Identification with sport teams as a function of the search for certainty     

Dimmock JA  Grove JR 《Journal of sports sciences》2006,24(11):1203-1211

Based on ideas from subjective uncertainty reduction theory, we examined the extent to which individuals hold similar sport team preferences to their family and friends. We also assessed the extent to which perceived sport importance and personal need for structure are influential in the development of team identification. Australian high school students aged 15.5+/-1.0 years (mean+/-s) completed questionnaires containing the Personal Need for Structure Scale, the Relational-Interdependent Self-Construal scale, a Team Identification Scale, and items assessing perceptions of sport importance and team preferences. As expected, correlations indicated that preferences for sport teams were significantly related to the preferences of family and friends. Separate analyses of variance confirmed the remaining hypotheses. More specifically, individuals who perceived that sport was important identified with the team more than individuals who perceived sport to be less important. Also, individuals high in personal need for structure scored higher in cognitive/affective team identification than those low in this need. Individuals with differing needs for structure did not differ in their scores on other dimensions of team identification. The results support the notion that cognitive/emotional attachments to sport teams are influenced by perceptions of the importance of sport and by needs for subjective structure. It is possible that other psychological motives, such as the desire for self-esteem, facilitate the development of evaluative dimensions of team identification.  相似文献   

The relationship between peak height velocity and physical performance in youth soccer players   总被引：1，自引：1，他引：0  

Philippaerts RM  Vaeyens R  Janssens M  Van Renterghem B  Matthys D  Craen R  Bourgois J  Vrijens J  Beunen G  Malina RM 《Journal of sports sciences》2006,24(3):221-230

Longitudinal changes in height, weight and physical performance were studied in 33 Flemish male youth soccer players from the Ghent Youth Soccer Project. The players' ages at the start of the study ranged from 10.4 to 13.7 years, with a mean age of 12.2 +/- 0.7 years. Longitudinal changes were studied over a 5 year period. Peak height velocity and peak weight velocity were determined using non-smoothed polynomials. The estimations of peak height velocity, peak weight velocity and age at peak height velocity were 9.7 +/- 1.5 cm x year-1, 8.4 +/- 3.0 kg x year-1 and 13.8 +/- 0.8 years, respectively. Peak weight velocity occurred, on average, at the same age as peak height velocity. Balance, speed of limb movement, trunk strength, upper-body muscular endurance, explosive strength, running speed and agility, cardiorespiratory endurance and anaerobic capacity showed peak development at peak height velocity. A plateau in the velocity curves was observed after peak height velocity for upper-body muscular endurance, explosive strength and running speed. Flexibility exhibited peak development during the tear after peak height velocity. Trainers and coaches should be aware of the individual characteristics of the adolescent growth spurt and the training load should also be individualized at this time.  相似文献   

Puberty and physical self-perceptions of competitive female figure skaters: an interdisciplinary approach   总被引：1，自引：0，他引：1  

Monsma EV  Malina RM  Feltz DL 《Research quarterly for exercise and sport》2006,77(2):158-166

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Definition in science teaching     

Robert H. Ennis 《Instructional Science》1974,3(3):285-298

Summary Definitions, I have suggested, have both a function and a form. The function pursued and the form used should depend on the situation and on the term being defined. In the situation described at the outset, Mr. Beta should probably have seen to it that a stipulation of some sort was given-just in order to get on with the task at hand. The stipulation might have been based upon a true reported definition-or it might not-depending on political considerations and the linguistic flexibility of the people concerned. Since no one involved could plausibly have been trying to embody a program in a definition of dough, a programmatic definition was not appropriate in that situation.Several different forms for a definition of dough might reasonably have been used, but in this case the old reliable classification form was probably best, because of its completeness, neatness, and brevity. Two reasonable alternatives are the equivalent-expression form and the range form. The synonym, example-nonexample, and operational forms were probably not appropriate.My main point is that there is not just one way to define. I hope that my delineation of some major possibilities and variations will help those who read this article to be flexible in handling problems of definition when they arise; and they arise more often than most people realize.An ealier draft of this article was presented at a colloquium at the University of Illinois in honor of Professor B. Othanel Smith at his retirement.  相似文献   

Book reviews     

Walter Hahn  Helmut Skowronek  H. J. Butcher  Hans-Martin Müller-Wolf  J. C. Cairns  Michael Angermaier  Maureen Woodhall  Ha Wun Sung  Oskar Anweiler  John A. Smyth  Gilbert de Landsheere  Gaby Venstermans  Erika Voigt  Anza Amen Lema  David Wolsk  Robert O. Berdahl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(1):83-107

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Book reviews     

Burton R. Clark  Robert Beck  Barbara B. Burn  Robert F. Arnove  Abraham E. Haspel  John S. Duley  Elsie J. Smith  Lionel S. Lewis  Frank Brown  Staughton Lynd 《Higher Education》1978,7(4):465-487

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Book reviews     

Walter Hahn  Guy Cellerier  Wolfgang Wilhelm  Jindra Kulich  Robert J. Havighurst  Bryan T. Peck  Annegret Körner  Rodney Skager  Renate Nestvogel  J. H. Sislian  John J. Bergen  Peter W. Kahl  Tony Bates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(4):523-544

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Book reviews     

C. Arnold Anderson  John Brennan  Robert H. Rossberg  Noel Entwistle  Max Streit  Gareth Williams  George Psacharopoulos 《Higher Education》1973,2(4):493-500

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Factor structure of the Wechsler Intelligence Scale for Children-Revised,Peabody Picture Vocabulary Test,and Peabody Individual Achievement Test in a psychiatric sample     

James P. Culbert  Robert Hamer  Valerie Klinge 《Psychology in the schools》1989,26(4):331-336

This study analyzed the factor structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Peabody Picture Vocabulary Test (PPVT), and the Peabody Individual Achievement Test (PIAT) in a psychiatric sample that ranged in age from 6 to 16 years (mean age = 11.1 years; SD = 3.0). The resultant factor structure of this sample was compared with patterns reported on normal and learning-disabled children. The subjects were 329 children under inpatient and outpatient care who had been referred for emotional disturbances. The results were similar to previous factor analytic studies of the WISC-R and PIAT, showing four factors: Verbal Comprehension, Verbal Achievement, Perceptual Organization, and Number Facility. The implications for the interpretation of these tests in a psychiatric sample and the appropriateness of a maximum likelihood technique in analysis of psychometric data are discussed.  相似文献   

The Conners Teacher Rating Scale: Effects of age,sex, and race with special education chilren     

Morris Cohen  Robert H. Durant  Carmen Cook 《Psychology in the schools》1988,25(2):195-202

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