Table Of Content

Hume, Clare; Okely, Anthony; Bagley, Sarah; Telford, Aman- Paxton, RaheemJ .; Nigg, Claudio; Motl, Robert W.; Yamashi- da; Booth, Michael; Crawford, David; & Salmon,Jo . Does ta, Marisa; Chung, Richard; Battista, Jackie; & Chang, Weight Status Influence Associations Between Children’s Funda- JoAnn. Physical Activity Enjoyment Scale Short Form—Does It mental Movement Skills and Physical Activity?2 , 158-165. Fit for Children? 3, 423-427. Jackson, Michelle; Crawford, David; Campbell, Karen; & Payn, Tamara; Pfeiffer, Karin A.; Hutto, Brent; Vena, John E.; Salmon, Jo. Are Parental Concerns About Children’s Inac- LaMonte, MichaelJ. ; Blair, Steven N.; & Hooker, Steven tivity Warranted, and Are They Associated With a Supportive P. Daily Steps in Midlife and Older Adults: Relationship With Home Environment? 3, 274-282. Demographic, Self-Rated Health, and Self-Reported Physical Kaminski, Thomas W.; Cousino, Eric S.; & Glutting, Joseph Activity, 2, 128-132. J. Examining the Relationship Between Purposeful Heading in Photiou, A.; Anning,J . H.; Mészaros,]. ; Vajda, I.; Mészaros, Soccer and Computerized Neuropsychological Test Performance, Z.; Sziva, A.; Prokai, A.; & Ng, N. Lifestyle, Body Composi- 2, 235-244. tion, and Physical Fitness Changes in Hungarian School Boys Laurson, Kelly R.; Brown, Dale D.; Cullen, Robert W.; & Den- (1975-2005), 2, 166-173. nis, Karen K. Heart Rates of High School Physical Education Poplu, Gérald; Ripoll, Hubert: Mavromatis, Sébastien; & Students During Team Sports, Individual Sports, and Fitness Baratgin, Jean. How Do Expert Soccer Players Encode Visual Activities, 1, 85-91. Information to Make Decisions in Simulated Game Situations? Li, Weidong; Lee, Amelia M.; & Solmen, Melinda. Effects of Dispositional Ability Conceptions, Manipulated Learning En- Pratt, Charlotte; Webber, Larry S.; Baggett, Chris D.; Ward, vironments, and Intrinsic Motivation on Persistence and Per- Dianne; Pate, Russell R.; Murray, David; Lohman, Timo- formance: An Inieraction Approach, 1, 51-61. thy; Lytle, Leslie; & Elder, John P. Sedentary Activity and Lorson Kevin M.; & Goodway, Jacqueline D. Gender Differences Body Composition of Middle School Girls: The Trial of Activity in Throwing Form of Children Ages 6-8 Years During a Throw- for Adolescent Girls, 4, 458-467. ing Game, 2, 174-182. Rodgers, W. M.; Wilson, P. M.; Hall. C. R.; Fraser, S. N.; & Macfarlane, Pamela A.; & Looney, Marilyn A. Walkway Length Murray, T. C. Evidence for a Multidimensional Self-Efficacy Determination for Steady State Walking in Young and Older for Exercise Scale, 2, 222-234. Adults, 2, 261-267. Ruan, Mianfang; & Li, Li. [Influence of a Horizontal Approach on MacPhail, Ann; Gorely, Trish; Kirk, David; & Kinchin, Gary. the Mechanical Output DurDironp Jgump s, \, 1-9. Children’s Experiences of Fun and Enjoyment During a Season Shen, Bo; McCaughtry, Nate; & Martin, Jeffrey. The Influence of Sport Education; 3, 344-355. of Domain Specificity on Motivation in Physical Education; 3, Mastrangelo, M. Alysia; Chaloupka, Edward C.; & Rattigan, 333-343. Peter. Cardiovascular Fitness in Obese Versus Nonobese 8—1 1- Smith, Dave; Wright, CarolinJe. ; & Cantwell, Cara. Beating the Year-Old Boys and Girls; 3, 356-362. Bunker: The Effect of PETTLEP Imagery on Golf Bunker Shot Michaelides, Marcos A.; Parpa, Koulla M.; Thompson, Jerald: Performance, 3, 385-391. & Brown, Barry. Predicting Performance on a Firefighter's Sun, Haichun; Chen, Ang; Ennis, Catherine; Martin, Robert; Ability Test From Fitness Parameters, 4, 468-475. & Shen, Bo. An Examination of the Multidimensionality of Monsma, Eva V. Puberty and Physical Self-Perceptions of Competi- Situational Interest in Elementary School Physical Education; tive Female Figure Skaters II: Maturational Timing, Skating 1, 62-70. Context, and Ability Status; 3, 411-416. Tudor-Locke, Catrine; Ainsworth, Barbara E.; & Popkin, B. Monsma, Eva V.; Pfeiffer, Karin A.; & Malina, Robert M. Re- M. Patterns of Physical Activity and Overweight Among 7-1 3- lationship of Social Physique Anxiety to Indicators of Physique, Year-Old Russian Children: A 7-Year Nationally Representative 3, 417-422. Monitoring Study; 1, 10-17. Moore, Delilah S.; Ellis, Rebecca; Allen, Priscilla D.; Cherry, Vlachopoulos, Symeon_ P.; Kaperoni, Maria; Moustaka, Katie E.; Monroe, Pamela A.; O’Neil, Carol E.; & Wood, Frederiki C.; & Anderson, Dean F. Psychometric Evalu- Robert H. Construct Validation of Physical Activity Surveys ation of the Exercise Identity Scale Among Greek Adults and in Culturally Diverse Older Adults: A Comparison of Four Cross-Cultural Validity; 3, 283-299. Commonly Used Questionnaires, 1, 42-50. Wadey, Ross; & Hanton, Sheldon. Basic Psychological Skills Us- Morgan, Charles F.; Graser, Susan Vincent; & Pangrazi, Rob- age and Competitive Anxiety Responses: Percetved Underlying ert. A Prospective Study of Pedometer-Deiermined Physical Ac- Mechanisms, 3, 363-373. tivity and Physical Self-Perceptions in