*Kim, Seong-Ok. Self-efficacy and causal attribution
of college students in a tennis competition. PhD. Diss. Univ.
of Oregon, 1990. Ann Arbor: UMI, 1990. Order No. 9025488.
This study was designed to determine whether or not individuals
maintain self-consistency, in relation to their expressed self-efficacy,
in attributing performance outcome in a sport competition. Specifically,
this study attempted to identify how self-efficacy cognition relates
to causal attribution and the perception of effort expenditure,
and how the perception of effort expenditure relates to causal
attributions in a tennis competition. The study was grounded in
the framework of self-consistency theory (Jones, 1973; Lecky,
1945; Secord and Backman, 1961). Self-consistency theory proposes
that individuals in an achievement context maintain a degree of
consistency with their beliefs about themselves by attributing
their performance outcome to the causal factors that constituted
the basis of their expectancy. Self-efficacy was hypothesized
to be based on individuals' perceptions of the level of their
personal capability (internality) and of the consistency (stability)
with which they can mobilize their capability (controllability).
One hundred and forty-six participants in intermediate and advanced
tennis classes at the University of Oregon completed self-reports
on a self-efficacy scale before a one-set, single tennis match,
and self-reports of perceived effort expenditure and causal attribution,
immediately following the competition. Separate multiple regression
analyses were conducted for winners and losers to determine the
predictive power of self-efficacy with regard to causal attributions
and perceived effort expenditure, and the predictive power of
perceived effort expenditure on causal attributions. The results
indicated that winners, as hypothesized, tended to maintain self-consistency
by attributing their success to personally controllable and stable
causes. Individuals' self-efficacy beliefs did not relate significantly
to perceived effort expenditure, regardless of performance outcome.
However, winners who perceived themselves as expending a high
effort tended to attribute their success more to internal and
less to personally controllable causes. The results did not show
any significant relationship between self-efficacy and causal
ascription for the losers. No differences in these results were
observed between males and females.
*Lesko, Stephen J. "Perceived competence and intrinsic motivation
among junior tennis players." MS Thesis. Springfield College,
1992. Available from Microform Publications, 1243 Univ. of Oregon,
Eugene, OR 97403. Order No. PSY1716.
*Loehr, James E. "Providing sport psychology consulting services
to professional tennis players." Sport Psychologist 4.4 (1990):
400-08.
This paper explores personal experiences in building a career
in sport psychology and providing consulting services to professional
tennis players. Discussion includes the range of services provided
and the philosophy of service delivery. The overall training model
and the psychological assessment procedures used are reviewed.
Factors influencing professional effectiveness and competence
are explored.
*Love, Nancy Jean. The affective and cognitive perspectives of
older adult tennis players. EdD Diss. Univ. of Tennessee, 1991.
Ann Arbor: UMI, 1992. Order No. 9221784
The purpose of this investigation was to describe the perceptions
of older adult tennis players from an affective (Csikszentmihalyi,
1975a) and from a cognitive perspective (Rybash, Hoyer, &
Roodin, 1986). An additional purpose of the present investigation
was to explore the potential interrelationship between Flow Theory
(Csikszentmihalyi, 1975a) and the Encapsulation Model (Rybash,
Hoyer, & Roodin, 1986) in the experiential accounts of the
participants. The investigation was limited to a demographic questionnaire,
the Progen Sport Flow Q-Sort (1978), and interview responses of
five male and five female tennis players ranging in age from 40-75
years of age. The information generated by the Progen Sport Flow
Q-Sort (1978) and the interview responses indicated that the older
adult tennis players perceived the experiential feeling state
of flow to be more descriptive of their tennis experiences than
the experiential feeling states of worry and boredom. Also, the
six elements of the flow experiential feeling state were perceived
by the older adult tennis players to be characteristic of their
tennis experiences. A comparison with previous research (Progen,
1978, 1981; McGirr, 1979) utilizing the Q-sort suggested some
similarities and differences in the participants' perceptions
of flow. The information generated by the interview responses
also supported the Encapsulation Model (Rybash, Hoyer, & Roodin,
1986), i.e., knowledge is domain-based and the domain of personal
knowledge experiences great change during the adult years. Two
main themes emerged from an analysis of the interview responses:
(a) the game of tennis was a self-revealing activity, and (b)
the game of tennis was a shared experience. The analysis of the
older adult tennis players' perceptions of their tennis experiences
suggested four related factors: (a) gender, (b) skill level, (c)
socialization, and (d) individual differences. The basis for and
nature of these relationships was discussed. The information generated
by the demographic questionnaire, the Progen Sport Flow Q-Sort
(1978), and the interview responses allowed the interrelationship
of Flow Theory (Csikszentmihalyi, 1975a) and the Encapsulation
Model (Rybash, Hoyer, & Roodin, 1986) to be explored. The
emergence of personal knowledge occurred in tennis experiences,
which respondents described as being most like the experiential
feeling state of flow. The older adult tennis players' personal
involvement in and commitment to the game of tennis strengthened
the interrelationship of the flow experience and the emergence
of personal knowledge.
