In brief: Forty-one injured collegiate athletes completed a rehabilitation adherence questionnaire, addressing the following factors: perceived exertion, pain tolerance, self-motivation, support from significant others, scheduling, and environmental conditions. Multivariate analysis showed a significant difference between the athletes who adhered to their rehabilitation program and those who did not. Those who adhered reported that they (1) were more self-motivated, (2) tolerated pain better, (3) perceived that they worked harder at their rehabilitation, and (4) were less bothered by scheduling of sessions and environmental conditions of athletic training. Based on these findings, the authors suggest ways to enhance rehabilitation adherence.

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This article provides an overview of the application of systematic supervisory strategies in an undergraduate teacher preparation program. Furthermore, the results are reported for a series of intervention studies. These studies were conducted to determine the impact of using systematic supervisory feedback on teacher behaviors and interaction patterns of preservice physical education teachers. Also included are the findings of the effects of such feedback on the trainees’ attitudes toward teaching, the degree to which they exhibited behaviors indicative of effective teaching, and their awareness of their own teaching behavior.

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Both the short- and long-term effects of systematic supervisory feedback (SSF) using CAFIAS on the behaviors of a field hockey coach and her team were examined. The investigation was divided into four phases. During Phase I the coach was videotaped five times to provide baseline data. In Phase II the coach was videotaped nine times and was provided with SSF. At the conclusion of the intervention, five practices were videotaped for Phase III. One year later, in Phase IV, the coach was again videotaped for five practices. Descriptive statistics were calculated and comparisons were made between the behaviors exhibited in Phases I and III as well as Phases III and IV. Praise and information increased, and directions and criticism decreased from Phases I and III. These changes were evident 1 year later. This investigation demonstrates that even the behaviors of an experienced coach can be altered using SSF and that these changes can be sustained over time.