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The objective of this study was to demonstrate the sequential process (i.e., social factors→mediators→motivation→consequences) underlying the Hierarchical Model of Intrinsic and Extrinsic Motivation at the contextual level in instruction using three teaching tools, modified balls, a high net, and colored balls and cones in a college-level tennis class in South Korea. 126 students enrolled in a 15-week tennis class participated in the study. The results indicate that the three teaching tools positively affected students' perceived competence, with perceived competence's beta on intrinsic motivation equal to 0.45. Intrinsic motivation was found to reduce negative affect further by -0.33, thereby demonstrating the sequential process of the Hierarchical Model of Intrinsic and Extrinsic Motivation.

In answering the call for empirical documentation of the effect of ropes and challenge course participation on the psychosocial function and sport performance of athletes and teams, exploratory studies have identified postcourse changes in group cohesion and approaches to sport competition. The purpose of the current study was to utilize a pretest-posttest comparison group design to expand knowledge in this area. 35 members of a girls' high school tennis team participated. The 16 individuals who participated in a preseason program and the 19 individuals who did not comprised the treatment and comparison groups, respectively. Team members completed the Group Environment Questionnaire and the Sport Orientation Questionnaire four days prior to and two days after the course experience. A series of 2 x 2 analyses of variance, (group x time) run on each of the scales, gave a significant group x time interaction on one social cohesion scale but none for scores on the Sport Orientation Questionnaire. The findings are discussed in relation to research and the implementation of these programs with athletes.

The purpose of this work is to analyze, in a pilot study, the effects of video modeling and imagery training over 24 weeks on tennis service performance. Three groups of 9- to 12-yr.-old tennis players participated: (a) a physical practice group, who received physical training, (b) a physical practice + video group who received physical training plus watched a video modeling mental training, and (c) a physical practice + video + imagery group who received physical training plus video modeling and imagery mental training. The results for the intragroup pre-post-test comparisons showed that tennis performance did not significantly improve for the physical training group. The groups given mental training showed improvement from pre- to postintervention. Finally, the posttest comparison between groups indicated that there were significant differences between the group given physical training only compared to the groups given mental training but that the latter two did not differ significantly from each other.