageous cognitive, affective, and behavioral responses in youth (Braithwaite, Spray, & Warburton, 2011). In developing achievement goal theory (Nicholls, 1984, 1989), Nicholls sought to understand how we can optimize not just the motivation, but the experience of each child in achievement settings. Decades of research investigating achievement goal theory has revealed that when leaders emphasize and reward high effort and personal improvement, create a fair and cooperative atmosphere, and help youth learn from their mistakes, this reliably elicits more positive, adaptive behavioral and psychological responses (e.g., high effort and positive affect), interpersonal relations (e.g., pro-social actions), and intrinsic motivation (Harwood, Keegan, Smith, & Raine, 2015; Ntoumanis & Biddle, 1999). Nicholls referred to such environments as task-involving motivational climates. In contrast, research has shown that when leaders create an ego-involving motivational climate, by pitting athletes against one another, placing high importance on talent and outperforming others, emphasizing punitive responses for making mistakes or losing, and giving the majority of praise and recognition to the best performers, this can hinder motivation and elicit maladaptive psychological and behavioral responses. For instance, ego-involving climates are more often associated with troubling, even maladaptive responses such as less favorable opinions of coaches and teammates, antisocial behavior (e.g., cheating and poor sportspersonship), and lower self-esteem and self-efficacy (Fry & Gano-Overway, 2010; Gano-Overway et al., 2009; Ntoumanis & Biddle, 1999; Smith & Smoll, 1997) – each of which are likely to contribute to a context of heightened psychosocial stress (Dickerson, Gruenewald, & Kemeny, 2004; Dickerson, Kemeny, Aziz, Kim, & Fahey, 2004). Social-rankings and feeling socially evaluated can trigger a dual rise in cortisol and inflammation, an atypical physiological condition shown to comprise mental and physical health (Segerstrom & Miller, 2004), with stronger perceptions resulting in more pronounced physiological responses (Dickerson, Gruenewald, & Kemeny, 2009). Likewise, other forms of psychosocial stress, in particular unfulfilled desire for social-acceptance and discontent regarding interpersonal relations, also trigger a coordinated stress response (e.g., elevated cortisol and shame), as do social situations involving performance-based rankings, directly competing for another person’s attention (e.g., coach), and negative social interactions such as social conflict or defeat (Chiang, Eisenberger, Seeman, & Taylor, 2012). Thus it seems that the very features found to trigger a threatening stress response are either a defining characteristic of an ego-involving climate or are commonly experienced by participants within such climates (Hogue, Fry, Fry, & Pressman, 2013). As research utilizing achievement goal theory progressed, it became clear that the motivational climate was made up of more than task- and ego-involving features, as identified by Nicholls (1984, 1989). There is also a relationship component of the motivational climate that is nicely captured by Newton and colleagues (2007) Caring Climate Scale. While caring and task-involving climates compliment one another, they are distinctly different aspects of the motivational climate (Newton, Fry, et al., 2007); Feeling valued, safe, and having sense of belonging among group members (i.e., caring climates) also promote more positive experiences and adaptive responses in youth (Fry & Gano-Overway, 2010; Fry et al., 2012). Of relevance to note, physical activity settings with motivational climates that are highly caring and task-involving seem particularly suitable for fostering positive psychosocial development in youth, including the promotion of more adaptive forms of conflict resolution, cooperation, and appreciation of others (Brown & Fry, 2011) – all of which are characteristics of social support likely to help buffer the performance related stress youth may experience while engaging in physical activities amongst peers (Cohen & Pressman, 2004). The motivational climate literature is largely centered around cognitive, affective, and behavioral responses, yet the widespread implications of psychological stress and dearth of literature exploring this association underscore the importance of investigations into the impact of motivational climate on stress-related outcomes. Furthermore, because adolescents are particularly vulnerable to the negative effects of stress (Romeo, 2010) the purpose of this research was to extend our knowledge of how the motivational climate in physical activity settings influence the stress responses of adolescents. Consistent with the tenants of achievement goal theory, it was hypothesized that caring, task-involving climates would elicit more positive responses in youth with respect to stress and motivational outcomes in physical activity settings, while ego-involving climates would yield more concerning responses. In the first investigation, middle school students (n = 47) were separated by gender and randomly assigned to a 30-minute instructional juggling session where the motivational climate was manipulated to be either caring and task-involving or ego-involving. Salivary cortisol was measured at four times over the 3 hour study, including one baseline (t = 0 min; juggling session start) and three response measures (t = +30, t = +45, and t = +60 min). The Competitive State Anxiety Inventory-2 (CSAI-2: Martens, Burton, Vealey, Bump, & Smith, 1990), Positive Affect and Negative Affect Scales (PANAS; Watson, Clark, & Tellegen, 