Children, 2, 133-140. Walsh, David. Helping Youth in Underserved Communities Envi- Morgan, PhilipJ. ;& Hansen, Vibeke. Classroom Teachers’ Percep- sion Possible Futures: An Extension of the Teaching Personal tions of the Impact of Barriers to Teaching Physical Education and Social Responsibility Model; 2, 209-221. on the Quality of Physical Education Programs; 4, 506-516. Weiss, Maureen R. “Field of Dreams:” Sport as a Context for Morrow, James R., Jr; Fulton, Janet E.; Brener, Nancy D.; & Youth Development, 4, 434-449. Kohl, Harold W., Il. Prevalence and Correlates of Physical Whaley, Diane E.; & Haley, Philip P. Creating Community, As- Fitness Testing in U.S. Schools—2000, 2, 141-148. sessing Need: Preparing for a Community Physical Activity Myers, Nicholas D.; Feltz, Deborah L.; & Wolfe, Edward W. A Intervention; 2, 245-255. Confirmatory Study of Rating Scale Category Effectiveness for Williams, A. Mark; Ward, Paul; Ward, Julian D.; & Smeeton, the Coaching Efficacy Scale, 3, 300-311. Nicolas J. Domain Specificity, Task Specificity, and Expert North, Jamie S.; & Williams, A. Mark. /dentifying the Critical Performance, 3, 428-433. Time Period for Information Extraction When Recognizing Se- Wulf, Gabriele. Attentional Focus Effects in Balance Acrobats, 3, quences of Play; 2, 268-273. 319-325. RQES: December 2008 ll. Author Index Adalbjornsson, Carola F.; 1, 36-41. de Medeiros, Franklin Laroque; 3, 405-410. Agiovlasitis, Stamatis; 4, 487-494. de Oliveira, Rita F.; 3, 399-404. Ainsworth, Barbara E.; 1, 10-17. Dennis, Karen K.; 1, 85-91. Alderman, Brandon; 2, 256-260. DiNallo, Jennifer M.; 1, 28-35. Allen, Priscilla D.; 1, 42-50. Dixon, Curt B.; 4, 535-539. Anderson, Dean F.; 3, 283-299. Doré, Eric; 4, 517-524. Andreacci, Joseph L.; 4, 535-539. Durrant, Lynne; 3, 374-384. Anning,J . H.; 2, 166-173. Anson,J . Greg; 3, 312-318. Elder, John P.; 4, 458-467. Axmann, Detlef; 4, 450-457. Ellis, Rebecca; 1, 42-50. Ennis, Catherine D.; 1, 71-84. Baggett, Chris D.; 1, 18-27. Ennis, Catherine D.; 2, 195-208. Baggett, Chris D.; 4, 458-467. Ennis, Catherine; 1, 62-70. Bagley, Sarah; 2, 158-165. Erwin Heather E.; 4, 495-505. Baratgin, Jean; 3, 392-398. Barr-Anderson, DaheiaJ. ; 1, 18-27. Fairbrother, Jeffrey T.; 1, 116-121. Battista, Jackie; 3, 423-427. Feltz, Deborah L.; 3, 300-311. Bedu, Mario; 4, 517-524. Fischman, Mark G.; 1, 36-41. Beek, Peter J.; 3, 399-404. Fischman, Mark G.; 3, 312-318. Beighle, Aaron; 2, 256-260. Fishlock, Adelle; 4, 525-534. Bentley, Nick; 4, 525-534. Flohr, Judith A.; 3, 374-384. Blair, Steven N.; 2, 128-132. Foley, John T.; 2, 149-157. Booth, Michael; 2, 158-165. Fraser, S. N.; 2, 222-234. Boyce, B. Ann; 4, 540-545. Fulton, Janet &.; 2, 141-148. Brener, Nancy D.; 2, 141-148. Brown, Barry; 4, 468-475. Gao, Zan; 1, 92-100. Brown, Dale D.; 1, 85-91. Glutting, Joseph J.; 2, 235-244. Brueckner, Sebastian; 1, 116-121. Goodway, Jacqueline D.; 2. 174-182. Gorely, Trish; 3, 344-355. Camilleri, Enrica; 1, 101-115. Graser, Susan Vincent; 2, 133-140. tampbell, Karen; 3, 274-282. Grau, Stefan; 4, 450-457. ‘antwell, Cara; 3, 385-391. Grosshans, Onie; 3, 374-384. ‘apranica, Laura; 1, 101-115. Grove,J . Robert; 2, 183-194. ‘ardon, Greet M.; 3, 326-332. tasella, Rita; 1, 1O1—115. Haley, Philip P.; 2, 245-255. Castelli, Darla M.; 4, 495-505. Hall, C. R.; 2, 222-234. Chaloupka, Edward C.; 3, 356-362. Han, Dong-Wook; 4, 476-486. Chang, JoAnn; 3, 423-427. Hansen, Vibeke; 4, 506-516. Chen, Ang; 1, 62-70. Hanton, Sheldon.; 3, 363-373. Chen, Ang; 2, 195-208. Harrison, Louis, Jr.; 1, 92-100. Cherry, Katie E.; 1, 42-50. Harvey, Stephen; 2, 149-157. Chiviacowsky, Suzete; 1, 122-127. Hashim, Hairul; 2, 183-194. Chiviacowsky, Suzete; 3, 405-410. Hooker, Steven P.; 2, 128-132. Christina, Robert W.; 3, 312-318. Horstmann, Thomas; 4, 450-457. Chun, Hae-Ja; 2, 149-157. Huberty, Jennifer L.; 3, 374-384. Chung, Richard; 3, 423-427. Hulley, Angela; 4, 525-534. Clough, Catherine; 4, 525-534. Hume, Clare; 2, 158-165. Conway, Terry L.; 1, 18-27. Hutto, Brent; 2, 128-132. Cortis, Cristina; 1, 101-115. Cousino, Eric S.; 2, 235-244. Jackson, Michelle; 3, 274-282. Crawford, David; 2, 158-165. Crawford, David; 3, 274-282. Kaefer, Angélica; 1, 122-127. Cullen, Robert W.; 1, 85-91. Kaefer, Angélica; 3, 405-410. Kaminski, Thomas W.; 2, 235-244. D’Artibale, Emanuele; 1, 101-115. Kaperoni, Maria; 3, 283-299. De Bourdeaudhuij, Ilse M. M.; 3, 326-332. Kim, So-Yeun; 2, 149-157. de Medeiros, Franklin Laroque; 1, 122-127. Kim, So-Yeun; 4, 487-494. 