Journal of sports sciences
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Randomized Controlled Trial Comparative Study Clinical Trial
Climbing-specific finger endurance: a comparative study of intermediate rock climbers, rowers and aerobically trained individuals.
The aim of this study was to compare the climbing-specific finger endurance of climbers, rowers and aerobically leg trained athletes. Twenty-seven males aged 21.2 +/- 2.2 years (mean +/- s) volunteered for the study. The participants were intermediate rock climbers (n = 9), rowers (n = 9) and leg trained athletes (n = 9). ⋯ Although the climbers had greater MVC on average than the other two groups, there were no significant differences in average endurance times amongthe groups. These findings suggest that training for rock climbing and participation in rock climbing may result in some specific adaptations. However, we acknowledge that this study is descriptive and there is the possibility that differences between groups could be attributed to self-selection.
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In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. ⋯ The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education.