Kinesiology, Health and Sport Studies

Organizational Culture and Job Satisfaction in Korean Professional Baseball Organizations

Yun Seok Choi et al. — Tue, 19 Mar 2013 08:09:19 PDT

The purpose of this study was to identify the pattern of organizational culture and investigate a link between organizational culture and job satisfaction in the Korean Professional Baseball League (KPBL). The findings of the present study revealed that the baseball clubs in the KPBL tended to emphasize a market culture. The results of this study also suggest that the clan culture has a significant influence on overall employee job satisfaction and satisfaction with co-workers, supervision and personal growth. Given the importance of a conceptual relation between organizational culture and job satisfaction in effectively managing sport organizations, implications and suggestions for sport organizations in the KPBLare presented.

Psychosocial Aspects of Physical Activity and Fitness In Special-Population, Minority Middle School Children

Jeffrey J. Martin et al. — Mon, 18 Mar 2013 06:48:50 PDT

Special-population research predicting physical activity (PA) and fitness with minority middle school children from at-risk environments is rare. Hence, the purpose of our investigation was to evaluate the ability of important social cognitive and environment-based measures to predict PA and fitness with children with developmental delay, cognitive, and emotional impairments. Children (N = 89, ages 11-15) completed questionnaires assessing social cognitive and environment-based constructs, self report PA, and completed fitness testing. Correlational results supported some hypotheses. The descriptive and correlational results also indicated commonalities with similar research on non special-population minority middle school children from at-risk environments.

Stress and Burnout in Female High School Athletic Directors

Jeffrey J. Martin et al. — Sat, 16 Mar 2013 07:25:23 PDT

In the current study we examined the relationships between stress predictors, stress, and burnout in female high school athletic directors (N = 52). Significant negative correlations between stress and hardiness and between stress and number of social support providers were found. Significant positive correlations between stress and time concerns, personnel concerns, and program success (e.g., winning) subscales of the athletic directing issues scale were also found. Subjects high in hardiness and with adequate social support networks, who also reported few athletic directing issues, were likely to report minimal stress. Significant positive correlations also indicated that stress was related to the burnout dimensions of emotional exhaustion, depersonalization, and personal accomplishment. Based on our results we supported and extended Kelley’s (1993; 1994) model of stress and burnout with a population of female athletic directors.

The Relationships Among Competitiveness, Age and Ability In Distance Runners

Robert C. Eklund et al. — Thu, 14 Mar 2013 10:27:23 PDT

The purpose of this study was to examine relationships suggested by general achievement motivation literature and the popular literature in sport using the Sport Orientation Questionnaire (SOQ). The current study examined if faster runners are more competitive than slower runners, if older athletes were less competitive than younger athletes, and if faster runners were more goal oriented than slower runners. Distance runners (n=80), ranging from 10 to 61 years old completed race packets containing a cover letter, consent forms, the SOQ and a demographic questionnaire. Runners averaged 32.9 years of age and reported levels of competitiveness and goal orientation consistent with previous research. Results indicated that competitiveness and age were negatively related (r = -.44, p < 001) and competitiveness and personal best times for all race distances were positively associated (r = .28, p < .05 to .33, p < .01). Ability and goal orientation were unrelated. In conclusion, both ability and age, in addition to a variety of significant social and cognitive correlates, may contribute to the development and decline of competitiveness. Future research should examine the way that competitiveness and related cognitions develop and wane over the life span.

Competitive Orientations and Motives of Adult Sport and Exercise Participants

Diane L. Gill et al. — Thu, 14 Mar 2013 08:36:32 PDT

Participants in four different adult sport and exercise programs (running club, exercise classes, cardiac rehabilitation program, senior games) completed measures of competitive orientation and participation motivation. Our samples were older and more diverse than samples of previous research, and their competitive orientations and motives were similarly diverse. Multivariate analyses revealed gender and sample differences. Males were higher than females on competitiveness and win orientation, and runners were less win-oriented than other groups, but overall, all groups were similar to previous college-age samples in competitive orientation. Groups varied on specific motives, with females rating fitness, flexibility, affiliation, and appearance higher than males did. Generally, participants were diverse in orientations and motives, and positive about their participation. Research and conceptual models of sport orientation must extend beyond achievement motives to capture the diversity of adult participants. Program directors and instructors who offer activities and approaches to match this diversity will encourage wider participation and provide a more satisfying experience for more participants.