*McAleney, Patrick Jennings. The effects of restricted environment
stimulation and visual imagery on athletic performance: intercollegiate
tennis. PhD Diss. Washington State Univ., 1990. Ann Arbor: UMI,
1991. Order No. 9102863
On the basis of Suedfeld's conceptualization of Lindsley's neuropsychological
theory of Restricted Environmental Stimulation (REST) the present
study sought to determine the effects of flotation REST with an
imagery message on the competitive performance of intercollegiate
tennis players. Subjects (10 males, 10 females), participated
in either a REST with imagery group or an imagery only group.
Subjects were pre- and posttested on athletic performance and
a precompetitive anxiety measure. Subjects in both the REST and
non-REST conditions received two 50 minute treatment sessions
per week for three weeks prior to posttesting. Anxiety measures
were obtained immediately prior to pre- and posttreatment competition.
Performance measures were obtained during pre- and posttreatment
competition. The analyses of performance scores revealed a significant
performance enhancement effect for first service winners for the
REST group in contrast to the non-REST group. No other performance
analyses were significant. The results of the analyses of anxiety
scores were not significant. Subjective performance evaluations
and a post-experimental inquiry revealed that the non-REST condition
was viewed as a viable treatment condition. Suggestions for further
research are discussed.
*McAleney, Patrick Jennings, et al. "Effects of flotation
restricted environment stimulation on intercollegiate tennis performance."
Perceptual and Motor Skills 71.3 Part 1 (1990): 1023-28.
This study investigated the effects of flotation restricted environmental
stimulation (REST) and visual imagery (VI) on the competitive
performance of 20 intercollegiate expert tennis players. Ss received
1 of 2 treatments consisting of VI messages with or without flotation
REST. Ss' tennis matches were videotaped before and after completion
of 6 treatment sessions. Performance measures were 1st service,
key shot, and points won/lost. Flotation REST combined with VI
significantly enhanced Ss' performance on the measure of 1st service
accuracy. Ss who received VI alone showed no improvements in performance.
*McLennan, James Patrick. "The effects of biomechanical feedback
on the tennis serve." MA Thesis. Univ. of West Florida, 1991.
Available from Univ. of West Florida, Pensacola, FL 32514
This eight-subject pilot study tested the hypothesis that biomechanical
feedback would improve subjective and objective performance of
the tennis serve. The electromechanical measurement of racquet
head momentum generated the biomechanical feedback that shapes
performance of the tennis serve. A miniature accelerometer, mounted
to the racquet throat, measured the swinging momentum of the racquet,
and activated a whistle at the moment of greatest racquet head
speed. Pretest and posttest performance measurements included
a self-report inventory and a coefficient derived from the accuracy
and velocity of the serve. The experimental results were equivocal.
The self report assessments of serving effectiveness showed marked
improvement, whereas the accuracy velocity coefficient did not.
Electromechanical feedback provided unusual information about
the sequencing and rhythm of the tennis serve. Subsequent biomechanical
feedback inquiries within tennis motor learning were recommended.
*McPherson, Sue Lynn, and Karen E. French. "Changes in cognitive
strategies and motor skill in tennis." Journal of Sport and
Exercise Psychology 13.1 (1991): 26-41.
