The Relation of Mild Traumatic Brain Injury to Chronic Lapses of Attention

We assessed the extent to which failures in sustained attention were associated with chronic mild traumatic brain injury (mTBI) deficits in cognitive control among college-age young adults with and without a history of sport-related concussion. Participants completed the ImPACT computer-based assessment and a modified flanker task. Results indicated that a history of mTBI, relative to healthy controls, was associated with inferior overall flanker task performance with a greater number of omission errors and more frequent sequentially occurring omission errors. Accordingly, these findings suggest that failures in the ability to maintain attentional vigilance may, in part, underlie mTBI-related cognition deficits.     

Inferring cross sections of 3D objects: A new spatial thinking test

A new spatial ability test was administered online to 223 undergraduate students enrolled in introductory science courses. The 30-item multiple choice test measures individual differences in ability to identify the two-dimensional cross section of a three-dimensional geometric solid, a skill that has been identified as important in science, technology, engineering and mathematics (STEM) fields. Bivariate and partial correlations suggest that the test measures a skill that is distinct from three-dimensional mental rotation and change in view perspective. Test items varied along two scales: complexity of the geometric solid to be sliced and orientation of the cutting plane. Internal reliability of both the overall test and its subscales was satisfactory. Performance was higher on figures cut by orthogonal, rather than oblique, planes. Patterns of performance across more and less complex items, and patterns of sex differences on these items, suggest that items on the test are differentially amenable to imagistic and analytic strategies, with males outperforming females on items that are less amenable to analytic strategies. The test shows promise for online administration and for adaptation to younger populations.     

Assessment matters: Moving beyond surveys

Do our students have survey burnout? Vicki L. Wise and Mary Ann Barham share their suggestions for encouraging student engagement in the assessment process and increasing the validity of the data collected as we do so.     

Positive Effects of Converting a Food and Bioprocessing Analysis Course to an Inquiry‐Guided Approach

Abstract: Food science laboratory courses are traditionally taught as a series of preplanned laboratories with known endpoints. In contrast, inquiry‐guided (IG) laboratories allow students to ask questions, think through problems, design experiments, then adapt and learn in response to unexpected results. This study examined the effects of converting the course, “Analytical Techniques in Food and Bioprocessing Sciences” from a traditional approach (2008 to 2010 data) to an IG approach (2011 data) by assigning teams of 2–3 students a food and a set of 5 analyses to conduct over the course of the semester. Students were required to choose and justify the use of specific methods for each analysis, as well as to develop a supply list and a budget for the semester‐long project. During the semester, students were required to post and discuss their weekly progress with the instructor, teaching assistants, and the rest of the class using an online discussion forum. At the end of the semester, students were required to present the results of their analysis in both oral and written formats. Overall course grades were significantly higher (P≤ 0.05) using IG in 2011 compared to 2010 and 2009, but not to 2008 grades. Numerical course evaluations for the instructor, overall course, and lab, as well as written course evaluations all significantly (P≤ 0.05) improved. This suggests that an IG approach may measurably improve student performance in terms of course grades and the ability to complete semester long projects. It may also increase student satisfaction with the course, as measured by numerical and written end of semester surveys.     

The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry

This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children.     

Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons

Purpose: The purpose of this study was to provide an integrated analysis of a teacher’s peer-teaching mediation strategies, the student-coaches’ instruction, and the students’ gameplay development across 3 consecutive seasons of sport education. Method: Twenty-six 7th-grade students participated in 3 consecutive sport education seasons of invasion games (basketball, handball, and soccer). The research involved 3 action research cycles, 1 per season, and each cycle included the processes of planning, acting and monitoring, reflecting, and fact finding. Data collection consisted of videotape and audiotape records of all 47 lessons, a reflective field diary kept by the first author in the role of teacher-researcher, and a total of 24 semistructured focus-group interviews. Trustworthiness criteria for assuring the quality of qualitative research included extensive data triangulation, stakeholders’ crosschecking, and collaborative interpretational analysis. Results: Through the application of systematic preparation strategies, student-coaches were able to successfully conduct team instruction that resulted in students’ tactical development and improved performance. Aspects such as the study of predominant configurations of players’ gameplay and similar tactical principles across games within the same category prevented a setback in the complexity of the learning content addressed at the beginning of each season. Players also showed an increasing ability to adapt gameplay to game conditions. Conclusions: While sport education has the capacity to develop competent players, different levels of teacher guidance and learners’ instructional responsibility are necessary when teaching tactics.     

The validity and reliability of the GymAware linear position transducer for measuring counter-movement jump performance in female athletes

The current study aimed to assess the validity and test–retest reliability of a linear position transducer when compared to a force plate through a counter-movement jump in female participants. Twenty-seven female recreational athletes (19 ± 2 years) performed three counter-movement jumps simultaneously using the linear position transducer and force plate for validity. In addition, 11 elite female athletes (23 ± 6 years) performed 3 counter-movement jumps with the linear position transducer on three separate days for test–retest reliability. Pearson correlations for jump height between the devices were at a high level (r = .90), with the linear position transducer overestimating jump height by 7.0 ± 2.8 cm. The reliability measured by the linear position transducer resulted in a mean intraclass correlation of .70 for jump height, .90 for peak velocity, and .91 for mean velocity. The linear position transducer was reliable for measuring counter-movement jumps in elite female athletes; however, caution should be taken for one-off jump measures as it may over-estimate jump height.     

The effects of limb dominance and a short term,high intensity exercise protocol on both landings of the vertical drop jump: implications for the vertical drop jump as a screening tool

The effectiveness of vertical drop jumps (VDJs) to screen for non-contact ACL injuries is unclear. This may be contributed to by discrete point analysis, which does not evaluate patterns of movement. Also, limited research exists on the second landing of VDJs, potential lower limb performance asymmetries and the effect of fatigue. Statistical parametric mapping investigated the main effects of landing, limb dominance and a high intensity, intermittent exercise protocol (HIIP) on VDJ biomechanics. Twenty-two male athletes (21.9 ± 1.1 years, 180.5 ± 5.5 cm, 79.4 ± 7.8 kg) performed VDJs pre- and post-HIIP. Repeated measures ANOVA identified pattern differences during the eccentric phases of the first and second landings bilaterally. The first landing displayed greater (internal) knee flexor (η² = 0.165), external rotator (η² = 0.113) and valgus (η² = 0.126) moments and greater hip (η² = 0.062) and knee (η² = 0.080) flexion. The dominant limb generated greater knee flexor (η² = 0.062), external rotator (η² = 0.110) and valgus (η² = 0.065) moments. The HIIP only had one effect, increased thoracic flexion relative to the pelvis (η² = 0.088). Finally, the dominant limb demonstrated greater knee extensor moments during the second landing (η² = 0.100). ACL injury risk factors were present in both landings of VDJs with the dominant limb at potentially greater injury risk. Therefore, VDJ screenings should analyse both landings bilaterally.     

The mascot that wouldn’t die: a case study of fan identification and mascot loyalty

The issue of sports mascot loyalty, especially to those mascots considered offensive, was investigated through fan identification theory, and applied to the mascot controversy at a large university in the United States. Replicating a previous university survey on the mascot question, a survey of current university students (N = 3616) revealed a strong relationship between mascot loyalty and fan identification, particularly related to one’s perceptions of ‘belonging to the university sports family’, and ‘associating with sports fans’ of the university. Other important findings include age differences and the marginalization of Asian-American fans. The implications and applications of these findings were discussed.