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Cédric Roure and Denis Pasco

demands influenced students’ SI. Seventh-to-ninth grade students participated in four basketball learning tasks representing various physical (high vs low) and cognitive (high vs low) demands. Immediately after experiencing these four learning tasks, students responded to the SI scale. Results indicated

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Yasmín Ezzatvar, Joaquín Calatayud, Lars L. Andersen and José Casaña

–shoulder, arm–hand, and back), subjects reported the presence of MP responding the question “Have you had trouble (ache, pain, discomfort) in any of the following body areas for at least 24 hours during the last month?” with “yes” or “no” as possible options. When the answer was “yes,” they were asked to rate

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Emma C. Neupert, Stewart T. Cotterill and Simon A. Jobson

strength of their feelings toward the following questions: (A) “I receive sufficient feedback from the data I enter into AER,” (B) “When there are meaningful changes in my TM scores, action is taken,” (C) “I respond honestly to TM questions,” and (D) “TM and feedback help optimize my training and

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Nicole McCarthy, Kirsty Hope, Rachel Sutherland, Elizabeth Campbell, Rebecca Hodder, Luke Wolfenden and Nicole Nathan

school moving to having a sports uniform only that children wear every day?” (yes/no). Parent Attitudes to Changing the School Uniform Policy The parents were asked to respond on a 5-point Likert scale (strongly disagree to strongly agree) the extent to which they agreed that (a) “it is appropriate for

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Scott Rathwell, Bradley W. Young, Bettina Callary, Derrik Motz, Matt D. Hoffmann and Chelsea Currie

copy of the 50 items and were asked to judge the extent to which each item was “relevant for the coaching of Masters/adult athletes” by responding with either agree , somewhat agree , disagree , or don’t know because the item doesn’t make sense or is awkward . Respondents were also invited to

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Johanna Popp, Nanna Notthoff and Lisa Marie Warner

.66, range = 2–5, skewness = −0.17, kurtosis = −0.39, D (146) = 0.06, p  = .20; negative version: M  = 3.72, SD  = 0.66, range = 1.30–5, skewness = −0.49, kurtosis = 0.07, D (129) = 0.07, p  = .20. The participants responded on a 5-point Likert scale from 1 =  strongly disagree to 5 =  strongly agree

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Kyle M. Petit and Tracey Covassin

email requesting participation in the survey. Participants were excluded from the study if they did not respond or failed to answer every question included in the survey. All participants were made aware of the minimal risk for participating and were asked for informed consent prior to beginning the

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Stephanie M. Mazerolle and Chantel Hunter

have used online journaling as a practical means to access participants while respecting their time commitments. Finally, we asked our participants to respond to the work-family conflict scale, a previously validated instrument within athletic training. 18 The scale was anchored by a 7-point Likert

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Raul Reina, Yeshayahu Hutzler, María C. Iniguez-Santiago and Juan A. Moreno-Murcia

( cognitive ) to .80 ( behavioral ) for this scale. Sociodemographic Variables In addition to the attitude and the nature of ability questionnaires, demographic variables were included: gender, age, and previous exposure to people with disabilities. The students responded “yes” or “no” to the questions: (a

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Kenneth Ravizza and Thomas Osborne

Described is a preperformance cognitive-behavioral routine that was developed for the University of Nebraska football team. The routine is based on the premise that to perform effectively, football players must focus on one play at a time by exhibiting self-control and taking responsibility for optimal performance. The resulting 3-step “ready, respond, and refocus” routine emphasized that the play begins with the “ready” signal in the huddle, is followed by the play or “respond” component, and ends with a whistle. The time period from the end of one play to the beginning of the next is the athlete’s time to “refocus,” process, and mentally let go of the previous play. Examples of the “ready, respond, and refocus” routine are given and ways of implementing and teaching it are discussed.