黑料社区

EdD, University of Northern 黑料社区, 1999
Area of Study: Kinesiology

MS, University of Oregon, 1996
Area of Study: Exercise Movement Science

BA, University of Washington, 1993
Area of Study: Psychology

Professor, University of Northern 黑料社区
(2010 – Present)

Associate Professor, University of Northern 黑料社区
(2005 – 2010)

Adjunct Professor, University of Denver
College of Education (Winter 2005, Spring 2007, Winter 2008)

Adjunct Professor, 黑料社区 State University
(Spring 2004)

Assistant Professor, University of Northern 黑料社区
(2001 – 2005)

Post-Doctoral Research Fellow, University of California
(1999 – 2001)

Lecturer/Instructor, University of Northern 黑料社区
(1998 – 1999)

Substitute Teacher, Weld County District 6
(1998 – 1999)

Graduate Teaching Assistant, University of Northern 黑料社区
(1996 – 1998)

Graduate Teaching Assistant, University of Oregon
(1994 -1996)

Director/Teacher, WeeWACs 鈥� Washington Athletic Club Child Care Center
(1993 – 1994)

Coaching Efficacy and Effectiveness Among Club Sport Coaches in Kuwait

This projects involves surveying coaches and athletes about the coaching effectiveness as perceived by athletes in a comparison with their coaches coaching efficacy. Data was collected with 18-20 year old club sport athletes in Kuwait

Girls Soccer Players’ Perceptions of the Teaching Games for Understanding Model as an Effective Coaching Model

In the world of soccer coaching there is a ridged format by which topical and progressive training sessions work their way through three distinct phases which tend to heavily prioritize a coach鈥檚 agenda over the needs and desires of the athletes. Despite this, the traditional coaching model has improved over time and has seen much success, especially because it provided structure to coaches and teams of all skill levels and experience. Therefore, in this research it is not our desire to oppose or even fully abandon this traditional coaching format, but to instead explore using the Teaching Games for Understanding model found in physical education in a competitive youth soccer environment; and then document and share coach observations; and more importantly, document and share what the athletes themselves have to say about their experiences within the TGfU model. The TGfU model is a thriving pedagogical method in the world of physical education but it has yet to be explored on the stage of youth soccer coaching. The purpose of this project is to explore how this model can be used in this competitive soccer context.

Identifying Those Committed to the Game: An Investigation of Sport Commitment and the Factors Influencing College Selection by NCAA Division III Men鈥檚 Basketball Players

In NCAA Division III, basketball coaches are faced with the challenge of stretching minimal resources in a way that allows them to successfully recruit players who will play without the benefit of athletic scholarships. The purpose of this study was to (a) examine the specific factors that influence why DIII basketball players made their choice to attend a particular school, and (b) determine if there were differences based upon the type of school they attended. Using the Influential Factors Survey for Student Athletes – Revised (IFSSA-R; Pauline, 2010), 503 DIII men鈥檚 basketball players were surveyed. In this sample, career opportunities was the most important item affecting the college selection process. With regard to the five categorical factors (academic, athletic, coaching staff, financial aid, and social atmosphere) academic factors were most influential for these DIII basketball players. MANOVA analyses revealed significant (p < .05) differences as determined by type of school for the athletic, academic, and financial aid subscales. Results in this study could provide useful information for DIII men鈥檚 basketball coaches and college administrators throughout various points in the recruiting and college selection process.

Areas of Interest

Motivation and social psychological correlates (emotion, self-perceptions) of youth sport and physical activity involvement, parent/family influences on, and experiences in, youth sport and physical activity, psychosocial and environmental aspects of school-based physical activity promotion.

