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Carolyn Vos Strache, Alana Strong and Cheree Peterson

The omnipresent physical self remains for young adult females a significant measure of self-worth. Therefore, it comes as no surprise that coping strategies are as complex as they are pervasive as young women strive to maintain positive psychological outlooks despite negatively-perceived physical attributes. Self-presentational concerns may affect one’s activity choice.

This study expands on the work of Taylor, Neter, and Wayment (1995) to determine which motives guide the self-evaluation processes of the physical self. An examination of structured interviews identifies which motives direct women in the self-evaluation of their bodies, and concurrently examines whether different motives determine individual response when appraising a “good” versus “not good” physical aspect. Motives, as defined by Taylor et al. (1995), were self-enhancement, self-verification, self-improvement and self-assessment. Interviews were conducted with 30 female, Southern California, undergraduate college students from Southern California, ranging in age from 19-22.

A chi-square analysis revealed that women employed different motives in “good” versus “not good” body aspect comparisons (Enhancement: X2 = 21.78 p< .01; Verification: X2 = 10.05 p< .01; Improvement: X2 = 5.15 p< .05). When describing a “good” aspect, women employed the enhancement motive 92 percent of the time, verification 80 percent of the time, and improvement 15 percent of the time. For “not good” aspects, women used enhancement motive 53 percent of the time, verification 98 percent of the time, and improvement 33 percent of the time. Women used more than one motive 74 percent of the time and single motives only 26 percent of the time in the evaluation process. Direct quotes reveal that almost all the women sought out information about themselves when they thought it would reflect favorably. However, when they reported on a “not good” aspect, coping mechanisms included redirecting their attention to more positive characteristics or mentally cordoning off an area of weakness to prevent that attribute from permeating all aspects of their identity. Understanding how we think in the self-evaluation process may offer an explanation why some people are motivated to exercise and why others are not.

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Ellen O’Reilly, Sandy Romanow, Mamie Rutledge, Jamie Covey, James Mandigo and Ellen O’Reilly

How do adolescent girls self-evaluate their ability to throw with force? Does this evaluation alter if the characteristics of their participating group vary by such factors as gender or perceived abili ty? What importance do females attach to this skill? How does self assessment concerning the ability to throw with force affect identity formation in adolescent girls? These questions guided our study on adolescent girls’ perceptions of the importance of being able to throw overhand with force. The data for this study were collected during a series of health and activity sessions available to girls from a diversity of cultures and ethnic groups attending middle-class junior and senior high schools located in a large western Canadian city. Self-evaluation questionnaires were completed by 195 adoles cent female participants as part of an activity session focused on overhand throwing. Statistical analysis of the numbered preference responses, and qualitative assessment of additional written comments enabled the research team to document the contemporary female experience of throwing, with particular consideration given to technique, attitudes, and the personal meaning adolescent girls attribute to the development of a fundamental motor skill.

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Garrett Bunyak

biological citizen must engage in a constant work of self-evaluation and the modulation of conduct, diet, lifestyle, and drug regime, in response to the changing requirements of the susceptible body. (p. 154) For the “agility citizen,” health and lifestyle dictates are derived from contemporary human desires

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Heather Barber and Jean Eckrich

This investigation examined the procedures employed by NCAA Division I, II, and ΙΠ athletic directors (ADs) in evaluating their cross country and basketball coaches. Three components were examined: individual input, methods, and criteria for evaluation. Questionnaires were mailed to 660 ADs, and final analyses were conducted on 389 responses. ADs most commonly sought input from athletes, coaches' self-evaluations, senior associate ADs, and university administrators in the evaluation process. Meetings with coaches and watching contests were rated as important methods of evaluation. Factor analyses of evaluation criteria revealed 8 evaluation factors for basketball coaches and 7 for cross country coaches with different underlying structures. For basketball coaches, unique solutions were created for technical-skill development and coach-player relationships. For cross country coaches, these items loaded together creating a general player development factor. MANOVAs examining divisional differences in the evaluation process indicated that significant differences existed between sports and across divisions.

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Nikolaus A. Dean

outright reject the method of autoethnography and its proposed transformative usefulness because of its self-evaluating, narcissistic, and self-indulgent evaluations ( Sparkes, 2002 ). However, following Smith’s ( 1999 ) words, my argument to possible criticism of the method can be grounded by that fact

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Susan Lagaert, Mieke Van Houtte and Henk Roose

.1177/0011392113479315 Ruchaud , F. , Chalabaev , A. , & Fontayne , P. ( 2015 ). Quand les sportifs/ves jugent leur propre identité de genre: Une asymétrie cognitive dans les opérations d’auto-évaluation [When athletes judge their own gender identity: Cognitive asymmetry in self-evaluation] . Staps, 4 , 55 – 74 . doi

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Jason R. Carter and Nancy Williams

based on department and university mission and expectations; and incorporating faculty-driven goals and self-evaluation. The first section is followed by two case studies from Auburn University and the University of Maryland that aimed to improve the annual evaluation process. Hebert ( 2019 ) details

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Eddie T.C. Lam

(e.g., high cost), the authors conclude that a self-evaluation tool is by far the most important step to better governance of international and national sport-governing bodies (SGBs). In Chapter 5, the authors introduce the 20-item SATSport (Self-Assessment Tool for Sport Governance) to help leaders

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Thelma S. Horn

preschool years (e.g.,  Cimpian, Arce, Markman, & Dweck, 2007 ) and appeared to affect children’s subsequent task-oriented motivational behavior (e.g., self-evaluation, persistence, interest). Some researchers (e.g.,  Gunderson, Gripshover, Romero, & Dweck, 2013 ; Park, Gunderson, Tsukayama, Levine

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Brennan Petersen, Mark Eys, Kody Watson and M. Blair Evans

(perceptions of closeness and unity among members) 36 30 6  peer leadership (self-/peer ratings of frequency and/or quality of athlete leadership) 9 8 1  roles (self-evaluations of one’s role; e.g., ambiguity, efficacy) 9 9 0  collective efficacy (belief in a group’s capabilities to reach objectives). 9 6 3