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swimmers to the sample concluded that there were no statistically significant differences in moral reasoning development between the swimmers and the nonathletes (Bredemeier & Shields, 1986c) In sum, the basketball players, but not the swimmers, scored lower on moral reasoning than nonathlete peers Because athletes from only two sports were assessed, it is unclear whether the observed differences were due to factors internal to some types of sports (eg, team sports versus individual sports, contact sports versus noncontact sports) or factors extrinsic to the athletes sport experiences (eg, GPA was not controlled for in the study) Similar results were obtained by Stevenson (1998), who employed a measure of cognitive moral reasoning developed specifically for his study of 213 Division I student athletes and 202 general student peers.

Tapping a broader cross-section of sports, he found that the team sport athletes, both male and female, had significantly lower moral judgment scores than did either the nonathletes or the individual sport athletes In contrast, utilizing the Defining Issues Test (one of the most well-established measures of moral maturity), Proios, Doganis, and Athanailidis (2004) did not find any significant differences in moral reasoning maturity in athletes across different sport areas (football, handball, and basketball) or in terms of years of experience in sport Proios et al also included a sample of coaches and game officials in their study and did not find any significant differences between these sport participants and the athletes Most research on moral reasoning and sport has been cross-sectional in design An exception is a study by Priest, Krause, and Beach (1999) In a longitudinal study of 631 US.

Table 15.2 shows the recognition rates for method 2. It could be shown that grasps with distinct maxima and minima in their ni patterns can be recognized better than grasps without this feature. Reliable grasps are also robust against variations in the time span of an unknown test grasp compared to the time span of the respective model grasp. Our results show that this method can handle a temporal difference up to 20%. The rst group

Military Academy cadets, the authors found a negative impact of sports participation, especially in intercollegiate team sports, on moral reasoning However, their study used the Hahm-Beller Values Choice Inventory in the Sports Milieu (Hahm, Beller, & Stoll, 1989), an instrument that still needs careful psychometric evaluation (Bredemeier & Shields, 1998) Overall, the results from these studies suggest that there may be a weak negative correlation between participation in some sports at the intercollegiate level, especially team sports, and moral reasoning maturity However, results are mixed, and none of the published studies controlled for the fact that recruited athletes, on average, enter college with lower academic test scores (Shulman & Bowen, 2001) Controlling for academic achievement and other potentially confounding variables should be a high priority in future research..

They stress that even though collective efficacy is defined as a shared, group-level, emergent belief, it still reflects individuals perceptions of the team s capabilities, and therefore should be measured by asking athletes to assess their own confidence in the team s capabilities, individually These researchers often suggest that this mode of assessment is congruent with Bandura s (1997) conceptualization When referring to the assessment of collective efficacy, Bandura (2001, p 7) stated: The second method aggregates members appraisals of their group s capability as a whole Members are not asked to assess the group s beliefs of its capabilities (eg, Rate your team s confidence in its ability to ).

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If one applies Maddux s (1999) logic to the CE-CEI method, one would probably conclude that asking team members what they, individually, believe about their team s capabilities is not the same as asking the team what it believes about its capabilities, and therefore, those who use this method are not measuring collective efficacy as defined by either Bandura (1997) or Zaccaro et al (1995) An examination of Bandura s (2001, p 23) guidelines for constructing self-efficacy scales, however, provides the following example of instructions for children, in schools, who are to respond to efficacy items regarding the school s capabilities on criterion-referenced tests (CRTs): Please indicate your confidence level that your school as a whole can attain the different average levels of the CRT scores by the end of the school year We prefer the CE-CEI based stem Your confidence in your team s capabilities due to accessibility.