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later study, Kenow and Williams (1997) derived five factors from the substantive items: Cognitive/Attentional Effects of Coach s Behavior, Supportiveness, Emotional Control and Composure, Communication, and Somatic Effects of Coach s Behavior They found significant correlations between state somatic anxiety and coach s emotional control and composure, and between cognitive anxiety and perceived somatic effects of coach s behavior In the most recent refinement of the CBQ, Williams et al (2003) noted that R E Smith and Smoll s mediational model provided the theoretical framework for the CBQ, which was focused on measuring athlete perceptions and evaluative reactions to both positive and negative coaching behaviors They first carried out an exploratory factor analysis (EFA) with a random half of the responses to the CBQ by 484 college and high school athletes They accepted two-factor and three-factor solutions as tenable.

Then they used the data of the other half of the sample to carry out a confirmatory factor analysis (CFA) In the CFA, the two-factor model emerged as the best (compared to singlefactor and three-factor models) The first factor, Negative Activation, contains 7 items reflecting the effects of leader behavior on athletes (eg, My coach s behavior during a game makes me feel tight and tense ; My coach makes me feel uptight ) The second factor, Supportiveness/ Emotional Composure, has 8 items to measure athletes perceptions of coaching behavior (eg, My coach is appropriately composed and relaxed ; My coach shows support for me even when I make mistakes ) The internal consistency estimates (Cronbach s alpha) were 82 and 83, respectively The latest version of the CBQ (Williams et al, 2003) measures both the behavior of the coach (ie.

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, Supportiveness/ Emotional Control) and the effects of such behavior (ie, the Negative Activation dimension) This is in contrast to R E Smith, Smoll, and associates approach to measuring these two constructs through separate measures and separate methodologies It is also different from Amorose and Horn s (2000) CFQ, which measures only the feedback provided by the coach It is intriguing, however, that Williams et al resorted to EFA to derive new factors when the data could have been subjected to CFA with the a priori factor structure proposed by Kenow and Williams (1992) or the 5-factor structure derived in Kenow and Williams (1997) THE MULTIDIMENSIONAL MODEL Chelladurai s (Chelladurai, 1978, 1993; Chelladurai & Carron, 1978) multidimensional model (shown in Figure 52a).

To store a toolbar in a workbook file, select View Toolbars Customize to display the Customize dialog box. Click the Attach button to bring up the Attach Toolbars dialog box, shown in Figure 22-5. This dialog box lists all the custom toolbars in the Toolbars collection in the list box on the left. Toolbars already stored in the workbook are shown in the list box on the right.

Install near the center of your coverage area: After deciding the general area of your home or of ce where you want to have a wireless network, you should install the wireless router in the center of that area. This will ensure that your wireless computers and mobile devices have access to strong wireless signals no matter where you go in your coverage area.

Consistent with achievement goal theory, the results showed that perceptions of a mastery climate were strongly related to more self-determined forms of situational motivation (intrinsic and identified motivation) and, along with gender and perceived ability, most significantly predictive of the actual physical activity behavior of the participants In contrast, perceptions of a performance climate were found to be strongly related to less selfdetermined forms of situational motivation (extrinsic and amotivational) and unrelated to physical activity Consistent with the findings reported by Parish and Treasure (2003), the extant literature in physical education and sport suggests that the creation of a mastery motivational climate is likely to be important in optimizing positive (ie, well-being, sportspersonship, persistence, task perseverance, adaptive achievement strategies) and attenuating negative (ie, overtraining, self-handicapping) responses (eg, Kuczka & Treasure, 2005; Miller et al,.

FIGURE 16.4 Composition of superframe under IEEE Std 802.15.4. (Adapted from IEEE 802.15.4-2006, Wireless MAC and PHY speci cations for low rate WPAN, IEEE, New York, 2006.)

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