Running head: SELF-EFFICACY AND AGILITY TRAINING

ETHICS SUBMISSION
The Effects of Agility Training on Self-Efficacy in Pre-Adolescent Hockey Players
Submitted by:
Tyler Romas, 0474964
Kevin VanHaaren, 0488223
Stephanie Vojvodic, 0381048
Self-efficacy and Sport
Kine 4230-YH
Instructor: Dr. Erin Pearson
February 26, 2014

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The Effects of Agility Training on Self Efficacy in Pre-Adolescent Hockey Players

Summary of Purpose of Research.
Much concern has been raised in the last decade or so about the continuing decrease in
physical activity among youth (Tremblay, Shields, & Laviolette, 2010). Health Canada,
along with the Canadian Society for Exercise Physiology, recommends that children aged
12-17 accumulate 60 minutes of moderate-to-vigorous physical activity per day;
moderate-to-vigorous physical activity constitutes activities such as skating, bike riding,
running, and rollerblading (CSEP 2011). Currently, less than 1.5 percent of children and
adolescents participate in regular physical activity, which has contributed to the rise in
obesity rates among young people all around the world (OLoughin, Dugas, & Sabiston,
2012). Physiologically, obesity results from an uneven energy balance. That is, the
energy ones body takes in from food, which is used to maintain daily bodily functions, is
more than the energy in which ones body burns through physical activity. This unburned
excess energy is then stored in the body as fat (OLoughin et al. 2012). Simply put,
children need to partake in more activities that provide significant energy expenditure
(Blinman & Cook 2011). Energy expenditure is typically used as a value to quantify
physical activity, which is defined as any bodily movement that is caused by the
contraction and relaxation of the musculoskeletal anatomy (Pen, Lin, & Crouse, 2011).
Sport is a popular and important activity among youth because it allows them to expend
energy while having fun. The ability to execute tasks, both in game and in training is a
good indicator of whether or not a child will be successful in his/her given sport. These
types of executions can be linked to the confidence and beliefs one may have in his/her
abilities. Psychologists such as Albert Bandura have long studied self-efficacy and its link
to task completion (Bandura, 2006). He identified two types of self-efficacy: mastery
learning and vicarious learning. Mastery learning is based on the belief that ones
previous experiences determine his/her ability to complete a task. Success builds a
robust belief in ones personal efficacy. Failures undermine it, especially if failures occur
before a sense of efficacy is firmly established (Bandura, 1977). Bandura (1977) states
that vicarious learning is based on the belief that social models influence an individuals
rate of success. Seeing people similar to oneself succeed by sustained effort raises
observers beliefs that they too possess the capabilities to master comparable activities
required to succeed(p.191-215). Examining mastery and vicarious learning styles is
important as it allows information to be gathered that provides insight into which source
may be more effective when challenging young athletes with sport-specific skills and
tasks.
As bipedal mammals, leg strength and agility is important in everyday life, as it is the
main basis for our transportation (Gatesy & Hutchinson 2001). The majority of sports
center their activities on mobility and require significant musculoskeletal strength and
endurance from the lower body. The sport of hockey is no different, as it requires quick,
explosive bursts of speed when reacting to an opponent or the hockey puck. For ice
hockey, linear acceleration is a key factor in gaining an edge on the competition. Linear
acceleration can be improved by focusing on exercises that involve repetitive acceleration
drills to enhance neuromuscular efficiency which increases stride length (Domer, 2012).

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Agility tests are a type of muscle and fitness exercise that are used in hockey specific
training programs and implemented to improve explosive power and speed (Twist, 2007).
These exercises all require intense and rapid firing of the muscle fibres during the
contraction phase and as a result, expedite substantial amounts of energy. This off-ice
speed and quickness training provides another dimension to overall athleticism which
contributes to improved game performance (Domer, 2012).
In Canada, hockey is an extremely popular and competitive sport. As a result, specified
training is a focus for those registered in its higher levels, even at a young age. Due to
this intense competition, there is a need to discover new ways to enhance human
function. The goal in finding new and improved training techniques and procedures is to
give athletes the competitive edge needed to maximize performance capabilities, thus
improving an athletes overall sports performance (Feltz & Lirgg, 2001). Because of the
increasing interest in the sports training field, there has been considerable research done
in hopes of proving, through robust empirical evidence, that a particular variable can be
manipulated to increase an athletes overall sports performance (Smith, 2003). However,
the majority of this research has been focused on improving ones physical attributes
rather than his/her mental capabilities (Gould, Greenleaf, Lauer, & Chung, 1999). That
being said, it may be beneficial to gear some of the training focus toward improving
psychological variables such as self-efficacy, as this may provide a better predictor for
future performance. A study by Shell, Murphy, and Bruning (1989) compared selfefficacy to outcome expectations and found that self-efficacy played a much larger role in
the variability of results. This study supported Banduras (1977) prior research, which
concluded that self-efficacy was the most accurate predictor of future performance
compared to other similar constructs.
Our research is focusing on the effects of the agility test on self-efficacy in preadolescent
hockey players. Based on our findings, there has been little research examining selfefficacy in youth athletes in this context. In light of the literature that has been reviewed,
the purpose of this study specifically will be to determine which source of self-efficacy,
mastery or vicarious, produces the largest gains in a training setting for male youth
hockey players randomly assigned to self-efficacy learning groups. We have chosen to
use an agility test involving rapid changes in both direction and speed (Leon-Carlyle,
2008) The agility test is a relatively straightforward training exercise and engages the
key muscle groups used in the sport of hockey such as the hamstrings, quadriceps, and
gluteal muscles. We have come up with a hypothesis based on the procedures of each
learning group. Upon review, the most viable hypothesis is that mastery learning will
produce greater increases in self-efficacy for performing an agility test in comparison to
vicarious learning. This is because players in the mastery group will have a slight
familiarity with the course and its parameters due to their one walk through trial. For the
vicarious group, these participants trials will be their first and only experience with the
course, which should have an effect on completion time.

