Effects of eye color on frisbee toss

Light-eyed individuals generally perform better at self-paced activities while dark-eyed individuals perform better at reactive activities. Using multiple regression it was found that dark-eyed students hit a target with a frisbee more times than did light-eyed students.     

Follow-up on the youngest REHABIT client: importance of caution

The youngest subject (age 5) participating in the 1986 evaluation studies published in this Journal returned 25 mo. after finishing REHABIT training. This boy's test scores showed a significant decline in verbal ability. It was concluded that follow-up studies of REHABIT clients are necessary and that such clients should be cautioned that regression may occur.     

Self-esteem of adolescent girls as related to weight

The Rosenberg Self-esteem Scale was administered to 550 14- and 16-yr.-old (+/- 6 mo.) girls. Self-esteem scores were categorized by weight and weight by height. Scores on the Quetelet Index for obesity were correlated with self-esteem scores. Mean self-esteem of the low- and middle-weight by height group was significantly higher than the mean of the high-weight by height group. In analyzing weight alone, the self-esteem of the middle-weight group was significantly higher than the self-esteem of the high-weight group. The correlation of the obesity index and self-esteem indicated that as weight increased self-esteem decreased.     

Effect of concurrent visual feedback on acquisition of a weightlifting skill

Practice in front of a mirror is a common procedure for activities such as dance, gymnastics, and other sports. The purpose of this study was to examine the effect that performing with concurrent visual feedback from a mirror had on the acquisition of the power clean movement. 18 college-age males who had no prior experience with the power clean movement served as subjects who were assigned to one of two groups. One group had use of a mirror during the practice trials and the other practiced without the mirror. All subjects viewed an instructional videotape and had practice trials. All subjects were evaluated for proper technique on a pretest, a posttest without the mirror, and a posttest with the mirror. Analysis showed a significant difference between pre- and posttest performances for both groups and a significant difference between groups on the posttest performances with the mirror. Evidently the videotaped instruction was sufficient to allow both groups to improve in performance of the power clean. Differences in posttest performances with the mirror reflected the type of feedback (with or without the mirror) available during training.