1988), Sport Satisfaction Scale (Duda & Nicholls, 1992), and Effort subscale of the Intrinsic Motivation Inventory (IMI; McAuley, Duncan, & Tammen, 1989) were used to assess motivational responses to the climate intervention. Individual items were utilized to assess stress related responses, including self-reported stress and perceived social-evaluative threat as a manipulation check, and experiences of shame, humiliation, self-consciousness, and feeling judged by peers as markers of psychosocial stress in each respective climate. Similarly, adaptive motivational responses were also quantified using individual items, including subjective social status (i.e., feeling esteemed and respected by peers), as well as excitement and interest in continuing to juggle. Results revealed an ego-involving climate can procure a significant rise in salivary cortisol (i.e., a stress-responsive hormone) in youth, along with greater humiliation, self-consciousness, shame, negative affect, and anxiety relative to a caring, task-involving climate. Adolescents in the caring, task-involving group responded more favorably, with greater reported effort, enjoyment, positive affect, and interest in and excitement to continue juggling. Moreover, youth in the caring, task-involving climate reported experiencing markedly higher levels of admiration and esteem from their peers, compared to youth placed in the ego-involving climate. Study 2 investigated the relationship between the perceived motivational climate in high school physical education classes and students’ (N = 349; Mage = 15.69) state cognitive stress and coping appraisals (Gaab, Rohleder, Nater, & Ehlert, 2005), greater life stress (Cohen, Kamarck, & Mermelstein, 1983), and internalized shame (Cook, 1996). Consistent with achievement goal theory (Nicholls, 1984, 1989), results from this study link perceptions of a task-involving climate in physical education class with adaptive psychological coping appraisals and an ego-involving climate with shame and greater life stress. In sum, an ego-involving climate may have an adverse effect on youth that extends far beyond sporting contexts. This research has helped demonstrate that youth respond more positively when leaders make an effort to give praise for trying hard and applaud personal improvement. In contrast, the results of this research suggest youth may be particularly vulnerable to psychosocial stress in physical activity settings where the motivational climate is perceived to be ego-involving; and while a caring, task-involving climate likely facilitates efforts to utilize physical education as a means to promote student health and interest in physical activity, an ego-involving climate elicits responses more likely to undermine these efforts. In conclusion, a physical activity setting with a more caring, task-involving motivational climate seems a compelling vehicle in which to promote adolescent well-being and foster a greater interest in physical activity
Relationship between motivational climate to body esteem and social physique anxiety within college physical activity classes
No full textCollege is a time for many young adults to establish habits that support a healthy lifestyle, but research suggests most college students give low priority to health habits (Nelson, Kocos, Lytle, & Perry, 2009). Physical activity has numerous benefits, including improved body esteem, if engaging in physical activity for health-related reasons rather than appearance-related reasons (Davis, 2002). College is often marked by decreased BE (Keating, et. al., 2005), hence, fitness professionals need to understand how to foster college students’ engagement in regular physical activity that simultaneously encourages positive BE. Achievement goal perspective theory and a caring framework have both been successful in optimizing all individuals’ motivation in the exercise setting (Brown & Fry 2013). Therefore, the purpose of this study was to examine the effect of individuals’ perceptions of the motivational climate across a semester long exercise class to their BE (i.e., appearance and weight) and social physique anxiety (SPA) within the class. It was hypothesized that students who experience a caring and task-involving climate in their classes would report heightened BE and lower SPA. Students enrolled in physical activity classes at a large Midwestern university completed a survey that measured their BE, SPA, and perceptions of motivational climate. Canonical correlation analysis loadings revealed that students’ perceptions of a highly caring and task-involving climate with low emphasis on ego-involving climate features were associated with their reporting higher body and appearance esteem and lower SPA. More research is needed to examine the link between motivational climate and BE, mounting evidence shows the support of creating positive and supportive exercise environments
A Comparative Study of Strength Improvements in Autoregulatory Training