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Method
Participants
The target population for this study will be approximately 30 pre-adolescent male hockey
players aged 12-13 from various Thunder Bay hockey teams that take part in the Canada
Games Complex hockey groups. Permission to perform our research at the Complex has
been granted by both Donna Pareaut and Darrick Smith, who are the fitness program
supervisors. The selected age group was chosen because they are still in the development
stage of life where many tasks such as this specific agility test have not yet been learned
or fine-tuned. The eligibility criteria require that individuals have no previous injuries
within the past 3 months that would have prevented them from participating in hockey
games or practice. The participants must also participate in organized physical activities,
such as hockey, basketball, or golf at least 2 to 3 days per week. If in fact there are any
individuals with any prior experience with the New Agility Test they will be asked not
to participate. This particular agility test is relatively new so we do not suspect many will
have prior experience with it. Due to the fact that it is a new, novel agility test, any effects
on self-efficacy should not be influenced by small amounts of practice with it. If the
participants have had previous experience with other agility tests in the past they will be
permitted to participate as this should not affect performance with this specific task.
Demographic data collected will include age, experience, and perceived self-efficacy. The
final sample will consist of individuals who meet the specified criteria.
Instrumentation
APhysicalActivityReadinessQuestionnaire(PARQ+)formwillfirstbecompletedto
determinewhetherornottheparticipantsarefittopartakeinthetaskathand.Following
approvaltoproceed,threeinstrumentswillbeinvolvedinthisstudytoevaluatethe
effectsoftwodifferentlearningstrategiesonselfefficacylevels.TheGeneralPhysical
ActivitySelfEfficacyQuestionnaire(Bandura,1977),pretestandposttest,willconsist
oftwelvequestionsusingaconfidenceratingscale,withscoresrangingfrom0percent=
cannotdoatallto100percent=certainlycando.TheAgilityTestSelfEfficacy
Questionnaire(Bandura,2005),preandposttest,consistsofsevenquestionsandusesthe
confidenceratingscale,withscoresrangingfrom0percent=cannotdoatallto100
percent=certainlycando.
Procedures
Recruitment Procedures. After successfully having our ethics accepted through
the School of Kinesiology ethics committee, recruitment will begin. We will recruit
participants through the Canada Games Complex (CGC) by approaching the six hockey
teams that take part in weekly dry-land sessions. The researchers will initially make
contact with the coaches of the six hockey teams by way of briefly meeting them before
their regularly scheduled dry land sessions and explaining the details of the research
study. Once permission has been received from the coach for each respective team we
will approach the parents and players in person, in order to recruit participants. With the
help of the coaches, a specific meeting time will be arranged for each team so that both
parents and the potential participants will be informed of all pertinent background
information on the study (i.e., via a brief recruitment presentation by the researchers