550 RQES: December 2008 Kinchin, Gary; 3, 344-355. Pate, Russell R.; 4, 458-467. Kirk, David; 3, 344-355. Pavol, Michael]. ; 4, 487-494. Kohl, Harold W., Il; 2, 141-148. Paxton, Raheem]J .; 3, 423-427. Krauss, Inga; 4, 450-457. Pesce, Caterina; 1, LO1-1 15. Pfeiffer, Karin A.; 2, 128-132. LaMonte, Michael]. ; 2, 128-132. Pfeiffer, Karin A.; 3, 417-422. Laurson, Kellv R.; 1, 85-91. Photiou, A.; 2, 166-173. Le Masurier, Guy C.; 1, 28-35. Popkin, B. M.; 1, 10-17. Le Masurier, Guy; 2, 256-260. Poplu, Gerald; 3, 392-398. Lee, Amelia M.; 1, 51-61. Pratt, Charlotte; 1, 18-27. Lee, Amelia M.; 1, 92-100. Pratt, Charlotte; 4, 458-467. Li, Weidong; 1, 51-61. Prokai, A.; 2, 166-173. Lohman, Timothy; 4, 458-467. Looney, Marilyn A.; 2, 261-267. Radmore, Joseph; 4, 525-534. Lorson Kevin M.; 2, 174-182. Ransdell, Lynda B.; 3, 374-384. Lytle, Leslie; 1, 18-27. Rattigan, Peter; 3, 356-362. Lytle, Leslie; 4, 458-467. Rikard, G. Linda; 4, 540-545. Ripoll, Hubert; 3, 392-398. Macfarlane, Pamela A.; 2, 261-267. Rodgers, W. M.; 2, 222-234. MacPhail, Ann; 3, 344-355. Rompolski, Krista; 4, 535-539. Maiwald, Christian; 4, 450-457. Ruan, Mianfang; & Li, Li; 1, 1-9. Malina, Robert M.; 3, 417i-e 422. Rudisill, Mary E.; 1, 36-41. Martin, Jeffrey; 3, 333-3 13 Martin, Robert; 1, 62-70. Salmon,Jo ; 2, 158-165. Martin, Robert; 2, 195-208. Salmon,Jo ; 3, 274-282. Mastrangelo, M. Alysia; 3, 356-362. Schmitz, Kathryn H.; 1, 18-27. Mavromatis, Sébastien; 3, 392-398. Shea, Charles H.; 4, 476-486. McCaughtry, Nate; 3, 333-343. Shen, Bo; 1, 62-70. McCubbin, Jeffrey A.; 4, 487-494. Shen, Bo; 3, 333-343. Mészaros,J. ; 2, 166-173. Shultz, Barry; 3, 374-384. Mészaros, Z.; 2, 166-173. Sidman, Cara; 3, 374-384. Michaelides, Marcos A.; 4, 468—475. Smeeton, Nicolas]. ; 3, 428-433. Monroe, Pamela A.; 1, 42—50. Smith, Dave; 3, 385-391. Monsma, Eva V.; 3, 411-416. Solmon, Melinda; 1, 51-61. Monsma, Eva V.; 3, 417-422. Sun, Haichun; |, 62-70. Moore, Delilah S.; 1, 42-50. Sun, Haichun; 2, 195-208. Morgan, Charles F.; 2, 133-140. Svmons Downs, Danielle; 1, 28-35. Morgan, Charles F.; 2, 256-260. Sziva, A.; 2, 166-173. Morgan, PhilipJ. ; 4, 506-516. Morrell, Frances; 4, 525-534. Tani, Go; 3, 405-410. Morrow, James R., Jr.; 2, 141-148. Telford, Amanda; 2, 158-165. Mou, Robert W.; 3, 423-427. Tessitore, Antonio; 1, LOI-115. Moustaka, Frederiki C.; 3, 283-299. Thompson, Jerald; 4, 468-475. Murray, David; 4, 458-467. fudor-Locke, Catrine; 1, 10-17. Murray, T. C.; 2, 222-234. Myers, Nicholas D.:; 3, 300-311. Vajda, I.; 2, 166-173. Van Praagh, Emmanuel; 4, 517-524. Neumark-Sztainer, Dianne; 1, 18-27. VanGorden, Kelly M.: 4, 535-539. Ng, N.; 2, 166-173. Vena, John E.; 2, 128-132. Nigg, Claudio; 3, 423-427. Vlachopoulos, Symeon P.; 3, 283-299. North, Jamie S.; 2, 268-273. Wadey, Ross; 3, 363-373. O'Neil, Carol E.; 1, 42-50. Wally, Raquel; 1, 122-127. O’Brien, James; 4, 525-534. Walsh, David.; 2, 209-221. Okely, Anthony; 2, 158-165. Ward, Dianne; 4, 458-467. Oudejans, Raoul; R. D. 3, 399-404. Ward, Dianne S.; 1, 18-27. Ward, Julian D.; 3, 428-435. Pangrazi, Robert; 2, 133-140. Ward, Paul; 3, 428-433. Parpa, Koulla M.; 4, 468-475. Webber, Larry S.; 4, 458-467. Pate, Russell R.; 1, 18-27. Weiss, Maureen R.; 4, 434-449. RQES: December 2008 Whaley, Diane E.; 2, 245-255. Wulf, Gabriele; 1, 122-127. Whipp, Peter; 2, 183-194. Wulf, Gabriele; 3,3 , 319-325. Williams, A. Mark; 2, 268-273. Wulf, Gabriele; 3, 405-410. Williams, A. Mark; 3, 428-433. Williams, Nancy I.: 1, 28-35. Xiang, Ping; 1, 92-100. Wolfe, Edward W.; 3, 300-311. Wood, Robert H.; 1, 42-50. Yamashita, Marisa; 3, 423-427. Wright, CarolineJ. ; 3, 385-391. Yun, Joonkoo; 4, 487-494. lll. Topic Index Abstraction. How Do Expert Soccer Players Encode Visual Infor- Body composition. The Effect of an Accute After-School Exercise Bout mation to Make Decisions in Simulated Game Situations? 3, on Percentage of Body Fat Using Leg-to-Leg Bioelectrical Impedance 392-398. Analysis in Children; 4, 535-539. Acceleration. Walkway Length Determination for Steady State Body fat. Sedentary Activity and Body Composition of Middle School Walking in Young and Older Adults, 2, 261-267. Girls: The Trial of Activity for Adolescent Girls, 4, 458-467. Accelerometry. Are Preschool Children Active Enough ? Objectively Body mass index. Daily Steps in Midlife and Older Adults: Relation- Measured Physical Activity Levels, 3, 326-332. ship With Demographic, Self-Rated Health, and Self-Reported Accelerometry. Sedentary Activity and Body Composition of Physical Activity, 2, 128-132. Middle School Girls: The Trial of Activity for Adolescent Girls; Body mass index. Lifestyle, Body Composition, and Physical Fitness 4, 458-467. Changes in Hunganan School Boys (1975-2005), 2, 166- Active commuting. Patterns of Physical Activity and Overweight 3: Among 7—13-Year-Old Russian Children: A 7-Year Nationally Body mass index. Sedentary Activity and Body Composition of Representative Monitoring Study; 1, 10-17. Middle School Girls: The Trial of Activity for Adolescent Gulls, Activity monitor. A Prospective Study of Pedometer-Determined 4, 458-467. Physical Activity and Physical Self-Perceptions in Children; 2, Cardiorespiratory fitness. Lifestyle, Body Composition, and Physi- 133-140. cal Fitness Changes in Hungarian School Boys (1975-2005); Adolescence. Puberty and Physi al Self-Perceptions of ¢ ompetitrr re Ie- 2, 166-173. male Figure Skaters II: Maturational Timing, Skating Context, Career Club. Helping Youth in Underserved Communities Envision and Ability