Two groups of 30 randomly selected male students in a state industrial school for youthful offenders were tested with a battery of physiological and psychological measures administered by an exercise physiologist and psychometrist, respectively. The experimental group received a systematic physical fitness program delivered by counselors for iVa hours a day, 3 days a week, for 20 weeks. The treatment included a counseling model used previously with delinquent adolescents. At the end of the treatment period all students were posttested with the same batteries of tests. Multivariate analysis of data using Hotelling's T 2 revealed significant differences between the groups on pretest measures in favor of controls. Significant differences on the posttest measures were found in favor of experimental students. Univariate analysis identified the areas of difference both physiologically and psychologically.

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Research on elite female athletes with disabilities is extremely rare. Therefore, using the Sixteen Personality Factor Questionnaire (Cattell, Cattell, & Cattell, 1993) and Profile of Mood States (Droppleman, Lorr, & McNair, 1992), we examined differences between the top 12 athletes comprising the gold medal winning 2004 USA women’s Paralympic basketball team and 13 athletes attending the selection camp who did not make the team. Multivariate analysis of variance with follow-up tests revealed that athletes who made the Paralympic team scored higher on tough-mindedness (M = 5.7 vs. 4.3) and lower in anxiety (M = 5.6 vs. 7.8). For mood state, the Paralympians scored higher in vigor (M = 19.5 vs. 14.8) and lower in depressed mood (M = 3.9 vs. 6.7) and confusion (M = 5.5 vs. 7.5). The effect sizes were large (e.g., Cohen’s d = 0.91 - 1.69) for all five results.

Three groups of 40 college students were each given different treatments in an experiment designed to investigate the effect of systematic physical fitness training combined with counseling on measured self-concept. One experimental group received a fitness program consisting of flexibility training and systematic distance running; a second experimental group received the same physical training plus 1 hour per week of group counseling designed to reinforce progress made in the fitness program; and a third group (control) received no physical fitness training or counseling. After a 10-week program the group receiving fitness training and running made a significant gain in selfconcept as measured by the Tennessee Self-Concept Scale. The students were divided into low and high self-concept groups for statistical analysis. It was found that the students who received fitness training and counseling and had low self-concepts on the pretest measure made positive changes in selfconcept significant at the .05 level.