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including information such as: the title of the study, what will be required of the
participants, criteria the participants must meet in order to participate, the location of the
study, who will be conducting the study, transportation details, and contact information of
the researchers). Each of the coaches, players, and parents will be provided with a cover
letter, consent form, and face-to-face interview to ask and answer any questions they may
have. Those who are interested and meet the above-mentioned requirements specified in
the participants section will be sent home with this cover letter and consent form, one
specifically for parents and another for participants to read over and sign. Four
questionnaires will also be sent home to be completed by the parents and children
together. These documents will indicate the date that the study will take place on. In
addition to the date, the documents will also indicate one of two possible times for each
participant to arrive at the Canada Games Complex (dates and times on documents will
be handed out randomly so that any one individual can be in either of the two
experimental learning groups).
Self-Efficacy Learning Conditions. Half of the participants who enroll will be
instructed to meet at 7:00 pm on March 17th and the other half of the participants will
meet at 7:30 pm that same day (this allocation will be done randomly and indicated on
documents). The two separate times are required so that participants can safely be
monitored at the Canada Games Complex by the researchers as well as to separate the
two different learning strategies that are going to be tested. By separating the groups into
two pods of participants, we are aiming to reduce the waiting time for each individual to
complete our study. Other than the two differing times of arrival, the only other difference
in procedures between the two sessions will be the learning strategy interventions that
will be implemented prior to the agility testing. That is, approximately 15-20 participants
will attend the mastery learning condition time slot (7:00) and the other 15-20
participants will attend the vicarious learning time slot 7:30. Approximately one week
prior to the testing, the researchers will distribute the following four questionnaires to the
players which they will take home to their parents: Physical Activity Readiness
Questionnaire for Everyone (PAR-Q +; CSEP, 2011; see Appendix D); Demographic
Information Questionnaire (created by the researchers; see Appendix D); General
Physical Activity Self-Efficacy Questionnaire (Bandura,1977; See Appendix D); and the
New Agility Test Self-Efficacy Questionnaire (Bandura,2007; see Appendix D). All of the
above documents will be explained fully to the participants prior to completion. If the
participants answer yes to any of the questions on the PAR-Q they will be ineligible to
proceed any further in the study, and will be advised to contact the doctor before
participating in future physical activity. The participants who do not answer yes to any of
the questions on the PAR-Q will move on to the next phase of testing. On the day of
testing, the participants (i.e., the child and his parent) will arrive at the Canada Games
Complex, at the designated time, and will be prompted by the researchers to enter the
lobby at the front entrance. There, the participants will be greeted by the researchers and
instructed to seat themselves at the tables in the front lobby, where the cover letter and
consent form will be reviewed and any unanswered questions will be resolved. If either
the parents or participants have not signed the documents they will be asked to do so at
that time.

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The next phase consists of completing a Demographic Information Questionnaire

(i.e., verifying the above mentioned requirements for participant inclusion), after which,
the parents will be asked to leave and then return during the designated pickup time so as
to avoid social desirability; however, the option to stay will also be presented if a parent
so chooses. The last two questionnaires to be filled out by the participants will be the two
self-efficacy questionnaires mentioned previously. This whole process should take
approximately 45 to 50 minutes. The participants will return all documents to the
researchers, who will then place them into sealed envelopes and store them in a secure
location to ensure privacy and protection of personal information. The participants will
then be shown the room where the testing will take place and be asked to meet outside of
that room after they change and store any personal items in the locker room. This should
take no longer than 10 minutes. One male researcher will accompany them to the change
rooms in case they need any assistance putting their belongings away.
The Mastery Learning Group. Throughout the first portion of testing, the
participants will line up outside of the testing room in groups of 3 or 4 and be prompted,
one-by-one by the researcher, to enter the testing room. The remainder of the players will
continue to participate in the regularly scheduled dryland session until it is their turn.
While the selected players wait for their turn to participate, they will be required to
perform a full body warm-up. Livestrong.com suggests choosing a warm-up routine that
best mimics, as close as possible, the activity and movement that occurs during testing
(Ng, 2013). One of the researchers will supervise the waiting line and make sure that each
participant will get 5 minutes of warm up completed before their testing; this warm up
will consist of a 2 minute jog followed by 3 minutes of dynamic stretching, which will
target the entire body and specifically target the lower body muscles because they are
going to be employed most during testing (Ng, 2013). For example, some dynamic
stretches that will be carried out include: lateral leg swings, swinging arm circles and
standing hip circles. This specific warm-up was determined optimal to reduce chances of
injury as well as to prepare the body for a successful agility performance. Each
participant will be timed with a stopwatch to ensure all participants get the same amount
of time to stretch.
The instructions will be delivered verbally by one of the researchers and the
participants will complete one practice trial where they will walk through the agility test
instead of run it. Before the participants actually perform the recorded test, they will be
informed that the objective is to complete the tasks in as little time as possible, and to do
that they must sprint as fast as possible throughout the entire course. The specifics of the
agility test are as follows: Participants will be asked to complete the course with maximal
effort and intensity. They will start by laying down behind a designated line. Time will
start once the participant jumps up and crosses the line. From here he will sprint from the
line and around pylon A to pylon B. From pylon B he will then shuffle side to side to
pylon C. The participant then runs towards and around pylon D and sprints to cone E.
After touching pylon E, the participant will run backwards towards pylon D, turn and run
between B and C, and then around pylon A. Please refer to appendix D for a diagram on
the specific placement and distances of the pylons from one another The time will stop
when he crosses the line that he started at. Scores will be recorded based on the
participants single maximal effort trial. The other participants will not be able to see