Status, 3, 411-416. Possible Futures: An Extension of the Teaching Personal and So- Adolescence. Relationship of Social Physique Anxiety to Indicators of cial Responsibility Model, 2, 209-221. Physique, 3, 417-422. Children. Cardiovascular Fitness in Obese Versus Nonobese S—11- Adolescents. But I Like PE: Factors Associated With Enjoyment of Year-Old Boys and Giis, 3, 356-362. Physical Education Class in Middle School Girls, 1, 18-27. Children. Squat Jump Perjormance During Growth in Both Sexes: Adolescents. Heart Rates of High School Physical Education Stu- Companson With Cycling Power, 4, 517-524. dents During Team Sports, Individual Sports, and Fitness Ac- Children’s feeling scale. Active and Passive Commuting to School: tities, 1, 85-91. Influences on Affect in Primary School Children; 4, 525-554. Aerobic fitness. Cardiovascular Fitness in Obese Versus Nonobese Children’s feltarousal scale. Actaindv Paessi ve Commutito nSchgool : $—11-Year-Old Boys and Gals, 3, 356-362. Influences on Affect in Primary School Children; 4, 525-534. Aging. Construct Validation of Physical Activity Surveys in Cultural- Coaches of youth sport. A Confirmatory Study of Rating Scale Cat- ly Diverse Older Adults: A Comparison of Four Commonly Used egory Effectiveness for the Coaching Efficacy Scale, 3, 300-311. Questionnaves, 1, 42-50. Collective games patterns. How Do Expert Soccer Players Encode Anticipation. Domain Specificity, Task Specificity, and Expert Perfor- Visual Information to Make Decisions in Simulated Game Situ- mance, 3, 428-433. ations? 3, 392-398. \trisk youth. Helping Youth in Underserved Communities Envision Component approach. Gender Differences in Throwing Form of Chil- Possible Futures: An Extension of the Teaching Personal and So- dren Ages 6-8 Years During a Throwing Game, 2, 174-182. cial Responsibility Model, 2, 209-221. Concussion. Examining the Relationship Between Purposeful Head- Attention. Altentional Focus Effects in Balance Acrobats, 3, 319- ingi n Soccer and Computerized Neuropsychological Test Perfor- S20. mance, 2, 235-244. Autonomy. Children’s Experiences of Fun and Enjoyment During a Consequences. Classroom Teachers’ Perceptions of the Impact of Bar- Season of Sport Education; 3, 344-355. riers to Teaching Physical Education on the Quality of Physical Behavior. Are Parental Concerns About Children’s Inactivity War- Education Programs, 4, 506-516. ranted, and Are They Associated With a Supportive Home Envi- Constraints. Gender Differences in Throwing Form of Children Ages ronment? 3, 274-282. 6-8 Years During a Throwing Game, 2, 174-182. Biomechanics. /nfluence of a Horizontal Approach on the Mechani- Construct validity. Relationship of Social Physique Anxiety to Indi- cal Output DurDiropn Jgump s, 1, 1-9. cators of Physique, 3, 417-422. Body composition. Predicting Performance on a Firefighter's Ability Contextual interference. Auditory Model: Effects on Learning Under Test From Fitness Parameters, 4, 468-475. Blocked and Random Practice Schedules, 4, 476-486. RQES: December 2008 Coping self-efficacy. Evidence for a Multidimensional Self-Efficacy Gaitway. Walkway Length Determination for Steady State Walking in for Exercise Scale, 2, 222-234. Young and Older Adults, 2, 261-267. Cross-cultural equivalence. Psychometric Evaluation of the Ex- Gender. Heart Rates of High School Physical Education Students ercise Identity Scale Among Greek Adults and Cross-Cultural During Team Sports, Individual Sports, and Fitness Activities, Validity; 3, 283-299. 1, 85-91. Curriculum. Content Specificity of Expectancy Beliefs and Task Val- Gender. Squat Jump Performance During Growth in Both Sexes: ues in Elementary Physical Education; 2, 195-208. Comparison With Cycling Power, 4, 517-524. Curriculum. Examining Curricular Coherence in an Exemplary Gender coverage. /talian Women’s Television Coverage and Audi- Elementary School Program; 1, 71-84. ence During the 2004 Athens Olympic Games, 1, 101-115. Doctoral shortage. A Comparison of Supply and Demandf orP ETE Gestation. Walking for Health in Pregnancy: Assessment by Indirect Faculty: The Changing Landscape, 4, 540-545. Calorimetry and Accelerometry; 1, 28-35. Elementary school. The Effect of an Accute After-School Exercise Goal setting. Basic Psychological Skills Usage and Competitive Anxi Bout on Percentage of Body Fat Using Leg-to-Leg Bioelectrical ety Responses: Percetved Underlying Mechanisms, 3, 363-375. Impedance Analysis in Children; 4, 535-539. Guidelines. Walkingfo r Health in Pregnancy: Assessment by Indirect Elementary. A Prospective Study of Pedometer-Determined Physical Calorimetry and Accelerometry, 1, 28-35. Activity and Physical Self-Perceptions in Children; 2, 133-140. salth. Prevalence and Correlates of Physical Fitness Testing in U.S. Energy expenditure. Walking for Health in Pregnancy: Assessment Schools—2000, 2, 141-148. by Indirect Calorimetry and Accelerometry; 1, 28-35. -alth behavior. Ave Preschool Children Active Eno?u Obgjehcti