Predictors of Social Physique Anxiety in Elite Female Youth Athletes

Jeffrey J. Martin et al. — Wed, 13 Mar 2013 14:10:34 PDT

The purpose of this study was to examine predictors of social physique anxiety (SPA). SPA, self-esteem, body-esteem, public body consciousness (PBC) and percent body fat (%BF) were assessed with elite female youth athletes (N = 68) competing in either figure skating, soccer or gymnastics. Stepwise multiple regression analyses, controlling for BF%, accounted for 59% of the variance in SPA. Self-esteem entered first, and BF%, followed by body-esteem and PBC. The psychological variables accounted for 57% of the variance with self-esteem contributing the most (R square change = 45%). Contrary to previous research, BF% did not significantly contribute to SPA. Additionally, a MANOVA and follow- up ANOVA and Scheffe's tests revealed significant sport differences among SPA, self-esteem, and body-esteem.

Motivational Factors Influencing Sport Spectator Involvement At NCAA Division II Basketball Games

Yun Seok Choi et al. — Wed, 13 Mar 2013 14:10:33 PDT

The purpose of this study was to investigate the motivational factors affecting sport spectator involvement using 304 spectators from NCAA Division II men's and women's basketball games. Two aspects (behavioral and socio-psychological) of sport spectator involvement were examined. The results revealed that spectators at intercollegiate basketball games had a higher level of socio-psychological involvement than behavioral involvement. A series of multiple regression analyses were conducted to examine the affects of sociomotivational factors (perceived value, fan identification, involvement opportunity, and reference groups) on sport spectator involvement. Fan identification, involvement opportunity, and reference groups were identified as influential factors that had a significant impact on overall sport spectator involvement. The results also indicated that the four motivational factors predicted more variance for socio-psychological involvement (R² = .33) than behavioral involvement (R² = .22). The findings of this study provide valuable insight to Division II athletic administrators about how to attract additional spectators to collegiate basketball games.

Parental Influences on Adolescent Girl's Goal Orientations, Perceived Competence, Sport Friendship Quality, and Enjoyment

Carla L. Paiffy et al. — Tue, 12 Mar 2013 11:20:32 PDT

The purpose of the present study was to examine the relationships among critical sport psychosocial perceptions of fathers (N=84), mothers (N=84), and daughters (N=84) in the same family (N=252). Athlete participants were young female soccer players ranging in age from 9 to 14 years. A canonical correlation analysis revealed a significant overall multivariate relationship (Wilks's λ = .485, p<.0001) and one significant function emerged (Rc = .64). The loadings suggested that athlete's perceptions of both mother and father created task involving and worry conducive climates all contributed to the multivariate relationship, predicting athlete's perceived competence, sport friendship quality, and task orientation. We also examined potential differences among athlete's, mother's, and father's perceptions of enjoyment and motivational climates. A series of repeated measures ANOVA's revealed that mothers believed that they created a more worrisome soccer climate for their daughters than fathers. In contrast, daughters reported that their fathers contributed to a worry conducive climate more than mothers.

Urban High-School Girls' Sense of Relatedness and Their Engagement in Physical Education

Bo Shen et al. — Fri, 01 Mar 2013 13:54:53 PST

A sense of relatedness is individuals' views about themselves as connected to others and worthy of love and respect from others. Using the Self-System Model of Motivational Development as the framework, this study was designed to examine associations of urban high-school girls' relatedness toward teachers and peers with their behavioral and emotional engagements in physical education. Participants (N = 184, ages 15-18) completed questionnaires assessing relevant psychological and behavioral constructs while their teachers also completed corresponding measures during classes. Regression analyses revealed that relatedness toward teachers and peers had direct and interactive roles in both behavioral and emotional engagements. Although relatedness to teachers was the most pronounced predictor, feeling related to peers might have an added effect for the students who did not feel connected. The findings support that nurturing quality relationships between and among both teachers and peers may hold promise for enhancing learning.

Social Goals in Urban Physical Education: Relationships with Effort and Disruptive Behavior

Alex C. Garn et al. — Fri, 01 Mar 2013 13:54:52 PST

This study investigated the relationships among four distinct types of social goals, effort, and disruptive behavior in urban physical education. Social responsibility, affiliation, recognition, status goals, along with effort and disruptive behavior in physical education were reported by high school physical education students (N = 314) from three urban schools. Findings from correlation and structural equa- tion modeling analyses revealed that social responsibility goals had a positive relationship with effort and an inverse relationship with disruptive behavior. Social status goals demonstrated a positive relationship with disruptive behavior and no relationship with effort. Social recognition goal results were mixed, as they had positive relationships to both effort and disruptive behavior while social affiliation goals were unrelated to effort or disruptive behavior. Application of these results suggests that physical educators who are able to identify the diverse social motives that underlie students’ goals can maximize learning opportunities by increasing student effort and minimizing disruptive behavior.