This study examined changes in cognitive and motor skill aspects
of tennis performance in 29 college-student novices as the result
of 2 types of instruction. In experiment 1, Ss received instruction
in motor skills and declarative knowledge followed by the introduction
and integration of tennis strategies. In experiment 2, Ss received
declarative and strategic knowledge and minimal skill instruction
followed by an emphasis on refining knowledge and skill in game
situations. A knowledge test, skills tests, and actual game play
were analyzed at the beginning, middle, and end of the semester.
Cognitive components increased concurrently with skill improvement
when instruction was skill oriented. However, improvements in
motor skill components did not occur in Experiment 2 until integration
of skill instruction. Findings suggest that changes in cognitive
components are more easily developed than motor components.
*McPherson, Sue Lynn, and Jerry R. Thomas. "Relation of knowledge
and performance in boys' tennis: age and expertise." Journal
of Experimental Child Psychology 48.2 (1989): 190-211.
This study examined boys' development of knowledge structure and
sport performance in tennis by assessing the decision making and
performance of 40 expert and novice tennis players from 2 age
groups (10-11 and 12-13 year-olds). Experts' skilled performance
was influenced by their knowledge structure which allowed them
more effective use of their knowledge during game play. Implications
are offered on the interaction of declarative and procedural knowledge
in the development of expertise.
*Neff, Bob. "The alleviation of learned helplessness in elite
adolescent tennis players." USTA Research Grant, 1990. Information
available from Dr. Bob Neff, Michigan State Univ., East Lansing,
MI 48824
The author's research focused on the stress associated with competitive
tennis and how elite adolescent players can learn how to cope
with this stress.
*Newton, Maria, and Joan L. Duda. "Elite adolescent athletes'
achievement goals and beliefs concerning success in tennis."
Journal of Sport and Exercise Psychology 15.4 (1993): 437-48.
This study examined the perceived causes of success among 80 male
and 41 female elite adolescent tennis players and the function
of gender in the interdependence of goal orientation and beliefs
concerning tennis achievement. Ss completed the Task and Ego Orientation
in Sport Questionnaire specific to tennis and the Beliefs about
the Causes of Success Questionnaire to assess the Ss' views concerning
the determinants of success in tennis. Results revealed 2
conceptually coherent personal goal-belief dimensions for females.
The 1st was comprised of ego orientation and the beliefs that
ability and maintaining a positive impression were the primary
causes of success. The 2nd consisted of a task orientation coupled
with the belief that effort and a de- emphasis on external factors
and deceptive tactics would lead to tennis accomplishment. In
the case of males, an ego goal- belief dimension emerged.
*Pease, Dale. "Use of interpersonal process recall to investigate
cognitive and affective responses during a competitive tennis
match." USTA Research Grant, 1991. Information available
from Dr. Dale Pease, Univ. of Houston, Houston, TX 77004
The author focused his research efforts on better ways of identifying
cognitive and affective factors that influence tennis performance.
The author attempted to determine if interpersonal process recall
can help the athlete better understand his or her thoughts and
feelings thereby creating greater player satisfaction.
*Prapavessis, Harry. "An attributional analysis of learned
helplessness in elite tennis players." MA Thesis. Univ. of
Western Ontario, 1986. Available from Microform Publications,
1243 Univ. of Oregon, Eugene, OR 97403. Order No. PSY1208f.
*Prapavessis, Harry, and Sandy Gordon. "Coach/player relationships
in tennis." Canadian Journal of Sport Sciences 16.3 (1991):
229- 33.
This study examined compatibility among 52 elite tennis coach-player
dyads, using a sport adapted version of the Fundamental Interpersonal
Relation Orientation-Behavior, a sport adapted version of the
Least Preferred Coworker Scale, and the Leadership Scale for Sports
(LSS). Players ranged in age from 12-25 years and coaches were
25-40 years old. The best predictor of dyad compatibility was
the LSS. Specifically, discrepancy scores between players' perceptions
and preferences for coaching behavior were the best predictor.
*Ransom, Kay, and Robert Weinberg. "Effect of situation criticality
on performance of elite male and female tennis players."
Journal of Sport Behavior 8.3 (1985): 144-48.
This study identified the top 20 ranked male and female tennis
players from the 1980 US Tennis Association yearbook and coded
242 matches (all best 2 of 3 sets) in which a top 20 player lost
the first set. The percentage of the time the Ss came back to
win the match after losing the first set was determined. Results
indicated that the Ss did not significantly differ in their ability
to come from behind to win after losing the first set. Results
are discussed in terms of self-confidence and success.
