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This study examined the influence of two stimulus-presentation methods on coincident timing performance. 50 participants performed a button press and striking task in coincidence with a target stimulus. Participants were randomly divided into either the Terminating Group, whose target light was the last in the series, or the Apparent Motion Group, whose target was not the final light in the series and allowed the apparent motion of the stimulus to continue. 20 trials at each of three velocities, 4, 8, and 12 mph, were randomly performed for each task. The analysis yielded no significant differences between groups, indicating that coincident timing performance was not dependent on the method of stimulus presentation.

The purpose of this study was to investigate the coincident timing accuracy of the preferred and nonpreferred limbs in a ballistic striking task. A secondary purpose was to examine subjects' perception of their performance proficiency with each limb. 30 right-hand preferred subjects performed a 60-cm horizontal arm motion to displace a wooden harrier in coincidence with the final light in a series that traveled down a runway. Interestingly, while both the preferred and nonpreferred limbs were equally proficient in temporal accuracy, 80% of subjects perceived a bilateral asymmetry in performance. The influence of this perception on bilateral skill performance and acquisition remains in question.

9 starters and 8 nonstarters of a university women's softball team completed the Profile of Mood States prior to playing the team perceived to be the most and least difficult to defeat in their conference. A significant interaction indicated that nonstarters displayed higher fatigue prior to playing the opponent perceived as most difficult to defeat. In addition, significant mean differences were found between starters and nonstarters on constructs of Anger, Confusion, Tension, and Depression, suggesting that nonstarters may not share same psychological profile as their peers who start.

23 athletes were asked to complete the Learning Styles Inventory first focusing on classroom learning, then on learning in their sport. Analysis indicated that learning styles shift across cognitive and motor settings. As a result, to ensure the validity of the results, giving respondents a particular focus when taking the inventory may be necessary. The development of an instrument designed strictly for motor skills might be helpful to assess successfully learners' profiles for motor skill acquisition.

Two groups of students enrolled in a university physical activity course volunteered to complete Kolb's Learning Style Inventory at the beginning of and the end of a semester to estimate test retest reliability. A control group (n = 129) completed the inventory in its original form while the experimental group (n = 124) completed the same test but with modified instructions providing a more specific focus. Test-retest reliability, assessed using a Pearson product-moment correlation, improved for the group given instructions which specified a contextual focus.

The purpose of this study was to explore the influence of stimulus direction and velocity on the coincident timing performance of a ballistic striking task. 26 subjects randomly performed 20 trials at each of two stimulus velocities (4 and 8 mph) and two striking variations (moving with an approaching stimulus or in opposition to it). Analysis indicated the direction of an approaching stimulus does not appear to influence the coincident timing of a ballistic striking action.