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what anyone in the testing room is doing, so the results will not be confounded by
observational learning in this condition. After each participant has completed the
physical testing portion, which should take about 10 minutes, he will be told to go and
change and meet back in the lobby where he will meet with a researcher to complete the
post-questionnaire portion of the testing. The post-questionnaires will consist of the same
two self-efficacy questionnaires administered at the beginning of the study. These results
will be compared to the participants self-efficacy score before the actual testing to see if
anything has changed pre to post. This final questionnaire portion of the study should
only take about 15 minutes, after which the participants will be thanked for their
participation and asked to return to the hockey sessions if they are still going on. Overall,
the participants will have to volunteer approximately 45-50 minutes of their time.
The Vicarious Learning Group. For the second portion of testing, the 20
participants will follow the exact same initial procedures (i.e., answering questions,
obtaining consent, completing baseline questionnaires); however, instead of being able to
perform the practice agility test trials, they will all meet in a specific room and will be
shown a short one minute video as a group. The video will show one of the male
researchers performing the New Agility Test so that the participants can see how to
properly perform it. Because it is a beginner instructional video, (not done by a
professional athlete) it will not be so hard that the participants feel as though a successful
performance is unachievable by them as a result. The video is intended to provide a
means of showing how to complete the New Agility Test through vicarious learning.
After the video, two designated participants will line up outside of the testing room and
the rest will return to their dry-land practice until it is their turn to warm-up and perform
the test (they will be instructed to do so by one of the researchers). The two participants
in the hallway will perform the warm-up in the same manner as the mastery group, and
one-by-one be prompted to enter and complete the test. Other participants will not be
able to see anyone elses results because they will be in the hall completing a warm-up
consisting of various dynamic cardio and stretching exercises (As mentioned in detail in
previous section). The others will remain in their dry-land practice as mentioned
previously. Following completion of the test, scores will be recorded and participants
will meet one of the researchers back in the lobby to complete the final two self-efficacy
questionnaires. This final questionnaire portion of the study should only take about 15
minutes, after which the participants will be thanked for their participation and asked to
leave the Canada Games Complex. Overall the participants will have to volunteer
approximately 45-50 minutes of their time.
Analysis
Data collected from the pre and post-test questionnaires will be entered into the computer
program Statistical Package for the Social Sciences, SPSS. The data from the
questionnaires will be compared to the participants time scores from the New Agility
Test to determine if higher levels of self-efficacy actually do produce greater performance
results. We will use a t-test analysis and change scores to compare the group results from
the pre-test and post-test scores to explore if there has been a significant change in selfefficacy of students in performing the new test of agility after a learning strategy has been
implemented.

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Harm and/or Potential Risks to Participants.

Participation in our study does involve a few possible risks as falling could lead to
various injuries. Possible physical injuries include: scrapes, bruises, cuts, strains, sprains,
and at worst, a broken bone. Likewise, injury to participants could be psychological if
they were to fall during the activity; these injuries include: depressed or saddened mood
state and feelings of failure. In order to reduce these risks, we have critically and
strategically implemented strategies. For example, in order to reduce the risk of injury
from falling, all potentially harmful objects will be removed from the room or stored in
closets. Lastly in order to reduce the risk of psychological and physical injury, we will
inform the participants that it is fine for them to withdraw from the testing at any point if
they should feel unsafe. If the participants seem physically unfit to perform the task, they
will be asked to withdraw to in order to prevent injury.
Benefits to Participants and/or Society
In conducting this research, we hope to provide a solid basis of knowledge regarding selfefficacy, learning styles, and the sport of hockey specifically, for both the subjects and
society. Our study should benefit the individual by introducing different learning types to
him, which will allow him to see if that particular learning style is successful or
unsuccessful. It will also get him comfortable with the procedures of standardized fitness
tests such as an agility test, which he may be required to perform as he grows older and
reaches higher levels of hockey. Knowing what we do about the effect self-efficacy has
on an individual, and implementing procedures to increase self-efficacy in youth via sport
could increase aspirations and productivity. This will contribute towards creating a
successful environmental atmosphere for young people, those who can be seen as the
driving force of tomorrows future.
We believe that society can benefit from the data collected in our study as well. We hope
that it will provide coaches, trainers, and teachers with new knowledge that will assist
them in getting the most out of their players when faced with unfamiliar tasks. The
concept of self-efficacy has been studied and tested considerably in the past; however not
many studies have shown which type of learning style, mastery or vicarious (in the sports
domain, and more specifically hockey) is most effective at fostering the highest levels of
self-efficacy. By comparing the pre and post self-efficacy results from both the mastery
and vicarious learning conditions, we will be able to visually see which condition
promotes higher levels of self-efficacy as well as performance outcomes in this context.
Discovering the most effective teaching and learning strategies when working with youth
athletes may improve sport performance if the coaches are made aware of them and
choose to implement them. Our study will add further evidence to support the superiority
of one type of learning strategy over another, or the lack thereof.
Anonymity and Confidentiality
Participation in the study will be voluntary, anonymous, and confidential, In order to
ensure confidentiality and anonymity, we will inform and reassure parents/guardians,
participant learners and coaches that their names will not be mentioned in the course of
writing the report or any subsequent presentations made. There will be no video or audio
recordings of the trials, learning sessions, or actual performance. Participants will be