vely Entity and incremental views. Effects of Dispositional Ability Con- Measured Physical Activity Levels, 3, 326-332. ceptions, Manipulated Learning Environments, and Intrinsic ‘alth promotion. Creating Community, Assessing Need: Preparing Motwation on Persistence and Performance: An Interaction Ap- for a Community Physical Activity Intervention, 2, 245-255. proach; 1, 51-01. -alth-related fitness. Prevalence and Correlates of Physical Fitness Exercise. Active and Passive Commuting to School: Influences on Testingi n U.S. Schools—2000, 2, 141-148. Affect in Primary School Children, 4, 525-534. ‘art rate zone. Heart Rates of High School Physical Education Exercise. Construct Validation of Physical Activity Surveys in Cul- Students During Team Sports, Individual Sports, and Fitness turally Diverse Older Adults: A Companson of Four Commonly Activities, 1, 85-91. Used Questionnaires, 1, 42-50. Identity theory. Psychometric Evaluation of the Exercise Identity Scale Exercise. Creating Community, Assessing Need: Preparinfgo r a Com- Among Greek Adults and Cross-Cultural Validity, 3, 283-299. munity Physical Activity Intervention; 2, 245-255. Imagery. Basic Psychological Skills Usage and Competitive Anxiety Exercise. Patterns of Physical Activity and Overweight Among 7-13- Responses: Perceived Underlying Mechanisms, 3, 363-373. Year-Old Russian Children: A 7-Year Nationally Representative Information processing. Self-Controlled Feedback in 10-Year-Old Monitoring Study; 1, 10-17. Children: Higher Feedback Frequencies Enhance Learning; 1, Exercise. Seasonality in Children’s Pedometer-Measured PhysicalA c 122-127. tivity Levels, 2, 256-260. Intellectual disabilities. The Relationships Among Fundamental Exercise testing. Predicting Performance on a Firefighter's Ability Test Motor Skills, Health-Related Physical Fitness, and Body Fat From Fitness Parameters, 4, 468-475. ness in South Korean Adolescents With Mental Retardation; 2, Expert performance. Gaze Behavior in Basketball Shooting: Furthe 149-157. Evidence for Online Visual Control, 3, 399-404. Intervention. Beating the Bunker: The Effect of PETTLEP Imagery Expertise. Atlentional Focus Effects in Balance Acrobats, 3, 319- on Golf Bunker Shot Performance, 3, 385-391. by 45 § Invariance. Physical Activity Enjoyment Scale Short Form—Does It Expertise. Domain Specificity, Task Specificity, and Expert Performance, Fit for Children? 3, 423-427. 3, 428-433. Jump shot. Gaze Behavior in Basketball Shooting: Further Evidence Expertise. How Do Expert Soccer Players Encode Visual Information for Online Visual Controk, 3, 399-404. to Make Decisions in Simulated Game Situations?3 , 392-398. Junior high. A Prospective Study of Pedometer-Determined Physical Expertise. /dentifying the Critical Time Periodfo r Information Extrac- \ctivity and Physical Self-Perceptions in Children; 2, 133-140. tion When Recognizing Sequences of Play; 2, 268-273. Knowledgeo f results. Se//-Controlled Feedback in 10-Year-Old Children: Far aiming. Gaze Behavior in Basketball Shooting: Further Evidence Higher Feedback Frequencies Enhance Learning, |, 122-127. for Online Visual Control, 3, 399-404. Lean leg volume. Squat Jump Performance During Growth in Both Feedback. Learning Benefits of Self-Controlled Knowledge of Results Sexes: Comparison With Cycling Power, 4, 517-524. in 10-Year-Old Children; 3, 405-410. Learning environment. An Examination of the Multidimension Fitness education. Content Specificity of Expectancy Beliefs and Task ality of Situational Interest in Elementary School Physical Edu Values in Elementary Physical Education; 2, 195-208. cation; 1, 62-70. Free throw. Gaze Behavior in Basketball Shooting: Further Evidence Leisure time activity. Daily Steps in Midlife and Older Adults: for Online Visual Control, 3, 399-404. Relationship With Demographic, Self-Rated Health, and Self Functional equivalence. Beating the Bunker: The Effect of PETT- Reported Physical Ac tivity; 2, 128-132. LEP Imagery on Golf Bunker Shot Performance, 3, 385-391. Locomotion. Gait Transitions of Persons With and Without Intel- Fundamental motor skills. Gender Differences in Throwing Form of lectual Disability, 4, 487-494. Children Ages 6-8 Years During a Throwing Game, 2, 174-182. Longitudinal. A Prospective Study of Pedometer-Determined Physi- Gait. Walkway Length Determination for Steady State Walking in cal Activity and Physical Self-Perceptions in Children; 2, 133- Young and Older Adults, 2, 261-267. 