Linda K. Bunker
Mary Frances Heishman and Linda Bunker
Fifty-five lacrosse players from five countries (Australia, Canada, England, the United States, and Wales) competing in the 1986 Lacrosse World Cup Tournament completed a questionnaire regarding their use of mental preparation in training and competition. The findings revealed that 81 % of the subjects considered mental preparation to be very important or extremely important in preparing for competition, and only 2% considered it to be unimportant. A one-way ANOVA indicated a significant difference among the countries on 3 of 10 variables studied. A significant difference was demonstrated between lacrosse teams from various countries in the use of visualization/imagery and frequency of dreams about play (Canada made most frequent use). There was also a significant difference in the frequency of mental training received from a trained sport psychologist. Perhaps not coincidentally, the lacrosse team that had the most frequent contact with a trained sport psychologist (Australia) was the most successful team at the tournament.
Evelyn G. Hall and Linda K. Bunker
Linda K. Bunker and Frances S. Scruby
Nancy Langhorne Astor, the first woman member of English Parliament, used sports as an asset in promoting worthy political causes and as a force in advocating women’s health issues. She championed childhood education and through her sponsorship of new facilities and sporting organizations made sports a much more acceptable pursuit for women of her era. Many strident criticisms of her behavior can be dismissed in light of her era’s gender bias against which she was a warrior her entire life. This retrospective study of her life leads to new interpretations of her contributions to her 20th Century world.
Linda K. Bunker and Margaret S. Kelley
David Cook, Bruce Gansneder, Robert Rotella, Christopher Malone, Linda Bunker and DeDe Owens
Darlene A. Kluka, Phyllis A. Love and Linda K. Bunker
B. Ann Boyce, Thomas Johnston, Valerie K. Wayda, Linda K. Bunker and John Eliot
Utilizing a two-stage random sampling technique, this study investigated the effect of three types of goal setting conditions (self-set, instructor-set, and “do your best” control) on tennis serving performance of college students (N = 156) in nine beginning tennis classes. A 3 × 2 × 5 (goal setting conditions × gender × trials) ANCOVA with repeated measures on the last factor and baseline performance as the covariate was computed. A significant interaction of goal setting conditions by trials was revealed (p < .003) with follow-up procedures favoring the instructor-set and self-set goal groups over the “do your best" group at the second and fourth trials. Further, at trial two, the instructor-set group was statistically superior to the self-set group. From this significant interaction, it appeared that the instructor-set and self-set goals enhanced students’ performance on the tennis serving task.