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Ronald E. Smith

An important consideration in coping skills training is the extent to which acquired skills generalize to other life domains. For example, sport-oriented performance enhancement skills are often regarded as “life skills” that can also facilitate adaptation in other areas of life. Moreover, task-specific increases in self-efficacy produced by coping skills training could generalize to broader self-referent cognitive domains and affect global personality traits such as self-esteem and locus of control. The concept of generalization is analyzed, and factors and procedures that influence the strength and breadth of generalization effects are discussed. Several coping skills studies that address generalization effects of stress management and self-defense training are described, and the author suggests that generalization assessment should be a focal rather than incidental consideration when evaluating coping skills interventions.

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Kenneth C. Lam and Jessica G. Markbreiter

Pedi-IKDC and PedsQL scores revealed negatively skewed distributions. To account for the nonnormal distribution of scores, generalized linear models (gamma with log link) were used to evaluate interaction and main effects of injury history and sex, with alpha set at .05, 2-tailed. All analyses were

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Melvin M. Mark, Manette Mutrie, David R. Brooks and Dorothy V. Harris

The achievement oriented world of sport has been a frequent setting for the study of attributions for success and failure. However, it may be inappropriate to generalize from previous research to attributions made in actual, organized, competitive, individual sports because previous studies suffer from one or more of three characteristics which may limit their generalizability to such settings: previous studies have employed novel tasks, staged the competition for research purposes, or examined attribution about team success or failure. The present research was conducted (a) to avoid these limitations to generalizability, (b) to examine whether competitors who differ in experience or ability make different attributions for success and failure, and (c) to employ an attribution measure that does not rely too much on the researchers' interpretation of the subjects' attributions as past techniques have done. Two studies were conducted examining the attributions made by winners and losers in the second round of organized squash (Study 1) and racquetball (Study 2) tournaments. Subjects reported their attributions on the Causal Dimension Scale developed by Russell (1982). Results indicate no difference between players of different experience/ability levels. In addition, winners and losers did not differ in the locus of causality of their attributions, but winners, relative to losers, made more stable and controllable attributions. Implications of these results were discussed first in terms of the debate over self-serving bias in attributions, and second, in terms of the effects of ability and experience on attributions.

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Scott Tainsky, Steven Salaga and Carla Almeida Santos

The scholarship on the economics of individual sports is scant relative to that of team sports. This study advances sport management scholarship, particularly sport economics, by using consumer-theory modeling to estimate Ultimate Fighting Championship (UFC) pay-per-view purchases. Our generalized linear models show fan preferences for certain weight classes, star fighters, outcome uncertainty and comain event quality factors as well as scheduling preferences for holiday weekends. The popular notion that The Ultimate Fighter reality series served as the impetus for the UFC’s growth is supported in part. The study concludes by showing how the modeling results impact firm revenue generation via fight card characteristics.

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Russell E. Ward Jr.

Most studies find positive correlations at the individual level of analysis between athletic participation and academic success. One opportunity for scholarship left largely unexplored concerns the effect of athletics on group-level processes. The author used a resource-based perspective to explore the influence of athletic investment on academic achievement at the organizational level. Data were collected from 227 school districts. Multiple regression analyses revealed negative but insignificant relationships between athletic expenditures and indicators of basic skills and college preparation. Future research might determine whether the nonassociation observed in this study between athletic spending and academic performance generalizes to different school settings.

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Judith J. Prochaska, James F. Sallis, Donald J. Slymen and Thomas L. McKenzie

One mission of physical education (PE) is the promotion of enjoyable physical activity participation. PE enjoyment of 414 elementary school students (51% male, 77% Caucasian) was examined in a 3-year prospective study. Analyzed using Generalized Estimating Equations, PE enjoyment decreased significantly from the fourth to sixth grade (p < .001) and was lower among girls (p < .001) and students not in organized sports (p < .005). Ethnicity and body mass index were not significant predictors of PE enjoyment. Girls, older children, and those not on sports teams are especially dependent on PE as the setting for accruing health-related physical activity, and strategies are needed to enhance their PE enjoyment.