140. RQES: December 2008 Lunastix. Effects of Dispositional Ability Conceptions, Manipulated Motor development. Gender Differences in Throwing Form of Chii- Learning Environments, and Intrinsic Motivation on Persis- dren Ages 0-8 Years During a Throwing Game, 2, 174-182. tence and Performance: An Interaction Approach; 1, 51-61. Motor learning. Auditory Model: Effects on Learning Under Blocked Manual control in children. The End-State Comfort Effect in and Random Practice Schedules, 4, 476-486. Young Children; 1, 36-41. Motor learning. Learning Benefits of Self-Controlled Knowledge of Matching process. The Influence of Matching Populations on Ki- Results in 10-Year-Old Children; 3, 405-410. nematic and Kinetic Variables in Runners With Ilotibial Band Motor learning. Self/-Controlled Feedback in 10-Year-Old Children: Syndrome, 4, 450-457. Higher Feedback Frequencies Enhance Learning, 1, 122-127. Measurement invariance. Psychometric Evaluation of the Exercise Motor programming. Memory Drum Theory’s C Movement: Rev- Identity Scale Among Greek Adults and Cross-Cultural Valid- elations From Franklin Henry; 3, 312-318. ity; 3, 283-299. Motor skills. Does Weight Status Influence Associations Between Measurement. Construct Validation of Physical Activity Surveys Children’s Fundamental Movement Skills and Physical Activity? in Culturally Diverse Older Adults: A Comparison of Four 2, 158-165. Commonly Used Questionnaires, 1, 42-50. Motor skills. National Physical Education Standards: A Summary of Measurement. Evidence for a Multidimensional Self-Efficacy for Student Performance and Its Correlates, 4, 495-505. Exercise Scale, 2, 222-234. Movement planning. The End-State Comfort Effect in Young Chil- Measurement. Seasonality in Children’s Pedometer-Measured dren; 1, 36-41. Physical Actwity Levels, 2, 256-260. Movement skills. The Relationships Among Fundamental Motor Measurement. Validating the Youth Sport Enjoyment Construct in Skills, Health-Related Physical Fitness, and Body Fatness in South High School Physical Education; 2, 183-194. Korean Adolescents With Mental Retardation; 2, 149-157. Memory. Examining the Relationship Between Purposeful Head- Multiethnic. Physical Activity Enjoyment Scale Short Form—Does It ingi n Soccer and Computerized Neuropsychological Test Perfor- Fit for Childre?n3 , 423-427. mance, 2, 235-244. Neurocognition. Examining the Relationship Between Purposeful Menarche. Puberty and Physical Self-Perceptions of Competitive Fe- Heading in Soccer and Computerized Neuropsychological Test male Figure Skaters I: Maturational Timing, Skating Context, Performance, 2, 235-244. and Ability Status; 3, 411-416. Obesity. The Relationships Among Fundamental Motor Skills, Midprogram. Self-Lfficacy and Outcome Expectancy in Beginning Health-Related Physical Fitness, and Body Fatness in South Ko- Weight Training Class: Their Relations to Students’ Behavioral rean Adolescents With Mental Retardation; 2, 149-157. Intention and Actual Behavior, 1, 92-100. Object manipulation. The End-State Comfort Effect in Young Chil- Moderate exercise. The Effect of an Accute After-School Exercise dren; 1, 36-41. Bout on Percentage of Body Fat Using Leg-to-leg Bioelectrical Occupational. Predicting Performance on a Firefighter's Ability Test Ss Impedance Analysis in Children; 4, 53»5~ -539. From Fitness Parameters, 4, 468-475. Moral development. “Feofl Dredam s: ” Sport asa Context for Youth Olympics. /lalian Women’s Television Coverage and Audience Development, 4, 434-449. During the 2004 Athens Olympic Games, 1, 101-115. Motion sensor. Seasonality in Children’s Pedometer-Measured Overweight. Cardiovascular Fitness in Obese Versus Nonobese Physical Activity Levels, 2, 256-260. S—1 1-Year-Old Boys and Girls, 3, 356-362. Motivation. “ield of Dreams:” Sport as a Context for Youth Develop- Overweight. Does Weight Status Influence Associations Between ment, 4, 434-449. Children’s Fundamental Movement Skills and Physical Activ- Motivation. An Examination of the Multidimensionality of Situ- ity?2 , 158-165. ational Interest in Elementary School Physical Education; 1, Parent. Are Parental Concerns About Children’s Inactivity War- 62-70. . ranted, and Are They Associated With a Supportive Home En- Motivation. Children’s Experiences of Fun and Enjoyment During vironment?3 , 274-282.' a Season of Sport Education; 3, 344-355. Pedagogy. A Comparison of Supply and Demand for PETE Faculty: Motivation. Content Specificity of Expectancy Beliefs and Task Val- The Changing Landscape, 4, 540-545. ues in Elementary Physical Education: 2, 195-208 Pediatric. Does Weight Status Influence Associations Between Chil- Motivation. Lffects of Dispositional Ability Conceptions, Manipulat- dren’s Fundamental Movement Skills and Physical Activity? ed Learning Environments, and Intrinsic Motivation on Persis- 2, 158-165. tence and Performance: An Interaction Approach; 1, 51-61. Pedometer. Daily Steps in Midlife and Older Adults: Relationship Motivation. Self-Efficacy and Outcome Expectancy in Beginning With Demographic, Self-Rated Health, and Self-Reported Physi- Weight Training Class: Their Relations to Students’ Behavioral cal Activity; 2, 128-132. Intention and Actual Behavior, 1, 92-100. Perceived competence. Children’s Experiences of Fun and Enjoy- Motivation. The Influence of Domain Specificity on Motivation in ment During a Season of Sport Education; 3, 344-355. Physical Education; 3, 333-343. Perceived competence. Validating the Youth Sport Enjoyment Motor competence. Does Weight Status Influence Associations Construct in High School Physical Education; 2, 183-194. Between Children’s Fundamental Movement Skills and Physi- Perception. /dentifying the Critical Time Period for Information cal Activity? 