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assured that their names will not appear in the write up of our thesis or any other
publication and that no information they provide will be used against them, now or in the
future. During this meeting we will show the cover letter, informed consent form, and the
ethics acceptance letters granting us permission to conduct this research study. This will
provide proof that permission could not have been granted if any unethical practices are
involved. The three primary researchers and their supervisor will hold the original list of
participant names only. All data will be kept in a locked cabinet with Dr. Pearson at
Lakehead University, where computers used will be password protected. Participants will
be given a number for identification so during the write up confidentiality and anonymity
will be kept. The names of the hockey teams involved in the research will also not be
mentioned in the write up of our thesis. For example, they will be referred to as team A,
B, or C and participant 1,2,3, etc.
Storage of Data (as per Lakehead University policy)
The retention of accurately recorded and retrievable results is to enable a scholar to
account for the results obtained in the research he or she has conducted. All primary data
will be promptly recorded in clear, adequate, original, and permanent form which should
not reasonably leave the laboratory or unit. All results and findings will be held securely
in storage at Lakehead University for five years, in accordance with Lakehead University
protocol. This will allow researchers to refer to the documents for any further research.
Access to this information will only be allowed by the researchers and supervisor
involved. This study does not employ deception either through the withholding of
information from, or the presentation of misinformation to, participants.
Dissemination of Research Results
Participants will be made aware of the study by filling out the request for information
section found at the bottom of the cover letter. By filling out this form each participant
will provide his parents email and when the study concludes and has been written up, an
email will be sent underlining our results, discussion, and conclusions. The results will be
disseminated into the academic community by means of a poster presentation held on
March 31, 2014. This poster presentation will be open to the public all
participants/coaches will be invited to see the important aspects and findings of the study.

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References
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioural change.
Psychological Review, 84 (2), 191-215.
Bandura, A. (2006) Guide for Constructing Self-Effiacy Scales. Self-Efficacy Beliefs of
Adolescents, (1) 307-337
Blinman, Y & Cook, R (2011) Allometric Prediction of Energy Expenditure in Infants
and Children. Infant, Child and Adolescent Nutrition: Sage. US National library
of Medicine
CSEP (2011) Canadian Physical Activity Guidelines. Retreived from:
http://www.csep.ca/CMFiles/Guidelines/CSEP-InfoSheetsComplete-Eng.pdf
Domer, S. (2011). Off-Ice Speed and Quickness for Hockey. NSCAs Performance
Training Journal Retrieved from:
http://assets.ngin.com/attachments/document/0013/ 1708/
Feltz, D. L. (1992) Understanding motivation in sport:A self-efficacy perspective.
Motivation in Sport and Exercise, 93-105. Champaign, IL: Human Kinetics
Feltz, D. L., & Lirgg, C.D. (2001) Self-Efficacy beliefs of athletes, teams, and coaches. In
R.N. Singer H, A. Hausenblas & C. Janelle (Eds.), Handbook of sport psychology,
(2), 340-361. New York: John Wiley & Sons.
Gatesy, S & Hutchinson J (2001) Bipedlism Encyclopedia of Life Sciences. Nature
Publishing Group. Retrieved from: http://www.rvc.ac.uk/SML/People/ jhutchinso/
documents/ JRH4.pdf
Gould, D., Greenleaf, C., Lauer, L., & Chung, Y. (1999). Lessons from Nagano. Olympic
Coach, 9 (3), 2-5
Leon-Carlyle, C. (2008). Reliability and Validity of a New Test of Agility in Male Soccer
Players. n.p.: ProQuest, UMI Dissertations Publishing.
Ng, N. (2013). Examples of warm-up and cool-down exercises. Retreived from
http://www.livestrong.com/article/370679-examples-of-warm-up-cool-downexercises/
OLoughin, E. K., Dugas, E.N., Sabiston, C.M,. & OLoughin, J.L. (2012) Prevalence
and correlates of exergaming in youth. Pediatrics in Review.130 (5),806-814
Peng, W. , Lin, J.H, & Crouse, J. (2011) Is playing exergames really exercising? A metaanalysis of energy expedenture in active video games. Cyberpsychology,
Behavior, and Social Networking. 14:11 Doi 10.1089/cyber.2010.0578

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Rosenburg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton
University Press.
Schwarzer, R. (n.d.). Health-Specific self-efficacy scales Retrieved from
http://userpage.fu-berlin.de/health/healself.pdf
Smith, D (2003) A Framework for Understanding the Training Process Leading to Elite
Performance. Sports Medicine. University of Calgary
Tremblay, M. S, Shields M, & Laviolette M, et al. Fitness of Canadian children and
youth: Results from the 2007-2009 Canadian Health Measures Survey. Health
Reports (Statistics Canada, Catalogue 82-003) (21),1 -14.
Twist, P (2007) Agility and Reactivity. Complete Conditioning for Hockey. 137-151.
Library of Congress Cataloging

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Appendix A
Tri-Council Policy Statement: Certificate of Completion