• Davies, M. J., Koon, L. M., & Babkes Stellino, M. (submitted). Why CrossFit?: Participants鈥� basic psychological needs and motives. Sport, Exercise and Performance Psychology.
• Massey, M. V., Stellino, M. B., Mullen, S. P., Claassen, J., & Wilkison, M (submitted). The Great Recess Framework: Reliability and validity of a tool to measure the quality of school-based recess. BMC Public Health
• Koon, L.M., Brustad, R.J., & Babkes Stellino, M. (in press). A taxonomy to aid in the design of complex physical activities for older adults. Proceedings of the Human Factors and Ergonomics Society Annual Meeting
• Davies, M. J., Babkes Stellino, M., & Gray, D.P. (submitted). Basic psychological needs satisfaction and selfdetermined motivation among Canadian golf league members. Leisure/Loisir
• Stellino, M. B., Vazou, S. & Koon, L. M. (abstract accepted). Motivational and social influence factors in CSPAP implementation. In R. L. Carson, & C. A. Webster (Eds.), Comprehensive school physical activity programs: Handbook of research and practice. Champaign, IL: Human Kinetics.
• Dauenhauer, B., Stellino, M. B,, & Webster, C. (abstract accepted). Before and after school physical activity program effectiveness. In R. L. Carson, & C. A. Webster (Eds.), Comprehensive school physical activity programs: Handbook of research and practice. Champaign, IL: Human Kinetics.
• Kroshus, E, Babkes Stellino M., Chrisman S. P. D., & Rivara F.P. (2017). Threat, pressure and communication about concussion safety: Implications for parent concussion education. Health Education & Behavior.
• Massey, W.V., Stellino, M.B, Henning, Dykstra (revise and resubmit). Evidence-based strategies for socially, emotionally, and physically beneficial school recesses. JOPERD,
• Massey, W.V., Stellino, M., Godbersen, T., Holliday, M., Rodia, R., & Kucher, G., Wilkison, M. (2017). The impact of a multi-component physical activity programme in low income elementary schools. Health and Education Journal, 1-14.
• Massey, M.V., Stellino, M. B., Wilkison, M., Whitley, M.A. (accepted). The impact of a recess-based peerleadership training program in low-income, urban, elementary school students. Journal of Applied Sport Psychology
• Sinclair, C., & Babkes Stellino, M. (2017). Pictorial playground-based physical activity assessment instrument: Uses and applications of the ADL-PP. JOPERD, 88(3), 16-21.
• Dauenhauer, B., Krause, J., Douglas, S., Smith, M., & Babkes Stellino, M. (2017). A newly revised Master’s degree in physical education and physical activity leadership at the University of Northern 黑料社区 JOPERD (Special Issue), 88(2), 14-19.
• Parker, M., Morrison, J., Patton, K., Stellino, M.B., Hinchion, C., & Hall, K. (2016). 鈥業 Couldn鈥檛 Teach Without Technology鈥�: A Teacher and Student Learning Journey. In Pedagogical Cases: Digital Technologies in Youth Physical Activity, Physical Education and Sport, A. Casey, V. Goodyear, and K. Armour (eds.), London: Routledge.
• Davies, M. J., Coleman, L., & Babkes Stellino, M. (2016). The relationship between basic psychological need satisfaction, behavioral regulation, and participation in CrossFit. Journal of Sport Behavior, 39(3),
• Davies, M. J., Babkes Stellino, M., Nichols, B., & Coleman, L. (2016). The relationship between otherinitiated motivational climate and youth hockey players鈥� good and poor sport behaviors. Journal of Applied Sport Psychology, 28(1), 78-96.
• Babkes Stellino, M., & Sinclair, C.D. (2014). Examination of recess physical activity patterns using the activities for daily living-playground participation (ADL-PP) instrument. Journal of Teaching in Physical Education, 33(2), 282-296.
• Erwin, H. E., Babkes Stellino, M., Beets, M. W., & Beighle, A. (2013). Physical education lesson content and teacher style and elementary students鈥� motivation and physical activity levels. Journal of Teaching in Physical Education, 32, 321-334.
• Babkes Stellino, M., & Sinclair, C.D. (2013). Psychological predictors of children鈥檚 recess physical activity motivation and behavior. Research Quarterly for Exercise and Sport, 84(2), 167-176.
• Babkes Stellino, M., & Sinclair, C.D. (2013). From atheoretical to motivation theory-based youth discretionarytime physical activity promotion: Current and future directions. Revista de Iberomaericana de Psicologia del Ejercicio y el Deporte, 6(2), 283-298.
• Ward, S., Farnsworth, C., Babkes Stellino, M., & Perrett, J. (2012). Attraction to physical actviity for youth who are bvi/dhh at a residential school. Californian Journal of Health Promotion, 10(1), 89-98.