2, 158-165. Extraction When Recognizing Sequences of Play; 2, 268-273. Motor control. Allentional Focus Effects in Balance Acrobats, 3, Persisting activation. Task Switching Effects in Anticipation Tim- 319-325. ing; 1, 116-121. Motor control. Gait Transitions of Persons With and Without Physical activity. Active and Passive Commuttio Snchgool : Influences Intellectual Disability, 4, 487-494. on Affect in Primary School Children; 4, 525-534. RQES: December 2008 Physical activity. Are Parental Concerns About Children’s Inactiv- Rasch model. A Confirmatory Study of Rating Scale Category Ef ity Warranted, and Are They Associated With a Supportive fectiveness for the Coaching Efficacy Scale, 3, 300-311. Home Environment?3 , 274-282. Reaction time. Examining the Relationship Between Purposeful Physical activity. But / Like PE: Factors Associated With Enjoyment Heading in Soccer and Computerized Neuropsychological Test of Physical Education Class in Middle School Girls, 1, 18-27. Performance, 2, 235-244. Physical activity. Classroom Teachers’ Perceptions of the Impact of Reaction time. Memory Drum Theory’s C Movement: Revelations Barners to Teaching Physical Education on the Quality of Physi- From Franklin Henry; 3, 312-318. cal Education Programs; 4, 506-516. Recognition. /dentifying the Critical Time Period for Information Physical activity. Explaining Long-Term Exercise Adherence in Wom Extraction When Recognizing Sequences of Play; 2, 268-273. en Who Complete a Structured Exercise Program, 3, 374-384. Relative timing. Auditory Mode l: Effects on I earning l nder Blocked Physical activity. NationaPlh ysical Education Standards: A Summary and Random Practice Schedules, 4, 476-486. of Student Performance and Its Correlates, 4, 495-505. Relaxation. Basic Psychological Skilis Usage and Competitive Physical activity. Psychometric Evaluation of the Exercise Identity Scale Anxiety Responses: Perceived Underlying Mechanisms; 3, Among Greek Adults and Cross-Cultural Validity, 3, 283-299. 363-373. Physical activity. Sel-Efficacy and Outcome Expectancy in Beginning Repetition priming. How Do Expert Soccer Players Encode Visual Weight Training Class: Their Relations to Students’ Behavioral Information to Make Decisions in Simulated Game Situations? Intention and Actual Behavior, 1, 92-100. Physical activity. Walking for Health in Pregnancy: Assessment by Research methods. Memory Drum Theory’s C Movement: Revela Indirect Calorimetry and Accelerometry; 1, 28-35. tions From Franklin Henry; 3, 312-318. Physical education. Examining Curricular Coherence in an E-xem- Response ( omplexity. Viemory Drum Theory’s C Movement: Re plary Elementary School Program; 1, 71-84. élations From Franklin Henry; 3, 312-318. Physical education. Patterns of Physical Activity and Overweight Runner's knee. The Influence of Matching Populations on Kine {mong 7—13-Year-Old Russian Children: A 7-Year Nationally matic and Kinetic Variables in Runners With Iiotibial Band Representative Monitoring Study, 1, 10-17. Syndrome, 4, 450-457. Physical education enjoyment. Validating the Youth Sport Enjoy Rural health. Creating Community, Assessing Need: Preparing fon ment Construct in High School Physical Education; 2, 183-194. a Community Physical Activity Intervention, 2, 245-255. Physical education teacher education. A Comparison of Suppl Scheduling self-efficacy. Evidence for a Multidimensional Self-F} and Demand for PETE Faculty: The Changing Landscape, 4, ficacy for Exercise Scale, 2, 222-2534. 540-545. School climate. But / Like PE: Factors Associated With Enjoyment Physical fitness. National Physical Education Standards: A Summary of Physical Education Class in Middle School Girls; 1, 18—27 of Student Performance and Its Correlates, 4, 495-505. Playing position. Domain Specificity, Task Specificity, and Expert School. Seasonality in Children’s Pedometer-Measured Physical Ac tivity Levels, 2, 256-260. Performance, 3, 428-433. Plyometric. [Influence of a Horizontal Approach on the Mechanical Schools. Prevalence and Correlates of Physical Fitness Testing in Output During Drop Jumps, 1, 1-9. U.S. Schools—2000, 2, 141-148. Sedentary behavior. Sedentary Activity and Body Composition of Postural cues. Domain Specificity, Task Specificity, and Expert Per formance, 3, 428-433. Viddle School Girls: The Trial of Activity for Adolescent Girls; t, 458-467. Posture. Allentional Focus Effects in Balance Acrobats, 3, 319-325. Power. [Influence of a Horizontal Approach on the Mechanical Out Selfcontrol. Learning Benefits of Self-Controlled Knowledge of Re- put During Drop Jumps; 1, 1-9. sults in 10-Year-Old Children; 3, 405-410. Practice schedule effects. Task Switching Effects in Anticipation Self-efficacy. But I Like PE: Factors Associated With Enjoyment of Timing; 1, 116-121. Physical E-ducation Class in Middle School Girls, 1, 18-27. Prepubescence. Lifestyle, Body Composition, and Physical Fii Self-perceptions. “Field of Dreams:” Sport as a Context for Youth ness Changes in Hungarian School Boys (1975-2005), 2, Deve lopme nt, 4, 434-449. 