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1/ Ceq 1/ 2 + 1/ 3 + 1/ 4

This de nition of entropy is related to the de nition of entropy in thermodynamics; some of the connections are explored later. It is possible to derive the de nition of entropy axiomatically by de ning certain properties that the entropy of a random variable must satisfy. This approach is illustrated in Problem 2.46. We do not use the axiomatic approach to

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ing for preperformance routines in golf putting; and (4) a final phase of integration of mental skills and evaluation In the physical skills condition, students were taught physical skills and the mechanics of putting In the control condition, students received no instructions in putting Findings showed that the students who were taught the cognitivebehavioral technique displayed enhanced intrinsic motivation, more consistent use of preputt routines, and facilitated putting performance compared with the physical skills and control students In addition, the cognitive-behavioral students showed a reduced use of introjection The effects of a cognitive-behavioral intervention on adherence of preshot routines of elite collegiate golf players was examined in a multiple baseline (across-subjects) design (Cohn, Rotella, & Lloyd, 1990) In this design, the effects of the treatment are demonstrated by introducing the intervention to the players at different times.

and Black (2000) reported on the effectiveness of an 8week interactive prevention program that focused on increasing knowledge and skills in self-esteem, handling performance pressures, nutrition, and managing stress; the researchers purposefully excluded information on disordered eating behaviors In comparison to the study hall control group, the undergraduate female athletes who participated in the program had lower drive for thinness and body dissatisfaction and higher self-esteem and nutrition knowledge at the conclusion of the intervention No followup data were collected, so the long-term effectiveness of the program cannot be determined In an evaluation of the 8-week, peer-led ATHENA (Athletes Targeting Healthy Exercise and Nutrition Alternative) program, Elliot et al (2004) found that at the end of their sport seasons, high school female athletes who had completed the intervention reported healthier behaviors (eg, decrease in diet pill use, eating more protein), increased knowledge about unhealthy behaviors (eg.

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, effects of anabolic steroids, consequences of eating disorders), improved mood, and fewer intentions to engage in unhealthy behaviors in the future (eg, vomit to lose weight) than athletes in the control condition These two programs suggest that primary prevention can be effective with high school and college-age student athletes, particularly when the format is interactive and the content designed to address the unique needs of this population A recent meta-analysis of the general eating disorder prevention research (Stice & Shaw, 2004) suggests that, overall, prevention programs have small to medium effects in reducing a range of eating disorder risk factors, including body dissatisfaction, negative affect, internalization, eating pathology, and actual body mass More specifically, by examining moderating influences, Stice and Shaw identified the key factors that determined a program s effectiveness.

The objective of the preshot intervention was to develop more concise and systematic behavioral and cognitive preparation prior to full swings Three golfers were given behavioral and cognitive interventions The behavioral intervention focused on such aspects as proper alignment to the target, good posture, and consistent ball position The cognitive intervention stressed strong decision making and commitment to the club selected, the type of shot to be played, and the position of the target The treatments improved the players adherence to both behavioral and cognitive preshot routines Although immediate improvement was not observed, the golfers indicated that they felt that the intervention had a positive effect on their shooting and putting performance The experimental studies findings indicate that skilled performers, both females and males, improve performance through the use of cognitive-behavioral preparatory techniques Furthermore, the use of mental routines resulted in more consistent behavior prior to response initiation.

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