The purpose of this study was to examine the relationships among body mass index (BMI), body image perception, physical activity habits, and exercise stage of change in college-aged females. Volunteers (N = 134) completed a survey of demographics, Stage of Exercise Scale (SOES; Cardinal, 1995a; Cardinal, 1995b), Physical Activity History questionnaire (PAH; Jacobs, Hahn, Haskell, Pirie, & Sidney, 1989), and Body Shape Questionnaire (BSQ; Cooper, Taylor, Cooper, & Fairburn, 1987). Participants were categorized into five exercise stages of change: precontemplation, contemplation, preparation, action, and maintenance. Relationships between the variables were analyzed with Pearson r correlations. Kruskal-Wallis independence tests were also used for analyses. Approximately 60% of the participants reported current physical inactivity or irregular exercise. BMI and body image score were significantly linearly related, with higher body mass indicating more negative body image (r = 30, p <.017). Significant differences existed between exercise stages for physical activity score, X2 (3, N = 134) = 19.98, p <.05. Based upon follow-up tests participants in the maintenance stage had significantly higher physical activity scores than all other stages. No significant differences were found for BMI or body image between exercise stages. Regular exercisers had the highest frequency of disordered eating and weight-preoccupied attitudes and behaviors. The majority of these women were not currently regularly physically active, professed dissatisfaction with their current level of activity, and expressed a fear of being fat. Further study directed at specific factors related to body image and exercise behaviors, as well as the impact of stage-specific interventions are suggested.
Molly Burger and Dennis Dolny
Barbara Teetor Waite, Bruce Gansneder and Robert J. Robert
This study represents a first step in the development and validation of a measure of sport-specific self-acceptance. Phase 1 of this study involved instrument design and pilot testing. In Phase 2 a random sample of Division I collegiate athletes (N=131) were asked to complete the Self-Acceptance Scale for Athletes (SASA) as well as measures of general self-acceptance self-esteem, stability of self-concept, and sport-specific self-description (i.e., perceived competence/adequacy). Test-retest coefficients ranged from 62 to .75 and alpha coefficients ranged from .58 to .80. Factor analysis suggests two factors, independence of self-regard and self-accepting self-regard representing the two dimensions of self-acceptance measured in the SASA. Scores on the SASA have moderate correlations with general self-acceptance, self-esteem, and stability of self-concept. A significantly stronger relationship between self-esteem and perceived competence/adequacy than between self-acceptance and perceived competence/adequacy suggests that the SASA is able to discriminate between these closely related constructs
Daniel A. Rascher, Chad D. McEvoy, Mark S. Nagel and Matthew T. Brown
Sport teams historically have been reluctant to change ticket prices during the season. Recently, however, numerous sport organizations have implemented variable ticket pricing in an effort to maximize revenues. In Major League Baseball variable pricing results in ticket price increases or decreases depending on factors such as quality of the opponent, day of the week, month of the year, and for special events such as opening day, Memorial Day, and Independence Day. Using censored regression and elasticity analysis, this article demonstrates that variable pricing would have yielded approximately $590,000 per year in additional ticket revenue for each major league team in 1996, ceteris paribus. Accounting for capacity constraints, this amounts to only about a 2.8% increase above what occurs when prices are not varied. For the 1996 season, the largest revenue gain would have been the Cleveland Indians, who would have generated an extra $1.4 million in revenue. The largest percentage revenue gain would have been the San Francisco Giants. The Giants would have seen an estimated 6.7% increase in revenue had they used optimal variable pricing.
Cyril Burdet and Patrice Rougier
To question the relation between uni- and bipedal postural skills, 21 subjects were required to stand on a force platform through uni- and bipedal conditions. These two protocols are commonly used paradigms to assess the balance capacities of healthy and disabled patients. The recorded displacements of the center of pressure (CP) were decomposed along mediolateral and anteroposterior axes and assessed through variance positions and parameters obtained from fractional Brownian motion (fBm) modeling to determine the nature and the spatiotemporal organization of the successive controlling mechanisms. The variances underline the relative independence of the two tasks. Nevertheless, as highlighted by the fBm framework, postural correction is initiated for the unipedal stance after shorter time delays and longer covered distances. When compared to bipedal standing, one of the main characteristics of unipedal standing is to induce better-controlled CP trajectories, as deduced from the scaling regimes computed from the fBm modeling. Lastly, the control of the CP trajectories during the shortest time intervals along the anteroposterior axis appears identical for both uni- and bipedal conditions. Unipedal and bipedal standing controls should thus be viewed as two complementary tasks, each providing specific and complementary insights into the postural control organization.
Niki Tsangaridou and Mary O’Sullivan
This research was conducted to describe the relationship between physical education teachers’ educational theories of action and theories-in-use. The question addressed was, What are the educational theories and practices of physical education teachers, and to what degree do their educational theories guide their professional practices? Data were collected through class observations, formal and informal interviews, vignette interviews, and journals. Data were analyzed inductively. Results suggested that the four teachers in this study held strong and well articulated views about student learning and what constitutes a physically educated student. They agreed that the primary goal of a physical education program was the development of skills. They believed that guided student practice was important for student learning. The selection and implementation of teaching practices demonstrated the teachers’ commitment to gender equity and the needs and abilities of their students. There were only three discrepancies between the participants’ theories of action and their theories-in-use. These related to student independence, student choice of content, and the process of cooperation and negotiation. Otherwise the teachers’ theories-in-use were consistent with their theories of action. The results from this study do not substantiate the notion of a level of discrepancy between teachers’ espoused theories and professional practices as presented in the literature (Argyris & Schon, 1974; Knight & Smith, 1989).