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Appendix B
Cover Letter

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On Lakehead Letterhead
Self-Efficacy, Sport Performance and Learning Strategies Cover Letter
February 14, 2014
Dear Potential Participants:
Our names are Tyler Romas, Kevin VanHaaren, and Stephanie Vojvodic and we
are fourth year undergraduate student researchers from the School of Kinesiology at
Lakehead University working under the supervision of Dr. Erin Pearson. We are
completing a research project that is aimed at examining the effects of different learning
styles on sport performance in males aged 12-13. Because you are on one of the teams
that currently attends the dry-land sessions at the Canada Games Complex and are
between 12 and 13 years of age, we are inviting you to participate in this research study
by reading and completing the attached form.
This study is a three-part study that will involve you completing two
questionnaires, a Par-Q+ test, doing a fitness test called the new agility test, and then
completing a couple more questionnaires afterwards. Participants in the study will be
randomly divided into two groups. One group will watch a brief video explaining the
agility test and the other group will be verbally told how to do it by one of the researchers
and then given a chance to practice it. The first round of questionnaires will take you
about 5-10 minutes to complete and ask you questions about your physical fitness, and
your belief in yourself (what we call self-efficacy). After you complete the
questionnaires, the instructors will guide participants through a moderate intensity warm
up involving dynamic stretching and jogging. Following this, some participants will
watch a 1-minute instructional video on how to complete the agility task effectively, plus
you will be shown an agility task demonstration by an instructor. Others will be verbally
told by the instructors how to complete the task. After you complete the agility test, you
will be asked to write the questionnaires again. In total participants will commit around
45 to 50 minutes of their time for our study.
In order to ensure that all information will remain confidential (private), please do
not include your name on either of the questionnaires. We ask that instead you write
down your age and gender. Each of you will be given an ID number. If you choose to
participate in this project, please answer all questions as honestly as possible.
Participation is strictly voluntary and you have the right to both refuse to answer any
questions and/or withdraw from our study at any time. All data will be kept in a locked
cabinet with Dr. Pearson at Lakehead University. The computers used will be password
protected.
We recognize that as with any form of physical activity, risks are always present.
Risks in this study include potential for pulled muscles, scrapes and bruises due to falls
and in an extreme situation, breaks and sprains. However, as long as the warm-up is
completed properly, the task executed correctly and the agility course clear and free from
obstacles, the occurrence for risks should be very minimal.
Thank you for taking the time to assist us in our educational project. The data
collected will provide useful information regarding how different ways of learning impact
hockey related performance. This knowledge will hopefully aid coaches and teachers in
future delivery when introducing new skills. If you would like a summary copy of this

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15

study please complete and detach the Request for Information Form and return it to either
of us before completion of the study. Completion and return of the questionnaire will
indicate your willingness to participate in this study. We will be partaking in a poster
presentation on March 31st which you are all invited to attend. If you require additional
information or have questions, please contact any of us at any of the emails listed below.
Tyler at taromas@lakeheadu.ca, Kevin at kjvanha@lakeheadu.ca, or Stephanie at
svojvodi@lakeheadu.ca. Our supervisor Dr. Erin Pearson can be reached at
espearso@lakeheadu.ca.
If you have any questions with the manner in which this study is being conducted,
you may report (anonymously if you so choose) any complaints to Lakehead University
Ethics Committee Chair, Dr. Eryk Przysucha via email at eprzysuc@lakeheadu.ca. If you
have any questions pertaining to the conduct or purpose of this research, feel free to
contact us.
Sincerely,
Tyler Romas
Kevin VanHaaren
Stephanie Vojvodic

Detach Here
************************************************************************
(This request for information form is an optional part of the cover letter and is not
required if you are not interested in receiving information about the results)
Request for Information
Please send a copy of the study results to the address listed below.
Name:
Email Address:

SELF-EFFICACY AND AGILITY TRAINING

16

On Lakehead Letterhead
Self-Efficacy, Sport Performance and Learning Strategies Cover Letter
March 4, 2014
Dear Coach:
Our names are Tyler Romas, Kevin VanHaaren, and Stephanie Vojvodic and we
are fourth year undergraduate students from the school of Kinesiology at Lakehead
University working under the supervision of Dr. Erin Pearson. We are completing a
research project that is aimed at examining the effects of different learning styles on sport
performance in youth aged 12-13. Because you currently coach/manage a team that
attends one of the dry-land sessions at the Canada Games Complex, we are asking your
permission to carry out this research study during one of your teams dry land sessions.
This study is a three-part study that will involve the participants completing two
questionnaires, a Par-Q + form, a fitness test called the New Agility Test and then
couple of follow up questionnaires. Participants will then be randomly divided into two
groups. One group will watch a video explaining the exercise and the other group will be
be verbally told how to do it by one of the researchers and then given a chance to practice
it. The first round of questionnaires will take about 5-10 minutes to complete and ask
questions about physical fitness, past experiences doing agility tests and belief in oneself
(what we call self-efficacy). The instructors will then guide participants through a
moderate intensity warm up involving dynamic stretching and jogging. Following this,
some participants will watch a 1-minute instructional video on how to complete the
agility task effectively, while others will have the new test of agility explained to them
verbally. Following these instruction methods, they will be asked to demonstrate what
they have learned. They will then be asked to take the questionnaire again and actually
perform the agility test. This second questionnaire will again measure self-efficacy to see
how it has changed after the agility test was completed. In total participants will commit
around 45 to 50 minutes of their time for our study.
In order to ensure that all information will remain confidential, names will not be
included on either of the questionnaires. Instead, participants will be coded with numbers
so that we can compare agility test groups. Your dryland sessions will still run as normal,
except that we will pull participants from the training to complete the testing and then
they will return to the dryland practice. All data will be kept in a locked cabinet with Dr.
Pearson at Lakehead University. The computers used will be password protected.
We recognize that as with any form of physical activity, risks are always present.
Risks in this study include potential for pulled muscles, scrapes and bruises due to falls
and in an extreme situation, breaks and sprains. However, if the warm-up is completed
properly, the task executed correctly and the agility course is clear and free from
obstacles, the occurrence for risks should be very minimal.
Thank you for taking the time to assist us in our educational endeavours by
allowing us to observe and examine your players. The data collected will provide useful
information regarding how different ways of learning impact hockey related performance.
This knowledge will hopefully aid coaches and teachers in future delivery when
introducing new skills. If you would like a summary copy of this study please complete
and detach the Request for Information Form and return it to either of us before

