Imagery in sport has been studied extensively (for a review see Martin, Moritz, & Hall, 1999). Researchers have described the what, why, where, when, and how athletes use imagery (e.g., Martin et al., 1999; Munroe, Giacobbi, Hall, & Weinberg, 2000). Most of the current research in this area has supported Paivio's (1985) conceptualization of imagery into cognitive and motivational functions that operate on specific and general levels. These functions are Cognitive Specific (CS: imaging skills), Cognitive General (CG: imaging strategies), Motivation Specific (MS: imaging goal oriented responses and activities), and Motivational General (MG: affect and arousal). Based on this framework, the Sport Imagery Questionnaire (SIQ; Hall, Mack, Paivio, & Hausenblas, 1998) was developed to assess the frequency with which athletes use these imagery functions. In contrast to Paivio's original model, the SIQ contains 5 subscales as a result of the splitting of the MG function into MG-Mastery (MG-M: imaging being confident, for example) and MG-Arousal (MG-A: imaging physiological and emotional arousal). Researchers have suggested that for imagery to be an effective performance enhancing technique, the imagery content must match the function (cf. Denis, 1985). Martin et al. (1999) also highlighted the importance of using different types of images to achieve different outcomes. In short, the premise behind imagery use

Recommendations for increasing children’s daily physical activity (PA) call on classroom teachers to assume an activist role at school. This study examined relationships among preservice classroom teachers’ (PCT; n = 247) biographical characteristics, perceptions and attitudes regarding school PA promotion (SPAP). Results indicated participants who completed SPAP-related college coursework and had PA-related teaching/coaching experiences reported higher SPAP competence. Significant relationships were found among BMI, personal PA competence and SPAP competence in the contexts of PE and extracurricular settings. Personal PA competence and SPAP competence at recess and in the classroom predicted 19% of the variance in SPAP attitudes. Experiences in PA settings and preservice training may have important implications for the overall success of efforts to enhance school PA promotion.

Context: Graduate assistant athletic trainers (GAATs) must balance the demands of clinical care and the academic load of graduate-level students.Objective: To examine burnout among GAATs with clinical assistantships at National Collegiate Athletic Association (NCAA) Division I institutions and to identify the personal and situational variables that are related to burnout.Design: Cross-sectional study. Setting: Division I universities offering graduate assistantship programs.Patients or Other Participants: Two hundred one GAATs enrolled at NCAA Division I universities with graduate assistantship positions.Main Outcome Measures(s): The Athletic Training Burnout Inventory, which assesses stress and burnout among ATs through 4 constructs: emotional exhaustion and depersonalization, administrative responsibility, time commitment, and organizational support. The 6-point Likert scale is anchored by 1 (never true) and 6 (always true). Results:The GAATs who traveled with athletic teams (4.051 6 0.895) and those who provided classroom instruction (4.333 6 1.16) reported higher levels of stress due to time commitment than those who did not travel (3.713 6 1.22) or teach (3.923 6 0.929). We also found a difference in administrative responsibility across clinical settings (F 6,194 5 3.507, P 5 .003). The results showed that GAATs in NCAA Division I clinical settings (44.55 6 13.17 hours) worked more hours than those in NCAA Division III clinical settings (33.69 6 12.07 hours) and those in high school settings (30.51 6 9.934 hours).Conclusions: Graduate assistant ATs are at risk for burnout because of the time necessary to complete their clinical and academic responsibilities and their additional administrative responsibilities. Graduate assistants who work in the Division I clinical setting are at greater risk for burnout than those in the secondary school setting because of the large number of hours required.

Cheerleaders, especially flyers, appear to be at risk for EDs, with greatest BI dissatisfaction when wearing their most revealing uniforms (ie, midriffs). Universities, colleges, and the national governing bodies of these squads need to focus on preventing eating disorders and BI dissatisfaction and promoting self-esteem.

Background & Purpose: The number of youth participating in sport increases yearly; however, the evaluation of youths' movement ability and preparedness for sport remains inadequate or neglected. The Functional Movement Screen (FMS™) is an assessment of an individual's movement quality that has been utilized to evaluate risk of injury in collegiate and professional sport; however, there is minimal support regarding the predictive value of the screen in youth sport. The purpose of this study was to evaluate the mean and distribution of FMS™ performance in sport participants age 11-18, and to evaluate the existence of a composite FMS™ score proficiency barrier to predict injury risk. Study Design: Prospective cohort study. Methods: One hundred, thirty-six participants (63 male, 73 female) age 11 to 18 years (16.01 + 1.35) were recruited from local schools and sport organizations. The FMS™ was administered prior to each participant's competitive season and scored by researchers who demonstrated reliability in assessments derived from the screen (κ w = 0.70 to 1). Injury data were collected by the participants' Athletic Trainer over one season. An injury was defined as any physical insult or harm resulting from sports participation that required an evaluation from a health professional with time modified or time lost from sport participation. Results: Females scored significantly higher than males for mean FMS™ composite score (t=14.40; m=12.62; p < 0.001), and on individual measures including: the hurdle step (t=1.91; m=1.65; p < 0.001), shoulder mobility (t=2.68; m=2.02; p < 0.001), active straight leg raise (t=2.32; m=1.87; p < 0.001), and the rotary stability components (t=1.91; m=1.65; p < 0.05). Two FMS™ composite scores (score <14 and <15) significantly increased the odds of injury (OR=2.955). When adjusting for sport, there was no score relating to increased odds of injury. Conclusion: Dysfunctional movement as identified by the FMS™ may be related to increased odds of injury during the competitive season in youth athletes. Consideration of an individual's movement within the context of their sport is necessary, as each sport and individual have unique characteristics. Addressing movement dysfunction may aid in injury reduction and potentially improve sport performance. Level of Evidence: 1b.