• Kirkland, R., Karlin, N., Stellino, M., & Pulos, S. (2011). Basic psychological needs satisfaction, motivation, and exercise in older adults. Activities, Adaptation, & Aging, 35(3), 181-196.
• Babkes Stellino, M., Partridge, J.A., & Moore, K.L. (2011). Social influence on emotion in sport. In J. Thatcher, M. Jones & D. Lavallee, (Eds.), Coping and emotion in sport (2nd ed., 118-142). London: Routledge.
• Ward, S., Farnsworth, C., Babkes Stellino, M., & Perrett, J. (2011). Parental influence and the attraction of Physical activity for youths who are visually impaired at a residential-day school. Journal of Visual Impairment & Blindness, 105, 493-498
• Beighle, A., Beets, M.W., Erwin, H.E., White, J., Moore, J.B., & Stellino, M. (2010). Physical activity promotion in afterschool programs. Afterschool Matters, 11, 24-3
• Babkes Stellino, M., Sinclair, C.D., Partridge, J.A., & McClary King, K (2010). Differences in children鈥檚 recess physical activity: Recess activity of the week (RAW) intervention. Journal of School Health, 80(9), 436- 444.
• Scanlan, T.K., Scanlan, L.A., & Babkes Stellino, M. (2009). Athlete development. In R.A. Shweder, T.R. Bidell, A.C. Dailey, S.D. Dixon, P.J. Miller, & J. Modell (Eds.), The Chicago Companion to the Child (pp. 72-73). Chicago: University of Chicago Press.
• LaVoi, N.M., & Babkes Stellino, M. (2008). The relation between perceived parent-created sport climate and competitive youth male hockey players鈥� good and poor sport behaviors. The Journal of Psychology, 142(5), 471-496.
• Casper, J.M., & Babkes Stellino, M. (2008). Demographic differences in recreational tennis participants鈥� sport commitment model predictors. Journal of Park and Recreation Administration, 26, 93-115.
• Sinclair, C.D., Babkes Stellino, M., & Partridge, J.A. (2008). Recess activities of the week (RAW): Promoting increases in children鈥檚 free time physical activity. Strategies: A Journal for Physical and Sport Educators, 21 (5), 21-24.
• Babkes Stellino, M., & Sinclair, C.D. (2008). Intrinsically motivated, free time physical activity: Considerations for recess. Journal of Physical Education, Recreation, & Dance (JOPERD), 79(4), 37- 40.
• Partridge, J.A., Brustad, R.J., & Babkes Stellino, M. (2008). Social influence in sport. In T.S. Horn (Ed.), Advances in Sport Psychology (3rd ed., pp. 269-291). Human Kinetics: Champaign, IL.
• Babkes Stellino, M., & Partridge, J.A. (2007). Motives and deterrents to sport and physical activity participation amongst underserved youth. The Journal of Youth Sports, 3 (1), 17-22.
• Casper, J., Gray, D., & Babkes Stellino, M. (2007). A sport commitment model perspective on adult tennis players’ participation frequency and purchase intentions. Sport Management Review, 10(3), 253-278.
• Stotlar, D.K., Wonders, A., & Babkes Stellino, M. (2007). Developing elite athletes: A content analysis of US National Governing Body systems. International Journal of Applied Sport Sciences, 18(2), 121-144.
• Scanlan, T.K., Babkes, M.L., & Scanlan, L.A. (2005). Participation in sport: A developmental glimpse at emotion. In J.L. Mahoney, J.S. Eccles, & R. Larson (Eds.), Organized Activities as Contexts of Development: Extracurricular Activities, After School and Community Programs (pp. 275-309). Lawrence Erlbaum Associates Inc: Mahwah, NJ.
• Babkes, M.L. & Partridge, J.A. (2004). Social influence on emotion in sport. In D. Lavallee, J. Thatcher, & M. Jones (Eds.), Coping and emotion in sport (pp. 145-166). Nova Science Publishers: Hauppauge, NY.
• Welk, G.J., Babkes, M.L., & Schaben, J. (2004). Parental influences on youth sport particpation. In M. Silva (Ed.), Biosocial approach of youth sports (pp. 95-122). Faculty of Sport Science and Physical Education: Coimbra, Portugal.
• Brustad, R.J., & Babkes, M.L. (2004). Social influences on the psychological dimensions of physical activity involvement. In M.R. Weiss (Ed.), Developmental sport and exercise psychology: A lifespan perspective (pp. 313-333). Fitness Information Technology Inc.: Morgantown, WV.
• Brustad, R. J., Babkes, M. L., & Smith, A. L. (2001). Youth in sport: Psychological considerations. In R.N. Singer, H. Hausenblas, & C. Janelle (Eds.), Handbook of sport psychology (2nd ed.,pp. 604-635). Wiley & Sons: New York, NY.
• Babkes, M. L., & Weiss, M. R. (1999). Parental influence on children鈥檚 cognitive and affective responses to competitive soccer participation. Pediatric Exercise Science, 11, 44-62.
• Greenleaf, C., & Babkes Stellino, M. (2007). Lessons learned at the Action on Obesity Summit 2007. Association for Applied Sport Psychology Newsletter, 22 (2), 29-30.
• Coleman, L., Babkes Stellino, M., Brustad, R.J. (2015). An Exploration of Executive Function among Older Adult
