Gymnastics Course Research Articles

Gender Differences in Anterior Cruciate Ligament Injury vary with Activity

Background Previous studies have shown that women involved in similar activities as men are at increased risk for anterior cruciate ligament injuries. Hypothesis The incidence rate of complete anterior cruciate ligament tears for men and women in our athletic, college-aged population is similar. Study Design Descriptive epidemiology study. Methods Students graduating in class years 1994 to 2003 at our institution who sustained complete anterior cruciate ligament tears were assessed for mechanism of injury and type of sport played at time of injury. We calculated the incidence proportion, an estimation of risk, by gender and class year, and the incidence proportion ratio comparing men and women by class year. We also calculated incidence rates by gender and type of sport played and incidence rate ratios comparing men and women. Results There were 353 anterior cruciate ligament injuries in the 10 classes studied. We found an overall, 4-year incidence proportion of 3.24 per 100 (95% confidence interval, 2.89-3.63) for men and 3.51 (95% confidence interval, 2.65-4.65) for women (incidence proportion ratio, 1.09 [95% confidence interval, 0.80-1.47]). The overall anterior cruciate ligament injury rate, excluding male-only sports, was significantly greater in women (incidence rate ratio, 1.51 [95% confidence interval, 1.03-2.21]). We found significantly greater injury rates among women in a gymnastics course (incidence rate ratio, 5.67 [95% confidence interval, 1.99-16.16]), indoor obstacle course test (incidence rate ratio, 3.72 [95% confidence interval, 1.25-11.10]), and basketball (incidence rate ratio, 2.42 [95% confidence interval, 1.05-5.59]). Conclusion We found little gender difference in the overall risk of an anterior cruciate ligament tear; however, there were gender differences in injury rates when specific sports and activities were compared and when male-only sports were removed from the overall rate assessment.

The effects of teachers’ expectations about students’ motivation on teachers’ autonomy‐supportive and controlling behaviors

Previous studies in both educational and sport settings have examined the relationship between teachers’ and coaches’ expectations and behaviors towards students and athletes. The purpose of the present study was to extend this line of research by examining the effects of teachers’ expectations about students’ motivation on the frequency of controlling and autonomy‐supportive behaviors. Following the assessment of teachers’ expectations about students’ motivation and the assessment of students’ self‐determined motivation at the end of the first lesson, the interactions between PE teachers from nine classes and 172 students were videotaped and systematically coded during the six following gymnastics courses. Analyses revealed that (1) teachers’ expectations were not related to students’ initial self‐determined motivation, (2) overall, teachers interacted less frequently with students that they expected to be more motivated, and (3) teachers were much more controlling with students that they believed to be not motivated. The results are discussed in terms of the consequences of this differentiated treatment for students’ autonomous motivation

The Effect of Gymnastics Courses at the Physical Education Faculty on Improving Instructional Skills of Field Training Students

The Effect of Gymnastics Courses at the Physical Education Faculty on Improving Instructional Skills of Field Training Students

A Prospective Study of the Relationships Between Motivational Orientations and Perceived Competence with Intrinsic Motivation and Achievement in a Teacher Education Course

Abstract This study utilised a prospective design in examining determinants of intrinsic motivation in a physical education teacher education course. At the outset of a one‐term Olympic gymnastics module students in the third year of a 4‐year degree course completed questionnaires measuring their perceived autonomy and competence regarding the module. On completion of the module, students replied to questionnaires assessing their intrinsic motivation as well as their intentions to study a gymnastics course in the future. Structural equation modelling analysis showed that both perceived autonomy and competence had effects on intrinsic motivation, although the latter was indirect through performance. Further, intrinsic motivation had a strong effect on intention. This study shows the importance of creating perceptions of autonomy in student teachers when the promotion of intrinsic motivation is desired.

Organizing a Coeducational Gymnastics Course

Organizing a Coeducational Gymnastics Course