Frequency of Attendance at Religious Services and Exposure to Environmental Tobacco Smoke

Journal of Religion and Health - Exposure to environmental tobacco smoke (ETS) is associated with increased risk of disease and death. Reports on ETS and religion are lacking. Data from the...     

Risk taking from the participant's perspective: the case of driving and accident risk.

Although perceived health risk plays a prominent role in theories of health behavior, its empirical role in risk taking is less clear. In Study 1 (N = 129), 2 measures of drivers' risk-taking behavior were found to be unrelated to self-estimates of accident concern but to be related to self-ratings of driving skill and the perceived thrill of driving. In Study 2 (N = 405), out of a wide range of potential influences, accident concern had the weakest relationship with risk taking. The authors concluded that although health risk is a key feature in many theories of health behavior and a central focus for researchers and policy makers, it may not be such a prominent factor for those actually taking the risk.     

Student Response to Three Types of Orientation Programs

A high proportion of positive responses was obtained from students who participated in three different types of pre-college orientation programs. Small group approaches consistently elicited more favorable responses than assemblies or large groups. Greater faculty involvement resulted in participants' noting an increased academic emphasis. Participants believed they had benefited in some way from programs which varied considerably as to length, activities, organization, and purposes.     

Effects of visual aids on acquisition of selected tennis skills

The study compared the effects of supplemental visual aids on the acquisition of selected tennis skills. The forehand and backhand drive placement tests of the Hewitt Tennis Achievement Test were used to pretest, midtest, and posttest 55 subjects who were assigned to one of three treatments: control (instructor's verbal feedback only), videotaped replay viewing (with instructor's feedback), and loop-film viewing (modeling, with instructor's feedback). Each received 1200 min. of instruction. There were no statistically significant differences among groups; however, empirical evidence suggested that the use of videotaped replay and loop-film technique has merit and might be given consideration for use in instructional settings.