The purpose of this study was of examine the motivational perspectives of athletes participating in the Senior Olympic Games. One hundred thirty-seven senior athletes (54 males. 82 females, and 1 nonidentifier) completed measures of goal orientations, beliefs about the causes of success in sport, intrinsic motivation, and views about the purpose of sport. Multivariate analysis revealed a positive association between task orientation and intrinsic motivation, the belief that success in sport is achieved through hard work, and self-improvement-based purposes of sport. In contrast, ego orientation was associated with the belief that success in sport is achieved by those who are gifted with natural ability and who know how to maximize external and deceptive factors. Further, ego orientation was linked to the belief that the purpose of sport was for personal gain. The motivational implications of the present findings are discussed based on the tenets of goal perspective theory.
Maria Newton and Mary D. Fry
Maria Newton and Joan L. Duda
The present study examined the perceived causes of success among elite adolescent tennis players and investigated the function of gender in the interdependence of goal orientation and beliefs concerning tennis achievement. Male and female adolescents (N = 121) completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ) specific to tennis and a questionnaire tapping beliefs about success in this sport. Factor analyses revealed two conceptually coherent personal goal-belief dimensions for the females. The first was comprised of ego orientation and the beliefs that ability and maintaining a positive impression were the primary causes of success. The second consisted of a task orientation coupled with the belief that effort and a de-emphasis on external factors and deceptive tactics would lead to tennis accomplishment. In the case of males, an ego goal-belief dimension emerged. The motivational implications of assuming these differing goal-beliefs in youth sport is discussed.
Brian T. McCormick, James C. Hannon, Maria Newton, Barry Shultz, Nicole Detling and Warren B. Young
Plyometrics is a popular training modality for basketball players to improve power and change-of-direction speed. Most plyometric training has used sagittal-plane exercises, but improvements in change-of-direction speed have been greater in multidirection programs.
To determine the benefits of a 6-wk frontal-plane plyometric (FPP) training program compared with a 6-wk sagittal-plane plyometric (SPP) training program with regard to power and change-of-direction speed.
Fourteen female varsity high school basketball players participated in the study. Multiple 2 × 2 repeated-measures ANOVAs were used to determine differences for the FPP and SPP groups from preintervention to postintervention on 4 tests of power and 2 tests of change-of-direction speed.
There was a group main effect for time in all 6 tests. There was a significant group × time interaction effect in 3 of the 6 tests. The SPP improved performance of the countermovement vertical jump more than the FPP, whereas the FPP improved performance of the lateral hop (left) and lateral-shuffle test (left) more than the SPP. The standing long jump, lateral hop (right), and lateral-shuffle test (right) did not show a significant interaction effect.
These results suggest that basketball players should incorporate plyometric training in all planes to improve power and change-of-direction speed.
Tan Leng Goh, James Hannon, Collin Webster, Leslie Podlog and Maria Newton
Prolonged sitting at desks during the school day without a break may result in off-task behavior in students. This study was designed to examine the effects of a classroom physical activity intervention, using TAKE 10!, on elementary school students’ on-task behavior. Nine classes (3rd to 5th grades) from 1 elementary school participated in the program (4-week baseline and 8-week intervention).
The students’ on-task behavior was measured using systematic direct observation. Observations occurred once a week during weeks 1 to 4 (baseline) and weeks 8 to 12 (intervention). A two-way repeated-measures analysis of variance was used to compare on-task behavior between observation periods.
There was a significant decrease (P = .001) in mean percentage on-task behavior from preno TAKE 10! (91.2 ± 3.4) to postno TAKE 10! (83.5 ± 4.0) during the baseline period, whereas there was a significant increase (P = .001) in mean percentage on-task behavior from pre-TAKE 10! (82.3 ± 4.5) to post-TAKE 10! (89.5 ± 2.7) during the intervention period.
Furthermore, students who received more daily TAKE 10! were found to be more on-task than students who received less TAKE 10!. The TAKE 10! program is effective in improving students’ on-task behavior in the classroom.
Aaron England, Timothy Brusseau, Ryan Burns, Dirk Koester, Maria Newton, Matthew Thiese and Benjamin Chase
In adult performers, research suggests that mental representations (MRs) mediate performance of skilled movement. During adolescence, cortical brain areas responsible for generating MRs develop rapidly along with limb size, which, together, may affect movement and movement representations. The aim of this study was to examine the relationship between adolescent MRs and free-throw shooting expertise. Using structural dimensional analysis of MRs, skilled (n = 11) and less skilled (n = 11) participants sorted free-throw submovements according to their relatedness in movement execution. Data were analyzed using a hierarchical cluster analysis, factor analysis, and invariance test to examine between-group cluster comparisons. Cluster solutions for the skilled and less skilled participants were significantly variant (λ = 0.56). This method of measuring MRs distinguished expertise-related differences in MRs in an adolescent population. Findings may influence methods in which practitioners detect motor-planning faults, track development, and provide feedback to trainees.
L. Kristi Sayers, Jo E. Cowden, Maria Newton, Barbara Warren and Bobby Eason
The purpose of this study was to describe the developmental stepping movements of 5 infants with Down syndrome who participated in a pediatric strength intervention. Pretest and posttest data were collected with the Hawaii Early Learning Profile Strands, Battelle Developmental Inventory, and specially designed gait analysis. An 8-week individualized pediatric strength intervention was implemented according to theoretical principles of progressive interactive facilitation (Cowden, in press). Posttest data and the Snyder-McLean (1987) intervention developmental quotient suggested an increase in the subjects’ rates of motor development during intervention as compared to their lifetime rates prior to intervention. One subject showed increased rate and distance, 2 subjects acquired independent upright locomotion, and 1 subject established independent sitting movements and creeping patterns. One subject was unable to complete the study.