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Tara K. Scanlan, David G. Russell, Kristin P. Beals and Larry A. Scanlan

Prospective interview data obtained using the Scanlan Collaborative Interview Method (Scanlan, Russell, Wilson, & Scanlan, 2003) allow further testing and expansion of the Sport Commitment Model (Scanlan, Carpenter, Schmidt, Simons, & Keeler, 1993) and provide a deeper understanding of the commitment process. We examine the Model constructs of Sport Enjoyment, Involvement Opportunities, Involvement Alternatives, Personal Investments, Social Constraints, and a potential new construct, Social Support, to understand how and under what conditions each of the constructs operates. The data from 15 New Zealand All Black rugby players support the Model predictions, show its generalizability from American youth sport to amateur elite-level New Zealand athletes, and suggest possible Model expansion and modification.

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B. Adar Emken, Ming Li, Gautam Thatte, Sangwon Lee, Murali Annavaram, Urbashi Mitra, Shrikanth Narayanan and Donna Spruijt-Metz


KNOWME Networks is a wireless body area network with 2 triaxial accelerometers, a heart rate monitor, and mobile phone that acts as the data collection hub. One function of KNOWME Networks is to detect physical activity (PA) in overweight Hispanic youth. The purpose of this study was to evaluate the in-laboratory recognition accuracy of KNOWME.


Twenty overweight Hispanic participants (10 males; age 14.6 ± 1.8 years), underwent 4 data collection sessions consisting of 9 activities/session: lying down, sitting, sitting fidgeting, standing, standing fidgeting, standing playing an active video game, slow walking, brisk walking, and running. Data were used to train activity recognition models. The accuracy of personalized and generalized models is reported.


Overall accuracy for personalized models was 84%. The most accurately detected activity was running (96%). The models had difficulty distinguishing between the static and fidgeting categories of sitting and standing. When static and fidgeting activity categories were collapsed, the overall accuracy improved to 94%. Personalized models demonstrated higher accuracy than generalized models.


KNOWME Networks can accurately detect a range of activities. KNOWME has the ability to collect and process data in real-time, building the foundation for tailored, real-time interventions to increase PA or decrease sedentary time.

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Cheryl Missiuna

Children with developmental coordination disorder (DCD) demonstrate coordination difficulties during the learning of novel motor skills; no previous studies, however, have investigated their ability to learn and then generalize a new movement. This study compared 24 young children with DCD with 24 age-matched control children (AMC) during the early stages of learning a simple aiming task. Children with DCD were found to perform more poorly than their peers on measures of acquired motor skill, and to react and move more slowly at every level of task performance. The effect of age and its relationship to practice of the task was also different within each group. The groups did not differ, however, in their rate of learning, or in the extent to which they were able to generalize the learned movement. Children with DCD sacrificed more speed than the AMC group when aiming at a small target, but the effects of amplitude and directional changes were quite similar for each group. The implications of these findings are discussed.

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Steven J. Petruzzello and Charles B. Corbin

Research has suggested that females lack self-confidence in their abilities to perform in certain physical activity situations. This "situational vulnerability," however, is not characteristic of all age levels. The present research was designed to determine if situational vulnerability was characteristic of college-age females and to determine if postperformance feedback would enhance self-confidence. Further, the research was designed to determine if feedback-enhanced self-confidence would generalize to a different task. In Study 1, males and females (N=381) rated the gender appropriateness of several motor tasks and made confidence ratings. In Study 2, high and low confidence college-age women (N=69) were tested to determine if feedback increased confidence on a gender-neutral task.. Subjects were then tested for confidence after performing a different task to determine if feedback-produced confidence differences were enduring. The results indicated that both tasks were rated as gender-neutral, but college-age females lacked confidence when compared to males. Feedback did improve confidence for low confidence females, but this feedback-enhanced self-confidence did not generalize to a different motor task. It is suggested that a fourth factor, namely lack of experience, be added to Lenney's (1977) situational vulnerability hypothesis as a factor likely to affect female self-confidence.