Tao Chen, Kenji Narazaki, Yuka Haeuchi, Sanmei Chen, Takanori Honda and Shuzo Kumagai
This cross-sectional study was performed to examine associations of objectively measured sedentary time (ST) and breaks in sedentary time (BST) with instrumental activities of daily living (IADL) disability in Japanese community-dwelling older adults.
The sample comprised 1634 older adults (mean age: 73.3 y, men: 38.4%). Sedentary behavior was measured using a triaxial accelerometer. Disability was defined as inability in at least 1 of the IADL tasks using the Tokyo Metropolitan Institute of Gerontology Index of Competence.
After adjusting for potential confounders and moderate-to-vigorous physical activity (MVPA), longer ST was significantly associated with higher likelihood of IADL disability, whereas a greater number of BST was associated with lower likelihood of IADL disability. ST and BST remained statistically significant after mutual adjustment with odds ratio of 1.30 (95% confidence interval [CI)], 1.00–1.70) and 0.80 (95% CI, 0.65–0.99), respectively.
This study first demonstrated that shorter ST and more BST were associated with lower risk of IADL disability independent of MVPA and that the association for ST was independent of BST and vice versa. These findings suggest not only total ST but also the manner in which it is accumulated may contribute to the maintenance of functional independence in older adults.
Wayne T. Phillips and William L. Haskell
The U.S. Department of Health and Human Services (1990) has specified as a key objective the reduction of disability in the performance of activities of daily living (ADL) for persons over the age of 65 years. Many ADL involve combinations of muscular strength, muscular endurance, and flexibility, three components that together have been referred to as "muscular fitness." The capacity of the elderly to remain functionally independent, therefore, may depend less on cardiovascular fitness, which has traditionally been the focus of health related fitness research, than on these components of muscular fitness. This review addresses the issue of muscular fitness and disability in the elderly by considering three questions: Is muscular fitness associated with ADL performance? Can muscular fitness be improved with exercise training? Do improvements in muscular fitness improve ADL performance? Answers to these questions will have important implications for future research and program implementation. Although initial findings are promising, more data are needed on the effect of muscular fitness on functional independence and quality of life in the elderly.
Mark G. Davis, Kenneth R. Fox, Afroditi Stathi, Tanya Trayers, Janice L. Thompson and Ashley R. Cooper
The relationship of objectively measured sedentary time (ST), frequency of breaks in ST, and lower extremity function (LEF) was investigated in a diverse sample aged ≥ 70 years (n = 217). Physical activity (PA) was assessed by accelerometry deriving moderate-vigorous PA (MVPA) minutes per registered hour (MVPA min · hr−1), registered ST (ST min · hr−1), and breaks in ST min · hr−1 (breaks · hr−1). LEF was assessed by the Short Physical Performance Battery. Univariate associations with overall LEF were MVPA (r = .523), ST (r = −.499), and breaks (r = .389). Adjusted linear regression including MVPA min · hr−1, ST min · hr−1, and breaks · hr−1 explained 41.5% of LEF variance. Each additional break · hr−1 was associated with 0.58 point increase in LEF. Breaks and MVPA had strongest independent associations with LEF. Promoting regular breaks might be useful in maintaining or increasing LEF and later life independence. This novel finding is important for the design of effective lifestyle interventions targeting older adults.
Madeleine Vincent-Morin and Lucile Lafont
The goal of this study was to identify the relationships between the learning choices made by pupils and their personal characteristics, including cognitive style (field dependence–independence), a motivational variable (feeling of self-efficacy), and a cognitive variable (task representation). The participants were 64 twelve-year-old sixth graders from a suburban middle school in France (35 boys and 29 girls). Cognitive style or FDI was measured with the Group Embedded Figures Test, a perceptual test that requires finding a simple geometrical figure embedded in a complex geometrical one. Five learning conditions (autonomy, tutoring, verbal instruction, silent demonstration, and verbal demonstration) were then proposed in random order to the pupils. They were asked to select a learning method to solve a motor problem: a badminton service. The results indicated an absence of relationships between the choice of a learning condition and cognitive style. Three variables partially predicted the learning-condition choice: feeling of self-efficacy, task representation, and motor performance. The present results can be interpreted in the light of studies on children’s help-seeking behavior in problem-solving situations.
This study examines the historical significance of Jang Gwon’s activities in the sport promotion carried out by Korea’s YMCA. At its birth, the Korean YMCA’s sport promotion was closely linked with the Korean nationalist movement under Japanese colonial rule, and this link was most evident around 1920, when Jang Gwon worked as a judo master. Citing the Sokol movement in Czechoslovakia, Jang Gwon took initiatives to enlighten Korean people’s consciousness and popularize sports, including judo and basketball, across the country through the Korean YMCA’s sport promotion. In particular, Jang Gwon introduced modern judo—formally known as Gangdogwan (Kodokan judo), initiated by Jigoro Kano—in Korea and took initiatives to establish the Korean Basketball Association and the Korean Basketball Referee Association. Through the Korean YMCA’s sport promotion, Jang Gwon motivated the Korean people to aspire to liberation and independence from Japanese colonial rule. Moreover, amid the prevailing social climate, in which physical activities were discouraged due to the influence of Neo-Confucianism, he provided a paradigm shift that called for “sport for all,” which enabled the modernization of sports and physical education in Korea.