*Richardson, Peggy A., William Adler, and Douglas Hankes. "Game,
set, match: psychological momentum in tennis." Sport Psychologist
2.1 (1988): 69-76.
This study determined if winning a specific game in a tennis match
would predict success in the match and if psychological momentum
(PSM) was influenced by ability levels or gender of the players.
Results revealed that winning any of the first 8 games in the
1st and/or 2nd set was a significant predictor of success in the
tennis match. However, when only the results of more competitive
matches (when sets extended to 9 or more games) were examined,
Games 8, 10, and 11 in the first set were significant predictors
of winning the match, while only Game 4 of the second set resulted
in an increase probability of match victory. There was a wide
variation in Ss' perception of PSM.
*Ryska, Todd Alan. "The role of perceived coach support on
dimensions of pre-competitive anxiety among high school tennis
players." PhD Diss. Univ. of Southern California, 1992. Available
from Micrographics Dept., Doheny Library, USC, Los Angeles, CA
90089-0182.
A proliferation of research within social psychology has proposed
a "buffering hypothesis" (i.e., social support protects
physical and mental health under stressful conditions, yet fails
to impact an individual's level of psychological distress in the
absence of social stressors) (Cassel, 1976). Although self-report
measures of competitive anxiety and social support appear psychometrically
sound, concern has arisen regarding the susceptibility of these
instruments to response distortion (Nederhof, 1985; Williams &
Krane, 1989). A paucity of related sport research has afforded
the present study two distinct lines of inquiry. First, the trait-state
anxiety relationship was assessed among high school athletes as
was the influence of perceived coach support on various aspects
of competitive state anxiety. Second, the response-biasing effect
of social desirability was examined for each model variable.
A sample of 270 male and female high school tennis players were
administered the Sport Competition Anxiety Test (Martens, 1977),
Competitive State Anxiety Inventory-2 (Martens, Burton, Vealey,
Bump, & Smith, 1982), an abbreviated Marlowe-Crowne Social
Desirability Scale (Reynolds, 1982), and a sport-modified Social
Provisions Scale (Russell & Cutrona, 1984). A 2 x 2 MANOVA
indicated that high trait-anxious athletes evidenced greater cognitive
and somatic state anxiety as well as lower state self-confidence
than low trait-anxious athletes (all ps $<$.001). Simultaneous
and hierarchical multiple regression analyses revealed that among
the high trait-anxious, high support athletes reported lower state
anxiety than low support athletes. This effect was absent in the
low trait-anxious group. Separate latent variable models were
developed via structural equation modeling. As predicted, a significant
coach support-state anxiety path was evidenced in the high trait-anxious
model only (r = $-$.27), p $<$.05). A 2 x 2 MANOVA indicated
that social desirability had no discernible biasing effect on
state anxiety responses. However, high SDS athletes reported significantly
greater perceived coach support (M = 42.45) than low SDS athletes
(M = 40.10, p $<$.05).
It was concluded that Weiss's (1974) conceptualization of social
support may be extrapolated within the realm of sport coaching,
perceived coach support represents an important mediating factor
within competitive anxiety theory, and higher-order factors of
competitive state anxiety warrant further investigation.
*Saferstein, Daniel Bennett. Factors affecting competitive trait
anxiety in elite junior tennis players. PhD Diss. California School
of Professional Psychology, 1989. Ann Arbor: UMI, 1990. Order
No. 8923437.
While much of the research on competitive trait anxiety (CTA)
has involved adolescent athletes, little attention has been given
to the identity issues that Erikson thought to be at the forefront
of this developmental stage. The present study developed a research
instrument, the California Junior Tennis Questionnaire, to investigate
whether junior tennis players higher in CTA perceived decreased
athletic success as being a threat to their identities--to their
sense of uniqueness or specialness as people. In addition, other
perceived consequences of failure were examined in an effort to
increase our understanding of why some children develop a chronic
tendency to become anxious in competition. An initial sample of
79 subjects was used to determine the reliability and validity
of the California Junior Tennis Questionnaire. Three-week test-retest
reliability coefficients ranged from.770 to.934. Estimates of
internal consistency ranged from a low of.716 to a high of.854.