Validation of the Organizational Culture Assessment Instrument: An Application of the Korean Version

Yun Seok Choi et al. — Fri, 01 Mar 2013 13:54:51 PST

The purpose of this study was to examine the psychometric properties of the Korean version of the Organizational Culture Assessment Instrument (OCAI) based on the Competing Values Framework (CVF). More specially, cultural equivalence between the Korean version and the original English version of the OCAI was evaluated using 39 bilingual Koreans. Next, a field test was conducted to examine scale reliability and construct validity of the Korean version of the OCAI using 133 organizational members from the Korean Professional Baseball League (KPBL). The findings indicate that the Korean version was successfully translated, items maintained the same meaning of the original OCAI items, and yielded acceptable psychometric properties making it applicable to Korean sport organizations.

Multidimensional Physical Self-Concept of Athletes With Physical Disabilities

Deborah R. Shapiro et al. — Fri, 01 Mar 2013 13:54:50 PST

The purposes of this investigation were first to predict reported PA (physical activity) behavior and self-esteem using a multidimensional physical self-concept model and second to describe perceptions of multidimensional physical self-concept (e.g., strength, endurance, sport competence) among athletes with physical disabilities. Athletes (N = 36, M age = 16.11, SD age = 2.8) completed the Physical Self- Description Questionnaire. Participants reported mostly positive perceptions of self-esteem, global physical self-concept, endurance, body fat, sport competence, strength, flexibility, and physical activity (Ms ranging from 3.9 to 5.6 out of 6). Correlations indicated a number of significant relationships among self-esteem and reported PA and various dimensions of physical self-concept. Using physical self-concept, strength, endurance, and flexibility in the first regression equation and sport competence and endurance simultaneously in the second equation, 47 and 31% of the variance was accounted for in self-esteem and reported PA, respectively. The findings support the value of examining multidimensional physical self-concept as different aspects of the physical self appear to have different influences on reported PA engagement versus self-esteem.

Motivational Profiles and Their Associations With Achievement Outcomes

Bo Shen et al. — Fri, 01 Mar 2013 13:54:49 PST

With the belief that theoretical integration in motivation may help us better understand motivational behavior, we designed this study to explore adolescents’ motivational profiles and their associations with knowledge acquisition, leisure-time exercise behaviors, and cardiorespiratory fitness. Middle school students from a large urban inner-city school district (N = 603, ages 12–14) completed questionnaires assessing motivational constructs and leisure-time exercise behavior. Knowledge and cardiorespiratory fitness were also assessed with a knowledge test and the Progressive Aerobic Cardiovascular Endurance Run (PACER) test, respectively. Using hierarchical cluster analysis, we found that students’ motivation in physical education could be explained from a multi-theoretical perspective. The interactive patterns among different motivation constructs were homogeneous overall and associated with in-class effort, knowledge, and leisure-time exercise behavior. These findings suggest that students’ development in physical education may depend upon a collective impact of changes in knowledge, physical activity ability, and sources of motivation.

The Influence of Professional Development on Teachers' Psychosocial Perceptions of Teaching a Health-Related Physical Education Curriculum

Pamela Hodges Kulinna et al. — Fri, 01 Mar 2013 13:54:47 PST

The impact of a yearlong professional development intervention on physical education teachers' psychosocial perceptions was investigated. Experienced mentor teachers (n = 15) were paired with inexperienced protégé teachers (n = 15) who helped them learn how to teach a health-related physical education curriculum (i.e., the Exemplary Physical Education Curriculum). Using the theory of planned behavior as the guiding theory, it was hypothesized that teachers would experience favorable increases in various psychological constructs (e.g., attitude) and variables reflecting the social culture of their schools (e.g., administrator's perceptions) as compared with control teachers (n = 17). A variety of statistically significant main and interaction effects with mean scores in expected directions were found. In general, mentors and protégés developed a more positive view of their own psychological state (e.g., perceived behavioral control) and of the immediate school social environment (i.e., support from administrators and fellow teachers). The significant results, combined with meaningful effect sizes, supported the effectiveness of this intervention.