SELF-EFFICACY AND AGILITY TRAINING

17

completion of the study. We will be partaking in a poster presentation on March 31,

which you are invited to attend. If you require additional information or have questions,
please contact any of us at any of the emails listed below. Tyler at taromas@lakeheadu.ca,
Kevin at kjvanha@lakeheadu.ca, or Stephanie at svojvodi@lakeheadu.ca. Our supervisor
Dr. Erin Pearson can be reached at espearso@lakeheadu.ca.
If you have any questions with the manner in which this study is being conducted,
you may report (anonymously if you so choose) any complaints to Lakehead University
Ethics Committee member Dr. Eryk Przysucha via email at eprzysuc@lakeheadu.ca. If
you have any other questions pertaining to the conduct or purpose of this research, feel
free to contact us.
Sincerely,
Tyler Romas
Kevin VanHaaren
Stephanie Vojvodic

Detach Here
************************************************************************
(This request for information form is an optional part of the cover letter and is not
required if you are not interested in receiving information about the results)
Request for Information
Please send a copy of the study results to the address listed below.
Name:
Email Address:

SELF-EFFICACY AND AGILITY TRAINING

18

On Lakehead Letterhead
Self-Efficacy, Sport Performance and Learning Strategies Cover Letter
Dear Parent/Guardian:
Our names are Tyler Romas, Kevin VanHaaren, and Stephanie Vojvodic and we
are fourth year undergraduate students from the School of Kinesiology at Lakehead
University working under the supervision of Dr. Erin Pearson. We are completing a
research project that is aimed at examining the effects of different learning styles on sport
performance in youth aged 12-13. Because you are currently a parent of a child on a team
that attends one of the dry-land sessions at the Canada Games Complex, we are asking
your permission to carry out this research study during one of your childs dry land
sessions.
This study is a three-part study that will involve the participants completing two
questionnaires, a Par-Q + form, a fitness test called the new agility test and a couple of
follow up questionaires.. Participants will then be divided into two groups. One group
will watch a video explaining the exercise new agility test while the other group will be
verbally told how to do it by one of the researchers and then given a chance to practice it
The first round of questionnaires will take about 5-10 minutes to complete and ask
questions about physical fitness, and belief in oneself (what we call self-efficacy). The
instructors will then guide participants through a moderate intensity warm up. Following
this, some will watch a 1-minute instructional video on how to complete the agility task
effectively, plus be shown an agility task demonstration by an instructor. Others will be
verbally told by the instructors how to complete the task. They will then actually perform
the agility test. This second round of questionnaires will then be completed and will
measure self-efficacy to see how it changed after the agility test. In total participants will
commit around a 45 to 50 minutes of their time for our study.
In order to ensure that all information will remain confidential, names will not be
included on either of the questionnaires. Instead, participants will be coded with numbers
so that we can compare agility test groups. The dryland sessions will still run as normal,
except that we will pull participants from the training to complete the testing and then
they will return to the dryland practice. All data will be kept in a locked cabinet with Dr.
Pearson at Lakehead University. The computers used will be password protected.
We recognize that as with any form of physical activity, risks are always present.
Risks in this study include potential for pulled muscles, scrapes and bruises due to falls
and in an extreme situation, breaks and sprains. However, as long as the warm-up is
completed properly, the task executed correctly and the agility course is clear and free
from obstacles, the occurrence for risks should be very minimal. Participation in this
study is strictly voluntary and your child has the right to both refuse to answer any
questions and/or withdraw from our study at any time.
Thank you for taking the time to assist us in our educational endeavours by
allowing us to observe and examine your child. The data collected will provide useful
information regarding how different ways of learning impact hockey related performance.
This knowledge will hopefully aid coaches and teachers in future delivery when
introducing new skills. If you would like a summary copy of this study please complete
and detach the Request for Information Form and return it to either of us before