No full textA Comparative Study of Strength Improvements in Autoregulatory Training Alexander R. Bryce The University of Kansas, 2016 Supervising Professor: Andrew C. Fry, PhD INTRODUCTION: Autoregulation training is a system of periodization based on an individual athlete’s physiological and mental state. This method attempts to match readiness with training stimulus to adjust for specific adaptations. Autoregulatory progressive resistance exercise (APRE) is a method by which athletes increase strength based on daily and weekly variations in performance, and has been shown to be a highly effective method for improving strength. The efficacy of various forms of autoregulatory training incorporating subject input, in-session performance, and pre-session performance have not been compared, particularly attempting to use physiological performance variables to determine readiness and the subsequent training stimulus. PURPOSE: The purpose of the study was twofold: to attempt to determine if peak velocity is an appropriate and predictive measure of readiness and training session performance, and to compare the efficacy of autoregulatory progressive resistance exercise (APRE) and a velocity-based progressive resistance exercise (VAR) protocol for improvements in 1RM strength in the barbell back squat and barbell bench press exercises. METHODS: 16 subjects were randomly assigned to one of two groups: APRE (n=7), in which subjects progressed linearly from low load/high volume to high load/low volume and VAR (n=9), in which training loads were dictated by objective pre-session peak velocity performance. Subjects reported to the laboratory for a familiarization session, 18 workout sessions (3 nonconsecutive days per week for 6 continuous weeks) and a post-testing session. Pre-testing and post-testing sessions consisted of 1RM testing, and anthropometric assessments. At the start of each session, subjects completed a Likert readiness questionnaire, as well as 2 sets of 3 repetitions of maximal effort barbell jump squats at ~20% 1RM and maximum effort speed bench press at ~20% 1RM, with peak concentric velocity recorded for all repetitions. Analysis of variance (ANOVA) was used to determine differences between groups. Independent samples t-tests were used to determine differences in subject characteristics and baseline levels of strength. Pearson product moment correlations were used to determine relationships between readiness variables and individual session performance. Statistical significance was accepted at p ≤ 0.05. RESULTS: There was a significant improvement in back squat 1RM and bench press 1RM over the course of the study for both groups (F = 56.062, p < 0.001, and F = 34.607, p < 0.001, respectively). There was no significant difference in initial strength levels between the two groups for barbell squat or barbell bench press. No interaction between pre/post-testing and time (time x group) was found for the back squat (APRE: 13.284 ± 5.307 kg vs. VAR: 15.624 ± 9.032 kg, F= .367 [df = 14], p = 0.554) or for the bench press (APRE: 11.016 ± 7.341 kg vs. VAR: 7.56 ± 5.319 kg, F= 1.198 [df = 14], p = 0.292. For VAR, a significant relationship was found between peak velocity performance and mental and physical readiness (p < 0.001). For APRE, a significant positive relationship was found between barbell jump squat and speed bench velocity (r = 0.473, p < 0.001), and mental and physical readiness (r = 0.825, p < 0.001). A significant negative relationship was observed between barbell jump squat velocity and mental and physical readiness (r = -0.265, p = 0.002 and r = -0.301, p < 0.001, respectively). A significant relationship was observed between mental and physical readiness and in-session performance for both groups. There was no interaction observed between groups relative to training session for jump squat peak velocity performance (ANOVA: F = 0.771, p = 0.740). There was an interaction observed between training session and group for peak speed bench press velocity (ANOVA: F = 1.857, p = 0.023). VAR showed a significant improvement in speed bench press peak velocity. There was a statistically significant interaction between training session and training group (ANOVA: F = 7.544, p < 0.001) for average volume load performed between groups. CONCLUSION: To our knowledge, this is the first study to compare autoregulatory training dictated by objective pre-session performance measures with previously established autoregulatory protocols. Both groups demonstrated improved 1RMs over the course of training. No significant differences were observed between groups in 1RM changes, suggesting that both programs were equally effective in improving 1RM strength during a 6-week training cycle. The relationships between the subjective measures of readiness and peak velocity suggests that they may associate with some aspects of physical performance, and may have predictive power for acute resistance training performance. Further research is needed to determine the best practical application of these relationships, especially regarding which factors to measure, what type of change over time can be considered significant, and their relative predictive power for subsequent training performance
Relationship of Motivational Climate to Performance Among NCAA Division 1 Men’s Basketball Players
No full textThis study examined the relationships between Division I men’s basketball players’ perceptions of the motivational climate on their team to various basketball outcomes, perceived support from coaches, teammates, and motivational responses. Participants were 19 Division I men’s basketball players’ who were predominantly African-American (89.47%, Mage = 20.74). Three canonical correlations examined the relationships between climate variables (i.e., caring, task, and ego) and motivational climate via (a) performance outcomes; (b) motivational variables; and (c) support variables. Analysis indicated that athletes that perceived a greater caring/task-involving climate were positively associated with (1) performance; (2) motivational variables; and (3) support variables. Additionally, perceptions of an ego climate resulted in lower performance outcomes as well as negative associations with motivational and support variables
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