Correlations between the subscales and other established measures
raised some questions concerning the validity of two subscales,
Importance of Tennis to Identity and Loss of Social Status. In
the second sample of 82 subjects, the relationships between the
subscales and CTA was examined using a multiple regression analysis
and Pearson product-moment correlations. The results of the multiple
regression analysis showed that Threat to Identity and Tennis
Self-Concept were the only significant predictors of CTA. The
Pearson correlations showed there to be significant relationships
between CTA and the Threat to Identity, Commitment, Loss of Social
Status, Parental Pressure, and Psychological Vulnerability subscales,
with the strongest relationships being between CTA and the Threat
to Identity and Parental Pressure subscales. The results of this
study suggest that junior tennis players higher in CTA perceive
decreased tennis success as being a threat to their sense of uniqueness
or specialness as people. Consequently, interventions that focus
on helping young athletes to differentiate their self-worth from
their athletic abilities could prove to be beneficial to their
emotional development and well-being.
*Silva, John M., Charles J. Hardy, and R. Kelly Crace. "Analysis
of psychological momentum in intercollegiate tennis." Journal
of Sport and Exercise Psychology 10.3 (1988): 346-54.
This study investigated the extent to which psychological momentum
(PM) affected performance of 393 female and 531 male college tennis
players. Results from singles and doubles, singles set outcomes
to match and singles set outcomes, and tie breakers to set and
match outcomes were analyzed to examine whether manifestations
of PM were operative and whether gender mediated the magnitude
or direction of PM effects. Results raise questions that may support
the cognitive illusion explanation of PM. PM effects did not vary
as a function of gender.
*Takeuchi, Tatsuto. "Auditory information in playing tennis."
Perceptual and Motor Skills 76.3 Part 2 (1993): 1323-28.
This study investigated the importance of multisensory information,
especially visual and auditory information, by using a sensory
deprivation technique. Three experienced tennis players used earplugs
to deprive themselves of auditory information when playing tennis.
Ss lost more games in the auditory-deprived condition than in
the condition without earplugs. Results suggest that multisensory
information is used in an adaptive manner when playing tennis.
*Taylor, Stephen Scott. Stimulus cueing versus visualization in
tennis. PhD Diss. Hofstra Univ., 1992. Ann Arbor: UMI, 1993. Order
No. 9231852.
The use of psychological techniques to improve athletic performance
has become increasingly popular. Two techniques that have been
used in a variety of sports are stimulus cueing (Allison &
Allyon, 1980; Gallwey, 1974; Koop & Martin, 1983) and visualization
or visuomotor behavioral rehearsal (VMBR)(Suinn, 1972). While
these techniques have been recommended to improve tennis performance,
they had not been compared in a controlled study. Further, they
seem to address somewhat different problems (distractibility and
anxiety), yet there has been little attempt to discriminate types
of player that respond favorably to each technique. The purpose
of the present study was to examine the differential effects of
stimulus cueing,visualization, and attention-placebo control treatments
on tennis players who report anxiety or distractibility. Effectiveness
was determined by the change in percentage of unforced errors
each player makes during actual game experiences. The subjects
were players in three private clubs, over 35 years old. Each site
was randomly assigned to one of the three treatment conditions.
All subjects completed a demographic questionnaire. Additionally
each player completed the Sports Competition Anxiety Test (Martens,
1977), Competitive Anxiety In Sport Test-2 (Martens, 1990), and
the Tennis Test of Attentional Style (Van Schoyck & Grasha,
1981). The anxiety and attention questionnaires were presented
in pre-test and post-test capacity. The number of missed serves
were observed as an additional performance variable. The players
received manuals containing compliance tasks. It was predicted
that the stimulus cueing treatment would be most effective for
distractible players and the most effective treatment overall.
It was further predicted that the visualization treatment would
be most effective for anxious players, and players receiving such
treatment would perform better than the control group overall.
The control treatment was expected to have no significant effect.
The results indicated that the stimulus cueing technique reduced
the percentage of unforced errors significantly more than the
visualization or control conditions (p $<$.01). Additionally,
subjects in the stimulus cueing group reported significantly less
anxiety than subjects in the other treatment conditions (p $<$.01).
The subjects in the stimulus cueing treatment displayed more appropriate
control of attention (p $<$.01).
