Journals

Sport & Exercise Psychology

• Wininger, S. R., & White, T. A. (2008). The Dumb Jock Stereotype: To What Extent Do Student-Athletes Feel the Stereotype? Journal for the Study of Sports and Athletes in Education, 10, 19-37.
• Dyrlund, A. K., & Wininger, S. R. (2008). The effects of music preference and exercise intensity on affective variables. Journal of Music Therapy, 45, 114-134.
  
• Wininger, S. R. (2007). Self-Determination Theory and Exercise Behavior: An Examination of the Psychometric Properties of the Exercise Motivation Scale. Journal of Applied Sport Psychology, 19, 471-486.
• Wininger, S. R. (2007). Improvement of affect following exercise: Methodological artifact or real finding? Anxiety, Stress, & Coping, 20, 1-10.
• Dyrlund, A. K., & Wininger, S. R. (2006). An Evaluation of Barrier Efficacy and Cognitive Evaluation Theory as Predictors of Exercise Attendance. Journal of Applied Biobehavioral Research, 11, 133-146.
• Wininger, S. R. (2004). Predicting females’ attendance for step-aerobics classes. Recreational Sports Journal, 28(1), 19-30.
• Wininger, S. R., & Pargman, D. (2003). Assessment of Factors Associated with Exercise Enjoyment. Journal of Music Therapy, 40(1), 57-73.
• Wininger, S. R. (2002). The anxiolytic effect of aqua aerobics in elderly females. Perceptual and Motor Skills, 94(1), 338-340. Reprinted in S. W. Huck, 2004, Reading Statistics and Research (4^th ed.) (pp 2-13). Boston, MA: Allyn & Bacon.
• Wininger, S. R. (2002) Instructors’ and classroom characteristics associated with exercise enjoyment by females. Perceptual and Motor Skills, 94(2), 395-398.

Educational Psychology

• Rinn, A. N., & Wininger, S. R. (2007). Sport Participation among Academically Gifted Adolescents: Relationship to the Multidimensional Self-Concept. Journal for the Education of the Gifted, 31, 35-56.
• Wininger, S. R., & Kuhlenschmidt, S. (in press). Classroom Examination Practices in a Post Secondary Setting. Journal of Excellence in College Teaching.
• Wininger, S. R. (2007). Measuring marbles: Demonstrating the basic tenets of measurement theory. Teaching Statistics, 29, 57-59.
• Wininger, S. R. (2005). Using your tests to teach: Formative Summative Assessment. Teaching of Psychology, 32, 164-166.
• Wininger, S. R., & Norman, A. D. (2005). Teacher-Candidates’ exposure to formative assessment in educational psychology textbooks: A content analysis. Educational Assessment, 10, 19-37.

Theses

• Wininger, S. R. (1998). A social cognitive model for exercise enjoyment in females engaging in aerobic dance. Unpublished doctoral dissertation, Florida State University, Tallahassee, FL.
• Wininger, S. R. (1995). The relationship between vision and athletic performance. Unpublished master’s thesis, Western Kentucky University, Bowling Green, KY.

Newsletters

• Wininger, S. R. (2007, November 21st). What should you think about while running? Podium Sports Journal.
• Wininger, S. R., (2004, Fall). About the OSP. OSP News.
• Kuhlenschmidt, S. & Wininger, S. R. (2004). What are the typical testing habits of WKU faculty? Teaching Spirit, 14(4), 1-2.
• Wininger, S. R. (1997, May). Making the transition to the collegiate classroom. The Athlete’s Advisor, 2(3), 3.

Government Reports

• Pankratz, R., Roberts, J., Wininger, S., & Norman, A. (2003). Kentucky’s non-graded primary program: The results of a reform strategy that failed to be fully implemented. (Project R305560198). Washington, DC: U.S. Department of Education.

Studies in progress

• The effects of intensity level and expertise on attentional focus during exercise
• Future time perspective and exercise behavior
• Comparing the effects of two attentional focus strategies on exercise intensity

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