SELF-EFFICACY AND AGILITY TRAINING

19

completion of the study. We will be partaking in a poster presentation on March 31

which you are invited to attend. If you require additional information or have questions,
please contact any of us at any of the emails listed below. Tyler at taromas@lakeheadu.ca,
Kevin at kjvanha@lakeheadu.ca, or Stephanie at svojvodi@lakeheadu.ca. Our supervisor
Dr. Erin Pearson can be reached at espearso@lakeheadu.ca.
If you have any questions with the manner in which this study is being conducted,
you may report (anonymously if you so choose) any complaints to Lakehead University
Ethics Committee member Dr. Eryk Przysucha via email at eprzysuc@lakeheadu.ca. If
you have any other questions pertaining to the conduct or purpose of this research, feel
free to contact us.
Sincerely,
Tyler Romas
Kevin VanHaaren
Stephanie Vojvodic

Detach Here
************************************************************************
(This request for information form is an optional part of the cover letter and is not
required if you are not interested in receiving information about the results)
Request for Information
Please send a copy of the study results to the address listed below.
Name:
Email Address:

Appendix C
Consent Form

SELF-EFFICACY AND AGILITY TRAINING

On Lakehead Letterhead

20

SELF-EFFICACY AND AGILITY TRAINING

21

CONSENT TO PARTICIPATE IN RESEARCH

I __________________________________ have read and understand the terms and
conditions of this research study as outlined in the cover letter. I understand the nature of
the study. I willingly agree to participate in this research study. I understand the potential
risks and/or benefits of participating in this study . I am also aware of the potential risks
and dangers of completing the new agility test. I also understand that I have certain rights
as a participant in this study. I understand that as a volunteer, I may withdraw at any time
and may refuse to answer any questions or to perform any activities. I am also aware that
the data recorded in this study will be securely stored at Lakehead University with Dr.
Pearson for 5 years. I have been informed that if requested, the results of this study will
be made via email once the study has been completed. I understand that my personal
information will remain anonymous and will only be used by the researchers conducting
the study. I understand that I will be protected and remain anonymous if publication or
public presentation of the research findings should occur. I give my permission for my
anonymous data to be published and presented publicly

_____________________________

____________________________

(Signature of Participant)
_____________________________

(Date)
____________________________

(Signature of Parent/Guardian)
_____________________________

(Date)
___________________________

(Signature of Researcher)
_____________________________

(Date)
____________________________

(Signature of Researcher)

(Date)

Appendix D

SELF-EFFICACY AND AGILITY TRAINING

Agility Test Diagram

22

SELF-EFFICACY AND AGILITY TRAINING

(Leon-Carlyle, 2008)

Appendix E

23

SELF-EFFICACY AND AGILITY TRAINING

Questionnaires

Demographics of the Participants

24

SELF-EFFICACY AND AGILITY TRAINING

25

Age:
Height:
Weight:
Do you have any prior experience with general agility testing?
Yes

No

Do you have any prior experience with the new agility test?
Yes

No

If you answered yes, how many times have you completed the new agility test in the past
2 years? Write your answer below in the approximate amount of times completed
__________
How many years of experience do you have with playing organized hockey? Write your
answer below in the amount of years played
_________
How much prior experience do you have with other hockey related training?
1.
2.
3.
4.

No prior experience
I seldom participate in strength training exercises (less than once a month)
I regularly participate in strength training exercises (1-2 times per week)
I frequently participate in strength training exercises (3-7 times per week)

General Physical Activity Self-Efficacy Questionnaire

SELF-EFFICACY AND AGILITY TRAINING

26

Rate your degree of confidence of confidence by recording number from 0 to 100 using
the scale given below
0

10

20

30

40

Cannot

50

60

70

80

Moderately

Do at all

Can do

90

100

Highly certain
Can do

Confidence
(0-100)
When I am feeling tired

________

When I am feeling under pressure from school

________

After recovering from an injury caused by physical activity

________

During or after experiencing personal problems

________

When I am feeling depressed

________

When I am feeling anxious

________

After recovering from an illness that caused me to stop partaking in PA

________

When I feel physical discomfort while exercising

________

When strangers are present

________

When there are other interesting things to do

________

Without support from my family/friends

________

When I have other things on my mind

________

Agility Self-Efficacy Questionnaire

SELF-EFFICACY AND AGILITY TRAINING

27

(Based on other basic self-efficacy questionnaires; e.g., General Physical Activity Self
efficacy questionnaire)
Rate your degree of confidence of confidence by recording number from 0 to 100 using
the scale given below
0

10

20

30

40

50

60

70

80

90

100

Cannot

Moderately

Certainly

Do at all

Can do

Can do
Confidence
(1-100)

1.How confident are you that you could complete an agility test
in todays current setting?

_________

2.How confident are you that you could complete a maximal

agility test (100 percent effort) more than once?

__________

3.How confident are you that you could complete a maximal

agility test when you are being timed?

_________

4.How confident are you that you could complete a maximal

agility test when you are feeling under pressure?

_________

5.How confident are you that you could complete a challenging

agility test when spectators are present?

_________

6.How confident are you that you could complete a

maximal agility test without support from family or friends?

_________

7.How confident are you that you could complete a challenging

maximal agility test if you have previously failed to complete
other exercise goals such as a box jump test or a beep test?

__________

SELF-EFFICACY AND AGILITY TRAINING

28