166-173. Self-talk. Basic Psychological Skills Usage and Competitive Anxiety Pressure distribution. The Influence of Matching Populations on Responses: Percetved Underlying Mechanisms; 3, 363-373. Kinematic and Kinetic Variables in Runners With lliotibial Band Self-worth. Explaining Long-Term Exercise Adherence in Women Syndrome, 4, 450-457. Who Complete a Structured Exercise Program, 3, 374-384. Primary school. Classroom Teachers’ Perceptions of the Impact of Sequence learning. Auditory Model: Effects on Learning Under Barriers to Teaching Physical Education on the Quality of Physi- Blocked and Random Practice Schedules; 4, 476-486. cal Education Programs, 4, 506-516. Short-term muscle power. Squat Jump Performance During Growth Program outset. Sel/-Efficacy and Outcome Expectancy in Begin- in Both Sexes: Comparison With Cycling Power, 4, 517-524. ning Weight Training Class: Their Relations to Students’ Be- SHPPS. Prevalence and Correlates of Physical Fitness Testing in havioral Intention and Actual Behavior, 1, 92-100. U.S. Schools—2000, 2, 141-148. Program success. Classroom Teachers’ Perceptions of the Impact Skinfolds. Lifestyle, Body Composition, and Physical Fitness Changes of Barriers to Teaching Physical Education on the Quality of in Hungarian School Boys (1975-2005 j, 2, 166-173. Physical Education Programs, 4, 506-516. Social ecological approach. Creating Community, Assessing Need: Qualitative. Explaining Long-Term Exercise Adherence in Women Preparing for a Community Physical Activity Intervention, 2, Who Complete a Structured Exercise Program, 3, 374-384. 245-255. Range effects. Task Switching Effects in Anticipation Timing; 1, Social influence. “Field of Dreams:” Sport as a Context for Youth 116-121. Development, t, 434-449. RQES: December 2008 Social interaction. Validating the Youth Sport Enjoyment Construct Three-dimensional movement. The Inflofu Matechinng cPoepul a- in High School Physical Education; 2, 183-194. tions on Kinematiacnd Kinetic Variables in Runners With Motibial Somatotype. Relationship of Social Physique Anxiety to Indicators of Band Syndrome, 4, 450-457. Physique, 3, 417-422. Throwing. Self-Controlled Feedback in 10-Year-Old Children: Higher Sport specialization. Puberty and Physical Self-Perceptions of Com- Feedback Frequencies Enhance Learning, 1, 122-127. petitive Female Figure Skaters Il: Maturational Timing, Skating Underserved youth. Helping Youth in Underserved Communities Context, and Ability Status, 3, 411-416. Envision Possible Futures: An Extension of the Teaching Person- Sports. Influence of a Horizontal Approach on the Mechanical Out- al and Social Responsibility Medel, 2, 209-221. put DurDironp Jgump s, 1, 1-9. Urban adolescents. The Influence of Domain Specificity on Motiva- Sports performance. Beating the Bunker: The Effect of PETTLEP tion in Physical Education; 3, 333-343. Imagery on Golf Bunker Shot Performance, 3, 385-391. Validity. A Confirmatory Study of Rating Scale Category Effectiveness Standards. Examining Curricular Coherence in an Exemplary El- for the Coaching Efficacy Scale, 3, 300-311. ementary School Program, 1, 71-84. Value. Examining Curncular Coherence in an Exemplary Elementary Strategic knowledge. National Physical Education Standards: A Sum- School Program; |, 71-84. mary of Student Performance and Its Correlates, 4, 495-505. Variability. Gait Transitions of Persons With and Without Intellectual Strength. Predicting Performance on a Firefighter's Ability Test From Disability; 4, 487-494. Fitness Parameters, 4, 468-475. Walking. Daily Steps in Midlife and Older Adults: Relationship With Subject-matter domain. The Influence of Domain Specificity on Mo- Demographic, Self-Rated Health, and Self-Reported Physical Ac- tation in Physical Education, 3, 333-343. tivity, 2, 128-132. Support. Are Parental Concerns About Children’s Inactivity War- Women’s sport. /talian Women’s Television Coverage and Audience ranted, and Are They Associated With a Supportive Home Envi- During the 2004 Athens Olympic Games, 1, 101-115. ronmen?t3 , 274-282. Youth development. Helping Youth in Underserved Communities Task self-efficacy. Evidence for a Multidimensional Self-Efficacy fon Envision Possible Futures: An Extension of the Teaching Person- Exercise Scale, 2, 222-234. al and Social Responsibility Model, 2, 209-221. Temporal occlusion. /dentifying the Critical Time Period for In- Youth. Patterns of Physical Activity and Overweight Among 7-13- formation Extraction When Recognizing Sequences of Play; 2, Year-Old Russian Children: A 7-Year Nationally Representative 268-273. Monitoring Study; 1, 10-17. RQES: December 2008