  Athletes and Non-Athletes. [Abstract] Journal of Sport & Exercise Psychology, 35, S107.
  Pierotti, C.P., & Babkes Stellino, M. (2015). An Exploration of Peer Leadership and Group Dynamics in High
  School Spirit Teams. [Abstract] Journal of Sport & Exercise Psychology, 35, S107.
• Babkes Stellino, M., Thornton, M., & Erwin, H. (2015). Elementary teacher autonomy support for children鈥檚 recess physical activity motivation. [Abstract]. Research Quarterly for Exercise and Sport, XX(S1), A.
• Thornton, M.L., Babkes Stellino, M., Moore, E., Johnson, C., & Erwin, H (2015). Gender inequalities in elementary recess physical activity. [Abstract]. Research Quarterly for Exercise and Sport, 86(S1), A.
• Dauenhauer, B., Stellino, M. B., & Smith, M. (2015). Service learning lessons from a before school physical activity program [Abstract]. Research Quarterly for Exercise and Sport, 86(S2), A5-A6.
• Thornton, M. L., Moore, E., Johnson, C., Erwin, H., & Babkes Stellino, M. (2014). Relationship between recess physical activity levels and the built environment. [Abstract]. Research Quarterly for Exercise and Sport, 85(S1), A88.
• Sinclair, C. D., & Babkes Stellino, M. (2014). 鈥淎 Drawing of Me鈥�: Exploring children’s recess psychological needs satisfaction. [Abstract]. Research Quarterly for Exercise and Sport, 85(S1), A37.
• Pierotti, C.P., Moore, K.L., Babkes Stellino, M., & Beilman, J.K. (2013). Self-handicapping in collegiate dance teams. [Abstract] Journal of Sport & Exercise Psychology, 35, S107.
• Moore, K.L., & Babkes Stellino, M. (2013). Self-handicapping in collegiate athletes: Testing the explanatory value of basic psychological needs satisfaction and self-theory of ability [Abstract] Journal of Sport & Exercise Psychology, 35, S102.
• Babkes Stellino, M., Erwin, H., & Beighle, A. (2012). Expectancy-value theory approach to home and school-based physical activity [Abstract]. Journal of Sport & Exercise Psychology, 34, S197.
• Babkes Stellino, M., & Sinclair, C. (2012). Elementary Children鈥檚 Patterns of Recess Physical Activity [Abstract]. Research Quarterly for Exercise and Sport, 83,
• Pierotti, C.P., Moore, K.L., & Babkes Stellino, M. (2012). Initial Exploration of Self-Handicapping in Professional Dance Team Performance [Abstract]. Research Quarterly for Exercise and Sport, 83 , A11.
• Babkes Stellino, M., & Sinclair, C. (2011). Children鈥檚 attraction to psychological need-based recess physical activity ideas [Abstract]. Research Quarterly for Exercise and Sport, 82.
• Erwin H.E., Schwartz, J.C., Beighle, A., Babkes Stellino, M., Abel, M.G., & Koufoudakis, R. (2011). Lesson influence on motivation and physical activity in physical education [Abstract]. Research Quarterly for Exercise and Sport, 82.
• Sinclair, C.D., & Babkes Stellino, M. (2010). Psychological predictors of children鈥檚 recess physical activity [Abstract]. Research Quarterly for Exercise and Sport, 81, 109.
• Sinclair, C.D., Babkes Stellino, M., & Partridge, J.A. (2008). Recess activities of the Week: Differences in freetime physical activity [Abstract]. Research Quarterly for Exercise and Sport, 79, 63-64.
• Ward, S., Babkes Stellino, M., Farnsworth, C., & Perrett, J. (2008). Youth with hearing or visual impairments attraction to physical activity [Abstract]. Research Quarterly for Exercise and Sport, 79, 86.
• Burgess, A.G., & Babkes Stellino, M. (2007). Overweight-based teasing and motivation to be physically active: The important of autonomy, competence and relatedness. [Abstract]. Journal of Sport & Exercise Psychology, 29, 151.
• Hinkle Smith, S.L., & Babkes Stellino, M. (2007). Cognitive dissonance in athletic hazing: The roles of commtiment and athletic identity. [Abstract]. Journal of Sport & Exercise Psychology, 29, 169.
• Babkes Stellino, M. & LaVoi (2006). The influence of perceived parent created climate on competitive youth male hockey palyers鈥� ethically related sport behaviors [Abstract]. Journal of Sport & Exercise Psychology, 28, S28.
• Marlatt, H.L., Babkes Stellino, M., & Brustad, R.J. (2006). The relationship between children鈥檚 perception of personal autonomy in organized sport and time spent in unstructured physical activity [Abstract]. Journal of Sport & Exercise Psychology, 28, S126-S127
• Babkes, M.L. & Sinclair, C.D. (2004). The nature of elementary school children鈥檚 recess behavior [Abstract]. Research Quarterly for Exercise and Sport, 75, 56-57.
• Wisdom, S.A., Babkes, M.L., & Brustad, R.J. (2004). Achievement goal orientations and social motivational orientations among male and female interscholastic athletes [Abstract]. Research Quarterly for Exercise and Sport, 75, 96.