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The physical characteristics of basketball players are closely related to their position on the team, according to this study. The authors believe this type of information would be useful in the selection and training of players.

Abstractactivity during the childbearing year and provide suggestions for developing individualized exercise programs.Journal of Perinatal Education, 9(1), 1-13; pregnancy, postpartum exercise, guidelines.

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Descriptive information about female athletes will help physicians, trainers, and coaches design conditioning programs and determine playing positions.

Guided by self-determination theory, this study investigated the extent to which factors of teachers' school-work environments predict their self-efficacy and intrinsic value for teaching. Participants were 217 mathematics teachers working in Texas public schools. Results indicated that principals' autonomy support positively predicted teachers' self-efficacy and intrinsic value for teaching beyond years of teaching experience, mathematics background, and grade level taught. Moreover, the negative effects of school-work environments dominated by high-stakes testing on teachers' motivation for teaching were moderated by the level of autonomy support provided by the school principal.

Providing a study on mathematics teachers' technological pedagogical content knowledge (TPACK), the goal of this chapter is to investigate the predictive value of teachers' beliefs (e.g., self-efficacy) and mathematical knowledge for teaching (MKT) on their level of TPACK. Background variables, gender, ethnicity, certification, experience, and mathematics degree were all controlled for in this study. Two-step regression analysis results by school level (K-5, middle, and high) indicate that standards-based mathematics teaching beliefs positively predict mathematics teachers' level of TPACK for all teachers. Having a college/graduate mathematics degree is more predictive of TPACK for K-5 and middle school teachers while MKT is more predictive of TPACK for high school teachers. In addition, elementary teachers' mathematics self-concept and pedagogical preparedness and middle school teachers' mathematics teaching interest were significantly related to their level of TPACK. The implications for school districts and teacher preparation programs to develop TPACK for teachers are discussed.