Teachers' Preferences on the Qualities and Roles of a Mentor Teacher

Donetta Cothran et al. — Fri, 01 Mar 2013 13:54:46 PST

Research Note: From the preface: "The purpose of this investigation was to address the gap in professional development literature related to mentoring, specifically as it applies to nontraditional cases, beyond new teacher induction. In particular, we examined teachers' preferences on mentoring characteristics and practices to determine whether nontraditional mentoring (owing to grade level changes, subject area changes, and newly adopted school district curricula) would be consistent with or contradict models of mentoring based primarily on the induction of new teachers. This report is part of a larger investigation that explored a curricular change initiative in a large urban school district and is a companion to another article published in JTPE about the same program (see McCaughtry, Kulinna, Cothran, Martin, & Faust, 2005). This report takes a more phenomenological approach to the investigation of mentoring as we report only teachers' mentoring preferences. We wanted to share, in their own words, how teachers described effective mentoring and then compare that perspective to theorized models."

Predicting Physical Activity in Arab American School Children

Jeffrey J. Martin et al. — Fri, 01 Mar 2013 13:54:45 PST

Theoretically grounded research on the determinants of Arab American children's physical activity is virtually nonexistent. Thus, the purpose of our investigation was to evaluate the ability of the theory of planned behavior (TPB) and social cognitive theory (SCT) to predict Arab American children's moderate-to-vigorous physical activity (MVPA). Children (N = 348, ages 10–14) completed questionnaires assessing the TPB and SCT constructs as well as MVPA. Using multiple regression analyses we were able to account for 9% of the variance in MVPA. Based on standardized beta-weights, variance accounted for, and the significance of F change, we concluded that SCT variables were better predictors of MVPA compared with the TPB constructs. In particular, barrier self-efficacy was the most critical variable within SCT and supports the potentially valuable role that efficacy cognitions play in promoting MVPA in Arab American children.

Teachers' Perspectives on the Use of Pedometers as Instructional Technology in Physical Education: A Cautionary Tale

Nate McCaughtry et al. — Fri, 01 Mar 2013 13:54:44 PST

We used cognitive developmental theory to examine teachers' perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.

The Effectiveness of Mentoring-Based Professional Development on Physical Education Teachers' Pedometer and Computer Efficacy and Anxiety

Jeffrey J. Martin et al. — Fri, 01 Mar 2013 13:54:42 PST

The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers' efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors', protégés', and control groups' scores revealed a significant interaction for computer efficacy, indicating that both mentors and protégés significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers.

Using Social Cognitive Theory to Predict Physical Activity in Inner-City African American School Children

Jeffrey J. Martin et al. — Fri, 01 Mar 2013 13:54:41 PST

Researchers using social cognitive theory and employing built environment constructs to predict physical activity (PA) in inner-city African American children is quite limited. Thus, the purpose of our investigation was to evaluate the ability of important social cognitive variables (e.g., self-efficacy) and built environment constructs (e.g., neighborhood hazards) to predict African American children’s PA. Children (N = 331, ages 10–14) completed questionnaires assessing social cognitive theory constructs and PA. Using multiple regression analyses we were able to account for 19% of the variance in PA. Based on standardized beta weights, the best predictors of PA were time spent outside and social support derived from friends. These findings illuminate the valuable role of PA support from peers, as well as the simple act of going outside for inner-city African American children.

Multidimensional Self-Efficacy and Affect in Wheelchair Basketball Players

Jeffrey J. Martin — Fri, 01 Mar 2013 13:54:40 PST

In the current study, variables grounded in social cognitive theory with athletes with disabilities were examined. Performance, training, resiliency, and thought control self-efficacy, and positive (PA) and negative (NA) affect were examined with wheelchair basketball athletes (N = 79). Consistent with social cognitive theory, weak to strong significant relationships among the four types of self-efficacy (rs = .22–.78) and among self-efficacy and affect (rs = -.40–.29) were found. Basketball players who were efficacious in their ability to overcome training barriers were also confident in their basketball skills and efficacious in their ability to overcome ruminating distressing thoughts while simultaneously cultivating positive thoughts. Athletes with strong resiliency and thought control efficacy also reported more PA and less NA. Multiple regression analyses indicated that the four efficacies predicted 10 and 22% of the variance in PA and NA, respectively.